Mitigating Threats to Girls' Education in Conflict-Affected Contexts
Current practice (Evidence review)
This review was guided by the following research questions:
- What are the main threats to girls' education in conflict-affected contexts?
- What type of interventions positively contribute to overcoming these threats?
- How can lessons from these interventions inform programming to improve girls' education in conflict-affected contexts?
This study identifies seven main threats to girls' education in conflict contexts. The threats described do not arise in isolation. Multiple threats can affect girls simultaneously, forming complex barriers to safe, quality education and deepening girls' vulnerabilities in conflict settings. This review highlights both gender mainstreaming interventions that strengthen the quality and equity of education systems and benefit both boys and girls and gender-targeted interventions focused specifically on marginalised girls.
First, the review drew on consultations with key education-in-emergencies practitioners. It then went on to review rigorous impact evaluations where available and an array of unpublished materials that may not meet the standards of rigour of other reviews yet help illuminate factors that contribute to improving girls' education in conflict settings. The study included additional analysis and examples from reports and documents recommended by reviewers who commented on initial drafts of this paper. This helped fill knowledge gaps due to the dearth of evidence on good practice.
A key conclusion from the analysis in this review is that in order for interventions to work in a more sustainable manner, programming for girls education should adopt multi-pronged approaches, be responsive to the communities being served, and be combined with programmes that tackle discriminatory cultural and social attitudes and practices while promoting women's economic and political participation.