Sponsor: UNICEF

'Learning from Gender Transformative Programmes: Assessing UNICEF's Interventions in Osmanabad' provides insights into the learnings from the UNICEF- supported gender-sensitisation interventions in school communities of Osmanabad, Maharashtra. It assesses the transformations in knowledge and gender perceptions of the school community participating in the initiatives under the Gender Transformative Programme (GTP). In particular, it understands how gender is understood and experienced by school-going children and youth, as well as other stakeholders of school- learning communities like teachers, school leadership and parents. It engages with how GTP interventions are received and influence such formulations of gender. The study is envisaged in resonance with SDG 4 to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, and SDG 5 to achieve gender equality and empower allwomen and girls. It recognises the significance of schools as sites of socialisation, negotiation and interrogation of questions of identity and social structures for children. It stresses the potential of formal education systems, including teachers, parents and others contributing to the learning environments, to inform these processes towards equality, opportunity and justice.

 

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