Bonhishikha conducted an exploratory study for the Malala Fund to unpack the concept and practice of Gender-Transformative Education (GTE). The research aimed to inform the Fund’s strategic position by analysing global definitions, frameworks, and examples of GTE in advocacy, programming, and policy. It examined how education systems can become truly equitable by addressing structural gender inequalities across pedagogy, school environments, and institutional cultures.
What We Found:
The study revealed that GTE goes beyond access to education — it challenges patriarchal and social norms embedded within curricula, policies, and practices. It integrates intersectionality by recognising the diverse realities of students based on gender, class, caste, ethnicity, disability, and sexuality. Effective GTE requires a holistic approach that transforms educational spaces into sites of equality, agency, and collective empowerment, shaping a broader feminist vision of “quality education.”