Gender mainstreaming in accelerated learning programs: lessons from Kenya, Tanzania, and Ethiopia

In article, I reflect on the gender mainstreaming lessons from an accelerated learning program in three East African countries. The program aimed to support out of school girls to re-enter mainstream basic education or vocational training. I identify the key lessons on GESI from an extensive desktop review, the development and piloting of GESI guidelines, and one month of research at 16 schools. The research methods included in-depth interviews, observations, key informant interviews and curriculum analysis. The main lessons from this project centre around questions of what constitutes gender mainstreaming, who implements it, and how it is implemented. I consider the challenge of defining gender empowerment; the complexity of who implements a project, and the question of how a project is implemented. In attending to these three questions, I suggest lessons for policymakers and program developers concerned with gender mainstreaming in diverse sectors in the Global South.