Project title: Women in development technical assistance (WIDTECH)

This report describes the methodology, content, and outcomes of three gender training workshops that USAID/Uganda organized for its staff, partners, field trainers, and farmer organizations in February 2006. The report also presents lessons learned, facilitators' reflections, and recommendations for future trainings. The purpose of the workshops was to train staff and trainers on how to incorporate a message of gender into their everyday trainings.

This study is part of a worldwide research program, Broadening Access and Strengthening Input Market Systems (BASIS). The study was designed to challenge the belief that it is too difficult to apply integrated approaches to the issue of food security. It assumed that the use of gender analysis and participatory processes creates the opportunity and provides the framework for developing integrated approaches to food security, and then it examined examples in four countries — Ethiopia, Kenya, Tanzania and Uganda — that applied these approaches to improving household food security.

This is the seventh quarter report of the Through Our Eyes project, covering April 1 - June 30, 2009.  Through Our Eyes is implemented by the American Refugee Committee-International and its partner Communication for Change. The project uses community-generated, participatory video activities to address gender-based violence, harmful traditional practices, and related health concerns in conflict-affected settings. During the seventh quarter, progress was made on all three project objectives.

Produced by the Equity in the Classroom (EIC) project, this toolkit is a compilation of instruments that permit active research in the classroom and the school to promote increased participation and improved learning by girls and other marginalized students in primary education. The toolkit is designed to orient educators to issues of equity and to help them begin a process of research and inquiry to identify factors in schools and classrooms that limit equitable participation and achievement of girls and other disadvantaged learners.