Additional Resources Guide
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Building Back Better – Gender
Building back better: Gender-responsive strategies to address the impact of COVID-19 on girls’ education According to UNESCO almost 1.8 billion students around the world have been affected by school closures as a result of the COVID-19 pandemic. Around 320 million of them are in India.1 New research suggests that increased rates of poverty, household responsibilities, child labour, teenage pregnancy may prevent as many as 20 million secondary school-aged girls around the world from ever returning to the classroom.2 RISKS TO GIRLS’ EDUCATION Just a few months of interruption in learning has a greater impact on girls than boys, and will disproportionately affect marginalised girls from scheduled castes and tribes, religious minorities or those from families who have lost their livelihoods during the pandemic in India: Government online learning Prior to the pandemic, girls were provisions are likely to deepen already twice as likely as boys education inequity, given that to have less than four years of under half of urban households education.3 and 14.9% of rural households 2X 4 have internet access. Prevailing norms mean that girls Media reporting suggests that are often the least likely members the economic impact of Covid-19 of the household to access the on families may increase the risk internet, and the unequal burden of early dropout from education, of domestic and care work that as girls become more vulnerable girls shoulder creates additional to child marriage, child labour, barriers to access distance trafficking, violence or sexual learning. abuse.5 The pressure on teachers may ultimately exacerbate India’s teacher shortage once the pandemic passes: • Teachers have not been trained to develop online learning alternatives, increasing stress and reducing the quality of distance learning provisions. -
Racing Extinction
Racing Extinction Directed by Academy Award® winner Louie Psihoyos And the team behind THE COVE RACING EXTINCTION will have a worldwide broadcast premiere on The Discovery Channel December 2nd. Publicity Materials Are Available at: www.racingextinction.com Running Time: 94 minutes Press Contacts: Discovery Channel: Sunshine Sachs Jackie Lamaj NY/LA/National Office: 212.548.5607 Office: 212.691.2800 Email: [email protected] Tiffany Malloy Email: [email protected] Jacque Seaman Vulcan Productions: Email: [email protected] Julia Pacetti Office: 718.399.0400 Email: [email protected] 1 RACING EXTINCTION Synopsis Short Synopsis Oscar®-winning director Louie Psihoyos (THE COVE) assembles a team of artists and activists on an undercover operation to expose the hidden world of endangered species and the race to protect them against mass extinction. Spanning the globe to infiltrate the world’s most dangerous black markets and using high tech tactics to document the link between carbon emissions and species extinction, RACING EXTINCTION reveals stunning, never-before seen images that truly change the way we see the world. Long Synopsis Scientists predict that humanity’s footprint on the planet may cause the loss of 50% of all species by the end of the century. They believe we have entered the sixth major extinction in Earth’s history, following the fifth great extinction which took out the dinosaurs. Our era is called the Anthropocene, or “Age of Man,” because evidence shows that humanity has sparked a cataclysmic change of the world’s natural environment and animal life. Yet, we are the only ones who can stop the change we have created. -
Malala Fund Calculated the Potential Impact of the Current School Closures on Girls’ Dropout Numbers in Low- and Lower-Middle-Income Countries
Almost 90% of the world’s countries have shut their schools in efforts to slow the transmission of COVID-19.1 Alongside school closures, governments are also imposing social distancing measures and restricting the movement of people, goods and services, leading to stalled economies. While this disruption to education and the expected reduction in global growth have far-reaching effects for all, their impact will be particularly detrimental to the most disadvantaged students and their families, especially in poorer countries. The educational consequences of COVID-19 will last beyond the period of school closures, disproportionately affecting marginalised girls. This paper uses insights from previous health and financial shocks to understand how the current global pandemic could affect girls’ education outcomes for years to come. It details how governments and international institutions can mitigate the immediate and longer-term effects of the pandemic on the most marginalised girls. The paper considers the 2014- 15 Ebola epidemic and the 2008 global financial crisis, which both have some parallels to the impact of COVID-19. We find that marginalised girls are more at risk than boys of dropping out of school altogether following school closures and that women and girls are more vulnerable to the worst effects of the current pandemic. Drawing on data from the Ebola epidemic in Sierra Leone, we estimate that approximately 20 million more secondary school-aged girls could be out of school after the crisis has passed2, if dropouts increase by the same rate. Longer-term, poorer countries may struggle to provide sufficient financing for education, especially to support schools, teachers and students to fight reemergence of the virus and stay safe from indirect effects of further outbreaks. -
Girl Rising Teacher’S Guide
GIRL RISING TEACHER’S GUIDE GIRLRISING.COM | 1 INTRODUCTION 01 DISCUSSION GUIDES 04 Build a lesson plan around the full film, any combination of chapters or the issues that a!ect girls getting an education. Find pre- and post- screening questions and additional resources. 01 Full film 02 Chapters 03 Issues CALL TO ACTION 42 Transforming the future starts with small TABLE OF acts today. Find inspiration and information about how students can help change the world. CONTENTS COUNTRY GUIDES 47 Statistics and background information for each of the Girl Rising countries. VIDEO ASSETS 75 Index of supplementary videos found on the DVD, including behind-the-scenes extras. ADDITIONAL RESOURCES 76 ENDNOTES 82 GIRLRISING.COM | 2 Educating girls can break cycles of poverty in just one generation. That’s the fact that inspired us to make this film. That’s the message we want to spread through the stories we tell. And that’s the change we hope to e!ect with a grassroots movement that promotes that message. We believe that students, coming INTRODUCTION: of age in an increasingly interdependent world, will be at the vanguard. W H A T I S Around the world, millions of girls face barriers to education that boys do not. GIRL RISING? Removing barriers, such as early and forced marriage, gender-based violence and discrimination, domestic slavery and sex tra"cking means not only a better life for girls, but a safer, healthier, and more prosperous world for all. Girl Rising is a film. Girl Rising is a movement. THE FILM Girl Rising journeys around the globe to witness the strength of the human spirit and Girl Rising is the future. -
519-7180 Fax (703) 519-7190
GIRLS-2019/10/15 1 THE BROOKINGS INSTITUTION GIRLS’ EDUCATION RESEARCH AND POLICY SYMPOSIUM: LEARNING ACROSS A LIFETIME Washington, D.C. Tuesday, October 15, 2019 Opening Remarks and Panel: MODERATOR: CHRISTINA KWAUK Fellow, Center for Universal Education The Brookings Institution BHAGYASHRI DENGLE Regional Director, Asia Plan International HUGO GORST-WILLIAMS Team Leader, Girls’ Education UK DFID ROBERT JENKINS Chief, Education Associate Director, Programme Division, UNICEF LEANNA MARR Director, Office of Education USAID MARTHA MUHWEZI Executive Director, FAWE Africa Intervening Early: Bringing Gender Into Early Childhood Education: MODERATOR: DANA SCHMIDT Senior Program Officer Echidna Giving PRESENTER: SAMYUKTA SUBRAMANIAN 2019 Echidna Global Scholar The Brookings Institution VRINDA DATTA Director of the Centre for Early Childhood Education Development Ambedkar University, Delhi ANDERSON COURT REPORTING 1800 Diagonal Road, Suite 600 Alexandria, VA 22314 Phone (703) 519-7180 Fax (703) 519-7190 GIRLS-2019/10/15 2 SUMAN SACHDEVA 2015 Echidna Global Scholar The Brookings Institution Empowerment at Adolescence: STEM Skills for Girls’ Leadership and Innovation: MODERATOR: SARAH GAMMAGE Director of Gender, Economic Empowerment, and Livelihoods ICRW NASRIN SIDDIQA 2019 Echidna Global Scholar The Brookings Institution MALIHA KHAN Chief Programs Officer Malala Fund MEIGHAN STONE Senior Fellow, Women and Foreign Policy Program Council on Foreign Relations Entering Adulthood: Technical and Vocational Education and Training (TVET) and Girls’ Transitions -
Education, Whether at Home Or in the Classroom, Has the Power to Promote Acceptance of Others’ Views and to Challenge Biases and Bigotry
I AM MALALA: A RESOURCE GUIDE FOR EDUCATORS For more information about the resource guide, visit malala.gwu.edu or www.malala.org. A PREFACE FROM MALALA’S FATHER It is the elder generation’s duty to teach children the universal human values of truth, fairness, justice and equality. For this purpose, we have two institutions: families and schools. Education, whether at home or in the classroom, has the power to promote acceptance of others’ views and to challenge biases and bigotry. In patriarchal societies, women are expected to be obedient. A good girl should be quiet, humble and submissive. She is told not to question her elders, even if she feels that they are wrong or unjust. As a father, I did not silence Malala’s voice. I encouraged her to ask questions and to demand answers. As a teacher, I also imparted these values to the students at my school. I taught my female students to unlearn the lesson of obedience. I taught the boys to unlearn the lesson of so-called pseudo-honor. It is similarly the obligation of schools and universities to instill the principles of love, respect, dignity and universal humanism in their students. Girls and boys alike must learn to think critically, to stand up for what they believe is right and build an effective and healthy society. And these lessons are taught at schools through curriculum. Curricula teach young people how to be confident individuals and responsible citizens. I Am Malala is a story about a young girl’s campaign for human rights, especially a woman’s right to education. -
Early Marriages Among Syrian Refugees in Lebanon - a Case Study from the Old City of Saida
Early Marriages Among Syrian Refugees in Lebanon - A Case Study from the Old City of Saida Bahar Mahzooni Table of Content Introduction 3 Method 4 Ethical challenges 6 The Syrian refugees in Lebanon 7 Refugee right in Lebanon 8 Saida and the political division in Lebanon 10 The war in Syria and its impact on gender roles 12 Early marriage and regional variations in Syria 13 Early marriage and the continuous cycle of poverty 14 Marriage as a survival strategy 15 Protection as an incentive for early marriage 16 Early marriage and conflict-affected families 17 Loss of education 18 Conclusion 20 Bibliography 22 2 Bahar Mahzooni Introduction Globally, 12 million girls get married before they reach the age of 18 every year.1 The practice of early marriage affects young girls in several ways, such as their physical and mental health, education, financial status and their vocational opportunities. Moreover, early marriage is more common in countries with high levels of poverty and conflict; “Child marriage and teen pregnancy appear to be particularly high in insecure environments. Nine of the top 10 countries with the highest rates of child marriage are considered fragile states,”2 according to Rima Mourtada et al. in their qualitative study about the incentives that motivate early marriage among Syrian refugee communities in Lebanon. A report by Save the Children from 2014 concludes that the practice of early marriage drives many girls into depression, particularly if they are separated from family and friends and end up living a life in isolation after the marriage. Domestic violence is also more likely to occur within early marriages. -
1 the Brookings Institution Brookings Cafeteria
THE BROOKINGS INSTITUTION BROOKINGS CAFETERIA PODCAST GIRLS’ EDUCATION IS KEY TO CLIMATE CHANGE SOLUTIONS Washington, D.C. Friday, April 30, 2021 PARTICIPANTS: Host: FRED DEWS Managing Editor, Podcasts and Digital Projects The Brookings Institution Guests: CHRISTINA KWAUK Nonresident Fellow, Global Economy and Development, Center for Universal Education The Brookings Institution LUCIA FRY Director, Research and Policy Malala Fund RAJU KUMAR NARZARY Executive director, Northeast Research and Social Work Networking (NERSWN) ***** 1 P R O C E E D I N G S DEWS: Welcome to the Brookings Cafeteria, the podcast about ideas and the experts who have them. I’m Fred Dews. The global ambition to limit Earth’s temperature rise to 1.5 degrees Celsius by century’s end has been challenged by the economic uncertainty and social unrest brought about by the coronavirus pandemic. The pandemic has also disrupted education in countries around the world, and in particular girls’ access to educational opportunities, which itself is a cause for concern in the response to climate change. On this episode of the Brookings Cafeteria, three people involved in addressing climate change through girls’ and gender-equal education share their insights and policy ideas about how a green learning agenda can help address the climate crisis through education. Christina Kwauk is a nonresident fellow in the Center for Universal Education at Brookings and along with Olivia Casey the co-author of the Brookings report “A New Green Learning Agenda: Approaches to quality education for climate action.” Lucia Fry, director of research and policy at Malala Fund, is co-author with Philippa Lei of the Malala Fund report “A greener, fairer future: Why leaders need to invest in climate and girls’ education.” And finally, during the interview, you’ll hear from Raju Narzary, a Malala Fund Education Champion and executive director of North East Research and Social Work Networking in India’s Assam State. -
Education Provision for Syrian Refugees in Jordan, Lebanon and Turkey
Education provision for Syrian refugees in Jordan, Lebanon and Turkey Preventing a “Lost Generation” Alice Beste UNU-GCM Intern (May to July 2015) Summary | 1 Introduction | 2 Education in Emergencies | 2 Syrian Girls and their access to education | 4 Case Study 1: Education for Syrians in Jordan | 5 Case Study 2: Education for Syrians in Lebanon | 7 Case Study 3: Education for Syrians in Turkey | 9 Conclusion | 10 General Recommendations for Syrian Refugee Education Provision | 11 References | 12 Summary As we enter the fifth year of the Syrian conflict, which began in 2011, it is becoming clear that this crisis could lead to the long-term displacement of Syrian refugees. Education is an “essential platform for protection, social stabilization and economic recovery” (UNICEF et al., 2013). Access to quality education is key to ensuring the continued learning of children displaced due to the on-going conflict in Syria. A high proportion of uneducated Syrians will have serious individual and societal consequences. Education provision for Syrian children in their host countries is therefore indispensable. Yet, 57% of the region’s children are currently not attending school. This report discusses the education provision for Syrian refugees in three neighbouring countries; Jordan, Lebanon and Turkey. It will specifically look at the educational possibilities for Syrian refugee girls and the role these can play in reducing gender- specific vulnerabilities that girls can experience in times of displacement. 1 "Education is very important because it's the shield we can use to protect ourselves in life. It's our method to solve our problems. If we don't have education, we can't defend ourselves.” Mazoun Almellehan, 16 years old 2015, Jordan (cited in Thompson, 2015) Introduction The Syrian refugee crisis began in March 2011, when Syrian authorities responded with force to anti-government protests, eventually leading to the outbreak of an extensive civil war across the country. -
“KISS the GROUND: for SCHOOLS” Available to Schools and Teachers for Free Beginning January 28Th
NEWS RELEASE “KISS THE GROUND: FOR SCHOOLS” Available to Schools and Teachers for Free Beginning January 28th 1/26/2021 Narrated by Woody Harrelson, the Grade 6-12 Version of the Critically Acclaimed Eco-Doc with Free Classroom Curricula by National Science Teaching Association Coming for Earth Month in Apri l LOS ANGELES--(BUSINESS WIRE)-- Acclaimed directors Josh Tickell and Rebecca Harrell Tickell (Oscar® short list for “Fuel,” Ocial Selection Cannes Film Festival for “The Big Fix”) will release KISS THE GROUND: FOR SCHOOLS, a 45-minute-long educational version of their latest critically lauded eco-documentary, KISS THE GROUND. Beginning January 21st, the new version is free to all schools, students, teachers, and community educators via KissTheGroundMovie.com. KISS THE GROUND: FOR SCHOOLS has new scenes not in the feature lm including a series of person-on-street interviews with Rosario Dawson and a scene in which Tony Tenngers, a Lakota Elder, describes the importance of the once-prevalent bualo for Native American peoples. KISS THE GROUND: FOR SCHOOLS is also available with subtitles in 18 languages including English Closed Captions, Spanish, Mandarin, and Hindi. To ensure the success of this unprecedented educational release, Big Picture Ranch has partnered with ro*co lms, a leading distributor of documentary lms with proven expertise within the academic market. “As a mission-driven documentary distribution company, we are honored to play a role in bringing this powerful lm and resource to all schools, without the nancial barriers that too-often limit what students get to experience in the classroom,” said Annie Roney, founder and CEO of ro*co lms. -
I Am Malala 1
Inside the kit: (6) book copies (1) book club guide About the Book: From Goodreads: When the Taliban took control of the Swat Valley in Pakistan, one girl spoke out. Malala Yousafzai refused to be silenced and fought for her right to an education. On Tuesday, October 9, 2012, when she was fifteen, she almost paid the ultimate price. She was shot in the head at point-blank range while riding the About the Author: bus home from school, and few expected her to survive. Malala Yousafzai was born on July Instead, Malala's miraculous recovery has taken her on an extraordinary 12, 1997, in Mingora, Pakistan. As a journey from a remote valley in northern Pakistan to the halls of the United child, she became an advocate for Nations in New York. At sixteen, she has become a global symbol of girls' education, which resulted in the peaceful protest and the youngest-ever Nobel Peace Prize laureate. Taliban issuing a death threat against her. On October 9, 2012, a gunman I Am Malala is the remarkable tale of a family uprooted by global terrorism, shot Malala when she was traveling of the fight for girls' education, of a father who, himself a school owner, home from school. She survived, and championed and encouraged his daughter to write and attend school, and of has continued to speak out on the brave parents who have a fierce love for their daughter in a society that importance of education. In 2014, she prizes sons. became the youngest person to receive the Nobel Peace Prize. -
The Breadwinner Action Guide Parvana Is a Fictional Character, but She Embodies Real Girls in Afghanistan Who Have Lived Through Similar Experiences
The Breadwinner Action Guide Parvana is a fictional character, but she embodies real girls in Afghanistan who have lived through similar experiences. Her story highlights how girls’ basic rights like access to education, freedom of thought and movement, and gender equality were violated in the past. In many parts of Afghanistan, girls and women are still fighting for equality and access to education. To show solidarity, and support children and women in Afghanistan and around the world, do something to take action and make a difference. This action guide will help get you started. Go deeper Do more research on the issues of access to education and gender equality. Ask yourself, what more do I still need to know? Create a list of questions as you go. For example: • Why is universal access to education still a challenge? • How does lack of gender equality affect girls and women today? • What factors continue to affect children in Afghanistan? Create an action plan Take time to plan and write out the following so that you will stay on track: • Set a goal. Think about why you care about the issue and what you want the outcome of your action to be. For example, are you raising money to support projects that will affect girls’ access to education in Afghanistan? Include the organization or project your fundraising will support and how. • Get others involved with your plan. • Think about how you will raise awareness about the issue throughout your action campaign and then do it. Think about the facts and statistics you want to share and how you will put a human face to the issue so that people don’t get lost with just numbers alone.