An Ethiopian Case Study

Implementing DFID’s New Girls’ Education Challenge—Transition Gender Analysis

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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.

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

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