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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Child marriage is being increasingly recognized globally as a fundamental violation of human rights. Child marriages occur globally in varying degrees across countries and regions. South Asia alone accounted for almost half of the total number of child marriages that have occurred globally. Early marriage can lead to serious ramifications such as school drop-out, early pregnancy, maternal morbidity and mortality. The aim of this study was to assess the impact of a multi-pronged community-based intervention and the role of access to mass media on early marriage, early pregnancy and school retention among young people in two states of India.
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 curriculum was developed by the IRC and the Women’s Protection and Empowerment programme to equip adolescent girls with key knowledge and skills to help them to reduce, prevent and respond to gender-based violence (GBV). It is designed to be used in the classroom.
In this paper the authors describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone.