Gender & Equity

Gender and equity, MWAI’s signature expertise, is at the heart of everything we do.

When MWAI was established in 1997, few international research and evaluation firms specialized in gender and equity. Our initial work evaluating girls’ education programs in Pakistan, Guatemala, and Malawi quickly expanded into more than 30 countries. MWAI is committed to issues that extend beyond gender parity. We probe gendered practices, attitudes, norms, and beliefs to support our partners’ goals related to gender equality and equity.

We examine equity in education at all different levels and from the perspectives of girls and boys, educators and school leaders, communities and families, policymakers, and education officials.

We apply theory, research, and evidence-based conceptual frameworks to our work in early childhood, primary, secondary, technical, vocational, and higher education, as well as with out-of-school youth.

Our areas of expertise include:

  • Integration of gender into planning and implementation
  • Gender analysis
  • Gender-responsive teaching and learning
  • School-related gender-based violence (SRGBV)
  • Gender-responsive monitoring and evaluation


CARE’s Gender Equitable Index Toolkit 2014
A survey tool for evaluation of multi-country initiatives that intends to measure individual-level gender equitable attitudes. (2014; Atlanta, Georgia: CARE USA)

Education for All – Global Monitoring Report
Gendered Dimensions of Teaching and Learning. (S. Miske, 2013; New York: UNGEI)

Girl’s Leadership Programs and Evaluation
A presentation on Power to Lead Alliance (PTLA) and Innovation through Sport: Promoting Leaders, Empowering Youth (ITSPLEY). (2012)

Power to Lead Alliance & Innovation through Sport: Promoting Leaders, Empowering Youth – Tanzania
Final girls’ education and leadership evaluation report for CARE USA. (G.R. Boardman, 2011; Saint Paul, MN: Miske Witt & Associates Inc.)

Limits of and Possibilities for Equality
An analysis of discourse and practices of gendered relations, ethnic traditions, and poverty among non-majority ethnic girls in Vietnam. Publication not public. (J. DeJaeghere & S. Miske, 2009; Bingley, England: Emerald)

Transition to Post-Primary Education with a Special Focus on Girls
Medium-Term Strategies for Developing Post-Primary Education in Eastern and Southern Africa. (K. Monkman, Y. Yershova Hydrie, and S. Miske for Miske Witt & Associates, 2007; Nairobi, Kenya: UNICEF ESARO)

Post-Primary Education in Ethiopia
A Situation Analysis. Publication not public. 
(S. Miske, 2011; Addis Ababa: UNICEF Ethiopia)

The Transition of Ethnic Minority Girls in Vietnam
From Primary to Secondary Education. (S. Miske, J. DeJaeghere, and Research Centre for Ethnic Minority Education Researchers, with S. Miric, 2008; Hanoi: UNICEF Vietnam)