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An Ethiopian Case Study
Implementing DFID’s New Girls’ Education Challenge—Transition Gender Analysis
3/5/2019
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School-to-School InternationalSTS is committed to improving the lives and learning of girls and boys worldwide through thoughtful research, practice, and partnership.
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Supporting Transition of Adolescent Girls through Enhancing Systems (STAGES)
• Project Location: Wolaita Zone, SNNPR, Ethiopia
• Implemented by: Link Community Development (LCD)
• Funded by: Girls’ Education Challenge/DFID
• Core Project Goal:Envisions a new norm for the girls they work with…that these girls will complete their education, be able to choose their future path, and follow their dreams.
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Background• Release of new Gender and Social Inclusion Analysis Guidance and
Framework from the DFID funded Girls’ Education Challenge –Transition (GEC-T) in May 2017
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Presentation Objective• Provide illustrative example of how guidance and template can be
adapted• Highlight strengths and promising approaches from this case
study
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Gender and Social Inclusion Analysis (GESI)
•A methodology?•Power analysis?•Needs assessment?
What is a gender
analysis?
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GEC-T GESI Overarching Research Questions
Socio-cultural norms and practices
School environment
Policy environment
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STS’s Methodology
Literature review
Participatory GESI
workshop
Site visit and KII
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STS Methodology: Literature Review
Builds on Link Community Development (LCD) and GEC1 learnings
Draws on wide range of relevant reports and policies
Includes localized, recent gender disaggregated education statistics
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STS Methodology: Participatory Staff Workshop Activities
Gender integration continuum
GESI template
Gender analysis matrix
exercise
Mapping practical and
strategic needs
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Gender Integration Continuum
Looking back
Looking forward
Transformation
Source. Gender Integration Continuum developed by FHI360
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Mapping of Practical and Strategic Needs
• Short-term, immediate, practical assistance for girls according to perceived needs to assist their learning progress
Practical
• Challenge existing gender roles to achieve gender equality
• Transform girls’ status and role in home, community, and school
Strategic
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GESI Strengths and Best Practices
Required Early
Ongoing
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References
• FHI 360. (2012). FHI 360 Gender Integration Framework. Research Triangle Park, NC: Doggett, E., Goodridge, G., Mosley, E.A., Shattuck, D. & Wilcher, R.
• Girls’ Education Challenge. (2017). GEC-T MEL Guidance Part 2. London: UK Department for International Development.
• Lewin, K., In Cartwright, D., & University of Michigan. (1951). Field Theory in Social Science: Selected Theoretical Papers.
• Parker, A. R., & UNIFEM. (1993). Another point of view: A manual on gender analysis training for grassroots workers. New York, N.Y: UNIFEM. Ramalingam, B. (2006). Tools for knowledge and learning: A guide for development and humanitarian organizations. London: Overseas Development Institute.
• USAID Applying Science to Strengthen and Improve Systems (ASSIST) Project/URC and WI-HER, LLC (2017). Gender Analysis Tools. ASSIST publication
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Casey McHughcmchugh
@sts-international.org
School-to-School International