How can more gender-responsive education systems be strengthened and girls and adolescents be supported to stay in school? This question was central to the third meeting of the Community of Practice (COP) for Gender Transformative Education, held on 25 February 2026. Convened as part of Outcome 3: Empowered and Equal Futures for Girls Through Education under the partnership between the SEAMEO Secretariat and UNICEF East Asia and Pacific Regional Office (EAPRO), the COP focused on the role of social and behaviour change communication (SBCC) in advancing gender-transformative education.

Featuring insights from Amos Zikusooka, Social and Behaviour Change Specialist at UNICEF Cambodia, the group explored practical strategies for addressing social norms and strengthening efforts to keep adolescents in school across the region.

In his presentation, Mr Zikusooka explored the underlying drivers of school dropout in the Cambodian context. Boys are expected to contribute financially to their families, often leading them to enter the workforce at an early age. Whearas dropout in girls is associated with expectations around early marriage and family caregiving responsibilities. Despite these gender-specific pressures, the talk emphasised that both boys and girls are similarly affected by broader challenges such as poverty and poor learning outcomes.

Addressing these issues, UNICEF Cambodia has applied a Human-Centered Design for Enhancing Basic Education (HCD-EBE) approach, that involved beneficiaries in co-creating solutions, which resulted in five key strategies aimed at encouraging children to remain in school.

Partners of the 3rd COP connect during the online meeting.

The first strategy is about amplifying supportive voices through campaigns delivered in multiple formats, to reach broader audiences. The second highlights community role models, relatable figures who demonstrate the value of staying in school. Third, called the “School Buddy Program” enables young people to provide learning support to their peers. This approach, Mr Zikusooka highlighted, creates an approachable learning environment, as assistance emerges from classmates who share similar experiences.

Another strategy involves activating referral services such as counseling, mental health support, and reproductive health services, to address challenges that may affect students’ ability to continue their education. The last strategy stresses parental engagement; in particular, fathers are seen to play a stronger role in supporting their children’s education and encouraging them to stay in school.

The Community of Practice set its next meeting to the third week of May 2026, focusing on the theme “Technology-Facilitated Gender-Based Violence”. The session will explore how digital technologies are increasingly being used to perpetrate harm against children and how schools can play a critical role in both prevention and response.

This Community of Practice is open to all staff from the Ministries of Education in the region.