Gender-Responsive Education in Emergency in Nigeria: Safeguarding Girls' Presents and Futures. Echidna Global Scholars Program. Policy Brief

Autor/in	Ossai, Edem Dorothy
Institution	Brookings Institution, Center for Universal Education
Titel	Gender-Responsive Education in Emergency in Nigeria: Safeguarding Girls' Presents and Futures. Echidna Global Scholars Program. Policy Brief
Quelle	(2021), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Equal Education; Gender Bias; COVID-19; Pandemics; School Closing; Secondary School Students; Females; Program Effectiveness; Access to Education; Educational Policy; Distance Education; Government Role; Barriers; Access to Computers; Technology Uses in Education; Telecommunications; Handheld Devices; Television; Rural Areas; English (Second Language); Language Proficiency; Teacher Student Relationship; Family School Relationship; Social Bias; Cultural Influences; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Geschlechterstereotyp; School closings; Schule; Schließung; Schließung (von Schulen); Sekundarschüler; Weibliches Geschlecht; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Fernsehen; Fernsehtechnik; Rural area; Ländlicher Raum; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural influence; Kultureinfluss
Abstract	This policy brief highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies (EiE) in Nigeria, so that governments and education stakeholders can ensure that girls, like boys, can continue learning in times of crisis. The author explores how the EiE intervention of Nigeria's Oyo State School on Air (SOA) addressed issues of access, quality, and relevance for girls in upper secondary school during the COVID-19 school closures. The questions that guided this research were: (1) How did the Oyo State SOA program enable or constrain opportunities for girls in upper secondary school to continue their learning during the closures?; and (2) How did the SOA program incorporate elements of gender responsiveness in its design and implementation? Governments and education stakeholders need to establish permanent systems for EiE planning, policy, design, and implementation that place girls--and girls' voices--at the center; they must also shift their focus from delivery of programs to improving learning outcomes. Involving communities is also critical to promote parental support and ensure that the most vulnerable children have access to EiE interventions, particularly in remote and marginalized areas. Failure to incorporate a gender-responsive approach into EiE has a high cost not only for the girls themselves but also for policymakers, communities, and development actors. (ERIC).
Anmerkungen	Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01