Pocket Guide to Gender
Implementation Tools

  Gender-Responsive Education Training Module
INEE - 2012
The Gender-Responsive Education Module serves as one of the seventeen modules of the INEE Education in Emergencies Training Package. The Gender Module provides multiple resources for cross-cutting implementation of gender-responsive education during emergencies. The Module includes a Facilitator's Guide, Powerpoint Presentation, Handouts, Supplementary Exercises, and a Case Study Template. These tools were developed by INEE and the IASC Education Cluster.

  INEE Pocket Guide to Gender: Useful Resources
INEE - 2010
A list of useful resources found at the end of the INEE Pocket Guide to Gender.

  Women, Girls, Boys and Men: Different Needs - Equal Opportunities
IASC - 2006
This handbook targets field practitioners responding to humanitarian emergencies that result from conflict or natural hazards. In particular, sector/cluster actors are offered practical guidance on identifying and addressing the differing needs and situations of women, girls, boys, and men. A section on gender and education can be found on pp. 49-55 including a brief section on Teaching and Learning and a checklist for assessing gender equality programming in the education sector.

 Arabic  |  Chinese  |  French  |  Russian  |  Spanish  |  Farsi 
Arabic: Women, Girls, Boys and Men: Different Needs-Equal Opportunities

IASC - 2006
Chinese (Mandarin): Women, Girls, Boys and Men: Different Needs - Equal Opportunities

IASC - 2006
Femmes, filles, garçons et hommes : Des besoins différents, des chances égales

IASC - 2006
Ce manuel s'adresse à l'usage des praticiens sur le terrain qui répondent aux urgences humanitaires résultant de conflits ou de catastrophes naturelles. En particulier, les acteurs des groupes sectoriels tireront profit des conseils sur la manière d'identifier et de répondre aux différents besoins et situations des femmes, filles, garçons, et hommes. Une section sur le genre et l'éducation se trouve aux pages 53-60, y compris une brève section sur l'enseignement et l'apprentissage et une liste de vérification pour évaluer les programmes d'égalité entre les sexes dans le secteur de l'éducation.
Russian: Women, Girls, Boys and Men: Different Needs - Equal Opportunities

IASC - 2006
Mujeres, Niñas, Niños y Hombres Igualdad de oportunidades para necesidades diferentes

IASC - 2006
Este manual está dirigido a los profesionales respondiendo a emergencias humanitarias que resulten de situaciones de conflicto o destastres naturales. En particular, se ofrece guía práctica a los actores de sector/cluster para identificar y hacer frente de los necesidades y situactiones diferentes de mujeres, niñas, niños, y hombres. Hay una sección sobre género y educación en las paginas 49-56, incluyendo una breve sección sobre la Enseñanza y el Aprendizaje y una lista de verificación para la evaluación de programas para la igualdad de género en el sector de la educación.
Farsi: Women, Girls, Boys and Men: Different Needs - Equal Opportunities

IASC - 2006

  INEE Pocket Guide to Gender Assessment Report
INEE - 2013
The INEE Pocket Guide to Gender (PG) is one of the flagship INEE tools used in the Education in Emergencies field. With the input of many INEE members, INEE’s Gender Task Team developed this tool in 2010 as a quick reference guide to help practitioners make sure that education, as part of emergency preparedness, response and recovery, is gender-responsive and meets the rights and needs of all girls and boys, women and men affected by crisis. In order to continue promoting the PG, it is critical to understand who is aware of the PG, how it is being used and if and how it is institutionalized in plans and policies. To do so, the INEE Working Group on Minimum Standards and Network Tools and the INEE Gender Task Team embarked on a large-scale assessment of its usage. This report details the findings of this assessment.

  INEE Pocket Guide to Gender Case Study: Implementation of an integrated education and child protection project in Masisi territory, DRC
INEE - 2013
This case study describes the use of the INEE Pocket Guide to Gender (PGG) by Save the Children in implementing an integrated education and child protection SIDA- funded project in Masisi territory to address the needs of children and the local communities. The case study provides great detail on the application, challenges and outcomes of the project.

  INEE Pocket Guide to Gender Case Study: Response to gender-based violence in Liberia
INEE - 2013
This case study describes the use of the INEE Pocket Guide to Gender (PGG) in serving as a reference tool while developing survey instruments and informing the training of data collectors in planning and conducting a rapid joint education needs assessment in collaboration with child protection in Liberia. The Education Sector group was able to use the needs assessment to provide an evidence-base for response planning, prioritization and advocacy. This case study also outlines challenges of the implementation of this project.

  INEE Pocket Guide to Gender Case Study: Workshop on girls education in East Africa
INEE - 2013
This case study describes the use of the INEE Pocket Guide to Gender (PGG) by UNHCR as a resource at a workshop on girls education in an effort to promote girls’ education through gender equality. The workshop consisted of participants from Burundi, Chad, DRC and Rwanda. In a session on “Managing Girls Education in Conflict and Emergency situations” participants used the tool kit to develop gender responsive country joint action plans for promoting girls education in displacement situations.

  INEE Thematic Issue Brief: Gender
INEE - 2010
This brief summarises the mainstreaming of gender in the INEE Minimum Standards Handbook.

  INEE Pocket Guide to Inclusive Education
INEE - 2009
The guide is aimed at anyone working to provide, manage or support education services in emergencies, whether through government, non-governmental or international agencies. The main focus is rapid onset emergency response, but the guide is relevant to all emergency settings and phases. This resource provides guidance on how to incorporate inclusive education approaches in emergency situations as well as advice on how to deal with challenges like resistance or lack of interest in inclusion.

 French  |  Spanish 
Guide de poche de l'INEE sur l'éducation inclusive

INEE - 2009
Ce guide est destiné à l'usage de tous ceux qui fournissent, gèrent ou appuient les services éducatifs en situations d'urgence, que ce soit les agences gouvernementales, non gouvernementales ou internationales. Il est particulièrement pertinent pour la phase initiale de l'intervention d'urgence, mais s'applique à toutes les situations et phases d'urgence. Il fournit des conseils sur la façon d'intégrer les approches d'éducation inclusive dans les situations d'urgence ainsi que des conseils sur la façon de faire face aux défis comme la résistance ou le manque d'intérêt envers l'inclusion.
La guía de bolsillo de la INEE para la educación inclusiva

INEE - 2009
Esta guía está dirigida a cualquier persona trabajando para proporcionar, manejar o apoyar educación en emergencias, si por el gobierno, agencias no gubernamentales o internacionales. El foco principal es la respuesta a emergencias de rápida comienzo, pero la guía es relevante para todas las situaciones y fases de emergencia. Este recurso proporciona guía sobre cómo incorporar enfoques de educación inclusiva en situaciones de emergencia así como consejos sobre cómo hacer frente a los desafíos como la resistencia o la falta de interés en la inclusión.

  Preventing and Responding to Gender Based Violence in and through Education
INEE Gender Task Team - 2010
This is a general brief establishing a foundation of understanding for Gender Based Violence and indicates how to respond to GBV in and through education. It contains a case study on Guinea and Sierra Leone. Pp. 3-4 discuss approaches to reducing and preventing GBV in schools.

  Working for Gender Equality: Recruiting and Retaining Male Educators
INEE Gender Task Team - 2008
This short brief provides guidance on recruiting and retaining male teachers as part of the INEE Gender Task Team's series of Gender Strategies in Emergencies, Chronic Crises and Early Reconstruction Contexts.

  Working for Gender Equality: Recruiting and Supporting Female Educators
INEE Gender Task Team - 2008
This short brief provides guidance on recruiting and retaining female teachers as part of the INEE Gender Task Team's series of Gender Strategies in Emergencies, Chronic Crises and Early Reconstruction Contexts. Page 2 provides guidance on approaches to recruiting female educators. Page 3 provides guidance on professional development for female educators. Page 5 has a case study on teacher training and recruiting in Guinea and Sierra Leone. Page 6 has a case study on the gender equity support project in southern Sudan.

  Gendering Prevention Practices: A practical guide to working with gender in sexual safety and HIV/AIDS awareness education
Lewis, J., NIKK (Nordic Institute for Women's Studies and Gender Research) - 2003
This tool provides MOE Technical Staff in Curriculum and Teacher Training, Ministries of Youth or Women's Affairs, NGOs/UN agencies working on ToT for NGOs and government teachers, and CBOs with very practical activities looking at cross-cutting issues of HIV/AIDS, Gender, Youth.

  Toolkit for Promoting Gender Equality in Education
UNESCO - 2009
The GENIA Toolkit is a collection of resources for use by gender focal points and education planners and implementers to promote gender equality and mainstream gender in the education system. Particularly relevant tools include: Toolkit 10 (p. 53) Developing Gender-Responsive Curriculum and Teaching/Learning Materials; Toolkit 12 (p. 58) A Gender-Sensitive Teacher; Toolkit 13 (p. 60) Analyzing the Gender-Responsiveness of Teaching/Learning Materials; Toolkit 14 (p. 63) Guidance on Gender-Responsive School Observation; Toolkit 15 (p. 65) Promoting Gender-Responsive Community Learning Centres (CLCs); Toolkit 19 (p. 94) Developing Gender-Responsive Education Projects and Programmes.

  Education in Emergencies: The Gender Implications
UNESCO - 2006
This advocacy brief provides an overview of education in a variety of emergency settings, including both natural and man-made disasters, and how emergencies are experienced differently by boys and girls. It discusses issues such as sexual violence, how protecting children can limit their educational opportunities, policy and program guidelines, and sets forth possible strategies and approaches for programs. The Specific Programme Strategies section (pp. 14-15) presents targeted and gender-responsive measures and priority programme strategies for increasing access to education for boys and girls in emergencies.

  Strategies for Girls' Education
UNICEF - 2004
This tool is a short, basic guide that includes strategies for both inside or outside the classroom proven to increase school attendance and completion by girls. Each promotes in its own way the model of a school that seeks to ensure effective learning in safe, healthy gender sensitive and child-centred environments. Includes a case study of Darfur.

Stratégies pour l'éducation des filles

UNICEF - 2004
Ce guide de base décrit des stratégies qui, appliquées soit à l'intérieur ou à l'extérieur de la classe, ont prouvé qu'elles pouvaient améliorer les taux de fréquentation scolaire et de réussite chez les filles. Chacune de ces stratégies met en valeur un certain type d'école proposant une méthode d'apprentissage efficace dans un environnement sûr, sain, qui tiennent compte des différences entre les sexes et où l'enfant occupe une place centrale. Ce guide comprend une étude de cas du Darfour.

  Doorways 1. Student Training Manual on School-Related Gender-Based Violence Prevention and Response
USAID - 2009
This is a training manual on school-related GBV prevention and response. It contains numerous learning objectives for children - including, how to protect themselves from gender violence; strengthen their resiliency if they are abused; and develop their resiliency if they are abused. It targets teachers or facilitators working with children.