Nicolas Reuge Political and institutional factors that either lead In 2013 a multi country study was undertaken in order to to or reinforce existing barriers to girls’ identify political and institutional factors that either lead to or education in West and Central Africa reinforce existing barriers to girls’ education in Niger, Burkina UNGEI Regional Faso, Mauritania, and Cote d’Ivoire. This initiative continued in Assessment of good practices in girls’ education Focal Point for 2014, with additional countries: Togo, Congo, Senegal and West and Central Mali. In addition, country guidance notes were produced in Africa order to replicate this initiative in countries that might be interested in identifying critical gaps in terms of political commitment, institutional coverage, pedagogical management and approach. This works provides clear evidence on institutional response for supporting girl’s education and paths to follow for national partnerships. The study report is currently available in French (attached) For the second topic, the attached girls’ education good practices assessment may also be useful. Caitlin Fowler, Programme example on take-home rations as an One of the strongest tools we have to motivate parents to World Food incentive for parents to send girls to school consistently send their girls to school, thus ensure education as Programme well as delay marriage is take-home rations (THR) (especially when combined with school meals). However, the contents of the ration and minimum quantity necessary to ensure consistent Member of the school attendance will vary within each region, country and GAC community. In addition, in some places, a THR won’t be enough, and it would be helpful to have a stronger understanding of the drivers behind why parents are keeping their girls from school and what other interventions they can be combined with to get girls into the classroom. Understanding both the potential impact and limitation of THRs can help us design better solutions. Therefore what we would ideally like to see developed is a context analysis designing a THR that would facilitate school attendance for girls, especially adolescent, and
Nicolas Reuge UNGEI Regional Focal Point for West and Central Africa Political and institutional factors that either lead to or reinforce existing barriers to girls’ education in West and Central Africa Assessment of good practices in girls’ education In 2013 a multi country study was undertaken in order to identify political and institutional factors that either lead to or reinforce existing barriers to girls’ education in Niger, Burkina Faso, Mauritania, and Cote d’Ivoire. This initiative continued in 2014, with additional countries: Togo, Congo, Senegal and Mali. In addition, country guidance notes were produced in order to replicate this initiative in countries that might be interested in identifying critical gaps in terms of political commitment, institutional coverage, pedagogical management and approach. This works provides clear evidence on institutional response for supporting girl’s education and paths to follow for national partnerships. The study report is currently available in French (attached) For the second topic, the attached girls’ education good practices assessment may also be useful. Caitlin Fowler, World Food Programme Member of the GAC Programme example on take-home rations as an incentive for parents to send girls to school One of the strongest tools we have to motivate parents to consistently send their girls to school, thus ensure education as well as delay marriage is take-home rations (THR) (especially when combined with school meals). However, the contents of the ration and minimum quantity necessary to ensure consistent school attendance will vary within each region, country and community. In addition, in some places, a THR won’t be enough, and it would be helpful to have a stronger understanding of the drivers behind why parents are keeping their girls from school and what other interventions they can be combined with to get girls into the classroom. Understanding both the potential impact and limitation of THRs can help us design better solutions. Therefore what we would ideally like to see developed is a context analysis designing a THR that would facilitate school attendance for girls, especially adolescent, and
CUE_-_UNGEI_GAC_Inputs_Consolidated_(3)_(2).docx