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Strengthening Girls' Education Networks in India, Bhutan, and Bangladesh: A Collaborative Approach

This document outlines the current landscape of girls' education (GE) networks in India, Bhutan, and Bangladesh, emphasizing the crucial role of formal networks and advocacy platforms. In India, the Government of India is focusing on enhancing girls' education through strong state support. Bangladesh has a history of engagement initiated by UNICEF, aiming for wider ownership, while Bhutan's efforts are limited by a lack of active civil society involvement. The role of UNICEF is highlighted as a catalyst for knowledge sharing and capacity building, urging sustained engagement for impactful results.

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Strengthening Girls' Education Networks in India, Bhutan, and Bangladesh: A Collaborative Approach

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  1. GROUP 5 INDIA, BHUTAN, BANGLADESH

  2. SITUATION • India: • Formal networks do not exist; GOI has a focus on GE in SSA and supporting resource groups have been established; • National network to be supported by strong state networks to respond to different needs of the state; • Should emerge as an advocacy platform for knowledge sharing. • Bangladesh: • June 26 2006 the network initiated by UNICEF; national engagement with government and development partners, academia and civil society • Strong civil society actors – already involved in GE; continuing with or without network; • name an issue – proposed Bangladesh GEI for broader ownership. • Formal beginning – more engagement and sustained operationalization needed. • Bi-annual meeting – UNICEF reports on status of activities • Bhutan: • Not functional; plan for gender mainstreaming exists; constrained by very few civil society actors; • Relevance of network for girls’ education – provide coherence

  3. Value-Addition of UNGEI • Overall: • Relevance is there; UNICEF can play a catalytic role • Need to communicate that UNGEI is not a implementation or a monitoring network; • Objective should be: • transforming the discourse on girls’ education • Strategically build capacity to engage with issues more critically; • Knowledge sharing • Name should not be an issue; not necessarily led by UNICEF; revolving chairs. • Sustained engagement, not event based, to ensure synergy

  4. PARTNERS • Partners: • Government • Development partners • UN Agencies • Civil Society Actors • Activists • Academia • Should be multi-level / broad-based / operationalized through consensus-building for effective functioning.

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