• Are the examples used while teaching gender neutral, and/or do they portray someone that breaks social stereotypes in relation to their identity and the task/job at hand?

• Does the course content challenge social inequities through the way it is taught? Does it create space for students to reflect on this? 

• Does the lesson plan contain information or cultural references that are specific to a certain age group?  

• Is the lesson plan accessible for persons with disabilities? Does it contain reasonable accommodation for any students that may need it? For example:  

  • Will students with physical disabilities face any barriers to accessing the lesson?  
  • Will students with sensory disabilities (e.g. persons who are blind, Deaf, etc.) face any barriers to accessing the lesson? 
  • Will students with mental, cognitive, and/or psychosocial disabilities face barriers to accessing the lesson?  

Finally, rate the lesson plan designed against the Prosperity Fund’s Gender and Social Inclusion Framework. As a reminder, the framework levels include:  

• Minimum Compliance: S4PKe addresses skills needs and vulnerabilities of women, low income youth, and persons with disabilities  

• Empowerment: S4PKe to build assets, capabilities and opportunities for women and marginalized groups  

• Transformation: Programmes that address unequal power relations and seek institutional and societal changes