Monthly Corner
IDH Publication, 2026
Gender-Based Violence (GBV) is not just a social issue, it’s a systemic challenge that undermines agricultural value chains.
In rural and isolated areas, GBV threatens women’s safety, limits their economic participation, and weakens food security. When women cannot work safely, entire communities lose resilience, and businesses lose productivity. Climate resilience strategies that overlook gendered risks leave communities exposed and women vulnerable.
Ending GBV is essential for building equitable, sustainable, and climate-resilient agri-food systems; and it’s not only a human rights imperative, but also central to climate adaptation and economic stability.
The good news? Solutions work. Programs like the Women’s Safety Accelerator Fund (WSAF) demonstrate that addressing GBV can enhance productivity and strengthen workforce morale and brand reputation. Safe, inclusive workplaces aren’t just good ethics, they’re smart business.
Gurmeet Kaur Articles
Luc Barriere-Constantin Article
This article draws on the experience gained by The Constellation over the past 20 years. It is also a proposal for a new M&E and Learning framework to be adopted and adapted in future projects of all community-focused organisations.
Devaka K.C. Article
Sudeshna Sengupta Chapter in the book "Dialogues on Development edited by Prof Arash Faizli and Prof Amitabh Kundu."
Events
Vacancies
- We’re Hiring: National Evaluation Consultant – Bangladesh
UN Women is recruiting a National Evaluation Consultant (Bangladesh) to support the interim evaluation of the Joint Regional EmPower Programme (Phase II).
This is a great opportunity to work closely with the Evaluation Team Leader and contribute to generating credible, gender-responsive evidence that informs decision-making and strengthens programme impact.
📍 Location: Dhaka, Bangladesh (home-based with travel to project locations)
📅 Apply by: 24 February 2026, 5:00 PM
🔗 Apply here: https://lnkd.in/gar4ciRr
If you are passionate about feminist evaluation, gender equality, and rigorous evidence that drives change (or know someone who is) please apply or share within your networks.
- Seeking Senior Analyst - IPE Global
About the job
IPE Global Ltd. is a multi-disciplinary development sector consulting firm offering a range of integrated, innovative and high-quality services across several sectors and practices. We offer end-to-end consulting and project implementation services in the areas of Social and Economic Empowerment, Education and Skill Development, Public Health, Nutrition, WASH, Urban and Infrastructure Development, Private Sector Development, among others.
Over the last 26 years, IPE Global has successfully implemented over 1,200 projects in more than 100 countries. The group is headquartered in New Delhi, India with five international offices in United Kingdom, Kenya, Ethiopia, Philippines and Bangladesh. We partner with multilateral, bilateral, governments, corporates and not-for-profit entities in anchoring development agenda for sustained and equitable growth. We strive to create an enabling environment for path-breaking social and policy reforms that contribute to sustainable development.
Role Overview
IPE Global is seeking a motivated Senior Analyst – Low Carbon Pathways to strengthen and grow its Climate Change and Sustainability practice. The role will contribute to business development, program management, research, and technical delivery across climate mitigation, carbon markets, and energy transition. This position provides exceptional exposure to global climate policy, finance, and technology, working with a team of high-performing professionals and in collaboration with donors, foundations, research institutions, and public agencies.
Evaluating Education Access and Performance in Secondary Schools with a Gender-Responsive and Equity-Focused Lens
Dear Team,
I'm working on the topic above for my Doctoral Dissertation. As part of beefing up my Literature review and to get examples of best practices globally, could you please share with me any literature you have on how your Country or a Country that you know of, has been evaluating education access and performance in Secondary Schools. I would also appreciate if you could highlight whether the frameworks used have been gender-responsive and equity-focused or not.
I will share the findings here after this Discussion.
Thank you all!
Awuor PONGE.
Replies to This Discussion
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Permalink Reply by Rituu B Nanda on
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Patricia Rogers response on Pelican Community
Here's the relevant section from a realist review of community accountability programs to improve educational outcomes I worked on with my colleagues Gill Westhorp and Bill Walker. The full report can be accessed here including all the details of the cited reports.5.10 GenderCommunity-accountability and empowerment interventions are more likely to empower women and girls and generate improved learning outcomes for girls where the specific barriers, including cultural barriers, to their participation are understood and addressed.Gender discrimination affects both girls’ participation in education and women’s participation in school management. Arvind (2009) and Pailwar and Mahajan (2005) reported on interventions that addressed girls’ exclusion from education on the basis of gender in Rajasthan and Jharkhand—very poor states. Interventions involved sensitisation, mobilisation, deliberation, agreement on joint action and collective action. This involved both recognising existing gender norms and working to reconstruct them.In Ethiopia, GAC were established to support girls’ enrolment, protection and success in BESO schools (World Learning 2007). GACs developed their own locally appropriate strategies that variously addressed enrolment, financial and material support, tuition, counselling, addressing ‘harmful traditional customs such as, inheritance of widows to brothers or uncles, polygamy, female genital mutilation, early marriage, abduction, and rape’ (p. 15), rescue of abducted girls, advocacy for legal action, health advice and strategies to avoid stigma and discrimination. However, women were not usually represented in PTAs and did not participate in decision making. Even within the GACs, male involvement and the involvement of religious leaders was seen to be essential (p. 74).In rural Honduras and Guatemala, women were less likely to acquire skills through CMS (Altschuler and Corrales 2012, p. 16). In Guatemala, women remained almost completely excluded from school councils, while there was tokenism in El Salvador (Garcia 2006, pp. 17–18). Upadhyaya et al. (2007) note that, in Nepal, mobilisation was seen as a vehicle for information dissemination, rather than engagement and that this was a barrier to addressing gender issues.In Pakistan, community participation was seen as critical in increasing enrolment of girls and identifying local female teachers and a policy of gender-specific committees for gender-specific schools was adopted. Despite this, there were very few female members of SMCs/PTAs, engaging women was slower, women were often not aware of SMCs and women’s roles were often not addressed in training or awareness raising (Khan and Zafar 1999). However, the authors reported: ‘Since research shows that the presence of mothers on committees enhances activity levels and reduces drop-outs, an increased representation of women on such committees or separate mothers’ committees is called for’ (p. 45).Patricia Rogers
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Permalink Reply by Awuor Ponge on
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Dear Prof. Patricia Rogers,
Thank you for sharing this wonderful resource. It is very helpful. I will go through it and see how I can domesticate the information therein to my context.Truly appreciated.
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Permalink Reply by Prerna Goel Chatterjee on
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Hi
This is a link to the meta-evaluation Prof Vimala Ramachandran and I worked on. Hope you find it useful.
http://www.isstindia.org/publications/meta_eval.pdf
Regards
Prerna
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Dear Prerna,
Thank you so much for sharing with me this wonderful resource. It will definitely be of value to my study.Truly appreciated.Cheers!
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