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• Document

  Gender, Education and Training

  Oxfam, 1998

  This collection of articles by development workers and researchers focuses on learning opportunities for women offered by education and training.
• Document

  Evaluation of DFID Development Assistance: Gender Equality and Women's Empowerment, Phase II Thematic Evaluation: Education

  Department for International Development, UK, 2005

  This is one of a number of papers written in preparation for a full DFID evaluation of its gender equality work. It reviews the framework, country commitments and multilateral cooperation in the field of education - and outlines the reasons for failure to reach parity in primary education by a large number of countries in South Asia and sub-Saharan Africa.
• Document

  State of the world's mothers 2005: the power and promise of girls’ education

  Save the Children Fund, 2005

  Although total primary school enrolment rates have recently risen in every region of the developing world, there is still a significant gender education gap. Of 650 million children of primary school age in the world, 103 million do not attend school, and the majority of them are girls. This progress report focuses on girls' education.
• Document

  I Have A Story To Tell

  2004

  This book documents the life-stories of a group of 32 young Zimbabwean women who were the first to be supported through their education by CAMFED International. They now hold positions of authority in their poverty-stricken rural communities, working to address the problems that are associated with rural poverty, HIV/AIDS and educational exclusion.
• Document

  Partnerships for girls’ education

  Oxfam, 2005

  The idea of partnerships - involving multinational donors, governments, international non-government organisations, the private sector, civil society, and local communities - is increasingly current in debates about development. They are widely seen as the most effective way to achieve sustainable economic and social benefits for the poorest people.
• Document

  Interculturality and Community Mobilisation to Eliminate Gender Violence. A developing experience in the municipality of El Alto

  2000

  This report deals with gender-based violence in El Alto, a predominantly urban city in the District of La Paz in Bolivia, with high levels of poverty, infant and maternal mortality and low levels of education and literacy. Gender violence happens disproportionately in the home and despite the existence of a law against domestic violence.
• Document

  ICTs for the Empowerment of Indigenous Women in Bolivia: An Experience in OMAK

  2001

  Concerns persist around the threats to the culture, identity, language and territory of indigenous peoples, and women in this group fare the worst with reduced access to education and services. This report outlines the case of OMAK, an organisation made up of indigenous Aymara women in the District of La Paz and Oruro in Bolivia.
• Document

  Gender, education and child labour in Lebanon

  International Programme on the Elimination of Child Labour, 2004

  Studies in Lebanon indicate gender inequalities in schooling and the child labour systems. Among the poor, boys are more likely to have access to quality education, such as private schooling. However, boys are also more likely to leave school earlier than girls to assume the role of family breadwinner.
• Document

  GENIA Toolkit For Promoting Gender Equality in Education

  2004

  How can education in Asia become more gender sensitive? The GENIA toolkit provides a collection of practical resources for gender focal points in Asian Ministries of Education (MoE). It aims to build the technical capacity of gender focal points to mainstream gender at national and regional levels.
• Document

  Why eat green cucumbers at the time of dying?: women’s literacy and development in Nepal

  Education Sector, UNESCO, 2000

  Why should people take on new literacy practices when they feel they are able to communicate adequately? Is 'traditional' literacy the key to women's empowerment? In Nepal, as elsewhere, there has been an explosion of literacy programmes due to the popular perception that this is the case. This report questions whether such programmes meet women's needs from the point of view of participants.

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