Promoting gender equality and social inclusion in schools, building on what children value and aspire to do and be

 

The governments of Bangladesh, Bhutan and Nepal are committed to achieving better education outcomes, and their national education policies and strategic plans document their commitment to gender equality and social inclusion in education. However, school-level interventions to address concerns of gender equality and social inclusion in these countries, particularly those that build on children’s values and aspirations, are rare.

This project aims to strengthen the ability of education systems in these countries to teach gender equality and social inclusion and enable children to actively contribute to shaping these values. It will focus on what children value as essential to living a good life and their ability to do and be, also referred to as children’s valued capabilities. It will carry out action research using a diagnostic tool for gender equality and social inclusion adapted to each country’s context to assess needs, based on which intervention plans will be developed to help shape children’s experiences of equity, inclusion, safety and support at school.

Intervention will include capacity-building activities for students, teachers and immediate stakeholders. The study will generate evidence on the effectiveness and scalability of children’s valued capabilities to promote gender equality and social inclusion. The results of the study will inform further capacity building and knowledge mobilization among stakeholders in education. 

This project is funded through the Global Partnership for Education Knowledge and Innovation Exchange call for proposals: Knowledge and Innovation for Achieving Gender Equality and Social Inclusion at School.