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This paper discusses Oxfam's advocacy work in Honduras on women's political rights, and women's leadership and empowerment in the political sphere. Beginning with an overview of the constraints that women face if they wish to participate in politics, the paper then goes on to discuss Oxfam's advocacy and campaigning activities during and after the 2005 election period. These include lobbying and advocacy on political reform, campaigning to encourage people to consider voting for female candidates, and promoting women's leadership and political empowerment.

Sub-Saharan Africa has some huge problems to resolve if it is to achieve gender equality in education, and fulfil the Millennium Development Goals related to education and gender. Conversely, the region also has some of the most innovative and enterprising examples of initiatives that promote gender equality in education. This paper focuses on sub-Saharan Africa and considers some of the most significant obstacles that African girls face in achieving the education that is their right. The paper then reviews the most significant initiatives - those that are 'gender-neutral' and those that have a specific focus on gender equality - that have enabled African countries to overcome these obstacles.

This paper highlights the fact that the Millennium Development Goals (MDGs) do not directly address the issue of adult basic education and literacy, in spite of these being essential for achieving the Millennium targets. It explores the potential of adult basic education with gender equality to be transformatory for individuals, and for groups working to address key issues, such as gender-based violence, and HIV/AIDS. The role of governments and other key agencies in relation to gender equality and adult basic education is also explored. The paper concludes with a discussion of how to develop longer-term approaches to gender equality, adult basic education, and literacy.

This is the first of nine papers in a series on Education and Gender Equality, which have been developed from the work of the Beyond Access: Gender, Education, and Development, project.1 The focus of the series is on how to ensure not only equal access to a basic education for boys and girls, but that gender equality is a key part of the practice of that education. With greater numbers of girls enrolling in schooling, much needs to be done to ensure good quality education for all children. How can NGOs, policy-makers, and researchers work together to ensure that all girls and boys have access to an education that is equitable and of good quality, and to ensure that they develop the knowledge and skills they need to achieve what they want for their lives? This introductory paper frames the issues and challenges to be faced in achieving gender equality and quality Education For All (EFA). These issues and challenges are taken up in more detail in subsequent papers.

This paper illustrates the challenges involved in providing good-quality gender-equitable education for children who are beyond the reach of mainstream, formal education. It focuses on children of nomadic and pastoralist households, identifying specific issues in providing schooling for them, and drawing on lessons from approaches and initiatives by various agencies (government and non-government). The paper explores specific forms of discrimination that nomadic and pastoralist girls experience in relation to education, and highlights the need for deeper gender analysis in order to inform policy making.

The right to participate in decision-making at the local, national, and international level is one which women are often denied, whether as active citizens or as leaders. In particular, women living in poverty often have very little opportunity to influence decisions and policies that will have a direct influence on their lives and livelihoods, and on the welfare of themselves and their communities. This paper is part of a set of ten papers which bring together lessons and experience on women's leadership and participation from Oxfam GB and its partners.

Has development thinking become too narrow and specialised? Does it fail to draw on learning from outside the realm of development studies about how social change happens? This report presents an overview of approaches used to explain social change from a wide range of academic perspectives, from history, politics and economics to psychology and geography. These are summarised in a useful table, which presents a series of questions as a flexible tool for thinking about how change happens. The author argues that current development thinking uses only a narrow range of approaches to change and the result is that most development strategies are limited. There is a need for broader thinking about how change happens, so that we can be more creative in devising strategies and more adept at facing the huge challenges that confront our societies and planet.

Despite being considered one of the most economically successful countries in Latin America, Chile is marked by high levels of social inequality. Women working in the agricultural and fish-farming sectors are particularly marginalised, and often work in unacceptable conditions, with little opportunity to challenge exploitative practices or to influence political decisions. This paper describes Oxfam GB's strategies to increase women's leadership and participation in economic and political sectors. It looks at the impact of these strategies and presents lessons learned.

Women in Sierra Leone are under-represented in politics and over-represented among poor people. This paper describes the activities of two projects - the Women In Leadership project and its successor, the Promoting A Culture of Equal Representation project - that have aimed to increase the numbers of women in local and national government. In so doing, they have helped female election candidates to overcome some of the considerable barriers facing them.

In the mid-1980s, the Australian government embarked on the first initiative to analyse government budgets from a gender perspective. In 1995, South Africa and the Philippines became the second and third countries to attempt gender-responsive budget exercises. By 2003, there had been similar initiatives in more than sixty countries. This paper uses the gender-response budgeting approach to explain how governments and donors can promote gender equality in education through their decisions on financing.

Failure to achieve gender equality in education is often blamed on 'weak capacity'. This paper illustrates the ways in which individual, organisational, and institutional capacity all play important roles in producing positive results for girls. It is essential to recognise that these different forms of capacity are related, in order to prevent the disappearance of policies and strategies produced with the aim of achieving gender equality in education.

Why do some countries succeed in promoting gender parity and equality in education while others do not? The answer often given is 'political will'. All too often, however, no further explanation is offered. There has been little effort to understand why governments are unwilling or unable to change their policies and priorities to achieve equal access to education for girls and boys, as expressed in the third Millennium Development Goal. This paper considers the concept of political will and explores the role that it plays in improving gender parity and equality in education.

The legacy of years of violent political turmoil and entrenched ideas about gender roles makes it very difficult for women in Haiti to be active in the political arena, despite the fact that many have already proved themselves to be dynamic and able leaders of their communities. This paper describes the work of women's-rights organisation Fanm Yo La in mobilising women to vote and to hold their elected representatives to account, and in supporting women candidates before and after election.