Asia & the Pacific
The main aim of the initiative is to create safe and inclusive spaces, especially for those who are suppressed in the community, i.e. women, transgender people, the LGBTQ community and gifted people, especially those in remote and underprivileged communities. In addition, it aims to provide quality education in these spaces, with a focus on open dialogues around taboo topics to erase the stigma around them. Finally, it aims to ensure access to clean and renewable energy, along with clean water for sanitation.
Recently, teachers have faced further unprecedented challenges as they seek to find ways of ensuring quality education for all their students within the context of the COVID-19 pandemic. Whilst the nature of these challenges varies depending on the location, a common concern is with those students who are known to be vulnerable to marginalization or exclusion, such as those from the poorest households, refugees and those in conflict situations, ethnic and linguistic minorities and indigenous backgrounds, and children with disabilities.
This guidance note first outlines key principles for a gender-responsive approach to education programming and addresses some of the most common misconceptions and arguments against gender-responsive education. It then gives concrete strategies and actions for putting gender equality into practice in the major domains of education in emergencies, framed by the INEE Minimum Standards.