Evidence-Based Advocacy - United Nations Girls' Education Initiative

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Are these records required for both boys and girls? What is the general health referral system that you follow? When a child presents sick, who do you go to first? Please describe the process. Sometimes children are very sick and need to go see a health care provider (doctor, nurse, etc.). What things about a child tell you that your child needs to see someone right away? Are there specific health needs for girls in your centre? Are there specific health needs for boys in your centre? What do you do when one of the children has a mild case of diarrhea? What are the most common kinds of accidents a child has in your center? Has your child ever had an accident? If so, please describe it. What have you done to protect your child from accidents at the center? (eg staff trained in CPR or first aid, nurse on call etc)? Is a first-aid kit available? Is a more comprehensive medical kit available? If so, please describe. What kinds of insects or pests around the home are the most likely to cause children to get sick? How do you protect yourself from these pests? What provisions do you have in your centre for including children with disabilities? What provisions are available for children with HIV/AIDS? What kinds of emergency management procedures do you have in place? Drills, training exercises, alarm systems? Other Mixed methods Research has consistently shown that a combination of evidence (both quantitative and qualitative) serves as a powerful medium to advocate for gender equality in education. Some ways in which mixed-method strategies can be used for advocacy include summary reports from international organizations that use both sources of information, engaging in coalitions and partnerships with key players in the community, and participatory strategies, such as action research, where there is “ownership” of process for all stakeholders: traditionally, a big problem in advancing the gender equality argument. East Asia and Pacific Regional UNGEI: <strong>Evidence</strong>-based advocacy for gender in education, a learning guide 32
Cover Photo: UNICEF/NYHQ2009-0228/Josh Estey Crafting advocacy messages
Page 1 and 2: A Learning Guide EVIDENCE-BASED ADV
Page 3 and 4: Acknowledgements This learning guid
Page 5 and 6: List of acronyms CEDAW EAP-UNGEI EF
Page 7 and 8: Introduction In an effort strengthe
Page 9 and 10: Cover Photo: UNICEF/NYHQ2009-0242/J
Page 11 and 12: Some gender-related phenomena are n
Page 13 and 14: Possible Model for Evidence-based A
Page 15 and 16: Section II (A): Using evidence appr
Page 17 and 18: Summary: What is an Indicator? Diff
Page 19 and 20: 11. Percentage of female school pri
Page 21 and 22: Data timeliness This refers to two
Page 23 and 24: EFAInfo: Overview EFAInfo was devel
Page 25 and 26: Example of participant observation
Page 27 and 28: girls? What hygiene and sanitation
Page 29 and 30: What might be some unique needs of
Page 31: Questions Responses Remarks Total n
Page 35 and 36: Advocacy Capacity NOTE: For each of
Page 37 and 38: Readers may recall from Module 1 th
Page 39 and 40: Framing the message Primary Messag
Page 41 and 42: Cover Photo: UNICEF/EAPRO00060/ THA
Page 43 and 44: What makes a good advocacy opportun
Page 45 and 46: From the children’s perspective
Page 47 and 48: Girls’ education-specific message
Page 49 and 50: List of resources for gender advoca
Page 51 and 52: 32. UNGEI (2009). Gender Audit Tool
Page 53 and 54: 6. Campaign for Female Education (C
Page 55: This blank ‘spider-web’ templat

Evidence-Based Advocacy - United Nations Girls' Education Initiative

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