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During the post-Green Revolution era, numerous improved wheat varieties were released and disseminated to enhance tolerance to biotic and abiotic stresses and increase productivity. Still, in the wheat-based farming systems of the Global South, gender-based and other social inequalities continue to undermine equitable access to improved varieties, especially for women, poor, and marginalized farmers. Here, we present a case for gender-sensitive technology development, dissemination, and evaluation as part of wheat varietal improvement programs. We take stock of the various challenges that persist in the uptake of modern wheat varieties by male and female smallholders. We focus on Ethiopia and India, two geographies with substantive wheat economies, widespread poverty, and gender inequalities. The socio-economic literature on wheat is relatively thin with limited and dated gender-sensitive evaluation studies on varietal technologies in these countries. Varietal technology evaluations could ideally cover gender differences in relation to wheat varietal trait preferences, technology adoption, and associated decision-making and labor-use changes related to new varieties and complementary technologies, as well as nutritional and economic benefits. The paper calls for a need to change the institutional arrangements in wheat research-and-development (R&D) programs to understand and pursue better paths for wheat improvement to proactively contribute toward gender equity and inclusivity. [ABSTRACT FROM AUTHOR]

Learning is a fundamental human right, the basis of developing human capital and the foundation of human development. Basic skills provide individuals, their families and communities with the foundations needed to participate in society and to achieve better life chances. The shift in focus from mass access to mass learning has drawn attention to the question of who is and is not attaining these skills, and why. Opportunities to learn depend on access to schooling, but also the effectiveness of that schooling. There is considerable evidence of learning inequalities, both across and within countries. However, less is known about whether these patterns of inequality are rooted in variations in school effectiveness. In this paper we use evidence from Young Lives school surveys in Ethiopia, India and Vietnam to consider differences in girls' and boys' learning outcomes and progress and investigate how these patterns relate to school effectiveness. We explore whether girls or boys are 'sorted' into more or less effective schools and whether the same schools are differentially effective for boys and girls. Findings from India are perhaps closest to the 'typical' story that is often heard, in which girls, particularly those in rural areas, have lower attainment and attend less effective schools. In comparison, in Vietnam, girls have higher test scores and attend more effective schools on average, with this pattern driven by the higher performance of girls in rural areas. In Ethiopia, the divide between urban and rural areas is predominant in this context, over and above other areas of inequality including gender. Comparing results from these different areas of analysis and from three very different countries reveals the complexities of understanding how gender relates to educational outcomes. It demonstrates the importance of understanding gendered outcomes and school effectiveness in context. • Educational outcomes depend on access to education and the quality of that education. • Cross-country analysis reveals the complexities of how gender and school effectiveness relate to educational outcomes. • In India, where there is greatest school choice, girls have lower attainment and attend less effective schools than boys. • In Vietnam, the opposite is true - girls perform better and attend more effective schools. • In Ethiopia, the divide between urban and rural areas is predominant, over other axes of inequality including gender. [ABSTRACT FROM AUTHOR]