Logo UNICEF Innocenti
Office of Research-Innocenti
menu icon

Measurement of Interpersonal Violence in National Social Cash Transfer Evaluations

Measurement of Interpersonal Violence in National Social Cash Transfer Evaluations

Author(s)

Tia Palermo

 

Publication date: 4

Publication series:
Innocenti Research Briefs

Download the report

(PDF, 0.72 MB)

Related Project(s):

Abstract

Over the past decade, more than a dozen government-run cash transfer programmes have been launched in sub-Saharan Africa as part of national social protection strategies. Recently there has been increased interest in examining whether such programmes reduce interpersonal violence, including between partners and against children. In this Research Brief we discuss different approaches that have been implemented in evaluations supported by the Transfer Project.
Available in:
English

More in this series: Innocenti Research Briefs

Gender-Transformative Pre-Primary Education: Addressing gender inequalities through early years education
Publication

Gender-Transformative Pre-Primary Education: Addressing gender inequalities through early years education

Access to pre-primary education has increased significantly in the past two decades and, as of today, boys and girls are participating equally. However, despite this gender parity in access, the pre-primary education system does not always deliver on its potential to tackle gender inequalities and address harmful gender stereotypes and norms. In particular, children begin to gain insight into certain cultural gender stereotypes as early as the ages of two and three. There is, therefore, a need to proactively incorporate gender-responsive and gender-transformative strategies into the design and implementation of pre-primary education systems to address gender inequalities.
Gender-Transformative Pre-Primary Education: Supporting gender-transformative parenting through pre-primary education systems
Publication

Gender-Transformative Pre-Primary Education: Supporting gender-transformative parenting through pre-primary education systems

Children begin learning about gender stereotypes as early as age two. The pre-primary education system does not always deliver on its potential to tackle and address harmful gender stereotypes while they are being absorbed by the youngest learners. All components of the pre-primary system have a role to play in breaking down these stereotypes. This includes parents, who are the primary agents of gender socialization for their children. As young children are in the process of forming their own gender identity, their primary caregivers can reinforce their behaviors and act as role models on how to behave and interact with others. This brief highlights key strategies and considerations to ensure family and community members are active agents of change for gender-transformative education and development.
Gender-Transformative Pre-Primary Education: Tools for gender-transformative policy and programming
Publication

Gender-Transformative Pre-Primary Education: Tools for gender-transformative policy and programming

Gender-transformative pre-primary education requires a coherent system that integrates gender considerations across all its core components for a quality service delivery. This brief presents a set of tools to support policymakers and/or practitioners to progress towards gender-transformative pre-primary education policy and programming, organized by the five core components of quality pre-primary primary education systems: planning and budgeting; curriculum; workforce development; family and community engagement; and quality assurance. The tools provide key gender considerations to strengthen each core component and advocate for gender-responsive and gender-transformative policies and practices.
Gender-Transformative Pre-Primary Education: A System-wide approach to tackling inequalities from the early years
Publication

Gender-Transformative Pre-Primary Education: A System-wide approach to tackling inequalities from the early years

Mainstreaming gender within pre-primary education is a priority in tackling gender-related inequalities from the early years. Such mainstreaming requires the commitment of a variety of stakeholders within the education system and beyond, including different units within education ministries, pre-service and in-service teacher training providers, teacher unions, other ministries, academia and civil society organizations. This brief presents key advocacy points and enabling conditions to support education ministries to engage these partners in the delivery of gender-transformative pre-primary education. Advocacy points are aligned with the five components of quality systems: planning and budgeting; curriculum development and implementation; workforce development; family and community engagement; and quality assurance.