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Searching with a thematic focus on Education, Gender

Showing 181-190 of 349 results

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• Document

  Is PROGRESA working? Summary of the results of an evaluation by IFPRI

  International Food Policy Research Institute, 2001

  This document summarises an evaluation of the impact of PROGRESA on three poverty reduction focus areas: improving school enrolment, improving health and nutrition outcomes, and increasing household consumption for poor rural families.The findings suggest that PROGRESA’s combination of education, health, and nutrition interventions into one integrated package has a significant impact on the wel
• Document

  Girls and science: a training module on motivating girls to embark on science and technology careers

  Education Sector, UNESCO, 2006

  Social and economic development of a country is closely linked to the educational level of its female population.
• Document

  Policy impacts on schooling gender gaps in developing countries: the evidence and a framework for interpretation

  Cornell Food and Nutrition Policy Program, Cornell University, 2006

  This paper reviews the evidence on the effects of policies in the education sector and outside it on household investments in girls' and boys' schooling, distinguishing between policies that are gender neutral and those that explicitly target girls.The study finds that the demand for girls' schooling is often more responsive than boys' to gender neutral changes in school cost or distance as wel
• Document

  Gender equality in schools

  Oxfam, 2005

  This paper discusses the content and delivery of education and how it can reflect and reproduce gender inequalities.
• Document

  Fostering education for female, out-of-school youth in Afghanistan

  Journal of Education for International Development, 2006

  This paper describes the Afghanistan Primary Education Program (APEP) set up 2003 in response to the lack of educational opportunities in Afghanistan for the general population and especially for females. The main aim of APEP is to offer emergency access to accelerated elementary education for out-of-school youth between ten and eighteen years of age, focusing on females.
• Document

  Making it happen: political will for gender equality in education

  Oxfam, 2005

  The central question in this brief paper is why do some countries succeed in promoting gender parity and equality in education while others do not? Whilst the answer is often due to political will, there is little understanding of why governments are unwilling or unable to change their policies and priorities to achieve equal access to education for girls and boys.
• Document

  Learning about HIV/AIDS and gender stereotypes in schools in southern Africa

  id21 Development Research Reporting Service, 2005

  Most young people learn about sexuality and HIV and AIDS in school. Giving teenage pupils space to explore, debate and ask questions is just as important as checking that they know how HIV is transmitted and avoided. Can teachers help in the fight against AIDS and gender stereotypes?
• Document

  Girls, educational equity and mother tongue

  UNESCO Bangkok: Asia and Pacific Regional Bureau for Education, 2005

  This paper argues that one of the principal mechanisms through which inequality is reproduced is language, specifically the language used as the medium of instruction. The paper illustrates how the learner’s mother tongue is vital for making schooling more inclusive for all disadvantaged groups, especially for girls and women.
• Document

  Afghanistan: findings on education, environment, gender,health, livelihood and water and sanitation

  Chr. Michelsen Institute, Norway, 2005

  This paper presents findings from the 2005 Multidonor Evaluation of the emergency and reconstruction aid that had been provided to Afghanistan between 2001 to early 2005, on behalf of Denmark, Ireland, the Netherlands, Sweden and the United Kingdom.
• Document

  The effect of armed conflict on accumulation of schooling: results from Tajikistan

  Households in Conflict Network, 2006

  This paper examines the effect of the civil armed conflict from 1992 to 1998 in Tajikistan on the accumulation of schooling.

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