Gender Equity in Education: Past Activities
Girls' Education Monitoring System (GEMS)
Length of Activity: September 1999 - January 2003
Objective: GEMS goals were to improve local capacity for monitoring
girls' education results and outcomes; enhance the understanding of the role
of broad-based constituencies in contributing to girls' participation and
persistence in school; fine-tune indicators and measure for assessing the
individual and aggregate effects of girls' education initiatives; and create
opportunities for dialogue among stakeholders in girls' education about the
results of their activities.
Activities: GEMS served as a resource to countries interested in:
developing appropriate indicators to measure the results of girls' education
initiatives; training personnel to carry out monitoring of program progress;
disseminating information on the results of their girls' education initiatives;
and participating in an international forum for the exchange of information and
continued dialogue on girls' education monitoring and evaluation.
Reports & Publications
The publications below are listed by region and country, and then in alphabetical order by title.
Global
General
 Girls' education and crises 05/01/2001 (830KB)
This document summarizes the results of an examination of various types of crises, including severe economic downturn, epidemic disease, and internal conflict, on the participation of girls in primary schooling. It summarizes the general trends in girls' education across the countries that have received USAID assistance over the last 30 years, discusses the principal findings regarding girls' education in these countries during periods of crisis, and draws implications from these findings. The document was produced under the Girls' Education Monitoring System (GEMS) project.
User manual for the Cohort Tracking System (CoTrack) 01/01/2003 (1.1MB)
This is the user's manual for the Cohort Tracking System (CoTrack), which was designed to collect and analyze individual student enrollment data from schools offering from pre-school through Grade 12. Cohorts are defined as the set of students enrolled in a grade in a given year. The manual was produced under the Girls' Education Monitoring System (GEMS) project.
Africa
Guinea
Guinea country study 05/01/2002 (102KB)
Project title: Girls' education monitoring system (GEMS)
Monitoring and evaluation training courses in Guatemala, Guinea and Peru 03/01/2002 (1.7MB)
Project title: Girls' education monitoring system (GEMS)
USAID girls' education initiatives in Guatemala, Guinea, Mali, Morocco, and Peru : a performance review 05/31/2002 (570KB)
Project title: Girls' education monitoring system (GEMS)
Mali
Mali country study 05/01/2002 (76KB)
Project title: Girls' education monitoring system (GEMS)
USAID girls' education initiatives in Guatemala, Guinea, Mali, Morocco, and Peru : a performance review 05/31/2002 (570KB)
Project title: Girls' education monitoring system (GEMS)
Asia
Philippines
Effects of active learning programs in multigrade schools on girls' persistance in and completion of primary school in developing countries 01/01/2003 (1.1MB)
Active learning programs are those designed to encourage the participation of students, community members, and school staff in managing the school. This document summarizes a study of the effects on female students of participation in such active learning programs in multi-grade schools in isolated rural areas where, because of the limited size of the student body, a teacher for each grade of primary school is impractical. The programs studied include Nueva Escuela Unitaria in Guatemala, Escuela Modelo in Nicaragua, and the Multigrade Demonstration Schools Project in the Philippines.
Latin America & Caribbean
Guatemala
Effects of active learning programs in multigrade schools on girls' persistance in and completion of primary school in developing countries 01/01/2003 (1.1MB)
Active learning programs are those designed to encourage the participation of students, community members, and school staff in managing the school. This document summarizes a study of the effects on female students of participation in such active learning programs in multi-grade schools in isolated rural areas where, because of the limited size of the student body, a teacher for each grade of primary school is impractical. The programs studied include Nueva Escuela Unitaria in Guatemala, Escuela Modelo in Nicaragua, and the Multigrade Demonstration Schools Project in the Philippines.
Guatemala country study 05/01/2002 (126KB)
Project title: Girls' education monitoring system (GEMS)
Monitoring and evaluation training courses in Guatemala, Guinea and Peru 03/01/2002 (1.7MB)
Project title: Girls' education monitoring system (GEMS)
USAID girls' education initiatives in Guatemala, Guinea, Mali, Morocco, and Peru : a performance review 05/31/2002 (570KB)
Project title: Girls' education monitoring system (GEMS)
Nicaragua
Effects of active learning programs in multigrade schools on girls' persistance in and completion of primary school in developing countries 01/01/2003 (1.1MB)
Active learning programs are those designed to encourage the participation of students, community members, and school staff in managing the school. This document summarizes a study of the effects on female students of participation in such active learning programs in multi-grade schools in isolated rural areas where, because of the limited size of the student body, a teacher for each grade of primary school is impractical. The programs studied include Nueva Escuela Unitaria in Guatemala, Escuela Modelo in Nicaragua, and the Multigrade Demonstration Schools Project in the Philippines.
Peru
Monitoring and evaluation training courses in Guatemala, Guinea and Peru 03/01/2002 (1.7MB)
Project title: Girls' education monitoring system (GEMS)
Peru country study 05/01/2002 (114KB)
Project title: Girls' education monitoring system (GEMS)
USAID girls' education initiatives in Guatemala, Guinea, Mali, Morocco, and Peru : a performance review 05/31/2002 (570KB)
Project title: Girls' education monitoring system (GEMS)
Middle East
Morocco
Morocco country study 05/01/2002 (99KB)
Project title: Girls' education monitoring system (GEMS)
USAID girls' education initiatives in Guatemala, Guinea, Mali, Morocco, and Peru : a performance review 05/31/2002 (570KB)
Project title: Girls' education monitoring system (GEMS)
Strategies for Advancing Girls' Education (SAGE) Program
Length of Activity: January 1999 - July 2002
Objective:The SAGE activity took a multi-sectoral approach to promoting
girls' education, enabling traditional and non-traditional leaders and institutions
to formulate, institutionalize, and implement country initiatives for girls'
education to ensure substantially increased primary school educational
opportunities for girls. SAGE activities were implemented in Guinea, Mali,
Ghana, El Salvador, and the Democratic Republic of the Congo.
Activities: SAGE provided technical assistance and training, and
also conducted studies on educational quality and best practices for girls'
education in English and French. It organized national and international
workshops that brought together policy makers, practitioners, scholars,
and girls' education advocates to share knowledge and practices and
disseminate strategies for advancing girls' education.
Reports & Publications
SAGE: Strategies for Advancing Girls' Education (159kb, PDF)
Girls' and Women's Education Initiative Support
Length of Activity: September 1997 - December 2002
Objective: The objectives of this contract were to assist in monitoring
the activities under the Girls' and Women's Education (GWE) Initiative;
develop effective communications among all stakeholders in the GWE; and
document programs and products concerning the GWE.
Activities: The contractor provided technical and administrative
support to the EGAT/WID Office on a variety of activities, including
assisting GWE partners with their contract close outs and partner
portfolios, and organizing and establishing the agenda for the GWE
Project Directors' meetings. Also assisted and played an active part
in: the American Institute on Research's Lesson Learned Conference in
August 2001, the DAI/AED Lessons Learned Conference in Ghana in May
2002, and at the request of EGAT/ WID attended the UN Girls' Education
Initiative Meeting in January 2002 in Paris, France.
Equity in the Classroom (EIC)
Length of Activity: September 1997 - December 2002
Objective: The EIC activity offered training and technical support to
teacher trainers and supervisors, curriculum developers, policymakers, and
other education stakeholders to increase the retention and academic
achievement of girls and other marginalized children in the primary
classroom, working in countries where USAID-supported systemic educational
work was underway and girls' education was an explicit country priority.
Activities: EIC was implemented and monitored in the following seven countries: Bangladesh, Benin, Haiti, Morocco, Peru, South Africa, and Uganda. EIC flexibility allowed it to respond to each country's needs based on core principles that demonstrated equity as key to quality, efficiency, and educational outcomes. EIC training and technical assistance included: a multi-week, interactive workshop for teacher trainers, teacher supervisors, curriculum developers and other education stakeholders; an EIC training manual developed for training of trainers; a reference manual for teachers to promote equitable classroom practice; a guide for writing gender-appropriate curriculum materials; and a set of classroom and school level research tools
Reports & Publications
Toolkit for assessing and promoting equity in the classroom (EIC) (01/01/2003 PDF)
Girls' and Women's Education Policy Research Activity
Length of Activity: September 1996 - September 2002
Objective: The objective of this activity was to enable host-country
governments and private sector/non-governmental entities to formulate,
institutionalize, and implement country initiatives for girls' education
to ensure substantially increased educational opportunities for girls at
the primary school levels. Countries included were Cambodia, Benin, Bolivia,
Honduras, Nepal and Peru.
Activities: The contractor was responsible for carrying out analytic
studies on girls' and women's education programs to determine their impact
on the country's social and economic development; identifying cost-effective
elements; and sharing research findings with a broad stakeholder audience,
including decision-makers. Abbreviated studies were done in Cambodia and Benin;
a study/workshop was done in Peru; and full studies were completed in Bolivia,
Honduras and Nepal.
Reports & Publications
Longitudinal study of the effect of integrated literacy and basic education programs on the participation of women in social and economic development in Bolivia (PDF 9/1/2002)
Longitudinal study of the effect of integrated literacy and basic education programs on the participation of women in social and economic development in Nepal (PDF 12/1/2002)
Girls' and Women's Education Activity
Length of Activity: September 1996 - March 2002
Objective: This activity aimed at improving the participation and
educational attainment of girls in countries where there were significant
discrepancies between girls and boys in these measures. Under the leadership
of USAID, the contractor worked with host country governments, private-sector,
and non-governmental entities to formulate, institutionalize, and
implement country initiatives for girls' education to ensure substantially
increased educational opportunities for girls at the primary school level.
Countries included were Guatemala, Morocco, and Peru.
Activities: The activity promoted local ownership of the problems and
solutions to the education of girls through the creation of Country Initiatives
for Girls' Education; served as a catalyst for action by local individuals,
organizations, and donors and provided technical knowledge, skills, and
training on effective uses of host-country human and financial resources for
increasing girls' school participation; incorporated findings and lessons
learned from USAID programs worldwide into an approach for creating commitment
among the key decision-makers of a country to identify and address the major
barriers to girls' education; and applied a systematic process for engaging
the leaders of the sectors, through a series of meetings, planning
activities, and presentations of research and data, in designing and
implementing cost-effective and sustainable girls' education interventions.
Reports & Publications
Description and Analysis of USAID's Girls'
Education Activity in Guatemala, Morocco, and Peru (4.64mb, PDF)
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