A Guide to Gender Practice in Afghanistan (2012-2014)
A Guide to Gender Mainstreaming in Afghanistan - Best Practices and Lessons Learned
Gender roles in Afghanistan are sensitive and complex. Designing projects that produce a measurable improvement in women's status requires strategic planning, targeted resources, and patience. This Guide to Gender Practice in Afghanistan is drawn from 43 gender analyses of USAID/Afghanistan's projects in all technical sectors. The Guide is designed to contribute to the Mission's historical memory by providing a summary of best practices, lessons learned, and important insights into working effectively and equitably with Afghan women. It will also refute some myths about women, explain some of the many nuances about gender, and help distinguish between what works and what does not work. The chapter on Education based on the following reports:
- Afghanistan Support for Tertiary Education Project (A-STEP), 2012;
- Afghanistan Higher Education Project Extension (HEP), 2012;
- Learning for Community Empowerment Program Phase II (LCEP-2), 2012;
- Textbook Gender Analysis, 2013; and
- Early Grade Reading and Math (EGR/M), 2014.
The chapter includes a discussion of girl's and women's enrollment in schools and universities; women serving as teachers, school monitors, faculty, and university administrators; and women's presence in the Ministry of Education (MoE). In addition, it analyzes the presentation of gender in school textbooks.