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Girls’ Education Challenge Step Change Projects

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Step Change Projects

The Girls’ Education Challenge (GEC) will help up to one million of the world’s poorest girls to have an opportunity to improve their lives through education. The initiative calls on NGOs, charities and the private sector to find better ways of getting girls into school and ensuring they receive a quality of education to transform their future.

The Step Change initiative is one of three Funding Windows within the Girls’ Education Challenge, together with the Innovation Window and Strategic Partnerships. The Innovation Window provides funding of between £250,000 and £2 million for the most innovative, effective and well evaluated pilot projects. Up to £15m of match-funding will be provided to support Strategic Partnerships between Department for International Development (DFID) and private sector Lead Partners working with other organisations who want to engage in this important area.

The Girls’ Education Challenge will support projects that are able to demonstrate new and effective ways to expand education opportunities to marginalised girls that can be robustly evaluated to widen their impact.

A fresh approachThere are a number of reasons why girls are not learning in different contexts, but it is clear that new solutions, new partners and new ideas are needed to improve the situation.

The Girls’ Education Challenge will fund the most promising projects that tackle barriers to girls’ learning in a new, innovative and sustainable way.

What do we mean by Step Change?Funding of up to £30 million has been awarded through a competitive process to NGOs, charities and private sector organisations (including consortia of organisations) who can demonstrate innovative ways of reaching marginalised girls. Successful applicants have been chosen on the merit of their ability to demonstrate new ideas and cost effective approaches to reaching girls in the most difficult circumstances.

The chosen projects complement existing support to education in that country (including DFID bilateral support), have agreement from state authorities and demonstrate sustainability beyond the life of the Girls’ Education Challenge.

About the Girls’ Education Challenge Funding total

£183 millionEstimated number of marginalised girls

to improve their learning

670,000

The Girls’ Education Challenge will help up to

one million of the world’s poorest girls to have an opportunity to improve their lives through education.

Countries where the Step Change Projects

will be implemented

2

Girls’ Education Challenge

4

Girls’ Education Challenge Step Change Projects

5

The projects

Community Based Education for Marginalised Girls in Afghanistan Afghanistan

Steps Towards Afghan Girls’ Education Success (STAGES) Afghanistan

Empowering Marginalised Girls in Afghanistan Afghanistant

Valorisation de la Scholarisation de la Fille (VAS-Y Fille!) Democratic Republic of Congo, International Rescue Committee

Securing Access and Retention into Good Quality Transformative Education: For girls facing early marriage, risky migration, domestic labour and street-involvement

Ethiopia, ChildHope UK

Pastoralists Afar Girls’ Education Support Project (PAGES) Ethiopia, Save the Children UK

Kenya Equity in Education Kenya, World University Service of Canada

Wasichana Wote Wsaome (WWW – ‘Let All Girls Read’) Kenya, CfBT Education Trust

Promoting Advancement of Girls’ Education in Mozambique (PAGE-M) Mozambique, Save the Children Fund

Supporting Marginalised Girls in Sierra Leone to Complete Basic Education with Improved Learning Outcomes

Sierra Leone, Plan International UK

Realising Educational Potential for Marginalised Girls in Sierra Leone Sierra Leone, Stichting BRAC International

Educate Girls, End Poverty Somalia

Kobcinta Wazbarashada Gabdhaha – Somali Girls Education Promotion Programme (SOMGEP)

Somalia

A New ‘Equilibrium’ for Girls Tanzania and Zimbabwe, Camfed International

Improving Girls’ Access through Transforming Education (IGATE) Zimbabwe, World Vision UK

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Teaching

Voice

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4Organisations listed are the lead consortia partner.

Step Change ProjectsGirls’ Education Challenge

76 Which barriers to girls’ education have been identified?• Poverty• Early and/or forced marriage• Lack of family support• Lack of girls’ schools and female teachers• Long distance to schools• Harassment and insecurity• Lack of community support

What is innovative about this project?Taking a successful model to scale, this initiative features new elements such as peer mentoring and stipends.

Community Based Education for Marginalised Girls in AfghanistanAfghanistan

Education focus: Primary and lower secondary

Primary language of instruction: Dari and Pashto

Primary language used in the home within the target communities: Dari and Pashto

Project reach (marginalised girls): 150,000

Project impact on learning (marginalised girls): 105,000

Helmand

Nimruz

Farah

Herat Ghowr

Badghis

Faryab

Oruzgan

Daykondi

Kandahar

Zabol Paktika

Ghazni

Bamian

Sar-e Pol

SamanganBaghlan

NurestanKonar

Nangarhar

PaktiyaKhowst

VardakLowgar

KabulKabul

KapisaParvanLaghman

BalkhJowzjan Kondoz

TakharBadakhshan

PAKISTAN

AFGHANISTAN

INDIA

TURKMENISTAN

IRAN

UZBEKISTAN TAJIKISTANCHINA

Target locations Kabul, Kapisa, Parwan, Nangarhar, Baghlan, Kunduz, Samangan, Balkh, Jawzjan and Hirat.

150,000 Estimated number of

marginalised girls to be reached

What will the project do?

Establish Community Based Girls Schools (CBGSs) across 10 provinces, enrolling out-of-school girls in each target community

Train government teachers from selected government schools in effective teaching methods and the subjects they will teach

Train mentors from selected government schools to provide weekly support to their peers

Mobilise school management committees and communities to select girls from target schools to receive stipends

Increase the capacity of communities, parents, local partners and local education departments to support girls’ education in each target community across 10 provinces

A teacher received special training on managing Non Formal Primary schools (NFPE) followed by several refresher courses, to assist children in Grade III children in Bangladesh.

The project will establish Community Based Girls Schools across

10 provinces

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98 Which barriers to girls’ education have been identified?• Harsh physical environment• Gender inequality• Lack of basic infrastructure• Poor social service delivery• Extreme poverty• Cultural attitudes and discrimination• Distance/proximity of schools• Retention, transition and low learning outcomes• Shortage of female teachers• Early marriage• Suspicion of curriculum content and secular education

Steps Towards Afghan Girls’ Education Success (STAGES)Afghanistan

Helmand

Nimruz

Farah

Herat Ghowr

Badghis

Faryab

Oruzgan

Daykondi

Kandahar

Zabol Paktika

Ghazni

Bamian

Sar-e Pol

SamanganBaghlan

NurestanKonar

Nangarhar

PaktiyaKhowst

VardakLowgar

KabulKabul

KapisaParvanLaghman

BalkhJowzjan Kondoz

TakharBadakhshan

PAKISTAN

AFGHANISTAN

INDIA

TURKMENISTAN

IRAN


Target locations Badakhshan, Baghlan, Balkh, Bamyan, Faryab, Ghazni, Ghor, Kabul, Kandahar, Kapisa, Khost, Logar, Paktia, Paktika, Parwan and Wardak. In Kabul and Khandahar provinces, some of the coverage will be urban and in a few other provinces, the provincial centre will be covered. In all other areas, the coverage will be entirely rural.


Increase participation in quality education for marginalised children, particularly girls

Establish and support positive/conducive quality learning environments

Increase demand for and engagement in quality education within communities, particularly for girls

Increase literacy and engagement with learning among adults and communities

Increase the capacity of teachers to apply effective, gender fair and relevant teaching methodologies

Strengthen relationships and capacity among national, provincial and district level education actors to sustain girls’ education

What is innovative about this project?The holistic nature of the programme is innovative and includes early childhood education, community based education, community involvement in learning, school management and teacher training. The project is piloting the use of mobile phone technology for teacher professional support, community engagement and the collection of evaluation data. A “teacher apprenticeship” programme for girls from Grades 9-12 is another innovative element. It will encourage retention by providing a direct link between school and employment opportunities that will enable girls to move directly into teaching; they will assist Grade 1 and 2 teachers in managing large classes and help provide support to after-school or holiday classes for students who are struggling.

Education focus: Pre-primary, primary, secondary and teacher training

Primary language of instruction: Dari and Pashto

Primary language used in the home within the target communities: Dari and Pashto





Piloting the use of mobile phone technology for teacher professional support


1110

Which barriers to girls’ education have been identified?• Lack of separate, high-quality education facilities• Lack of quality teaching• Insecurity• Household poverty• Conservative attitudes

Empowering Marginalised Girls in AfghanistanAfghanistan

Education focus: Primary

Primary language of instruction: Uzbek, Dari and Pashto

Primary language used in the home within the target communities: Uzbek



Helmand

Nimruz

Farah

Herat Ghowr

Badghis

Faryab

Oruzgan

Daykondi

Kandahar

Zabol Paktika

Ghazni

Bamian

Sar-e Pol

SamanganBaghlan

NurestanKonar

Nangarhar

PaktiyaKhowst

VardakLowgar

KabulKabul

KapisaParvanLaghman

BalkhJowzjan Kondoz

TakharBadakhshan

PAKISTAN

AFGHANISTAN

INDIA

TURKMENISTAN

IRAN


Target locations Faryab.Almar, Qaisar, Pashtun Kot, Kohistan, Belcheragh, Gurziwan, Khoja Sabzposh and Dawlat Abad Districts.


Increase access to primary school education for 2,400 marginalised girls in target districts

Improve literacy for 12,240 marginalised girls in target districts through the provision of nine-month Basic Literary Courses

Increase income generation capacity for 720 marginalised girls in Faryab through the provision of six-month Vocational Training Courses

What is innovative about this project?This project will ensure at least 15,360 marginalised girls aged 6-19 can achieve basic educational outcomes, through supporting formal primary school education, community based education (CBE) basic literacy courses in villages, and through teh project’s innovative Youth Development Centres (YDCs), which provide a unique female-only space for girls’ social and self-development. The project builds on other women’s education projects in Faryab province such as a major literacy programme, where functional literacy classes are offered to older women and those with children. There is a clear correlation between increasing adult women’s literacy and an increase in their children’s chances of also being educated. Therefore this project pre-empts the issue of supply and demand through capacity expansion.

This project will ensure at least

15,360 marginalised girls aged 6-19 can achieve basic educational outcomes



Sports workshop in female Youth Development Centre


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Which barriers to girls’ education have been identified?• Limited economic means• Socio-cultural norms which devalue girls’ school enrolment,

retention and completion• Low quality teaching and inadequate learning materials• Insecurity and sexual violence in and around schools

Valorisation de la Scholarisation de la Fille (VAS-Y Fille!)Democratic Republic of Congo

Lead organisation: International Rescue Committee (IRC)

Key partner organisations: Save the Children Fund (SCF), Catholic Relief Services (CRS)


Primary language of instruction: French

Primary language used in the home within the target communities: Swahili, Kikongo, Lingala, Tshiluba, Bemba and other local dialects



Bas-Congo

Bandundu

REPUBLICOF THECONGO

DEMOCRATIC REPUBLIC

OF THE CONGO

ANGOLA

ZAMBIA

GABON

CAMEROON

CENTRAL AFRICAN REPUBLIC SUDAN

UGANDA

RWANDA

BURUNDI

TANZANIA

Kinshasa

Kasai -Occidental

Kasai -Oriental

Katanga

Maniema

Sud-Kivu

Nord-Kivu

Orientale

Equateur

Target locations Bandundu, Equateur, Kasai Oriental, Katanga and Orientale.Five provinces where girls’ enrolment, learning and completion are the lowest in DRC.

Consortia experienceIRC offers over 75 years of experience assisting conflict and crisis-affected populations in 42 countries, with over 30 years of experience running education programmes. IRC has been implementing large-scale education projects focused on increasing equitable access to quality basic education in DRC since 2005. Save the Children has worked in education for over 50 years and has over nine years of experience implementing education and other programs in DRC. CRS supports education programs in more than 55 countries, benefiting over one million children. Based on its unique Analysis Framework on Marginalised Children and Education, CRS analyses and prioritises interventions to enhance education access, quality and relevance.

What is innovative about this project?VAS-Y Fille’s partnership with private-sector organisations, such as Trust Merchant Bank and female champions such as Air tel for girls’ education, are both innovative in DRC. These partners will help VAS-Y Fille leverage funding in order to reach more girls and provide more support to girls and their families. VAS-Y Fille’s Economic and Social Empowerment (EA$E) savings and loans programme is an innovation to education scholarship programmes. This will help families build capital and sustain gains in education.VAS-Y Fille’s after-school tutoring activities are an innovation and their Literacy Boost community reading programme will provide new opportunities to learn what effect communities can have on increasing learning outcomes for students.


Increase parental financial capacity to support girls in primary education

Improve girls’ reading and maths skills through teacher training, tutoring and community reading programmes

Increase community involvement, ensuring girls’ access to quality education in a safe environment

Increase civil society engagement in providing alternative learning opportunities that will allow out-of-school girls to complete primary education

Marginalised girls follow accelerated learning classes in Kalemie, DRC.

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IRC

Targeting five provinces where girls’ enrolment, learning and completion are the lowest in DRC




Creating stimulating learning environments for marginalised girls

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Securing Access and Retention into Good Quality Transformative Education

Ethiopia

Lead organisation: ChildHope UK

Key partner organisations: Organisation for Child Development and Transformation (CHADET)

Full project title: Securing Access and Retention into Good Quality Transformative Education: For girls facing early marriage, risky migration, domestic labour and street-involvement


Primary language of instruction: Amharic

Primary language used in the home within the target communities: Amharic



Gulf of Aden

Red Sea

SomaliOromiya

AfarAmhara

Tigray

Southern Nations, Nationalities and Peoples

Benshangul-Gumaz

Gambela Peoples

Dire Dawa

Addis Ababa Harari People

ETHIOPIA

KENYA

YEMEN

SAUDI ARABIA

SOMALIA

OMAN

UGANDA

ERITREA

SOMALILAND

DJIBOUTI

SUDAN

SOUTHSUDAN

Target locations Amhara and Oromiya. 30 rural wards will be targeted in these two regions.

Consortia experienceChildHope and CHADET have twenty years’ experience of improving education outcomes for marginalised girls. They have implemented projects on reducing violence against children in 50 schools in Uganda, reaching 20,000 children (DFID funded) and supporting 3,000 former street girls to re-join formal education in Kenya, Sierra Leone and Tanzania. In Ethiopia, ChildHope has supported CHADET over the past eight years to evolve into a large, nationally recognised and respected organisation, delivering services to large numbers of marginalised children (55,000 between 2008 and 2011). ChildHope have already conducted high quality ethnographic baseline research on early marriage and child migration.

Which barriers to girls’ education have been identified?• Low value attached to girls’ education• Extreme poverty• Unfriendly, unsafe, unstimulating and poorly-resourced schools• Teachers lack the skills to support girls to acquire an

appropriate and empowering education• Weak coordination between schools, education bureaus, local

community and child protection structures

What is innovative about this project?This project introduces innovative features, such as engaging bus drivers to identify girls at risk, strongly targeted activities with boys, and radio listening groups as a way of engaging men and getting them to listen to girls. In terms of sustainability, it has innovative elements that include incorporating mechanisms to support the longevity of income generating activities (IGAs), and the gradual reduction of support to various committees, ensuring their independence before the end of the project.


Increase the value attached to education by families of targeted marginalised girls (fathers and brothers especially) and their ability to develop more secure livelihoods to protect and support their daughters’ education

Remove economic and psychosocial barriers that prevent girls being marginalised by early marriage, domestic labour, risky child migration and/or street-living from entering and remaining in primary, secondary and/or vocational education

Support enrolled, marginalised girls to learn useful knowledge and skills

Support the creation of stimulating, safe, inclusive and child-friendly school learning environments for all girls and boys (including those with disability) in the 30 prioritised Kebeles

Support teachers, school administrators, parents groups, community leaders, community-based organisations and child protection structures to develop the skills and mechanisms that will assure and sustain access to good quality education for the targeted marginalised girls



Innovative features, such as engaging bus drivers to identify girls at risk


1716

Pastoralist Afar Girls’ Education Support Project (PAGES)Ethiopia

Lead organisation: Save the Children UK (STC)


Primary language of instruction: Amharic

Primary language used in the home within the target communities: Afar



Gulf of Aden

Red Sea

SomaliOromiya

AfarAmhara

Tigray

Southern Nations, Nationalities and Peoples

Benshangul-Gumaz

Gambela Peoples

Dire Dawa

Addis Ababa Harari People

ETHIOPIA

KENYA

YEMEN

SAUDI ARABIA

SOMALIA

OMAN

UGANDA

ERITREA

SOMALILAND

DJIBOUTI

SUDAN

SOUTHSUDAN

Target locations Afar.Pastoralist and agro-pastoralist communities in eight rural woredas. The woredas selected include: Mille, Chifra and Adeaar in Zone 1, Gewane and Buremundayitu in Zone 3, and Dewe, Hadelela and Semurobi in Zone 5.

Consortia experienceThe PAGES consortium brings together a unique combination of global technical expertise and local knowledge in education and girl-centred programming. Save the Children is leading the consortium, building on a strong track record of delivering responsive, scalable education programmes for girls. Save the Children has been working in Ethiopia since 1973 and has developed into one of the largest operational NGOs in the country. Tufts University will lead PAGES’ research and evaluation component, and CARE International and Girl Hub Ethiopia will both provide technical support to the project’s gender strategy. Afar Pastoralist Development Association and Kelem Education and Training Board will be responsible for field implementation in four of the project’s woredas.

Which barriers to girls’ education have been identified?• Teachers lack adequate skills and materials• Lack of gender appropriate school facilities• Socio-cultural issues and domestic responsibilities• Lack of community participation• Access: Lack of educational facilities across the region within

safe walking distance from homes• Language: Afar children in formal primary schools do not learn

in their mother tongue• Flexibility and relevance: Educational delivery does not take

account of pastoral mobility and girl-child work responsibilities • Transition opportunities: Transitions from first to second cycle

primary school are limited by issues such as facilities and distance

• Government capacity: Limited capacity to deliver gender-responsive education to remote and mobile communities

What is innovative about this project?This project is innovative in its adaptation of successful models for delivery, mobilisation and behaviour change to the unique context and language of Afar. This will include the adaptation of the first cycle primary curriculum into the Afar context and language. This builds on global evidence and advocacy by Save the Children on the importance of learning in mother tongue during early years. Leveraging international and local expertise, including that of the private sector via GHE, also shows innovation.


Strengthen the provision of quality and gender-responsive adult basic education and formal primary education services for girls in pastoralist communities

Improve life skills, literacy and confidence levels of marginalised girls and create supportive community environments

Improve basic service delivery, coordination and livelihood opportunities, in order to minimise demand-side barriers to quality education for girls

Strengthen government capacity to sustain and scale up project outcomes through strategic partnerships

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Strengthening government capacity to sustain and scale up… through strategic partnerships


1918 19Which barriers to girls’ education have been identified?• Inadequate community support for, and ownership of, girls’

education• Families cannot afford high cost of uniforms, schooling materials

and sanitary products• Lack of girls privacy and protection in school• Families often value boys over girls• Female genital mutilation/early marriage/early pregnancy challenges• Poor supply of quality education• Inequitable access and opportunity to learn

Kenya Equity in Education Project (KEEP)Kenya

Lead organisation: World University Service of Canada (WUSC)

Key partner organisation: Windle Trust Kenya (WTK)


Primary language of instruction: English

Primary language used in the home within the target communities: Somali (Dadaab camps and surrounding areas), Turkana (Kakuma host communities), Somali and various South Sudanese Languages (Kakuma camps)



TANZANIA

KENYA

Central

Nairobi

Nairobi

North EasternEastern

Rift Valley

Western

Nyanza

Coast

UGANDA

SUDAN

ETHIOPIA

SOMALIA

Target locations Rift Valley and North Eastern.Turkana County, Turkana West Constituency and Turkana West District in Rift Valley Province. Dadaab, Fafi and Lagdera Constituencies and Garissa District in North Eastern Province.

Consortia experienceWUSC is a Canadian NGO with more than six decades of experience in international development and substantial experience promoting gender equitable education. WTK has been supporting refugees in Kenya to pursue and complete their education for over 35 years. WUSC and WTK have worked together on refugee education in Kenya for over 20 years.

What is innovative about this project?The initiative will work closely with men and boys, fully appreciating the need to extend educational benefits to boys and engage them as champions of gender equality. KEEP will work with experts in the field of social change and community mobilisation, using participatory social media campaigns through SMS, radio and films, to build support for girls’ education.


Improve girl-friendly school environments by ensuring there are separate latrines for girls to ensure privacy and safety

Target support for female learners by providing remedial academic training and secondary school scholarships

Build parent and community support for girls’ education by adopting multi-media (SMS, films, radio) strategies to share information and generate discussion on girls’ education

The initiative will work closely with men and boys… and engage them as champions of gender equality




2120 Which barriers to girls’ education have been identified?• Low value attributed to girls’ learning • Low girls’ aspirations• Gender disparities in enrolment and learning outcomes• Long distances to school and a lack of safety• Financial issues• Untrained teachers• Poor health

Wasichana Wote Wasome (WWW – ‘Let All Girls Read’)Kenya

Lead organisation: CfBT Education Trust (CfBT)

Key partner organisations: Concern Worldwide, Girl Child Network, AMURT, Women Educational Researchers of Kenya (WERK)


Primary language of instruction: Swahili, English and local languages

Primary language used in the home within the target communities: Swahili and local languages



TANZANIA

KENYA

Central

Nairobi

Nairobi

North EasternEastern

Rift Valley

Western

Nyanza

Coast

UGANDA

SUDAN

ETHIOPIA

SOMALIA

Target locations Turkana, Samburu, Marsabit, Kwale, Kilifi, Tana River, Nairobi and Mombasa.The project will work in 500 primary schools and the communities they serve in eight counties in two contexts, Arid and Semi Arid Lands (ASALs) and urban slums.

Consortia experienceCfBT are a global education services company and a registered charity with over 2,000 staff worldwide. They have a strong commitment to Sub-Saharan Africa and have been working continuously in Kenya for over 20 years, in every district, through their recent DEMA programme and in 17,000 primary schools. Concern has worked in Kenya since 2003, addressing the areas of nutrition, livelihoods, HIV/AIDS and education. Girl Child Network is a Kenyan membership organisation (mainly community-based organisation and NGOs) which promotes the wellbeing of boy, girls, youth, women and men. AMURT is an NGO which owns and runs health facilities in Nairobi, Mombasa and Siaya and runs 10 schools in Nairobi, Coast and Rift valley. WERK is a leading Kenyan organisation in educational and developmental research.

What is innovative about this project?The project’s innovation is in bringing together a number of tested interventions, including behaviour change programmes, cash transfers and the use of health volunteers, into a more holistic programme. It brings together proven strategies in innovative ways to reinforce each other bring about cost savings through the sharing of roles.


Sustain the capacity of communities to support the education of marginalised girls

Sustain the capacity of households to support their daughters’ education

Develop schools’ capacity to provide a safe and supportive environment for girls’ learning

Improve girls’ health, self-confidence and aspirations to learn

Increase the ability of the Ministry of Education to support education for marginalised girls

This project will work

in 500 primary schools




2322 Which barriers to girls’ education have been identified?• Access to education: Costs of school materials, and the

economic opportunity costs are unaffordable for families• Social barriers to retention: Girls’ education is undervalued and

early marriage is a major barrier• School environment: Infrastructure is often inadequate, such as

a lack of segregated toilet facilities and the risk of harassment

Promoting Advancement of Girls’ Education in Mozambique (PAGE-M)Mozambique

Lead organisation: Save the Children Fund (SCF)


Primary language of instruction: Portuguese

Primary language used in the home within the target communities: Portuguese (and many local languages)


Project impact on learning (marginalised girls): 20,692TANZANIA

MALAWI

Zambezia

Nampula

CaboDelgado

Niassa

Tete

Sofala

Inhambane

Gaza

Maputo

Manica

ZIMBABWE

SOUTHAFRICA

SWAZILAND

MOZAMBIQUE

ZAMBIA

Maputo

Target locations Gaza, Manica and Tete.The project will be implemented in 10 districts across the three provinces, principally in remote rural areas.

Consortia experienceSave the Children is a global leader in education and has a track record in reaching the most marginalised children. In three years, its Rewrite the Future campaign helped improve the quality of education for eight million children in conflict affected states, and helped one million more to enrol in school. The campaign also helped stimulate a global increase in aid for education in emergencies, and won a WISE award for innovation. In 2011, Save the Children reached more than 800,000 children in Mozambique directly through their projects. They have extensive experience of working with local partners to roll out innovative programmes at scale, including Literacy Boost (a school and community reading initiative) and Education Kits. Save the Children leverages its impact in communities into national level change: evaluations of their education work have influenced the early childhood models used by government, NGOs and international institutions.

• Teaching quality: Poor quality of teaching, discrimination against girls and inadequate classrooms

• Education management: Teachers and school councils lack the training and knowledge to make improvements to girls retention and learning outcomes

What is innovative about this project?PAGE-M will adapt flagship Save the Children education interventions (from both Mozambique and other similar contexts) for the specific needs of marginalised girls. These interventions include Literacy Boost and Education Kits. PAGE-M will investigate how the Mozambique’s emerging private sector can be engaged in improving girls’ educational outcomes through the provision of bursaries for girls otherwise unable to attend lower secondary school.


Reduce economic barriers to girls’ participation in primary and lower secondary education through a programme of social transfers for education, including Education Kits and Secondary Bursaries for marginalised children

Reduce socio-cultural barriers to girls’ education through community mobilisation campaigns and community radio programmes

PAGE-M will implement Girls’ Clubs in 190 schools supporting girls development and solidarity

Train school councils in gender issues and provide funds for school improvement

Improve access of marginalised girls to high-quality and relevant teaching to improve their learning outcomes. This will be combined with additional learning opportunities during crucial transition years through ‘Transition Classes’

Build the capacity and commitment of government and other education stakeholders to embed PAGE-M methodologies in the education system



PAGE-M will implement Girls’ Clubs in

190 schools


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Which barriers to girls’ education have been identified?• Unqualified teachers and teacher absenteeism• Lack of female teachers• Low expectations• Lack of teaching and learning resources• School-based gender-based violence• Community attitudes and behaviour• Early pregnancy and marriage• Domestic chores• Marginalisation of females from decision-making• Weak reporting and disciplinary systems

Supporting Marginalised Girls in Sierra Leone to Complete Basic Education with Improved Learning OutcomesSierra Leone

Lead organisation: Plan International UK

Key partner organisations: International Rescue Committee (IRC), Forum for African Women Educationalist (FAWE)

Education focus: Upper primary and lower secondary


Primary language used in the home within the target communities: Mende, Kissi, Temme, Krio and Limba



Bo

Tonkolili

Pujehun

Kailahun

Kono

Kenema

Bonthe

Bombali

Port Loko

Freetown

1. Western Area Rural2. Western Area Urban

Moyamba

1

2

Koinadugu

GUINEA

LIBERIA

SIERRA LEONE

Kambia

Target locations Kailahan, Kenema, Kono, Moyamba and Port Loko.The project will focus on rural areas.

Consortia experiencePlan has supported education projects in Sierra Leone since 1976 and approximately 40 per cent of its $18m annual budget is allocated to project’s supporting Basic Education. Plan now supports children’s education in more than 800 schools in 51 chiefdoms in four districts. FAWE works closely with the Ministry of Education, Science and Technology (MEST) in Sierra Leone and a wide array of education stakeholders to influence education policy in education and implement model interventions. IRC have worked with MEST since 2008 to improve the quality of junior secondary schools education.

What is innovative about this project?The focus on disabled girls is new to this area, as is the provision of school grants for disabled children. The engagement and training of female learning assistants who will then go on to be trained as teachers is innovative, but perhaps the most salient innovation in this project is the research to gather solid evidence for the effectiveness of various interventions.


Improve the access of marginalised girls, allowing them to complete nine years of basic education

Increase learning outcomes for girls and build the skills needed for life

Improve girl-friendly and inclusive learning environments

Ensure girls voices and needs are listened and responded to and ensure their participation in educational decision-making

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The focus on disabled girls is new to this area, as is the provision of school grants for disabled children




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Children attend a BRAC Non Formal Primary school (NFPE) in Munuki neighbourhood of Juba, the capital of South Sudan.

Zaida, a BRAC trained teacher, dances to entertain her students in a BRAC Non Formal Primary school in Munuki neighbourhood of Juba, the capital of South Sudan. neighbourhood of Juba, the capital of South Sudan.

Which barriers to girls’ education have been identified?• Poverty• Early pregnancies and child marriages• Sexual abuse• Orphanhood• Disability• HIV• Long distances from home to school• Lack of functional latrines• Lack of adequately qualified teachers• Lack of girl-friendly school environments

Realising Educational Potential for Marginalised Girls in Sierra LeoneSierra Leone

Lead organisation: Stichting BRAC International

Key partner organisation: BRAC Sierra Leone



Primary language used in the home within the target communities: Krio



Bo

Tonkolili

Pujehun

Kailahun

Kono

Kenema

Bonthe

Bombali

Port Loko

Freetown

1. Western Area Rural2. Western Area Urban

Moyamba

1

2

Koinadugu

GUINEA

LIBERIA

SIERRA LEONE

Kambia

Target locations Tonkolili, Kono, Bombali, Kenema, Bo, Kambia, Port Loko, Koinadugu, Kailahun, Pujehun, Moyamba and Western Area. This project will target rural marginalised communities in the12 districts.

Consortia experienceStichting BRAC International is currently operating in 10 low-income countries in Africa and Asia: South Sudan, Tanzania, Uganda, Liberia, Sierra Leone, Afghanistan, Pakistan, Philippines, Sri Lanka and Haiti. BRAC started operations in Sierra Leone in 2008 and currently provides some of the poorest communities with successful programmes in microfinance, health, agriculture, poultry/livestock, and human rights and legal empowerment. What is innovative about this project?

The innovation in this project is in the use of community girls’ schools, sited in existing or low cost buildings, giving girls the opportunity to receive three years of education at an accelerated pace and to re-enter the government system. This method has been used elsewhere, in other African contexts, but is new to Sierra Leone. Peer mentors are also new in this context. The in-service residential training for the government teachers of primary and junior secondary level is another innovative concept that includes both basic training on teaching methodologies and specific subject-based training.


Increase the number of out-of school girls receiving three years of primary education in the 250 second-chance Community Girls Schools within 12 target areas

Train 1,200 government primary and junior secondary teachers on different subjects and child-friendly teaching methods

Provide 7,500 trained mentors from selected government and government assisted schools to offer support to their peers

Mobilise community, local government and other stakeholders to support girls’ education in the 12 target areas

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This project will train

1,200 government primary and junior secondary teachers




2928 Which barriers to girls’ education have been identified?Demand for girls’ education is low• Socially: Populations across Somalia do not understand the

value of educating a girl• Psychosocially: Trauma and risk of sexual or physical violence• Economically: Girls are the first in line to be deprived of an

education for the poorest families• Culturally: Girls are assigned a subordinate role in society

Supply of girls’ education is inadequate• Politically: Somali government ministries have weak capacity to

deliver a high standard of inclusive education• Economically: Schools do not have financial resources to

improve the quality of their services

Educate Girls, End PovertySomalia

Primary language of instruction: Somali

Primary language used in the home within the target communities: Somali



SOMALIAETHIOPIA

DJIBOUTI

WoqooyiGalbeed

Togdheer

Sanaag Bari

Nugaal

Galguduud

Mudug

Hiraan

ShabeellahaDhexe

Bakool

BayBanaadir

ShabeellahaHoose

Gedo

JubbadaDhexe

JubbadaHoose

KENYA

Mogadishu

Target locations Somaliland, Puntland and South-Central Somalia.Target areas spread according to the following break-down: 35% rural, 40% internally displaced persons and 25% urban poor.

• Socially: Teachers prefer to teach in urban areas, leaving a gap in qualified teachers for marginalised rural populations

• Culturally: Curricula continue to portray girls as passive and have not advanced in providing relevant education

What is innovative about this project?The Educate Girls, End Poverty project is innovatively seeking an education revolution. The project is comprehensive, flexible and uses methods that are proven to work. It will cover all bases, tackling supply, demand, recruitment, retention and quality at once. The project will look at new and faster ways to advance rural education, reach nomadic families and be sustainable. For example, the project is planning to pilot the recruitment of female teachers from rural areas and pay for their training tuition at Somali universities, on the condition that they return to teach in rural areas. It will build on the existing, strong local and global foundation for girls’ education.


Increase the number of marginalised girls who enrol and stay in school, supported by their communities, families, schools and mentors

Increase the number of primary and lower secondary schools across Somalia that provide a more gender sensitive environment for learning, and a more relevant quality of teaching for girls

Develop the capacity of the Ministry of Education across all zones and regions of Somalia, to provide leadership in promoting girls’ education and undertake routine monitoring of gender equality in education

Mobilise communities, mothers and girls to participate routinely and more forcefully in education policy, and the planning, monitoring and budgeting processes for their schools



The project will target 35% rural, 40% internally displaced persons and 25% urban poor


Primary school – Somaliland

3130 Which barriers to girls’ education have been identified?• Low school enrolment• Low adult literacy levels • Lack of female teachers• Challenges in accessing quality education• Socio-economic context: Poverty, drought, conflict• Community attitudes: Primarily patriarchal and combines

nomadic pastoral traditions and norms with Islamic teaching• Parental attitudes: Gender roles and inequality• Girls lack the belief that education is beneficial

Kobcinta Waxbarashada Gabdhaha – Somali Girls Education Promotion Programme (SOMGEP)Somalia

Education focus: Primary, lower and upper secondary

Primary language of instruction: Primary is in Somali, secondary in English

Primary language used in the home within the target communities: Somali



SOMALIAETHIOPIA

DJIBOUTI

WoqooyiGalbeed

Togdheer

Sanaag Bari

Nugaal

Galguduud

Mudug

Hiraan

ShabeellahaDhexe

Bakool

BayBanaadir

ShabeellahaHoose

Gedo

JubbadaDhexe

JubbadaHoose

KENYA

Mogadishu

Target locations Somaliland, Puntland and Central Somalia.Five regions in the three target provinces: Toghdeer, Sool, Sanaag, Mudug and Galmudug. If the security improves in the south, the project will also be rolled out to Lower Juba.

What is innovative about this project?The project demonstrates innovative plans for religious leaders to promote support for girls’ education in rural areas, as well as in plans for girls’ secondary boarding schools.


Mobilise 173 rural communities to support girls’ education

Recruit, train and support 270 teachers, including 90 females, to provide a relevant, quality education for primary and secondary school rural girls

Construct culturally appropriate child/girl-friendly learning facilities (or refurbished) and equip 150 rural primary schools, 20 secondary schools and three secondary school boarding facilities for rural girls

Strengthen Ministry of Education policies and Quality Assurance function to support the delivery of a relevant, quality education for rural girls in primary and secondary school



Recruit, train and support

270 teachers including 90 females


3332 Which barriers to girls’ education have been identified?• Lack of quality education for rural students• Economic barriers• Disparities in resource allocations and general under-resourcing• Decline in standards at secondary level• Socio-cultural issues

What is innovative about this project?The intervention is based on a tested Camfed methodology but it features a number of new interventions. These include the roll-out of a para-educator mechanism through which school graduates reinvest in the local education system and deliver relevant learning for young people; the use of mobile technology to extend learning and networking in rural areas; leveraging new resources to sustain action to support girls’ education, including channelling of commission and royalties from new materials to communities.

A New ‘Equilibrium’ for GirlsTanzania and Zimbabwe

Lead organisation: Camfed International

Key partner organisation: Pearson Education Ltd.

Education focus: Lower secondary

Primary language of instruction: English and Swahili

Primary language used in the home within the target communities: Shona, Ndebele, and Swahili

Project reach (marginalised girls): 35,112 (in Tanzania), 168,540 (in Zimbabwe)

Project impact on learning (marginalised girls): 24,578 (in Tanzania), 117,978 (in Zimbabwe)

Ruvuma

Lindi

MOZAMBIQUEMALAWI

ZAMBIA

DEM.REP.OF THECONGO

BURUNDI

RWANDA

UGANDA

KENYA

TANZANIA

Mtwara

Morogoro

PwaniIringa

Dodoma

Tanga

Manyara

ArushaKilimanjaro

Dar esSalaam

PembaNorth

PembaSouth

ZanzibarCenter/South

ZanzibarNorth

ZanzibarUrban/West

SingidaTabora

Mbeya

Rukwa

Kigoma

Shinyanga

Mwanza

Kagera

Mara

ZAMBIA

NAMIBIA

ZIMBABWE

SOUTH AFRICA

MALAWI

BOTSWANA

MOZAMBIQUE

Matabeleland North

Midlands

Mashonaland West

Mashonaland Central

Manicaland

Mas

hona

land

East

MasvingoMatabeleland

South

Harare

Bulawayo

Target locations Iringa and Morogoro (Tanzania) and provinces across Zimbabwe.10 rural districts in Tanzania and 24 rural districts in Zimbabwe.

Consortia experienceCamfed has specialised for 19 years in the education of girls across hard-to-reach rural areas of five countries in Africa. As of 2011, over 1.9 million children have benefitted from an improved educational environment as a result of Camfed projects. Pearson is the world’s largest education services provider with services that span the education value chain including professional development, curriculum, qualifications, assessment and publishing.


Increase the retention and progression of vulnerable girls through secondary school

Develop the capacity of female students to gain improved learning outcomes

Increase uptake and use of a mobile technology platform that supports education planning and extends learning and networking in rural areas

Empower secondary graduates to reinvest in local education system

Develop robust, engaged local capacity and collaboration in support of vulnerable children’s education

Inform GEC dialogue, practice and policies in the education sector

Partner secondary school in Iringa district, Tanzania.

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The use of mobile technology will extend learning and networking in rural areas




34 35Which barriers to girls’ education have been identified?• Insufficient household income to meet girls’ education expenses• Cultural and attitudinal perceptions• Low self-esteem of girls• Limited understanding of education policy regarding girls’ right

to education• Lack of adequate school sanitation and hygiene infrastructure• Harassment and abuse of girls on their way to school• Limited presence of women in traditional community

leadership structures

Improving Girls’ Access through Transforming Education (IGATE)Zimbabwe

Lead organisation: World Vision UK (WVUK)



Primary language used in the home within the target communities: Ndebele, Shona, Kalanga and Venda



ZAMBIA

NAMIBIA

ZIMBABWE

SOUTH AFRICA

MALAWI

BOTSWANA

MOZAMBIQUE

Matabeleland North

Midlands

Mashonaland West

Mashonaland Central

Manicaland

Mas

hona

land

East

MasvingoMatabeleland

South

Harare

Bulawayo

Target locations Midlands, Matabeleland South and Matabeleland North.The project will target eight rural districts out of a total 21 districts within the selected provinces, including Binga, Lupane and Nkayi Districts in Matabeleland North province, Beitbridge and Mangwe Districts in Matabeleland South province, and Gokwe North, Gokwe South and Mberengwe Districts in Midlands province.

Consortia experienceWorld Vision works as an international partnership in 97 countries. WVUK invests consistently in development programmes in 29 countries throughout Africa, Asia, Latin America and Middle East and Eastern Europe. WVUK has supported programmes in Zimbabwe since 1994 and will work with World Vision Zimbabwe (WVZ) to lead this project and implement in three Provinces. WVZ interventions are focused on the sustained wellbeing of children, their families and communities. World Vision facilitates education interventions through its long-term development programmes. CARE and SNV are two consortia partners. CARE has been actively working in Zimbabwe since 1992, focusing on girls’ access to education. SNV, an implementing partner, has been operating in Zimbabwe since 1983, supporting the improvement of water and sanitation for rural communities and school governance structures.

What is innovative about this project?The innovative development models to be used include:• The Village Savings and Loan model, which helps families

increase their income thereby meeting expenses to cover girls’ education

• The Citizen Voice and Action model, which is a local level advocacy approach for dialogue between communities and service providers for improved service provision. This dialogue will also help communities understand education policies better

• The Power Within model, which empowers girls to participate in school activities and build their leadership and self-confidence within their communities

The approach to sustainability of impact is innovative, in that it builds on local knowledge and expertise, whilst strengthening existing structures and institutions.


Increase household economic capacity to support and prioritise girls’ education

Mobilise target communities to actively support equal education opportunities through mothers groups, School Development Committees, local leaders and girls themselves

Develop the capacity of School Development Committees to lead participatory management of schools

Mobilise target communities to actively improve the learning environment for girls

Support schools in providing an opportunity for girls’ personal development through the Power Within model

Estimated number of marginalised girls

to be reached

94,731

Builds on local knowledge and expertise, whilst strengthening existing structures and institutions

More information on the Girls’ Education Challenge can be found at www.dfid.gov.uk/gec

Contact: Email: [email protected] | Tel: +44 (0)20 7213 5969

The Girls’ Education Challenge is a project funded by the UK’s Department for International Development and is led and administered by PricewaterhouseCoopers LLP, working with organisations including FHI360, Nathan Associates Ltd. and Social Development Direct Ltd.

This publication has been prepared for general guidance on matters of interest only, and does not constitute professional advice. You should not act upon the information contained in this publication without obtaining specific professional advice. No representation or warranty (express or implied) is given as to the accuracy or completeness of the information contained in this publication, and, to the extent permitted by law, PricewaterhouseCoopers LLP and the other entities managing the Girls’ Education Challenge (as listed above) do not accept or assume any liability, responsibility or duty of care for any consequences of you or anyone else acting, or refraining to act, in reliance on the information contained in this publication or for any decision based on it.

January 2013

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