Monthly Corner
Evaluation of UN Women’s Work on the Care Economy in East and Southern Africa
-
Evaluation of UN Women's work on the Care Economy in East and Southern Africa - Evaluation Report
- Evaluation of UN Women's work on the Care Economy in East and Southern Africa - IN BRIEF
- Evaluation of UN Women's work on the Care Economy in East and Southern Africa - Annexes
A regional study of gender equality observatories in West and Central Africa, carried out by Claudy Vouhé for UN Women
Sources: UN Women
This regional study offers an inventory and analysis of the legal framework of gender observatories, their attributions, functions and missions. It is based on exchanges with 21 countries, in particular the eleven countries that have created observatories. It compares the internal organisation and budgets of the observatories between countries, looks at operational practices, in particular the degree of involvement in the collection and use of data, and identifies obstacles and good practices in terms of influencing pro-gender equality public policies. Finally, the study draws up a list of strategic recommendations intended for observatories, supervisory bodies and technical and financial partners.
MSSRF Publication - November 2025 - Shared by Rajalakshmi
Ritu Dewan - EPW editorial comment on Labour Codes
Eniola Adeyemi Articles on Medium Journal, 2025
An analysis of the “soft life” conversation as it emerges on social media, unpacking how aspirations for ease and rest intersect with broader socio-economic structures, gendered labour expectations, and notions of dignity and justice
Tara Prasad Gnyawali Article - 2025
This article focused on the story of community living in a wildlife corridor that links India and Nepal, namely the Khata Corridor, which bridges Bardiya National Park of Nepal and Katarnia Wildlife Sanctuary of Uttar Pradesh, India.
This article revealed how the wildlife mobility in the corridor affects community livelihoods, mobility, and social inclusion, with a sense of differential impacts on farming and marginalised communities.
Lesedi Senamele Matlala - Recent Article in Evaluation Journal, 2025
Events
Vacancies
Vacancy | GxD hub, LEAD/IFMR | Research Manager
Hiring a Research Manager to join us at the Gender x Digital (GxD) Hub at LEAD at Krea University, Delhi.
As a Research Manager, you will lead and shape rigorous evidence generation at the intersection of gender, AI, and digital systems, informing more inclusive digital policies and platforms in India. This role is ideal for someone who enjoys geeking out over measurement challenges, causal questions, and the nuances of designing evaluations that answer what works, for whom, and why. We welcome applications from researchers with strong mixed-methods expertise, experience designing theory or experiment based evaluations, and a deep commitment to gender equality and digital inclusion.
Must-haves:
• 4+ years of experience in evaluation and applied research
• Ability to manage data quality, lead statistical analysis, and translate findings into clear, compelling reports and briefs
• Strong interest in gender equality, livelihoods, and digital inclusion
• Comfort with ambiguity and a fast-paced environment, as the ecosystem evolves and pivots to new areas of inquiry
📍 Apply here: https://lnkd.in/gcBpjtHy
📆 Applications will be reviewed on a rolling basis until the position is filled.
So sooner you apply the better!
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
-
Permalink Reply by Rituu B Nanda on
-
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
-
Permalink Reply by Awuor Ponge on
-
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.
-
Permalink Reply by Prerna Goel Chatterjee on
-
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
-
-
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!
© 2026 Created by Rituu B Nanda.
Powered by
