over 50 years fazle abed helped billion asian poorest village mothers design village networking solutions so that next girls and boys born enjoyed a life of love and opportunity mapping brac is difficult becuuse it grew about 30% a year in village livelihood trainers ; it needed to do this to achieve nation building goals like raising bangladesh life expectancy from 25 below world average to average- in abeds 50 years villagers gained literally a generation brac was also selectively the most collaborative organisation so sustainability purposes of all its partners grew in ways beyond numbers what brac grew at more normal rates wete monetary accounts within its own organisation we have chosen to start by mapping the new partnering networks in abed blended through 3rd decade: 1992-2002 was the decade that bridged village solution without electricity grids or wired telephones to imagining how vilagers could choose optimal leapfrog parters now that solar and mobile phones could connect the world's most loving -brac newer webs 4.5 1.3
G3 Village Health Networks3.4 tb tuberculosis
3.5 partners affordable health -frugal , last mile– bottom of pyramid collabs
3.6 reunite epidemiologists + tropical disease + community health leaders- james grant school of public health
3.1 doordash non-prescription medicines
3.2 maternal skill oral rehydration
3.3 continent-scale vaccination


village food production
2.4 brac poultry -first of 14 nation leading enterprises
2.5 brac dairy second of 14 nation lead enterprises>
2.1 village rice production
2.2 village veggie production
2.3 village crafts and rural to earn income from city ...
4.4 brac university
4.6 james grant school of public health
4.1 adult livelihood education
4.2 primary education
4.3 secondarry girls clubs libraries
...
5 PLATFORMS FOR ENTRORENEURIAL CONCEPTS and PARTNERING
5.3 bracnet
5.1 100000 person metavillage
5.2 billion women collab.
..

1 finance to end poverty
1.1 transformation aid model- microfranchiing plus best ever grants solutions
1.2 brac microfinance plus

Wednesday, March 3, 2021

 What clues from your family tree match adam smith's lessons on preventing human extinction?

Adam Smith was in the right time and space to question how the age of machines and humans would be the most exciting time to be alive- for better or worse machines could change everything. Adam tried to map how every perosns life could have equal accees to applying machines

We can divide adam's exciting times into 3 urgent future reviews:

the next 10 years sustainability goals- eg economistdiary.com come to adam smiths glasgow uni cop 26 to mediate that

the first 75 years of the birth of the united nations 1945-2020

the first 165 years of humans and machines which climaxed in world war 2


I come from 5 generations of diaspora scots - so my family tree's cluetrain is quite long- in particular my father trained hundreds of journalists for humanity that most  history is bunk - its written by the rich and famous not by we the peoples family tree.

Lets' suppose you are american - your family tree's most urgent lessons for preventing extinction wont be the same as mine but can we find some snaps. if you are an american woman you have different lessons than american man; if you are a native american you have different lessons than if you are an immigrant; if you are an american white, what white empire crisis in rurope did you family flee from to help unite the american dream; if you are american black or brown, what is the most unique lesson to prevent extinction of our children or their childrens childrens. these are the most exciting times to list clues to how 7.5 billion beings can help save each other

 ECW, INEE and UNGEI are delighted to be launching the EiE-GenKit – A Core Resource Package on Gender in EiE TODAY!

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

From Neelofar Ahmed to Everyone:  07:01 AM

Hi everyone. CAn't hear nothing!

From Emilie Rees Smith to Everyone:  07:02 AM

Please do introduce yourselves and tell us where you are joining from in the chatbox

It will be starting shortly

From Jane Davies to Everyone:  07:02 AM

Hi all, Jane Davies here, joining from UK

From Sarah Tekle to Everyone:  07:02 AM

My name is Sarah Tekle from Eritrea-UNICEF Education officer

From Tinuola Oladebo to Everyone:  07:02 AM

Hi my name is Tinuola representing OneAfricanChild from Nigeria

From Lama AlKhafaji to Everyone:  07:02 AM

Hi everyone  Lama from UNICEF Iraq

From Anika Tanjim to Everyone:  07:03 AM

Anika from UNICEF Bangladesh, Rohingya Refugee Response (Education)

From Adele Aubrey to Everyone:  07:03 AM

Hi I'm Dr Adele Aubrey

Partnerships and Programmes Manager, Humanitarian and Conflict Response Institute

University of Manchester

From Neelofar Ahmed to Everyone:  07:03 AM

Hello! I am Neelofar Ahmed, a third year doctoral student at OISE, University of Toronto. Joining from Karachi, Pakistan

From Elyssa Skeirik to Everyone:  07:03 AM

Hi all! Elyssa Skeirik from FHI 360 joining from DC

From Donna Comerford to Everyone:  07:03 AM

Hi Donna from Kent, UK. PhD student researcher, looking at emergency education in displaced communities in Fiji.

From Adele Aubrey to Everyone:  07:03 AM

my email adele.aubrey@manchester.ac.uk

From Erin Wall to Everyone:  07:03 AM

Hi everyone, Erin Wall from Concern Worldwide joining from Turkey

From Masumi Yamashina to Everyone:  07:03 AM

Hello, Masumi Yamashina, UNICEF Geneva

From Juliette Myers to Everyone:  07:04 AM

Hello everyone, Juliette Myers here one of the GenKit co-writers - congratulations to the whole team on the launch!  

From Yeojin Song to Everyone:  07:04 AM

Hello eveyone! (again for some) This is Jina working at UNESCO APCEIU

From Clara Wolf to Everyone:  07:04 AM

Hello, Clara from Oxfam IBIS education team here

From Me to Everyone:  07:04 AM

hi all chris.macrae@yahoo.co.uk from www.2025report.com Washington dc and glasgow

From Kathryn Moore to Everyone:  07:04 AM

Hi, I’m Katie Moore from UNGEI, New York

From Emilie Rees Smith to Everyone:  07:04 AM

Thanks everyone from around the world and welcome!

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

From Mariane Bloudeau to Everyone:  07:05 AM

Hello, I’m Mariane Bloudeau from France. Soon to be Education Project Officier at the French Embassy in Singapore

From Katie Dutko to Everyone:  07:05 AM

Hello all, Katie from CRS Education team in Iraq

From Pamela Gasque to Everyone:  07:05 AM

Hi, Pamela Gasque from GLOCAL YOUTH in Mexico

From Emilie Rees Smith to Everyone:  07:05 AM

We welcome questions and comments throughout which we will do our best to address if not in real time then by reaching out after this event

From Fiona Dwinger to Everyone:  07:06 AM

Hi All, Fiona Dwinger from the Institute for Global Change, currently in London

From Sophia D'Angelo to Everyone:  07:07 AM

Good morning from the Dominican Republic!

From Leticia Amuduki to Everyone:  07:07 AM

Hi all, my name is Leticia AMUDUKI from Humanity & Inclusion  (formerly Handicap International) Uganda. I am the Inclusive Education Technical Coordinator.  We work to improve access to inclusive education for refugee children in Uganda with a special focus to children with disabilities in refugee settlements in Uganda.

From Emilie Rees Smith to Everyone:  07:07 AM

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

From Aamina Adham to Everyone:  07:08 AM

Hi everyone Aamina Qadir Adham from Right To Play International. I am the Gender Equality Specialist global programs and I sit in Toronto Canada.

From Agnese Pastorino to Everyone:  07:08 AM

Hi, Agnese Pastorino, Member of the External Review Panel for UNICEF Education Cannot Wait New York, and associate researcher in sociology at the Sorbonne University in Paris (working remotely from Zanzibar).

From Tembiwe Magadzo to Everyone:  07:08 AM

Tembiwe Magadzo. CRS Zimbabwe. Hallo everyone

From Hadeel Hijazi to Everyone:  07:08 AM

Hello, I am Hadeel, from the Inclusion department at Al Fayhaa Association in Lebanon

From ALFONSO NAVARRO CARVALLO to Everyone:  07:08 AM

Greetings for all , from Tacna ( PerĂș and Chile ) EliteSDGs Business Consulting

From alice boffi to Everyone:  07:09 AM

Hello, I am Alice from AVSI Foundation based in Lebanon

From Me to Everyone:  07:10 AM

forgive silly question - what does eie stand for

From Kathryn Moore to Everyone:  07:10 AM

Education in Emergencies

From Nagore Moran to Everyone:  07:11 AM

Hello, Nagore Moran Llovet,  Gender in Emergencies Adviser in Plan International UK

From SUSAN DURSTON to Everyone:  07:11 AM

Hello,Susan Durston ,Director/Chair of trustees at CHILD to CHILD which believes in children participating in decisions made for/with them. www.childtochild.org.uk/

From Lizzie Rushwaya to Everyone:  07:11 AM

Hello everyone I am Lizzie Rushwaya in Zimbabwe

From Gloria (UNGEI) to Everyone:  07:11 AM

Hello everyone! Thank you so much for joining. It is an honour to be launching the new EiE-GenKit! 

From Juliette Hauville to Everyone:  07:12 AM

Hello everyone, I'm Juliette Hauville from the LEGO Foundation

From Lauren Gerken, INEE to Everyone:  07:12 AM

Hi everybody! Lauren Gerken, INEE Gender Project Manager. Thrilled to be co-launching the EiE-GenKit today!

From Emilie Rees Smith to Everyone:  07:13 AM

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

From Juliette Myers to Everyone:  07:13 AM

great film!

From Anika Tanjim to Everyone:  07:13 AM

Could we get the link to the Video? Thank you

From Emilie Rees Smith to Everyone:  07:14 AM

The video as well as this event will be available after the event here https://www.ungei.org/event/eie-genkit-virtual-launch

From SUSAN DURSTON to Everyone:  07:14 AM

Congratulations on this, and through a virtual launch I hope we are lessening our carbon footprints and saving funds which could be spent for children

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

You can access the newly launched EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

From Juliette Myers to Everyone:  07:13 AM

great film!

From Anika Tanjim to Everyone:  07:13 AM

Could we get the link to the Video? Thank you

From Emilie Rees Smith to Everyone:  07:14 AM

The video as well as this event will be available after the event here https://www.ungei.org/event/eie-genkit-virtual-launch

From SUSAN DURSTON to Everyone:  07:14 AM

Congratulations on this, and through a virtual launch I hope we are lessening our carbon footprints and saving funds which could be spent for children

From Emilie Rees Smith to Everyone:  07:17 AM

You can access the EiE-GenKit here: https://www.ungei.org/publication/eie-genkit

From Gloria (UNGEI) to Everyone:  07:18 AM

The video will be available after the event here: www.ungei.org/event/eie-genkit-virtual-launch 

Ruth Naylor 07:07 AM 
Does the panel think that in crisis contexts , where girls are often so disadvanted in education, do we need Girl focused funding streams (and programming)  in EiE or is Gender responsive funding (and programming) sufficient to close the gap?
This question has been answered live
christopher macrae (You) 07:13 AM  Deleted by host
i've been to bangladesh 15 times - does your initiative have a main contact point with alumni od late sir fazle abed at brac university or any of abed partners in refugee girl empowerment
Kenneth Geyi 07:18 AM  
What plan is in place to ensure that the affected people are empowered . Capacity building need to be in place focusing on change management.
Emilie Rees Smith 07:22 AM 
Thank you for your important question. We will try to address in the panel, in the meantime affected populations are a key cross-cutting aspect of the EiE-GenKit. The GenKit will be rolled out in collaboration with partners on the ground including capacity building initiatives, orientation and training
Noemi Robiati 07:18 AM  
how is this kit different from the one launched last week called: "Reimagining Girls' Education: Solutions to Keep Girls Learning in Emergencies" by UNICEF. And why not have a concerted effort to have one?
Sandrine Bohan-Jacquot 07:19 AM  
Thank you for this great toolkit and collaboration! I see with great pleasure that disability is taken into account in particular regarding data collection. Could you please expand on the intersectionnality of Gender, Age and Disability and the main toolkit recommendations to take this intersectionality into account practically? Thanks
christopher macrae (You) 07:23 AM  
for about 10 years now there has been talk of urgent need for 11 yearvup peer to peer girls health curricula- is there any progress on this- if so what bookmark or contact is starting point? also is unai (academic impact) connected with what you are doing- when i went to unai summit in 2015 unai arranged partnerships in nanotech with deepdata applcations in girls poorest villages with india and other partners- has this evolved into anything usable regarding vaccine #aiforgood; also is there a map of how your knowhow varies by minimum platform accessible - radio, 2g mobile, ... recently unicef henrietta fore annouced giga project  narrowing gap between mapping where schools are and wi-fi acess but is that 5 years out or is it part of solution before then

Thank you all for sharing your work and specific experiences working with girls in diverse contexts of conflict. Working in the refugee settlements in Uganda, our target is the refugee children with disabilities. While generally girls are very vulnerable, refugee girls with disabilities are even more vulnerable. You can imagine the intersectionality of gender, being a refugee and even worse, a refugee girl with disability! Listening to all your presentations, one challenge that keeps recurring is the fact that most times, children with disabilities are left out in all these . That EiE actors fail to pay specific attention to disability as a factor of heightened vulnerability is indeed a worrying trend. 

From Emilie Rees Smith to Everyone:  07:59 AM

Yes thank you for numerous comments/questions raising this important point. The EiE-GenKit includes disability as a cross-cutting theme with links to relevant additional resources on this too

From Leticia Amuduki to Everyone:  08:00 AM

Think of the challenges that girls in emergency situations are faced with, and even more, think of the challenges a refugee girls with disability in an emergency situation faces!! During school closure owing to the covid-19 pandemic, while refugee children with disabilities were left out in the approaches adopted for continued learning, refugee girls with disabilities, were even more affected. From being used as home keepers by their own caregivers, to being victims of gbv from lack of or limited ability to protect themselves or even report such cases, to being married off and even in some cases being sacrificed for ritual cleansing.

From Emilie Rees Smith to Everyone:  08:07 AM

Thank you for all your contributions and important reflections, we will feed to panel and reach out after the event with further information

From SUSAN DURSTON to Everyone:  08:12 AM

Radio appears to be still a wonderful means of communication. It seems to me to be an idea for a specialist interest group. We had child radio reporters during the Ebola out break in Sierra Leone. Girls were at the fore front, and raised their own issues.  http://www.childtochild.org.uk/resources/mod/glossary/showentry.php?eid=13.

From Said mohamed Salah to Everyone:  08:21 AM

i add the girls also help gender balance in the recruitment of qualified female teachers

From Emilie Rees Smith to Everyone:  08:22 AM

Thank you for all your insightful comments and echoing important points on adaptation of stratgies and related learning on gender-responsive approaches in the context of COVID-19

From sughra.choudhrykhan to Everyone:  08:23 AM

So lovely to hear this personal account!

From Aamina Adham to Everyone:  08:26 AM

Beautiful thank you for sharing Summia and everyone. Kudos to everyone who has overcome barriers and supported others to overcome these barriers.

Henry Waitindi 07:34 AM  
The kit is powerful field asset for the conflict and crises contexts, does it have direct linkages to the GBV responses/actions in the same contexts?
Emilie Rees Smith 07:41 AM 
Thanks you for your question, yes GBV is an important component of the EIE-GenKit and is addressed throughout the modules as well as dedicated information under the Kit's 'Implementation' section
Outi PerĂ€huhta 07:38 AM  
Is the mothers’ education considered as after providing literacy skills for mothers their sensitization about the importance of education is not needed anymore.
Emilie Rees Smith 08:12 AM 
Thank you Outi, yes absolutely the education of women/mothers is key in promoting girls' education and integrated in the EiE-GenKit's modules
Emily Echessa 07:41 AM  
Thanks for excellent presentations. Questions -1) With the growing focus on girls education (and rightly so!), is there evidence  to infer that this triggers a backlash on girls & women in certain contexts? If so has the tool kit adequately addressed this? 2) Any considerations of reverse gender inequalities in education in certain contexts?
Adele Aubrey 07:42 AM  
Are there examples of how funding has been succesfully secured to pay for female teachers training and salary, and how girls have been supported in attending education.
LEYA AMONDE OUKO OUAMBO 07:45 AM  
Is there any organization here that supports girls with sanitary towels so that i could contact them - this is in Southern africa region. I am advocating for refugee girls who are affected by monthly menstruation.
Grazia Paoleri 07:45 AM  
In emergencies, there are usually far fewer female teachers, and girls are disproportionately affected when schools are dominated by men.
Are there special provisions on teacher training and salaries, and strategies to increase the supply of female educators and para-professionals who can be involved in teaching and mentoring? Grazia Paoleri - MYRP Secretariat Coordinator, South Sudan
Ayuba Irmiya 07:45 AM  
Due to the prolonged crisis in Northeastern part of Nigeria, the child have completely missed it on Education especially those that sufffered from GBV because of stigamatization that is going on. Out of school children are at high number in rural areas in NE Nigeria. Is there anything that is being done to help this young girls? Are there funding opportunities for Local/National NGOs working to alleviate these young girls?
Nneka Obasi 07:46 AM  
For Hawa, do any of your interventions include education for boys/men?
Emilie Rees Smith 08:24 AM 
Thank you Nneka we will pass the question to Hawa
Samantha Ross 07:47 AM  
Building or strengthening current structures in education planning to support education in emergencies and ensure these are gender focused, are crucial for sustainabiilty. School leaders, including community members, are essential in this process. Does the toolkit address the strengthening of mainstream and non-formal education systems, for example School Improvement Planning, so that emergencies and gender are routinely considered?
Emilie Rees Smith 08:18 AM 
Thank you Samantha, this is crucial. The EiE-GenKit absolutely focuses on strengthening both formal and non-formal education systems. The tools are designed to fit into and build on existing systems and processes used from sudden onset to protracted crisis to ensure a systematic approach to gender-responsive EiE
Feyi Rodway 08:01 AM  
Thank you for the presentations and for the toolkit. To what extent can the positive lessons learnt from responses to recent school closures be taken to scale? And a question for the toolkit team - were additional data/research gaps identified in the process of developing the toolkit?
Emilie Rees Smith 08:15 AM 
Thank you Feyi, the toolkit team identified a range of data/research gaps as part of the consultation and analysis phase of the EiE-GenKit's development. Many of the kit's tools were designed to respond to these gaps, especially those in the modules on needs assessment and analysis and on monitoring and evaluation - where action are designed to provide sustainable solutions by building in gender-responsive approaches to existing processes during these phases
Sandrine Bohan-Jacquot 08:06 AM  
Thanks, if they can expand beyond data collection, it would be great. Many thanks!


 dear dr alfadala -may i summarise my interests and then discuss if i can help you with a link or two- 37 years ago i co-authored book www.2025report.com with dad who had worked at the economist for 40 years trying to connect positive relationships east-west and as tech changed- our book started the genre of sustainability will depend most of all on how courageously teachers embrace digital as well as deep community engagement- what we did not advocate was 36 years of western education unions blocking digital and then being forced by a virus to be all online; in terms of girl empowerment across asia only the last 12 years of my diaries may offer clues; in 2008 i started traveling from washington dc twice a year to listen to fazle abed, brac who became wise first laureate; i have been to 3 real wises in qatar, beijing, madrid, and hi-level unga 2019 event hosted by qatar foundation ; unfortunately education from early to college gets siloised in exactly opposite ways to lifelong women empowerment flows- i havent yet found if anyone in wise champions all of changes sir fazle partners in education do; more specifically i am sad that politics disrupted educationaboveall as the un partner on refugee education- it seems most un partners are connecting around dubai rewired dec 2021 expo and educationcannotwait and the scottish theirworld; i have one link to rewired summit organisers if useful to share with you; wise china was far the most exciting on edutech- i dont speak chinese so failed to follow up much- yuxuan chen who was a wise intern before rhodes scholarship and now youth poverty ambassador for beijing in singapore would be best reconnection for you;  both yuxuan and spain were fascinating in educating dual language youth as leaders of sdg connections; i have maintaned great connections in that regard thanks to wise madrid and they are connected with india montessori movements which are a passion of my family as my grandad knew gandhi for 25 years. only education can connect crosscultural happiness dots- if i may be able to help you find any please say; when it comes to abed he left at least 10 different huge partners networks as his legacy; the lead educator in each is quite hard to find; as well as abed i had many discussions with safiqul islam - he's led the primary school arena of brac which your first wise laureate report focused on with editorials from uk innovation unit; but the legacy abed wanted most help on = coalition of universities one in each country valuing poorest women sharing alumni as well as courses and solutions- this year with my familys home city glasgow hosting cop26 and glasgow u as abeds alma mater its the university coalition project of abed i must put most of my time on- even more reason why i'd prefer to pass on any other links i have- while the courage of teachers to innovate beyond examining youth needs to be huge at every age group; if no university will help redesign the whole lifelong livelihood skills system we wont see youth becoming the sdg generation chris.macrae@yahoo.co.uk washington dc -ps if covid goes away are you scheduling real wise qatar this year?

Monday, March 1, 2021

 

 

EDUCATION CANNOT WAIT, THE INTER-AGENCY NETWORK FOR EDUCATION IN EMERGENCIES AND THE UN GIRLS’ EDUCATION INITIATIVE CALL FOR GENDER EQUALITY TO BE AT THE CENTRE OF COVID-19 EDUCATION CRISIS RECOVERY EFFORTS

In the lead up to International Women’s Day 2021 on 8 March 2021 - ECW, INEE and UNGEI - three partners working together for gender equality in education in emergencies (EiE), have joined forces to launch a toolkit promoting gender-responsive and inclusive education interventions in emergency & protracted crises settings.

English Spanish French Arabic

3 March 2021, New York - Education Cannot Wait (ECW), the Inter-agency Network for Education in Emergencies (INEE) and the United Nations Girls’ Education Initiative (UNGEI), today launched a new toolkit to support stronger integration of gender equality in education responses for children and youth in countries affected by emergencies and protracted crises.

Armed conflicts, forced displacement, climate-induced disasters, health emergencies and other crises increase barriers to safe, quality education, especially for vulnerable children and youth. Girls, boys, women and men experience these barriers to education in different ways, resulting in an exacerbation of pre-existing gender inequalities and vulnerabilities. This is especially true during the COVID-19 pandemic which continues to cause unprecedented disruptions to learning worldwide for millions of crisis-affected girls and boys.

“As the world strives to address and recover from global impacts of the COVID-19 pandemic, we must apply lessons learnt from previous crises. We know the tragic hardship that looms ahead for millions of girls and other vulnerable children and youth living in crisis settings. We can’t say we did not know. Unless we protect and empower them urgently with the safety, hope and opportunity of quality, inclusive education, we will have failed both them and ourselves. There is no excuse not to act now,” said Yasmine Sherif, Director of Education Cannot Wait, the global fund for education in emergencies and protracted crises. “In launching this new toolkit with our partners, we appeal to all education stakeholders to join us in putting gender equality at the centre of our collective emergency response to the pandemic. At Education Cannot Wait, we are committed to making girls’ education a reality across our investments, boldly, firmly and passionately.”

Previous health emergencies, like Ebola, Zika and SARS, led to school closures which disproportionately affected girls and women. In crises, adolescent girls are particularly vulnerable and face increased risks of sexual exploitation, gender-based violence, child marriage and early pregnancy. This is proving to be the case with the COVID-19 pandemic. Analysis conducted by UNHCR and the Malala Fund already show that 50 per cent of refugee girls in secondary school may not ever return when their classrooms open. This is why the new ‘EiE-GenKit’ comes as a timely, ground-breaking resource for aid practitioners to ensure education in emergencies interventions are both gender-responsive and inclusive.

“Education plays a key role in redefining gender norms in any situation, but especially in humanitarian situations, where a good education that is gender-transformative can break cycles of violence and promote tolerance and reconciliation,” said Antara Ganguli, Director of the UN Girls’ Education Initiative, “We must harness this potential and ensure that all learners of all genders are able to contribute equally and positively to their communities’ recovery, as a cornerstone of sustainable peace and development”.

When gender-responsive, quality, inclusive education is available to all - including crisis-affected girls and boys - it has the potential to transform children’s futures, build up societies and lead to sustainable peace. The ‘EiE-GenKit’ equips education practitioners with the tools to achieve that vision.

“Now is the time to leverage the power of education in emergencies. Together we can reverse gender inequalities and transform education for women and girls, men and boys. We must commit to leave no one behind,” said Dean Brooks, Director of the Inter-agency Network for Education in Emergencies.

The ‘EiE-GenKit’ was developed over two years through an extensive consultation process involving the review of over 150 existing education in emergencies and gender resources, with contributions from over 80 global, regional and country level gender and EiE experts and other stakeholders.

The toolkit is based on internationally recognised minimum standards and guidelines and is closely aligned with the Inter-Agency Standing Committee (IASC) Gender Handbook, the INEE Minimum Standards for Education and the INEE Guidance Note on Gender.

###

Notes to editors:

For more information and to download the EiE-GenKit, visit:  www.ungei.org/publication/eie-genkit  


For press inquiries:


Education Cannot Wait:

Anouk Desgroseilliers, adesgroseilliers@un-ecw.org, +1-917-640-6820

Kent Page, kpage@unicef.org, +1-917-302-1735


About Education Cannot Wait (ECW):

ECW is the first global fund dedicated to education in emergencies and protracted crises. It was launched by international humanitarian and development aid actors, along with public and private donors, to address the urgent education needs of 75 million children and youth in conflict and crisis settings around the world. ECW’s investment modalities are designed to usher in a more collaborative approach among actors on the ground, ensuring relief and development organizations join forces to achieve education outcomes. Education Cannot Wait is hosted by UNICEF. The Fund is administered under UNICEF’s financial, human resources and administrative rules and regulations, while operations are run by the Fund’s own independent governance structure.


UN Girls’ Education Initiative:

Gloria Diamond, gdiamond@ungei.org

Emilie Rees-Smith, ereessmith@unicef.org


About the UN Girls’ Education Initiative (UNGEI): 

UNGEI is a global, intergenerational partnership united by a shared commitment to advancing gender equality in and through education. UNGEI provides a platform for coordinated advocacy and collective action in order to break down barriers to education, close the gender gap and unlock its transformative power for all girls, everywhere. For more than two decades the UNGEI partnership has been championing gender-responsive education systems, policies and practices - speaking out as one and holding the international community to account.


Inter-agency Network for Education in Emergencies (INEE)

Laura Davison, laura.davison@inee.org

Lauren Gerken, lauren.gerken@inee.org


About INEE:

The Inter-agency Network for Education in Emergencies (INEE) is an open, global network that works to ensure all persons the right to quality education and a safe learning environment in emergencies and post-crisis recovery. INEE is composed of more than 18,000 practitioners, students, teachers, staff from UN agencies, non-governmental organizations, donors, governments (including Ministries of Education), and universities who work together within a humanitarian and development framework. INEE serves its members through the core functions of community-building, convening diverse stakeholders, maintaining knowledge management, amplifying and advocating, facilitating and learning, and providing members with the resources and support they need to carry out their work on education in emergencies.