Girls’ Education Challenge Step Change Projects

About the Girls’ Education Challenge

Funding total

£183 million 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.

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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.

Estimated number of marginalised girls to improve their learning

670,000

A fresh approach

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There 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.

Countries where the Step Change Projects will be implemented

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.

Girls’ Education Challenge

Step Change Projects

The projects

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Community Based Education for Marginalised Girls in Afghanistan Afghanistan

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Steps Towards Afghan Girls’ Education Success (STAGES) Afghanistan

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Empowering Marginalised Girls in Afghanistan Afghanistant

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

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Kenya Equity in Education Kenya, World University Service of Canada

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

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Educate Girls, End Poverty Somalia

Organisations listed are the lead consortia partner. Girls’ Education Challenge

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

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

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Project output key

Access

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Capacity Community

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

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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

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



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

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

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Governance Learning Materials and Incentives Safe space

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Teaching

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Voice

4 Step Change Projects

Community Based Education for Marginalised Girls in Afghanistan Afghanistan 6

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

The project will establish Community Based Girls Schools across

10 provinces 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

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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

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

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

UZBEKISTAN

TAJIKISTAN

CHINA

TURKMENISTAN Jowzjan

Badakhshan Takhar

Samangan

Faryab

Baghlan Nurestan Parvan Kapisa Konar Bamian Kabul Laghman Vardak Kabul Ghowr Nangarhar Lowgar Daykondi Paktiya Ghazni Khowst Oruzgan Zabol Paktika

Badghis Herat

Balkh Kondoz

Sar-e Pol

AFGHANISTAN

150,000 Estimated number of marginalised girls to be reached

Girls’ Education Challenge

Helmand Nimruz

IRAN

Kandahar

PAKISTAN © Shehzad Noorani

Farah

INDIA

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

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. Step Change Projects

Steps Towards Afghan Girls’ Education Success (STAGES) Afghanistan 8

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 Project reach (marginalised girls): 87,500 Project impact on learning (marginalised girls): 64,230

Piloting the use of mobile phone technology for teacher professional support

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

UZBEKISTAN

TAJIKISTAN

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

CHINA

Herat

Badakhshan Takhar

Samangan

Faryab

Badghis

Balkh Kondoz

Baghlan Nurestan Parvan Kapisa Konar Bamian Kabul Laghman Vardak Kabul Ghowr Nangarhar Lowgar Daykondi Paktiya Ghazni Khowst Oruzgan Zabol Paktika Sar-e Pol

What is innovative about this project?

AFGHANISTAN Farah

Helmand Nimruz

87,500 Estimated number of marginalised girls to be reached

Girls’ Education Challenge

IRAN

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

TURKMENISTAN Jowzjan

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What will the project do?

Kandahar

PAKISTAN

INDIA

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.

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.

Step Change Projects

Empowering Marginalised Girls in Afghanistan Afghanistan This project will ensure at least

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Education focus: Primary Primary language of instruction: Uzbek, Dari and Pashto Primary language used in the home within the target communities: Uzbek

15,360

marginalised girls aged 6-19 can achieve basic educational outcomes

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

Project reach (marginalised girls): 18,086 Project impact on learning (marginalised girls): 14,971

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

UZBEKISTAN

TAJIKISTAN

Faryab

CHINA

Badakhshan Takhar

Samangan

Baghlan Nurestan Parvan Kapisa Konar Bamian Kabul Laghman Vardak Kabul Nangarhar Lowgar Daykondi Paktiya Ghazni Khowst

Sar-e Pol

Badghis Herat

Balkh Kondoz

Ghowr

Improve literacy for 12,240 marginalised girls in target districts through the provision of ninemonth 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?

TURKMENISTAN Jowzjan

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What will the project do?

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.

AFGHANISTAN

Oruzgan Zabol

Farah

Helmand

18,086 Estimated number of marginalised girls to be reached

Girls’ Education Challenge

Nimruz

IRAN

Paktika

Kandahar

PAKISTAN

INDIA

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

Sports workshop in female Youth Development Centre Step Change Projects

Valorisation de la Scholarisation de la Fille (VAS-Y Fille!) Democratic Republic of Congo 12

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

Lead organisation: International Rescue Committee (IRC) Key partner organisations: Save the Children Fund (SCF), Catholic Relief Services (CRS)

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What will the project do? Increase parental financial capacity to support girls in primary education

Education focus: Primary and lower secondary

Which barriers to girls’ education have been identified?

Primary language of instruction: French

• 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

Primary language used in the home within the target communities: Swahili, Kikongo, Lingala, Tshiluba, Bemba and other local dialects Project reach (marginalised girls): 137,360 Project impact on learning (marginalised girls): 58,273

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

Consortia experience IRC 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.

CENTRAL AFRICAN REPUBLIC

SUDAN

CAMEROON

Orientale Equateur

GABON

REPUBLIC OF THE CONGO

Kinshasa

DEMOCRATIC REPUBLIC OF THE CONGO Kasai Oriental Bandundu

Bas-Congo

UGANDA

NordKivu RWANDA

Maniema

SudKivu

BURUNDI TANZANIA

Kasai Occidental

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 Airtel 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 suppor t 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 afterschool 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.

Katanga

137,360 Marginalised girls follow accelerated learning classes in Kalemie, DRC. Girls’ Education Challenge

ZAMBIA © Sinziana Demian, IRC

Estimated number of marginalised girls to be reached

ANGOLA

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

Securing Access and Retention into Good Quality Transformative Education Ethiopia 14

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 Education focus: Primary and lower secondary

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

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

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

Primary language of instruction: Amharic Primary language used in the home within the target communities: Amharic Project reach (marginalised girls): 14,503

Support enrolled, marginalised girls to learn useful knowledge and skills

Project impact on learning (marginalised girls): 11,022

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

Consortia experience ChildHope 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.

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What will the project do?

SAUDI ARABIA SUDAN

Red Sea

YEMEN

ERITREA

OMAN

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

Tigray

Amhara

Afar

Gulf of Aden

DJIBOUTI

Benshangul-Gumaz Dire Dawa

SOMALILAND

Addis Ababa Harari People

14,503 Estimated number of marginalised girls to be reached

Gambela Peoples

SOUTH SUDAN

ETHIOPIA

Southern Nations, Oromiya Nationalities and Peoples

Somali

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.

SOMALIA UGANDA

KENYA

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

Creating stimulating learning environments for marginalised girls Girls’ Education Challenge

Step Change Projects

Pastoralist Afar Girls’ Education Support Project (PAGES) Ethiopia 16

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

Which barriers to girls’ education have been identified?

Lead organisation: Save the Children UK (STC)

• 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 genderresponsive education to remote and mobile communities

Education focus: Primary Primary language of instruction: Amharic Primary language used in the home within the target communities: Afar Project reach (marginalised girls): 36,066 Project impact on learning (marginalised girls): 11,930

Consortia experience The 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.

SAUDI ARABIA SUDAN

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What will the project do? 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

OMAN

Red Sea

YEMEN

ERITREA Tigray

Amhara

Afar

DJIBOUTI

Gulf of Aden

Benshangul-Gumaz Dire Dawa

SOMALILAND

Gambela Peoples

SOUTH SUDAN

36,066 Girls’ Education Challenge

ETHIOPIA

Southern Nations, Oromiya Nationalities and Peoples

Somali

SOMALIA UGANDA

© Guy Calaf/Save the Children

Estimated number of marginalised girls to be reached

© Guy Calaf/Save the Children

Addis Ababa Harari People

KENYA

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.

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. Step Change Projects

Kenya Equity in Education Project (KEEP) Kenya

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Lead organisation: World University Service of Canada (WUSC) Key partner organisation: Windle Trust Kenya (WTK) Education focus: Primary and lower secondary 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)

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

Which 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

Project reach (marginalised girls): 177,852 Project impact on learning (marginalised girls): 29,250

Consortia experience

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What will the project do? 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

SUDAN ETHIOPIA

WUSC 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. Eastern

UGANDA

North Eastern

Rift Valley

SOMALIA

Western

Nyanza

KENYA Central Nairobi

Nairobi

177,852 Estimated number of marginalised girls to be reached

Girls’ Education Challenge

Coast

TANZANIA

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.

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. Step Change Projects

Wasichana Wote Wasome (WWW – ‘Let All Girls Read’) Kenya 20

Lead organisation: CfBT Education Trust (CfBT) Key partner organisations: Concern Worldwide, Girl Child Network, AMURT, Women Educational Researchers of Kenya (WERK) Education focus: Primary Primary language of instruction: Swahili, English and local languages Primary language used in the home within the target communities: Swahili and local languages

This project will work

in 500 primary schools

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

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What will the project do? 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

Project reach (marginalised girls): 94,925 Project impact on learning (marginalised girls): 64,219

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

SUDAN ETHIOPIA

Consortia experience CfBT 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 communitybased 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.

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

Eastern

UGANDA

North Eastern

Rift Valley

SOMALIA

Western

Nyanza

KENYA Central Nairobi

Nairobi

Coast

94,925 Estimated number of marginalised girls to be reached

Girls’ Education Challenge

TANZANIA

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.

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. Step Change Projects

Promoting Advancement of Girls’ Education in Mozambique (PAGE-M) Mozambique 22

Lead organisation: Save the Children Fund (SCF) Education focus: Primary and lower secondary Primary language of instruction: Portuguese Primary language used in the home within the target communities: Portuguese (and many local languages)

PAGE-M will implement Girls’ Clubs in

190 schools 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

Project reach (marginalised girls): 39,093

What will the project do?

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

Consortia experience Save 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.

ZAMBIA

Cabo Delgado

Nampula Tete

Zambezia

MOZAMBIQUE

Inhambane Gaza

Girls’ Education Challenge

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

Manica Sofala

Estimated number of marginalised girls to be reached

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

Niassa

MALAWI

ZIMBABWE

39,093

• 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

SOUTH AFRICA Maputo Maputo

SWAZILAND

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

Improve access of marginalised girls to highquality 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

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.

Step Change Projects

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Supporting Marginalised Girls in Sierra Leone to Complete Basic Education with Improved Learning Outcomes Sierra Leone 24

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

Which barriers to girls’ education have been identified?

Lead organisation: Plan International UK

• 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

Key partner organisations: International Rescue Committee (IRC), Forum for African Women Educationalist (FAWE) Education focus: Upper primary and lower secondary Primary language of instruction: English Primary language used in the home within the target communities: Mende, Kissi, Temme, Krio and Limba Project reach (marginalised girls): 37,714

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What will the project do? 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

Project impact on learning (marginalised girls): 16,848

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

Consortia experience

GUINEA

Plan 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.

Koinadugu Bombali Kambia Port Loko

SIERRA LEONE Kono

Tonkolili 2 Freetown 1 Moyamba Bo

Kailahun

37,714 Girls’ Education Challenge

Bonthe 1. Western Area Rural 2. Western Area Urban

Pujehun

LIBERIA

What is innovative about this project? © Plan / Nazia Parvez

Estimated number of marginalised girls to be reached

© Plan / Nazia Parvez

Kenema

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

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. Step Change Projects

Realising Educational Potential for Marginalised Girls in Sierra Leone Sierra Leone 26

This project will train

1,200

government primary and junior secondary teachers

Which barriers to girls’ education have been identified?

Lead organisation: Stichting BRAC International

• 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

Key partner organisation: BRAC Sierra Leone Education focus: Primary and lower secondary Primary language of instruction: English Primary language used in the home within the target communities: Krio Project reach (marginalised girls): 37,155 Project impact on learning (marginalised girls): 19,406

Consortia experience

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

GUINEA

Stichting 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?

Koinadugu

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.

Bombali Kambia Port Loko

27

What will the project do?

SIERRA LEONE Kono

Tonkolili 2 Freetown 1 Moyamba Bo

Kailahun Kenema

Bonthe

Estimated number of marginalised girls to be reached

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

© BRAC/Shehzad Noorani

37,155

1. Western Area Rural 2. Western Area Urban

Pujehun

LIBERIA

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.

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. Step Change Projects

Educate Girls, End Poverty Somalia

28

Primary language of instruction: Somali Primary language used in the home within the target communities: Somali Project reach (marginalised girls): 33,413 Project impact on learning (marginalised girls): 20,959

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

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 DJIBOUTI

Woqooyi Galbeed

Sanaag

Bari

Togdheer Nugaal

ETHIOPIA

Galguduud

Hiraan

KENYA Gedo

33,413 Estimated number of marginalised girls to be reached

Girls’ Education Challenge

Jubbada Dhexe

What will the project do? 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

SOMALIA Mudug

Bakool

• 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

Shabeellaha Dhexe Banaadir Mogadishu Shabeellaha Hoose

Bay

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.

Jubbada Hoose

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. Step Change Projects

29

Kobcinta Waxbarashada Gabdhaha – Somali Girls Education Promotion Programme (SOMGEP) Somalia 30

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 Project reach (marginalised girls): 77,800 Project impact on learning (marginalised girls): 26,100

Recruit, train and support

270 teachers including 90 females

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 DJIBOUTI

Woqooyi Galbeed

Sanaag

Bari

31

What will the project do? 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

Togdheer Nugaal

ETHIOPIA

SOMALIA Mudug

Galguduud

Bakool

Hiraan

KENYA Gedo

77,800 Estimated number of marginalised girls to be reached

Girls’ Education Challenge

Jubbada Dhexe

Shabeellaha Dhexe Banaadir Mogadishu Shabeellaha Hoose

Bay

Jubbada Hoose

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.

Primary school – Somaliland

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.

Step Change Projects

A New ‘Equilibrium’ for Girls Tanzania and Zimbabwe The use of mobile technology will extend learning and networking in rural areas 32

Which barriers to girls’ education have been identified?

Lead organisation: Camfed International Key partner organisation: Pearson Education Ltd.

• 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

UGANDA

Education focus: Lower secondary

Kagera

Primary language of instruction: English and Swahili

Arusha

Mwanza

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

BURUNDI

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

KENYA

Mara

RWANDA

Kilimanjaro

Shinyanga

Tanga

Zanzibar Pemba North South Zanzibar Urban/West Zanzibar Center/South

Tabora

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

Singida

Dodoma

TANZANIA DEM.REP. OF THE CONGO

Consortia experience Camfed 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.

Pemba North

Manyara

Kigoma

Rukwa

Morogoro

Mbeya

Dar es Salaam

Pwani

Iringa

Ruvuma

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

Lindi

ZAMBIA

What will the project do?

Mtwara

MALAWI

Empower secondary graduates to reinvest in local education system

MOZAMBIQUE

MALAWI

ZAMBIA

NAMIBIA

I nform GEC dialogue, practice and policies in the education sector

Ea st

Mashonaland Central lan d

Mashonaland West

ho na

Harare

MOZAMBIQUE

M

as

Midlands

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

Matabeleland North

ZIMBABWE

Manicaland

Bulawayo

Estimated number of marginalised girls to be reached

Partner secondary school in Iringa district,Tanzania. Girls’ Education Challenge

© Charlie Bibby / Camfed International

203,652

Matabeleland South

Masvingo

BOTSWANA

SOUTH AFRICA

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

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.

Step Change Projects

33

Improving Girls’ Access through Transforming Education (IGATE) Zimbabwe 34

Lead organisation: World Vision UK (WVUK) Education focus: Primary and lower secondary Primary language of instruction: English Primary language used in the home within the target communities: Ndebele, Shona, Kalanga and Venda Project reach (marginalised girls): 94,731 Project impact on learning (marginalised girls): 49,874

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

Which 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

Consortia experience

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

What is innovative about this project? MALAWI

NAMIBIA

Matabeleland North

ho

MOZAMBIQUE

M as

Midlands

na la

nd

Harare

Ea s

t

Mashonaland Mashonaland Central West

ZIMBABWE Manicaland Bulawayo Matabeleland South

Masvingo

BOTSWANA

Girls’ Education Challenge

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

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

ZAMBIA

Estimated number of marginalised girls to be reached

Increase household economic capacity to support and prioritise girls’ education

Mobilise target communities to actively improve the learning environment for girls

World 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.

94,731

35

What will the project do?

SOUTH AFRICA

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.

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. Step Change Projects

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

Cover photo: © iSchool | Design: www.holmqvistdesign.co.uk

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