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Accelerated Quality Education for Liberian Children | Gender Analysis | 1 ACCELERATED QUALITY EDUCATION for LIBERIAN CHILDREN

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Accelerated Quality Education for Liberian Children | Gender Analysis | 1 ACCELERATED QUALITY EDUCATION for LIBERIAN CHILDREN Accelerated Quality Education for Liberian Children | Gender Analysis | 1 ACCELERATED QUALITY EDUCATION FOR LIBERIAN CHILDREN GENDER ANALYSIS June 2017 USAID/LIBERIA ABE: ACCESS IDIQ CONTRACT AID-OAA-I-14-00073/AID-669-TO-17-00001 Prepared for: Cheryl Hodge-Snead, Contractor Officer (CO) Office of Acquisition and Assistance United States Agency for International Development/Liberia c/o American Embassy 502 Benson Street Monrovia, Liberia Prepared by: Education Development Center 43 Foundry Avenue Waltham, MA 02453-8313 USA Accelerated Quality Education for Liberian Children | Gender Analysis | 2 Table of Contents Acronyms and Abbreviations ..................................................................................................... 4 Introduction .............................................................................................................................. 5 Methodology ............................................................................................................................. 5 Topics and Research Questions ...........................................................................................................5 Analysis of Secondary Data .................................................................................................................6 Primary Data Collection ......................................................................................................................6 Tools and Targets........................................................................................................................................ 6 Sample ........................................................................................................................................................ 7 Collection Protocol and Ethics .................................................................................................................... 8 Data Analysis............................................................................................................................................... 8 Limitations .................................................................................................................................................. 8 Context and Background ............................................................................................................ 9 Country Context .................................................................................................................................9 Gender Context ................................................................................................................................ 10 Summary of Desk Review ......................................................................................................... 11 Traditional Laws and Women’s Status in Liberian Society ....................................................................... 11 Commitment to Human Rights and Gender Equality ............................................................................... 12 Gender Equity and Access to Education ................................................................................................... 13 Culture of Violence ................................................................................................................................... 14 School-Related Gender-Based Violence (SRGBV)..................................................................................... 15 Gender Inclusive Learning Environments ................................................................................................. 16 Gender Inclusive Teacher Training ........................................................................................................... 17 Community Engagement .......................................................................................................................... 18 Information Gaps in Secondary Data ................................................................................................. 18 Summary of Fieldwork Findings ............................................................................................... 18 Gender Equity and Access to Education ................................................................................................... 19 Culture of Violence ................................................................................................................................... 20 School-related Gender-based Violence (SRGBV) ..................................................................................... 20 Responses to School-related Gender-based Violence ............................................................................. 21 Gender Implementation Strategy ............................................................................................. 23 Result 1 – ALP Regulatory Framework Institutionalized .......................................................................... 23 Result 2 – Increased Eligibility of Learners to Transition to Formal Education........................................ 24 Next Steps ............................................................................................................................... 25 Annexes .................................................................................................................................. 28 Annex: Demographics of KII and FGD Participants .................................................................... 29 Annex: FGD Protocol for Teachers ............................................................................................ 31 Annex: FGD Protocol for Parents .............................................................................................. 33 Annex: FGD Protocol for Children ............................................................................................. 35 Annex: KII Protocol for Teachers at Education Institutions for Children with Disabilities............ 36 Accelerated Quality Education for Liberian Children | Gender Analysis | 3 Acronyms and Abbreviations ABE Alternative Basic Education ALP Accelerated Learning Program CEO County Education Officer CWD Children with Disabilities DEO District Education Officer EDC Education Development Center, Inc. EMIS Education Monitoring Information System EVD Ebola Virus Disease FGD Focus Group Discussion FGM/C Female Genital Mutilation/Cutting GA Gender Analysis GBV Gender-based violence GIS Gender Implementation Strategy GNI Gross National Income GoL Government of Liberia GPI Gender Parity Index HDI Human Development Index IRB Institutional Review Board JH Junior High KII Key Informant Interview MoE Ministry of Education M&E Monitoring & Evaluation PTA Parent Teacher Association RERA Rapid Education and Risk Analysis RTTI Rural Teacher Training Institute SGBV Sexual and Gender-based Violence TVET Technical and Vocational Education and Training UNDP United Nations Development Program UNHCR United Nations High Commissioner for Refugees USAID United States Agency for International Development WASH Water Sanitation and Hygiene Accelerated Quality Education for Liberian Children | Gender Analysis | 4 Introduction Funded by USAID, Accelerated Quality Education for Liberian Children project aims to increase access to education for approximately 48,000 out-of-school children ages 8 to 15 in targeted six counties (Bong, Grand Bassa, Nimba, Lofa, Montserrado and Margibi) of Liberia. During the project’s first four months, Education Development Center, Inc. (EDC) conducted a Gender Analysis (GA) in conjunction with a Rapid Education Risk Analysis (RERA) in order to identify gender- related challenges and barriers in Liberia and strengthen its understanding of how these inequalities affect education outcomes for out-of-school Liberian children in relation to the project’s scope of activities. Additionally, the project included a special focus on children with disabilities (CWD), who are one of the most vulnerable groups in Liberia due to stigma and social norms. The project team analyzed the results from the GA in order to consolidate a list of recommendations and implications in the form of a Gender Implementation Strategy (GIS), which will serve to inform EDC’s integration of gender within the project activities, based on the context-specific needs of Liberian children and youth in equitable access to education, especially in Accelerated Learning Programs (ALPs). The GIS outlines key triggers and mitigating factors, which EDC will undertake to address gaps or monitor project implementation to ensure that girls and boys benefit equally from contract activities, and that the project fosters equitable access and safe learning environments for everyone. Methodology The GA was comprised of a desk review and primary data collection. For the sake of efficiency, the primary data was collected in conjunction with the project’s Rapid Education Risk Analysis (RERA). This data was collected through eight key informant interviews (KIIs) and 24 focus group discussions (FGDs). However, the team developed separate research questions and objectives for the GA, which are outlined below. The KIIs and FDGs were conducted in two Liberian counties, Montserrado and Grand Bassa, in both rural and urban communities. The project team worked with County Education Officers (CEOs), District Education Officers (DEOs) and Parent Teacher Associations (PTAs) to identify participants in targeted communities to participate in FGDs who they believed to be important
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