Changing the gendered dynamics of refugee classrooms in West Africa: introducing female classroom assistants

Refugee schools in West Africa tend to be dominated by men, with even early years classes taught mostly by male teachers. There are very few female teachers and even fewer female head teachers or education administrators. Although enrollment in the lower classes is more or less gender balanced, by the upper primary level, many of… Read more


Early childhood development and girls

Introduction The international evidence that high quality early childhood development (ECD) programmes benefit all children’s development, life experiences, and life chances, is overwhelming. The evidence comes from studies of all kinds, including well-known large quantitative longitudinal studies (e.g. High/Scope Perry studies in the USA and the work of Heckman, at http://heckmanequation.org/) to more localised qualitative… Read more


Improving access to health for women and girls in low-income urban settlements

The world is becoming increasingly urbanised. Over one third of urban dwellers now reside in low-income urban settlements, where living conditions are often inadequate and there are multiple barriers to access to health services for women and girls. Based on six case studies and a thematic review examining women’s and girls’ access to health in low-income… Read more


A review of major obstacles to women’s participation in higher education in Kenya

The paper provides a comprehensive review of the major obstacles that hinder the participation of girls and women in higher education in Kenya. This is on the basis that their low participation in this level of education is a key constraint to the development of the country. While it is reckoned that girls’ and women’s… Read more


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