This report reviews the literature on school-related gender-based violence (SRGBV) in an effort to improve understanding of its causes, consequences, and prevalence. The report examines how gender norms, poverty, and a culture of violence contribute to SRGBV. It also explores barriers to preventing and responding to SRGBV and presents examples of what is being done to address the problem.

This paper, intended as a tool for education programmers, presents a framework designed to address inequalities in education and help ensure that education projects meet the needs of all learners. Using an approach that takes into account the relations and interaction between males and females (i.e., gender dynamics), the Gender Equality Framework addresses four dimensions of equality in education: equality of access, equality in the learning process, equality of educational outcomes, and equality of external results. Sections on each of the four dimensions include concrete activities that can be implemented as part of an overall strategy to achieve gender equality in education.

This technical brief examines the relationship between gender disparities and the spread of HIV/AIDS. It also offers suggestions for USAID staff and implementing partners on designing appropriate education sector strategies for mitigating the impacts of HIV/AIDS by addressing gender inequality.

This document introduces a simple framework within which often misunderstood terms and concepts are reviewed in easily understood terminology. The Gender Equality Framework is based on the results from USAID education program assessments conducted during the past decade that revealed the need for a tool to help USAID move education programming toward achieving gender equality. The framework was developed and introduced by the EQUATE project with support from the USAID Office of Women in Development and in consultation with USAID education staff, implementing partners, and other stakeholders.

A chart designed by the EQUATE project that depicts the framework for gender equality in education.

This is a one-page glossary of common terms related to gender integration and equity.

This guide is designed to help USAID education officers better incorporate gender issues into solicitations and technical evaluations. It is not, however, an exhaustive presentation of the myriad gender issues that may impact a given project. The guide is divided into three sections:

1. USAID programming requirements for integrating gender into solicitations,
2. guidelines for developing solicitations, and
3. guidelines for reviewing proposals/applications.

Since 2005, the EQUATE project has offered a gender training program for USAID education staff and implementing partners, which includes a session introducing the Continuum of Approaches for Achieving Gender Integration in Programming. Since training program participants consistently rank this session as one of the most useful and innovative components of the training, the EQUATE team has developed a stand-alone detailed trainers guide. This guide can be used by training participants or experienced trainers to replicate the session with their own partners and staff as well as other education practitioners who want to address gender inequalities in their own programs.

Results from an EQUATE assessment in Zambia highlight the importance of interviewing boys and girls about their educational experiences. This brief offers insight into how gender considerations influence and shape the educational experiences of students. Conducted as part of an assessment for USAID/Zambia, this study involved thirteen girls and fourteen boys from a peri-urban area outside of Lusaka. Their responses reiterate how boys and girls notice and value educational quality differently and suggest areas that programmers and educators can improve upon by considering the perspectives and experiences of students.

This report summarizes the proceedings of a gender assessment and education strategy workshop held in Lusaka, Zambia between May 23 - 27, 2005. The workshop was conducted for USAID/Zambia by Management Systems International (MSI) with support from EQUATE, a task order under the Office of Women in Development. The workshop is the second part of a two-stage effort to improve USAID education programming, which began with an assessment of the status of gender equality in Zambian education. Assessment findings were used to help USAID/Zambia improve educational access and quality for Zambian students, especially boy and girl orphans and vulnerable children, in current and future education programming.

This assessment explores the role that gender plays in boys' and girls' development, performance, and outcomes in school, with the goal of unearthing strategies that could address differential performance and impact. The research examines the nature and function of gender dynamics in teaching and learning at home, at school, and in the wider society. USAID/Jamaica commissioned this study to determine the reasons for, and possible interventions to address, the underachievement of male students.