This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings.

Violence against women and girls (VAWG) is preventable. Over the last two decades, VAWG prevention practitioners and researchers have been developing and testing interventions to stop violence from occurring, in addition to mitigating its consequences.

The pandemic is deeply affecting the environment in which girls and all children grow and develop.

USAID and other development practitioners and policymakers around globe are rapidly mobilizing to develop a coherent, multi-sector strategy for the COVID-19 response. The education sector specifically will contribute to the strategy by defining how support will be prioritized.

In response to the coronavirus disease 2019 (COVID-19) pandemic, 107 countries had implemented national school closures by March 18, 2020.

What evidence exist regarding efforts to mitigate the secondary impact of past disease outbreaks and associated response on the education sector?

School feeding is increasingly recognised as a major investment in both human capital and in local economies which has accelerated country-led demand. It is seen as playing an important role not only in emergency contexts but also in social stability, peace-building and national development.

This brief highlights research that examines the unique experience of adolescent girls by specifically exploring the types of gender-based violence and the drivers of this violence affecting this group within the context of South Sudan, where women and girls experience high levels of gender inequ