Author: Paola Pereznieto, Arran Magee, Nora Fyles
Full Citation: Pereznieto, P., Magee, A., & Fyles, N. (2017). Mitigating threats to girls' education in conflict-affected contexts: Current practice (Evidence review). New York, NY: UNGEI.
Overview: 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?
Methodology: First the review drew on consultations with key education-in-emergencies practitioners. It then went on to review rigorous impact evaluations where available, as well as an array of unpublished materials that may not meet the standards of rigour of other reviews yet help illuminate factors that contribute to improving girls’ education in conflict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. We drew 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.
Findings: 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.