Transformative Resilience Guide : Gender, Violence, and Education

The Education Resilience Approaches (ERA) program is developing frameworks and tools to understand the role and impact of education in conflict- and violence-affected contexts. This guide is for researchers, evaluators, and planners supporting education policy and program development in contexts of gender-related violence. It outlines a conceptual framework to support the collection, interpretation, and use of gender- and resilience-related information. In addition, it also includes how-to advice to think through crucial issues, which may arise when assessing areas of protection for people in all levels of an education system who experience gender-related violence, as well as to promote improved educational outcome. This guide is divided into two parts, plus an initial chapter on general aspects of gender and resilience in situations of conflict and violence. Together, the parts present, respectively, core guidance on gender-related risks and assets, and the ways that schools, communities, and education systems can respond to protect education actors from gender-related violence, as well as contribute to mitigating the sources of such violence. Each chapter has a list of core principles related to its focus, along with recommended resources. In Part 1, chapters 2 and 3 provide a broad framework and specific multi-level examples of gender-related risks and assets. Most importantly, it presents a list of essential principles, tools, and resources for researchers, evaluators, and program designers as they conduct their own specific gender, violence, and education assessments. Part 2 is focused on institutional issues. Chapter 4 discusses the ways that positive interactions between schools and communities can prevent gender-based violence and foster gender equity. Chapter 5 considers the education policies, programs, institutions, and services that address the sources of gender-related risks and craft solutions for positive education outcomes. Examples of institutional practices illustrate how a transformative resilience framework and gender principles can be operationalized within the policies, programs, and budgets of education systems.

Bibliographic Details

Main Authors:	Kelcey, Jo, Reyes, Joel E., Diaz Varela, Andrea
Language:	English en_US
Published:	World Bank, Washington, DC 2013
Subjects:	ACCESS TO EDUCATION, ACCESS TO HEALTH, ACCESS TO HEALTH CARE, ACCESS TO RESOURCES, ACCESS TO SCHOOLS, ACCESS TO SERVICES, ACHIEVEMENT OF GENDER EQUALITY, ACTS OF VIOLENCE, ADAPTATION, ADOLESCENTS, AFFIRMATIVE ACTION, AFFIRMATIVE ACTION POLICIES, AID, ARMED COMBAT, ARMED CONFLICT, AUTONOMY, BEATING, BEHAVIOR ASSESSMENTS, BIASES, BOYS WITH DISABILITIES, COERCION, COMMUNITIES, CORPORAL PUNISHMENT, CRAFT, CRISIS SITUATIONS, CULTURAL BELIEFS, DEAF, DEATHS, DIGNITY, DISCRIMINATORY LAWS, DOMESTIC ABUSE, DOMESTIC VIOLENCE, DRUG TRAFFICKING, EARLY MARRIAGE, ECOLOGY, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ACHIEVEMENT, EQUALITY IN EDUCATION, ETHNIC GROUPS, EXCLUSION, EXPOSURE TO VIOLENCE, EXTRACURRICULAR ACTIVITIES, FAMILIES, FAMILY RELATIONSHIPS, FARMERS, FATHERS, FEMALE, FEMALE ADOLESCENTS, FEMALE GENITAL MUTILATION, FEMALE TEACHERS, FEMALES, FEMININITIES, FORCED PROSTITUTION, FORMS OF GENDER, FORMS OF OPPRESSION, FORMS OF VIOLENCE, GENDER, GENDER ANALYSIS, GENDER ASPECTS, GENDER ASSESSMENT, GENDER BIAS, GENDER DIMENSIONS, GENDER DISCRIMINATION, GENDER DISPARITIES, GENDER DISPARITY, GENDER EQUALITY, GENDER EQUITY, GENDER IDENTITIES, GENDER IDENTITY, GENDER INEQUITY, GENDER INTERVENTIONS, GENDER MAINSTREAMING, GENDER NORMS, GENDER PARITY, GENDER PERSPECTIVE, GENDER ROLES, GENDER STEREOTYPES, GENDER-BASED VIOLENCE, GENDERS, GIRLS, GIRLS WITH DISABILITIES, HEARING, HIV, HUMAN RIGHTS, HUMAN RIGHTS INSTRUMENTS, HUMANITARIAN AFFAIRS, INCLUSION, INDECENT ASSAULT, INEQUALITY, INJURY, INSTITUTIONAL DEVELOPMENT, INSTITUTIONAL STRUCTURES, INTEGRATION, INTERPERSONAL VIOLENCE, INTIMATE PARTNER, LEGAL RIGHTS, LIMITED MOBILITY, MAINSTREAM, MALES, MASCULINITIES, MASCULINITY, MEDICATION, MEDICINE, MENTAL HEALTH, MENTAL HEALTH SERVICES, MINORITIES, MINORITY, MORTALITY, MORTALITY RATES, MOVEMENT, NONGOVERNMENTAL ORGANIZATIONS, OLDER GIRLS, PEACE, PREVENTION OF GENDER, PRIMARY SCHOOL, PRIMARY SCHOOLS, PROBLEM SOLVING, PUBLIC POLICY, RAPE, RAPES, RECREATIONAL ACTIVITIES, REHABILITATION, RELIGIOUS LEADERS, RESOURCES ON GENDER, ROLE MODELS, SAFE ENVIRONMENT, SAFETY, SELF-ESTEEM, SELF-IMAGE, SELF-WORTH, SEX, SEXUAL ABUSE, SEXUAL ASSAULT, SEXUAL ATTITUDES, SEXUAL BEHAVIOR, SEXUAL IDENTITY, SEXUAL ORIENTATION, SEXUAL RELATIONS, SEXUAL VIOLENCE, SEXUALITY, SIGHT, SOCIAL ATTITUDES, SOCIAL CHANGE, SOCIAL EXCLUSION, SOCIAL JUSTICE, SOCIAL NORMS, SOCIETY, SPECIALIST, STRESSES, SUICIDE, SUPPORT SERVICES, TYPES OF VIOLENCE, UNESCO, UNICEF, UNITED NATIONS, VICTIMS OF VIOLENCE, VIOLENCE, VIOLENCE AGAINST WOMEN, VOCATIONAL SKILLS, VULNERABLE GROUPS, WAR CRIMES, WHEELCHAIRS, WOMAN, WOMEN WITH DISABILITIES, WOOD, WORTH, YOUNG BOYS, YOUNG MEN, YOUNG PEOPLE, YOUTH, YOUTHS,
Online Access:	http://documents.worldbank.org/curated/en/2013/01/19703728/transformative-resilience-guide-gender-violence-education https://hdl.handle.net/10986/18979
Tags:	Add Tag No Tags, Be the first to tag this record!