PROGRAMME CYCLE IN INTEGRATING GENDER AND DEVELOPMENT IN THE CLASSROOM

I. NEEDS ASSESSMENT ANALYSIS - • Collect and analyze sex-, age- and disability-disaggregated
data on needs, priorities, roles and capabilities relating to education. • Conduct a gender
analysis as part of the education needs assessments and analyze the findings in relation to
the specific threats/ barriers faced by girls, boys, women and men in relation to safe, quality
education as a result of the crisis
II. STRATEGIC PLANNING - • Identify entry points to address specific barriers to safe and quality
education for women, girls, men and boys identified utilizing the findings from the gender
analysis and other preparedness data. • Ensure a demonstrable and logical link between the
genderspecific needs identified for the education sector, project activities and tracked
outcomes. • Apply gender markers to education programme designs for the response.
III. RESOURCE MOBILIZATION- • Apply gender markers to education programmes in the
response. • Include information and key messages on gender and the education sector in
humanitarian situations for inclusion in the initial assessment reports to influence funding
priorities. • Report regularly to donors on resource gaps on gender within the education
sector.
IV. IMPLEMENTATION AND MONITORING - • Implement education programmes which
integrate measures to address the threats and barriers to promoting gender equality and
inform women, girls, men and boys of the available resources and how to influence the
project. • Develop and maintain feedback mechanisms for women, girls, men and boys as
part of education projects. • Monitor the quality of education and education-related
services and facilities. • Apply gender markers to education programmes in the response. •
Monitor the access to education assistance, retention and completion by women, girls, men
and boys and develop indicators designed to measure change for women, girls, men and
boys based on the assessed gaps and dynamics.
V. GENDER OPERATIONS - • Review projects within the education sector and education
response plans. Assess which women and girls, boys and men were effectively reached and
which that were not and why. • Share good practices around usage of gender markers and
address gaps.