GEC Project Resources - Strategies and Guidance

On this page you can find a selection of strategies and guidance documents developed and used by GEC projects when implementing interventions aimed at improving education systems and girls’ transition, keeping girls safe, reaching the most marginalised girls, training teachers and facilitators, and working with communities.

The strategies and guidance may be of interest to those implementing girls’ education programmes or programmes that include a component on girls’ education. They may also be relevant to donors and ministries looking at what works when working with girls, parents, schools and communities to promote girls’ education.

• Improving education systems - Quality Improvement System Checklist - SCHIP, Viva CRANE, Uganda – click here
• Improving girls’ transition:
  • Transition strategy - EAGER, IRC, Sierra Leone – click here
  • Employment Transition Counselling Handbook - MnM, Street Child, Nepal – click here
• Keeping girls safe:
  • Protection Strategy - EAGER, IRC, Sierra Leone – click here
  • Corporal Punishment Poster - GEARR, PEAS, Uganda – click here
  • Child Protection Implementation Guidelines - GEARR, PEAS, Uganda – click here
  • Positive Discipline Strategies - GEARR, PEAS, Uganda – click here
  • Reporting Child Abuse Poster - GEARR, PEAS, Uganda – click here
  • Case Handling Framework - Aarambha, PIN, Nepal – click here
  • Handling (Referring) Safeguarding Cases Tool - Aarambha, PIN, Nepal – click here
  • Referral Pathway - Aarambha, PIN, Nepal – click here
  • COVID-19 Remote Communication Safeguarding Standard Operating Procedure - MnM, Street Child, Nepal – click here
  • Guidelines for Class Interactions with Children and Vulnerable Adults - ENGINE, Mercy Corps, Nigeria – click here
  • Safeguarding Standards - GEARR, PEAS, Uganda – click here
  • Working with Survivors of Violence - Closing the Gap, ACTED, Pakistan – click here
  • Working with Vulnerable Children - Closing the Gap, ACTED, Pakistan – click here
• Reaching the most marginalised girls:
  • Guidance Manual for Mapping Out Learners - Education For Life, Action Aid, Kenya – click here
  • Empowering Girls with Disabilities Strategy - EAGER, IRC, Sierra Leone – click here
  • Beneficiary Feedback Mechanism - MnM, Street Child, Nepal – click here
  • National Learning Needs Identification Tool - SCHIP, Viva CRANE, Uganda – click here
  • Resource Guide to the Learning Needs Identification Tool - SCHIP, Viva CRANE, Uganda – click here
  • Cash Grant Manual - Aarambha, PIN, Nepal – click here
  • Learning Strategy - EAGER, IRC, Sierra Leone – click here
• Training teachers and facilitators:
  • Guide for Learning Centre Facilitators - Out-of-school Girls - ENGINE, Mercy Corps, Nigeria – click here
  • Guide for Learning Centre Facilitators - In-school Girls - ENGINE, Mercy Corps, Nigeria – click here
  • Top 10 Teaching Practices Handbook - GEARR, PEAS, Uganda – click here
  • Distance Teaching Learning (DTL) Approach - Aarambha, PIN, Nepal – click here
  • Code of Conduct for Distance Teaching Learning Approach - Aarambha, PIN, Nepal – click here
• Working with communities:
  • Social Behaviour and Communication Strategy - EAGER, IRC, Sierra Leone – click here
  • Community Based Volunteer Model - EAGER, IRC, Sierra Leone – click here
  • Community Engagement Strategy - EAGER, IRC, Sierra Leone – click here
  • Conducting Advocacy Visits to Stakeholders - ENGINE, Mercy Corps, Nigeria – click here
  • Parent Media Consent Form - Closing the Gap, ACTED, Pakistan – click here
  • Media Strategies and Guidance - Closing the Gap, ACTED, Pakistan – click here