Table Of ContentTransformatve Resilience Guide
Gender, Violence, and
Educaton
Joel E. Reyes, Jo Kelcey and Andrea Diaz Varela
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Transformatve Resilience Guide: Gender, Violence and Educaton
Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized
When I look at my teacher I ask, what made her reach
this level? I’m sure she studied and it was hard…When I
look at my teacher, I wish to become like her.
Female UNRWA refugee student, Jordan
Educatng a girl is like watering your neighbor’s garden.
Nepali proverb
ϮϬϭϯ dhe /nƚernatonal anŬ Ĩor Reconsƚructon and eǀelopmenƚ ͬ dhe torld anŬ
ϭϴϭϴ , ^ƚreeƚ Et
tashingƚon ϮϬϰϯϯ
delephone͗ ϮϬϮͲϰϳϯͲϭϬϬϬ
/nƚerneƚ͗ ǁǁǁ͘ǁorldďanŬ͘org
dhis ǁorŬ is a producƚ oĨ ƚhe sƚaī oĨ dhe torld anŬ ǁiƚh edžƚernal conƚriďutons͘ dhe Įndings͕
inƚerpreƚatons͕ and conclusions edžpressed in ƚhis ǁorŬ do noƚ necessarilLJ reŇecƚ ƚhe ǀieǁs oĨ
dhe torld anŬ͕ iƚs oard oĨ Edžecutǀe irecƚors͕ or ƚhe goǀernmenƚs ƚheLJ represenƚ͘
dhe torld anŬ does noƚ guaranƚee ƚhe accuracLJ oĨ ƚhe daƚa included in ƚhis ǁorŬ͘ dhe ďound Ͳ
aries͕ colors͕ denominatons͕ and oƚher inĨormaton shoǁn on anLJ map in ƚhis ǁorŬ do noƚ
implLJ anLJ ũudgmenƚ on ƚhe parƚ oĨ dhe torld anŬ concerning ƚhe legal sƚaƚus oĨ anLJ ƚerriƚorLJ
or ƚhe endorsemenƚ or accepƚance oĨ such ďoundaries͘
Righƚs and Permission
dhe maƚerial in ƚhis ǁorŬ is suďũecƚ ƚo copLJrighƚ͘ ecause dhe torld anŬ encourages dissemi Ͳ
naton oĨ iƚs Ŭnoǁledge͕ ƚhis ǁorŬ maLJ ďe reproduced͕ in ǁhole or in parƚ͕ Ĩor noncommercial
purposes as long as Ĩull aƩriďuton ƚo ƚhis ǁorŬ is giǀen͘
AnLJ Ƌueries on righƚs and licenses͕ including suďsidiarLJ righƚs͕ should ďe addressed ƚo ƚhe Kĸce
or ƚhe Puďlisher͕ dhe torld anŬ͕ ϭϴϭϴ , ^ƚreeƚ Et͕ tashingƚon͕ ϮϬϰϯϯ͕ h^A͖ Ĩadž͗ ϮϬϮͲϱϮϮͲ
ϮϰϮϮ͖ eͲmail͗ puďrighƚsΛǁorldďanŬ͘org͘
Phoƚo rediƚs
&ronƚ coǀer phoƚo Ξ ^coƩ tallace ͬ torld anŬ͘ A girl sƚands ƚo respond ƚo a ƚeacher͛s Ƌueston in croǁded
DauchaŬ ^couƚ ,igh ^chool͕ in 'anjipur͕ angladesh͘
acŬ coǀer phoƚo ƚop roǁ leŌ Ξ Arne ,oel ͬ torld anŬ͘ oLJs Ĩrom ƚhe ǀillage oĨ Aiƚ ^idi ,sain͕ near DeŬnes͕ one
oĨ ƚhe pooresƚ rural areas oĨ Dorocco͘
acŬ coǀer phoƚo ƚop roǁ cenƚer Ξ ana ^millie ͬ torld anŬ͘ 'irls aƩend morning assemďlLJ aƚ ƚhe ^haheed DͲo
hamed Doƚaher aid ^chool in ^ana͛a͕ zemen͘
acŬ coǀer phoƚo ƚop roǁ righƚ Ξ ana ^millie ͬ torld anŬ͘ A ƚeacher ǁorŬs ǁiƚh a hearing impaired sƚudenƚ aƚ
ƚhe Associaton Ĩor ƚhe telĨare and Rehaďiliƚaton oĨ eaĨ and umď͘
acŬ coǀer phoƚo ďoƩom roǁ leŌ Ξ :o <elceLJ ͬ torld anŬ͘ /nƚernallLJ displaced sƚudenƚs Ĩrom norƚhern Dali haǀe
ďeen ǁelcomed ďLJ hosƚ communites in ƚhe souƚh͘
acŬ coǀer phoƚo ďoƩom roǁ cenƚer Ξ ^alahaldeen Eadir ͬ torld anŬ͘ oLJs inside ƚhe remains oĨ ƚheir class
room͕ Al Aǁamrah͕ Eorƚh <ordoĨan͕ ^udan͘
acŬ coǀer phoƚo ďoƩom roǁ leŌ Ξ hao oan ͬ torld anŬ͘ A ďoLJ piggLJďacŬs his LJounger ďroƚher aŌer class aƚ a
primarLJ school͖ ƚheLJ are memďers oĨ a poor eƚhnic minoriƚLJ in sieƚnam͘
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Educaton Resilience Approaches (ERA) Program
About the Technical Design Team
Joel E. Reyes
Senior Insttutonal Development Specialist, HDNED, The World Bank Group
Jo Kelcey
Educaton Specialist, HDNED, The World Bank Group
Andrea Diaz Varela
Educaton Specialist, HDNED, The World Bank Group
This report is the product of collaboraton between The World Bank Educaton
Network and the Partnership for Educaton Development (PFED) with the UK
Department for Internatonal Development (DFID). It is part of the broader
programmatc tools of the Educaton Resilience Approaches (ERA) program of the
World Bank.
We would partcularly like to thank the peer reviewers for their insightul
contributons: Fabrice Houdart, Donna M. Mertens, and Nina Papadopoulos. We
also received valuable support from Renata Piñedo during the literature review
stage, and Marie Madeleine Ndaw and Lorelei Lacdao provided administratve
support from Washington, DC.
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Transformatve Resilience Guide: Gender, Violence and Educaton
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Educaton Resilience Approaches (ERA) Program
Contents
Introducton Transformatve Resilience and This Guide 13
Who this Guide is for 14
How to use this Guide 15
Guide components 15
Chapter 1. Gender and Resilience in the Context of Violence and Confict 17
1.1 The resilience approach to gender analysis 21
1.2 Focus on insttutons 21
PART I 23
Chapter 2. Understanding Gender-Related Violence 25
2.1 Core principles for approaching gender-related violence 25
2.2 The complexity of gender-related violence 26
Move beyond categorical defnitons of gender-related violence 27
Avoid oversimplifying gender-related violence with binaries and stereotypes 27
Critcally interpret secondary data on gender-related violence 29
Collect data on the lived experiences of gender-related violence 29
Approach all research on gender-related violence with clear ethical principles 29
2.3 The multple levels and dynamics of gender-related violence 30
Examine gender-related risks across individuals, families, communites, and insttutons 30
Explore the linkages between gender-related violence and educaton outcomes 31
Examine gender-related risks during and afer confict through cyclical research design 31
2.4 Hidden and latent forms of gender-related violence 32
Uncover silenced perspectves of gender-related violence 33
Recognize the role played by insttutonal structures in gender-related violence 34
2.5 Sample resources 35
Resources for assessing direct gender risks 35
Surveys and assessments 35
Resources that take the gender-violence contnuum into account 36
Resources for assessing hidden or latent risks 37
Alternatve qualitatve data collecton tools 39
Chapter 3. Identfying Gender-Related Assets 41
3.1 Core principles for gender-related assets assessment 41
3.2 Individual assets 42
Understand how gender identtes infuence fnding meaning and setng life goals 43
Recognize the gender dimensions of self-identty and the empowerment of positve
self-belief 43
Consider the social expectatons placed on how diferent genders manage emotons
in crisis 44
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Transformatve Resilience Guide: Gender, Violence and Educaton
hse genderͲsensitǀe approaches ƚo agencLJ and sense oĨ conƚrol amid chaos ϰϰ
iscern hoǁ genderͲrelaƚed risŬs maLJ inŇuence maladaptǀe or hidden resilience in
ƚrouďled LJouƚh ϰϱ
ϯ͘ϯ Relatonal asseƚs ϰϲ
Recogninje ƚhe inŇuence oĨ peers in genderͲrelaƚed adǀersiƚLJ ϰϳ
Emďrace ƚeachers as role models Ĩor children and LJouƚh edžposed ƚo genderͲrelaƚed
risŬs ϰϳ
hndersƚand ƚhe partcularlLJ proƚectǀe role oĨ ĨamilLJ memďers in conƚedžƚs oĨ crisis ϰϴ
daŬe accounƚ oĨ oƚher positǀe relatons (communiƚLJ and social acƚors) in tmes oĨ
adǀersiƚLJ ϰϴ
ϯ͘ϰ ^ocioculƚural asseƚs ϰϵ
,onor indigenous and culƚurallLJ releǀanƚ practces ƚhaƚ conƚriďuƚe ƚo genderͲďased
resilience ϱϬ
AcŬnoǁledge ƚhe poƚental oĨ locallLJͲled social organinjatons ƚo eīecƚ culƚural
ƚransĨormaton ϱϭ
ϯ͘ϱ ^ample resources Ĩor genderͲrelaƚed resilience asseƚs assessmenƚs ϱϭ
/ndiǀidual asseƚs ϱϭ
Relatonal asseƚs ϱϮ
^ocioculƚural asseƚs ϱϮ
'eneral research and eǀaluaton resources ϱϮ
ϯ͘ϲ Presentng and reportng resilience research ϱϯ
Part II 55
Chapter 4. Protectng and Fostering School and Community Relatons
to Support Resilience 57
ϰ͘ϭ ore principles Ĩor communiƚLJ and school supporƚ Ĩor genderͲrelaƚed proƚecton ϱϳ
ϰ͘Ϯ ^choolͲďased gender inƚerǀentons ϱϴ
Proƚecƚ sƚudenƚs Ĩrom genderͲrelaƚed ǀiolence aƚ school and in classrooms ϱϴ
Promoƚe genderͲpositǀe socialinjaton opporƚunites in saĨe spaces aƚ school ϱϵ
Promoƚe positǀe gender identtes and proǀide classroom opporƚunites Ĩor gender
empoǁermenƚ ϲϬ
Encourage peerͲƚoͲpeer academic and recreatonal actǀites ƚhaƚ Ĩosƚer indiǀidual
sƚrengƚhs and positǀe social relatons ϲϭ
ϰ͘ϯ ommuniƚLJ asseƚs and sƚrucƚured schoolͲcommuniƚLJ parƚnerships ϲϮ
/dentĨLJ and moďilinje local socioculƚural asseƚs and communiƚLJ supporƚ ϲϯ
Empoǁer communiƚLJ memďers ƚo promoƚe gender eƋualiƚLJ ϲϯ
Proǀide sƚrucƚured approaches Ĩor communites and schools ƚo ǁorŬ ƚogeƚher ϲϰ
Dodel gender eƋuiƚLJ in communiƚLJ and school leadership and managemenƚ ϲϲ
ϰ͘ϰ ^ample resources Ĩor schoolͲ and communiƚLJͲďased inƚerǀentons ϲϲ
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Educaton Resilience Approaches (ERA) Program
Chapter 5. Insttutonalizing Resilience through Gender-Related Policies
and Programs 69
5.1 Core principles for insttutonalizing resilience through gender-related policies
and programs 69
5.2 Making gender equality and protecton from gender-related risks explicit in educaton
policy 70
Commit to gender-related transformaton in domestc policies, plans, and strategies 71
Utlize internatonal and regional instruments that underscore gender-related
protecton and gender equity in educaton 74
Design gender transformatve programs and projects at all levels of the educaton
system 75
Promote cross-sector integrated approaches to tackle gender-related violence and
inequity 78
Build bridges between emergency gender-related responses and longer-term
change 78
5.3 Policy implementaton that promotes change toward gender-related protecton and
resilience 80
Ensure aces to programs is based on ge nder-re lated ne eds and not 80 just defcits
Permit fexibility and adaptability in the implementaton of gender-related policies
and associated programs 81
M ake use of gender-related budget processes 8 3
Mobilize media and civil society in eforts to chang e gende r-relate d social8 4 norms
5.4 Sample resources for aligning policies and programs with a gender and transformatve
resilience aproach 85
Resources to inform policies and natonal prog8r5ams
Resources related to gender-sensitve budgetng 85
Resources regarding internatonal instruments that s8u6port equity
G uidance for gender-sensitve and transformatve cu8r7iculum and pedagogy
Guidance for working with men and boys, and for transforming notions of
masculinity 88
Resources on gender-related planning 88
References 91
Annexes 103
Annex A. The evoluton of “gender” as a concept within internatonal development 103
Annex B. Indicatve typologies of direct gender-related violence 104
Annex C. Overview of gender analysis frameworks 105
Annex D. Internatonal and regional human rights instruments that address gender
related adversites and educaton 107
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Transformatve Resilience Guide: Gender, Violence and Educaton
odžes
Box 1. Key Concepts Related to Gender and Gender-Related Violence 19
Box 2. Core Principles for Approaching Gender-Related Violence 26
Box 3. The Importance of Cultural Competence 32
Box 4. An Example of Community Involvement in Data Collecton 34
Box 5. Sampling Strategies 38
Box 6. Core Principles for Gender-Related Assets Assessment 42
Box 7. Girls from an Afghan Minority Achieve a Sense of Control with Literacy Skills 45
Box 8. Hidden Resilience of Boys and Girls in Sierra Leone 46
Box 9. Mental, Emotonal, and Spiritual Health through Indigenous Community Rituals 50
Box 10. General Methodological Guidance to Design Gender in Educaton Assessments
through a Resilience Lens 54
Box 11. Core Principles to Promote Gender-Related Protecton and Educaton Equity through
School and Community Relatons 58
Box 12. Using Community and Culture to Protect Students from Gender-Related Violence in
Afghanistan 59
Box 13. Creatng Opportunites for Gender Empowerment in Schools 62
Box 14. Educaton-Empowerment Models 64
Box 15. Core Principles for Insttutonalizing Resilience through Gender-Related Educaton
Box 16. Strategic Goals for Resilience-Oriented Educaton Policies 71
Box 17. Promotng Gender-Related Resilience through Comprehensive Insttutonal
Commitment: The Example of Rwanda 73
Box 18. Refectng Internatonal Standards in Domestc Policy 75
Box 19. Scaling Up Gender-Related Assets 80
Box 20. The Importance of Ensuring Relevant Educaton Policies and Programs for Sexual
Minorites 81
Box 21. Community-Based Educaton Supportng Access for Girls in Afghanistan 83
Box 22. Using Media and Advocacy to Promote Equitable Gender Norms 85
Box 23. Strategies for Implementng Human Rights Domestcally 87
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Educaton Resilience Approaches (ERA) Program
