Scaling up innovative gender, inclusion and safeguarding approaches in education: Evidence from Malawi, Uganda and Ethiopia

 

This project will mobilize evidence on how to scale practices enhancing gender equality and inclusion, including what incentivizes or impedes them, across Ethiopia, Malawi and Uganda. It builds on four interventions previously implemented in these three countries aimed at strengthening gender equality, inclusion and safeguarding in education programming. These include professional development of teachers, school leaders and supervisors; school performance review and improvement planning; national education standards; and community participation. These interventions, currently at varying stages of scale-up by the governments in question, seek to address the intersecting barriers that girls, children with disabilities and other marginalized children face in getting a quality education.

Specific objectives include generating knowledge, mobilizing and disseminating knowledge, and strengthening knowledge and capacity of stakeholders (including educational government staff) on the effective scale-up of projects that improve gender equality and inclusion in education. The overarching research questions focus on the factors that influence government decisions to scale up specific interventions, on the quality of interventions carried out after the end of the initial support to pilot the innovations, and on how scale-up can be improved in the future.

This initiative is supported under the Global Partnership for Education (GPE) Knowledge and Innovation Exchange, a joint endeavour between the GPE and IDRC to connect expertise, innovation and knowledge to help low- and middle-income countries build stronger education systems and accelerate progress toward the Sustainable Development Goal on education.