Siobhàn Foran, GenCap Advisor with the Global Clusters, will be blogging about gender concerns in education in emergencies from her base in Geneva. Siobhàn has spent the past nine years working in humanitarian settings, including Kenya, Afghanistan, Eritrea, Sierra Leone, Sudan (South Darfur), Central African Republic, Iraq and Pakistan. Siobhàn invites your participation and feedback and will be responding to comments and queries around the importance of addressing gender issues in times of crisis.
Siobhàn is currently working from OCHA Somalia, Nairobi with the Somalia and Kenya humanitarian teams on the Gender Marker Initiative.
Posted on 24 September 2010
© UNICEF/NYHQ2010-1801/Ahed Izhiman
Students walk home after a day of class at Khan El Ahmar Basic School, in Area C of the West Bank.
Reviewing CAP (Consolidated Appeals Process) Education Cluster Response Plans and associated projects recently, it struck me that despite my constant mantra to education practitioners that ‘gender’ is not just another word for girls, it may have come to be erroneously understood as such.
Posted on 23 August 2010
© UNICEF/NYHQ2006-1759/Michael Kamber
Students attend class at Ayany Primary School, a free government primary school on the outskirts of Kibera, a slum area of Nairobi, the capital of Kenya.
Nairobi, August 13, 2010 — Friday evening and I was flicking through the Daily Nation catching up on the post-mortem of the recent (August 4) Constitutional Referendum, when photographs of dancing and singing Somali girls from Mandera Arid Zone Primary School and a Kenyan boy from Friends School Kamusinga playing a recorder caught my attention.
Posted on 15 July 2010
© Manoocher Deghati/2009
Systematically Addressing Gender in Funding Appeals – How the Education Sector can get Full Marks
The Gender Marker Initiative was launched by the Sub-working Groups on Gender in Humanitarian Action and on the Consolidated Appeal Process (CAP) to improve humanitarian programming and to make humanitarian response more efficient.
Posted on 22 June 2010
22 June 2010 – Prioritising gender equality in educational systems is vital to addressing the needs and concerns of women, girls, boys and men alike. Programmes that integrate gender equality are also effectively undertaking issues of access to power and resources. Ignoring gender equality, particularly in times of crisis, can hinder a students’ ability to learn and engage, and thus negatively impact broader recovery efforts, not only within education systems, but also for entire communities.