End-evaluation of UNESCO project supporting gender-responsive teaching and learning in Asia and Africa

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TERMS OF REFERENCE
End-evaluation of UNESCO project supporting gender-responsive teaching and learning in Asia and Africa

1. INTRODUCTION
1.1. About the work
Despite significant progress, evidence from research and practice indicates that in general, girls continue to have fewer opportunities than boys to gain access to, complete and benefit from education. There are also multiple reasons why girls are not accessing education, which are all interconnected in one way or another --- poverty, geographical isolation, early marriage and pregnancy, gender-based violence and other discriminatory socio-cultural practices, attitudes and perceptions about the role and status of girls and women. This is why UNESCO is prioritising gender equality in and through education but also considering education as a fundamental human rights and an essential lever for sustainable development.
The UNESCO-HNA Partnership for Girls’ and Women’s Education 2015-2020 was established in 2015 with support from the HNA Group and Hainan Chiang Foundation to address the multiple factors preventing adolescent girls from accessing, continuing and achieving in education, especially at the post-primary level. The project contributes to the overall advancement of UNESCO’s Priority Gender Equality Action Plan II (GEAP II) 2014-2021 and the UNESCO strategy for gender equality in and through education 2019-2025.
 

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