This chapter examines action for gender norm change within the broader institutional context in Uganda, which has relatively strong national legislative frameworks and policies to support gender equality and adolescent girls. Despite this, change on the ground is slow and in some places appears non-existent. To examine action for change in this context, the chapter considers selected communications initiatives that aim to shift discriminatory norms around adolescent girls in rural communities. The analysis is set against the backdrop of the country’s national legal, policy and programme environment for gender empowerment and adolescent girls, highlighting both the enabling aspects of progressive laws and policies along with some of the ambiguities around adolescent sexual and reproductive health rights and the reform of marriage legislation, as well as significant gaps between policy promises at national level and action on the ground.
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A Global Evidence Review of Communication for Development (C4D) in support of inclusive and quality education demonstrated the contribution C4D to education outcomes, specifically in the areas of inclusion, equity and gender. The three briefs presented here summarize key findings of the evidence review, discuss key principles in applying and strengthening C4D for Education, and provide recommendations for policy and programming in support of education outcomes, while emphasising regional context and priorities.
This paper is one of a series of thematic reviews produced by the Fund Manager of the Girls’ Education Challenge, an alliance led by PwC, working with organisations including FHI 360, Nathan Associates and Social Development Direct.
The Girls’ Education Challenge (GEC) was set up to support improved attendance and learning for up to one million marginalised girls and has provided the opportunity to develop evidence on what works in girls’ education. Overall across a number of GEC projects, evidence was found of communities’ motivation, investment and commitment to educate their children, for example donating land, raising funds for bursaries and increasing their workload to pay for school fees. In general, GEC projects have not found communities are opposed to the principle of girls’ education, but that their support interacts with other norms that can make it harder for girls to attend school and learn. In particular, there is a perceived (or actual) low return for the family as the investment is sometimes considered to be lost when girls get married.
There are several key considerations for practitioners and policy makers in light of the literature and GEC findings; projects implementing community interventions should target the most prevalent and relevant attitudes and behaviours rather than generic ones, and projects should be prepared to adapt activities where required, recognising that norms are affected by changes in context and power dynamics.
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