Photo from BEC Member School-to-School Intl
USAID missions and their implementing partners must take proactive measures to ensure that all stages of the USAID Program Cycle speak to the differentiated needs of girls and boys and men and women. The socially constructed roles, attitudes, behaviors and dynamics that society defines as “masculine” or “feminine” are not static. Rather, they adjust over time amidst changes in societal norms and behaviors and in socio-economic shifts. Recognizing this, this How-To Note offers recommendations, country examples, and other resources that support education staff and partners at different phases of the Program Cycle. It incorporates global good practices, key policies, and research to ensure that the harmful effects of negative gender norms and attitudes are redressed in education systems and services.
The contents and references contained in this How-To Note have various potential uses, e.g., as a vehicle for training, as a reference for policy dialogue, and as a source of talking points and practical How-To Note: Gender Integration in Education Programming tools to assist education officers and implementing partners with ensuring gender integration in all projects and activities.
Given that research and the evidence base are constantly evolving, education staff can supplement the resources identified in this How-To Note by calling upon Yolande Miller-Grandvaux and the E3 Office of Gender Equality & Women’s Empowerment (GenDev) to provide guidance and technical assistance for USAID’s work on gender. E3/ED and GenDev staff can assist in identifying relevant evidence and good practices as needed for a particular project or activity. They can support work at all stages of the Program Cycle, including planning, design, implementation and monitoring and evaluation. Many of the resources referenced in this document, as well as other education-related guides, tools, and templates, can be centrally assessed through Education Links.