THE PUGGLE:
Out in the bush, you’ll have to go into the pouch of a mama echidna to pet her baby puggle. Our Puggle is easier to find, showing up every month to share what we’re learning about emerging issues in girls’ education. Browse the archives below.
OUR APPROACH TO PHILANTHROPY:
We strive to be transparent, flexible, and rooted in trust. We are committed to listening and learning from our grantees and partners to iterate, streamline, and update our approach and processes. Browse posts about what we're learning and doing below.
RESOURCE LIBRARY:
We believe in exchanging ideas and sharing knowledge. Visit our Resource Library to see some of what we’ve been reading to inform our thinking on girls’ education.
EVIDENCE FOR GENDER AND EDUCATION RESOURCE (EGER):
For comprehensive and up-to-date information about evidence and actors in the girls' education sector visit egeresource.org.
In the spirit of leaping forward, this month, we share three recommendations to help expedite progress toward a world where all girls (even the most marginalized) are in school and learning.
1. Use intersectional identification strategies. Diminishing impact is often a sign that large-scale enrollment efforts are not reaching more marginalized groups.
Girls already endure systemic barriers to education due to their gender. When they face additional marginalities (e.g., poverty, rurality, disability), the barriers compound, but aggregate data masks this.
Education systems should employ an intersectional approach to identify where there are large swaths of out-of-school girls and target enrollment efforts accordingly. Organizations like Educate Girls and Aangan Trust have successfully demonstrated how to do this in the Indian context and are now building the capacity of local governments to do the same.
2. Employ participatory design strategies. To effectively support girls to enroll and stay enrolled in school, it’s critical to address the context-specific barriers they face.
3. Tend to learning. A growing body of research (a few years old, but one of our favorites) demonstrates that low learning is a strong predictor of dropout, particularly for girls. To support marginalized girls in staying in school, we need to hold governments accountable for the quality of education they deliver.
In addition to literacy and numeracy, we must tend to the gendered messaging children are exposed to in schools. Girls learn better in gender-equitable classroom environments. Yet, the Center for Global Development’s latest analysis of 1,255 language textbooks from 34 countries (including a few high-income countries) still finds deep gender bias:
We owe girls better. In this Leap Year, let’s work to hasten progress toward a world where all girls (even the most marginalized) are in school and learning.
In the spirit of leaping forward, this month, we share three recommendations to help expedite progress toward a world where all girls (even the most marginalized) are in school and learning.
1. Use intersectional identification strategies. Diminishing impact is often a sign that large-scale enrollment efforts are not reaching more marginalized groups.
Girls already endure systemic barriers to education due to their gender. When they face additional marginalities (e.g., poverty, rurality, disability), the barriers compound, but aggregate data masks this.
Education systems should employ an intersectional approach to identify where there are large swaths of out-of-school girls and target enrollment efforts accordingly. Organizations like Educate Girls and Aangan Trust have successfully demonstrated how to do this in the Indian context and are now building the capacity of local governments to do the same.
2. Employ participatory design strategies. To effectively support girls to enroll and stay enrolled in school, it’s critical to address the context-specific barriers they face.
3. Tend to learning. A growing body of research (a few years old, but one of our favorites) demonstrates that low learning is a strong predictor of dropout, particularly for girls. To support marginalized girls in staying in school, we need to hold governments accountable for the quality of education they deliver.
In addition to literacy and numeracy, we must tend to the gendered messaging children are exposed to in schools. Girls learn better in gender-equitable classroom environments. Yet, the Center for Global Development’s latest analysis of 1,255 language textbooks from 34 countries (including a few high-income countries) still finds deep gender bias:
We owe girls better. In this Leap Year, let’s work to hasten progress toward a world where all girls (even the most marginalized) are in school and learning.
We believe in exchanging ideas and sharing knowledge. Here’s some
of what we’ve been reading to inform our thinking on girls’ education.
Feel free to suggest additional resources for us to read and feature!