Education Sector – Humanitarian Program Cycle (HPC) 2022 – Gender Mainstreaming Strategy and Project Portfolios Guidance Note, Final Copy – November 2021 – Nigeria

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The content of this note is to support the education sector and its partners to mainstream and integrate gender considerations into sector strategy and project design, implementation and monitoring.

The humanitarian crisis in Nigeria has severely affected education with an uncertain future for out-of-school children. The Humanitarian Needs Overview (HNO) for the 2020 Humanitarian Program Cycle (HPC) showed that 935 schools were closed and more than 1.4 million girls and nearly 1.3 million boys were out of school and faced an uncertain future without an education. In these circumstances, parents may not see the point of sending their children to school due to a lack of continuity, as well as due to their survival needs. In addition, social norms around marriage and girls’ education also remain powerful drivers of harmful practices and violence against women and girls – girls are the first to be taken out of school in because of the gender norm. Given these and other factors, it is important that conflict-affected children and adolescents have access to quality, inclusive primary education and vocational skills opportunities in a safe learning environment; and receive quality, conflict-sensitive educational services to improve their learning outcomes with resilience. Therefore, to mainstream and mainstream these and other gender considerations, the education sector strategy and partner projects should implement the following:

▪ In the construction and/or operation of learning centers, ensure that site plans take into account the needs of girls and boys in school facilities (e.g. privacy, access) and build spaces that help girls and boys attend school.
▪ Identify and address root causes that exclude girls and boys (gender restrictions) from attending school. Address the impact of cultural and religious pressures/norms on girls’ and boys’ school attendance and prioritize funds accordingly.
▪ Integrate gender and age analysis into project monitoring and reporting.
▪ Review existing policies/programs to ensure specific consideration of gender and inclusion.

Some education sector key performance indicators (KPIs) should be dedicated to measuring manifestations of gender inequality (such as lower retention rates of girls in education than boys), or they could refer to the impact of a lack of provision of basic education services on girls and boys (women and men).

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