• Like


Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Empowering girls with economic assets

Uploaded on

For an economic empowerment programme to be a success, it has to deliver the right assets to the right girls at the right time. Programming without proper preparation just won't work.

For an economic empowerment programme to be a success, it has to deliver the right assets to the right girls at the right time. Programming without proper preparation just won't work.

More in: Education , Business
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 2. 3. INTRODUCTION4. WHY GIRLS NEED ECONOMIC EMPOWERMENT6. Let’s talk about assets9. Understanding age-appropriate assets12. laying the foundation for success16. putting skills into practice21. FUrther Readingcontents2 | girleffect.org
  • 3. introduction33 | girleffect.orgWhen girls are economically empowered at the right age and with the rightprogrammes, their ability to positively impact their lives, their communitiesand the global economy is revolutionised.Preparation is vital to make sure girls have the foundation of skills andsupport to make progress on the path to economic empowerment.This guide will aid you in exploring the differences between foundational‘soft’ skills and those more tangible ‘hard’ skills that will help girls tounderstand and start exploring their future options in the economy.It will also help you to assess if your programme is correctly pitched for thegirls you want to work with, and assist you to deliver the right assets tothe right girls at the right time in their lives.At each stage of a girl’s lifethere is something we cando to safeguard her future.Each individual investmentwill transform her life… tocontribute to her communityand the global economy(Plan’s ‘Because I am a Girl: The State of the World’sGirls 2009’ report)3 | girleffect.org
  • 4. 44 | girleffect.orgEconomic empowerment is the process of preparing girls for a safe andproductive livelihood.Introducing girls to economic empowerment opportunities at an early stageof life equips them with the knowledge and skills they need to understandtheir options and shape their futures.The economic empowerment of girls impacts and underpins every otherdevelopment area. An economically empowered adolescent girl is morelikely to attend school and marry later. Having savings and income can changeher social status, and give her more authority over her own life.And it’s not just girls who benefit. A girl’s economic prosperity has a positiveripple effect on her family, her community and her country.why GIRLS NEED ECONOMICEMPOWERMENTWe unleash thegirl effect whenwe recognisethat girls areeconomic actorswho can speed updevelopment intheir community4 | girleffect.org
  • 5. To develop and emerge as successful economic citizens withintheir community, girls need to be: equipped with financial knowledge and capabilities given access to financial capital and services given access to productive assets (which can be as diverse asland and a solar-powered phone charger) made aware of their economic potential made aware that they have control over their future recognised as economic actorsFor girls to achieve economic empowerment, systems and programmesneed to be set up not only to promote the learning of assets, but also toprotect them.To achieve this we need to understand what kind of assets and skills anadolescent girl needs to impact her adult life and earn a safe income.5 | girleffect.org
  • 6. 66 | girleffect.orgFor a girl to achieve her potential as an economiccitizen, she needs to be equipped with a combination ofopportunities, products and skills. These are what wemean when we talk about ‘assets’.Let’s Talkabout assets6 | girleffect.org
  • 7. What should weconsider as assets?Assets are the building blocks of economicand social progress.To begin preparation for her future economicempowerment, a girl needs foundationalassets. These are basic human and socialassets – behavioural competencies that includecommunication skills, financial literacyand confidence building.Once a girl has mastered these skills, she isprepared to put into practice what she has learnedand is ready for more advanced financial andphysical assets. These give a girl options togenerate income and develop saving behaviours,and equip her with the necessary skills to changeher life and make an impact on her country’sdevelopment.HUMAN ASSETS social assets⊲ Communication skills⊲ Good health⊲ Ability to work⊲ Education⊲ Literacy⊲ Knowledge⊲ Health, legal andeconomic information⊲ Self-esteem⊲ Bargaining power⊲ Friends⊲ Social networks⊲ Mentors⊲ Relationships of trust⊲ Group membership⊲ Confidence building⊲ Access to wider institutionsof societyfinancial assets physical assets⊲ Cash⊲ Savings⊲ Access to loans⊲ Vouchers⊲ Identity card⊲ Land⊲ Housing⊲ Transport⊲ Personal assets (clothing,jewellery, household items)7 | girleffect.org
  • 8. Why are assetsimportant foradolescent girls?Assets can reduce a girl’s vulnerability and expand her economicopportunities to thrive in adulthood and break cycles of poverty.Assets can change the way society treats an adolescent girl. Higher economic(earning) potential gives a girl a different value in her community.Assets give a girl opportunities to understand and explore her options in theeconomy. They prepare her with the right skills to make informed decisions aboutaspects of her life, such as education, sexual health and contraception. And theygive her the opportunity to act on these decisions, by increasing her ability to savemoney, to earn an independent income, to stay in school or to marry later.Moreover, assets can determine the extent of power and influence a girl wieldsin her family and community. Assets can enable a girl to have a say in when shemarries, they can increase her bargaining power when she does marry, and theycan equip her to secure the long-term wellbeing of her family.8 | girleffect.org
  • 9. 9 | girleffect.orgUnderstandingage-appropriateassets99 | girleffect.org
  • 10. Delivering context- and age-appropriate assets to an adolescentgirl gives her the preparation and support she needs to becomean economic actor.On the following page you’ll find an asset delivery strategies timeline.This will help you to:⊲ recognise what assets a girl should have access to, from age 10 to 18+⊲ understand the personal and social opportunities that are outcomes ofher achieving these goalsSuccessful economicempowerment programmeswork by understanding andprEparing the assets a girlneeds, and knowing at whatAGe she should be getting them10 | girleffect.org
  • 11. ASSET DELIVERY STRATEGIESTRANSITION TO GOOD JOBS⊲ Group formation and providingsafe spaces where girls can meet⊲ Social support⊲ Mentoring⊲ Life-skills training⊲ Basic financial literacy⊲ Opportunities to practise saving throughformal and informal savings mechanisms⊲ Introduction to different ways to earn money⊲ Legal rights awareness⊲ Enterprise clubs⊲ Linkage to formal financial institutions– saving accounts⊲ Market-responsive skill building⊲ Business development⊲ Introduction to concept of insurance⊲ Girl-friendly policies and enforcementsgirls develop and sustain human andsocial assets and networksgirls develop saving behaviour – learn how to save tocover some of their expenses and an emergency fundsIBlings, parents and communities see girls as economic agents who should stay in school and marry after age 18Girls remain unmarried and childless until after age 18Girls are always free from violence and harassmentpolicy makers and private-sector stakeholders recognise girls as a high-impactinvestment and develop girl-responsive policies and productsgirls develop and control economic assets to enablethem to earn higher incomes throughout their livesGirls save enough to support some of their expenses,their family’s expenses and an emergency fund10 years old 18+ yearsOUTCOMESASSETSFOUNDATIONAL Skills11 | girleffect.org
  • 12. 1212 | girleffect.orgFrom childhood to adolescence.LAYING THEFOUNDATIONFOR SUCCESS12 | girleffect.org
  • 13. These assets comprise training in life skills, which includecommunications skills, interpersonal skills, planningskills, creative problem-solving and self-discovery.Girls also require basic sexual and reproductive healtheducation, social support and mentoring to guide themin these early stages.From the age of 10-13,girls need to be providedwith foundationalassets, delivered in aplace where they areable to meet up andlearn freely and safely13 | girleffect.org
  • 14. Case study:DELIVERing FOUNDATIONAL ASSETS –Smart Savings, UgandaBy delivering foundational assets such as self-esteem, an introduction tofinancial literacy and health education, the programme allowed girls tobegin thinking about positive behavioural changes. It started them on theroad to understanding the basics of money and its impact, as well as generalfamily-planning practices and how to protect themselves from sexuallytransmitted infections (STIs).The combination of these social, health and economic assets has the potentialto give girls independence in both financial and health decisions.The Population Council and MicroSave worked with two deposit-takingmicrofinance institutions – Finance Trust and FINCA Uganda – to developa savings, financial education and social support programme for adolescentgirls in Uganda.foundationalassets startgirls onthe road tounderstandingthe basics ofmoney andits impact14 | girleffect.org
  • 15. smart savings, ugandaProgramme component assets:1. Family andcommunity supportCommunities and families were engaged prior to introducing a savings product for girls.Regular meetings were held during the programme to inform parents about the activities, as well as to share informationabout financial products that may be of benefit to them.2. Group membership Creation of a network of girls’ groups made it possible to reach some of the more vulnerable girls in the communities withfinancial services.In addition, social platforms were used as an effective way to deliver financial education and build the girls’ social assets.3. Financial literacy The programme partnered with four institutions – Finance Trust and FINCA Uganda in Uganda, and K-Rep and Faulu in Kenya– that have developed an individual savings account. With some of the financial institutions there was no opening balancerequired, while others had a very low minimum balance. There are no fees to withdraw or deposit, and no monthly fees.The model was refined to take the responsibility of girls’ groups, mentors and training away from the financial institutionsand move it to community-based organisations, which provided new insights into how to best provide girls with savingsaccounts in an environment that builds a comprehensive set of social, health and economic factors.The quality of the financial education was also improved by rolling out two new methods – a savings diary anda self-facilitated workbook.4. Mentors In both Uganda and Kenya it isn’t possible for individuals under the age of 18 to open their own bank account. The definitionof a ‘guardian’ who can act as a co-signatory on the account has been tightened in some of the financial institutions’interpretations. This has caused problems for girls who don’t live with a formal guardian, or girls who don’t want their parents/legal guardians to know they have a bank account. Therefore a young woman from the same community, aged over 18,volunteered to serve as group leader at weekly meetings and co-signer to open the girls’ bank accounts. Girls couldmake deposits on their own, and the co-signer couldn’t make withdrawals without the girl being present.15 | girleffect.org
  • 16. 1616 | girleffect.orgputting skillsinto practiceFrom adolescence to adulthood.16 | girleffect.org
  • 17. Once girls have been equipped with the correct foundational assets,they will have the right basis from which to use financial and physicalassets. The assets that allow girls to develop tangible skills will helpthem identify where they can best focus their knowledge and talentsin order to generate a safe income and shape their future.Financial and physical assets provide ways for girls to understand their futureoptions in the economy and start exploring financial education, business skills,income-generation activities and opportunities to practise saving.As girls grow older and enter adulthood they must continue to be supported– in opening bank accounts, undertaking vocational or business training,internships, seeking business development and start-up support, as well asaccess to employment.Financial and physical assetsallow a girl to pursue a safeincome and make her aneconomic actor17 | girleffect.org
  • 18. Case study:DELIVERing FINANCIAL AND PHYSICAL ASSETS– value girls, kenyaValue Girls enables adolescent girls and young women to developviable enterprises – in this case, by raising chicks or vegetablefarming. The model comprises several types of assets, includingfinancial literacy delivered in safe spaces, mentoring, microfinanceand savings. The programme engages local facilitators, micro-creditorganisations and business-extension service providers to moreeffectively support the girls and their enterprises.Groups are able to access loans from microfinance institutions toexpand their businesses or buy equipment, such as water pumpsfor irrigation. Savings schemes allow girls to understand and controltheir own finances, and 75 per cent of girls in the programme areinvolved in saving. In addition to increasing young women’seconomic welfare, the project seeks to raise girls’ profiles withintheir communities, improve their overall confidence and self-image, protect their assets, improve their networks and providementoring opportunities.The Value Girls programme works with girls and young women aged 14-24 who live in the fishing communities of ruralNyanza and Western Province. Value Girls is tapping into young women’s strategic and economic potential to reduce hungerand poverty in their communities.Adolescent girls areempowered to reducehunger and povertyby running their ownfood enterprises18 | girleffect.org
  • 19. value girls, kenyaProgramme component assets:1. Social networks Participants were organised into production clusters of 30 and further divided into groups of five or six, providing aneffective entry point for savings, training and collaborative business activities such as leasing land and mobilising capital.2. Mentoring During the pilot, the programme tested a mentoring component, which proved to be critical in strengthening the girls’confidence, expanding their social networks and guiding them through the business cycle.Given its success, the mentoring asset was formally instituted into the programme’s scale-up activities. Each mentorwent through a five-day training session where she learned about life skills, counselling, conflict mitigation etc.Each mentor was responsible for five or six girls in a group.3. Savings Girls participated in formal and informal savings, as well as connecting to microfinance to access formal loans.Most girls began contributing 20KSh a week to a group savings fund. Once the minimum requirement of 1,000KSh (US$13)was reached, Value Girls helped them open a bank account and they could begin their enterprise. Nearly 75 per cent of girlsin the programme were involved in saving.To date, participants have accumulated more than 2,206,000KSh. These savings help them plan for the future,provide security for loans and serve as a cushion to be used in emergencies.19 | girleffect.org
  • 20. value girls, kenyaProgramme component assets:4. Private-sectorpartnershipsThe programme has strong ties to the private sector, including banking and microfinance institutions, agrovetsand horticulture organisations. Partners include Kenya Women Finance Trust and the Co-operative Bank.Microfinance institution Jinue Holdings worked to train the girls in financial literacy and offered them tailored loan products.Poultry company Kenchic Ltd conducted training on poultry management and provided high-quality, day-old chicks to theyoung women.Kickstart, a Kenyan non-profit organisation, provided the groups with affordable water pumps and high-quality vegetableproduction training.5. Access to loans Each enterprise was financed through a combination of savings and input/supply loans, whereby payments were made fromthe bank directly to the local service provider.6. Access to land One-third of the girls were engaged in growing a variety of vegetables.Groups of girls came together to identify a suitable piece of land, which was then subdivided into individual plots.Value Girls assisted the young women in the drafting of leases, and paid for fencing of 38 farms. The girls cleared andtilled their individual portions, but shared the water pumps.20 | girleffect.org
  • 21. There are excellent reports and tools available tohelp you successfully deliver assets, at the rightage, to economically empower girls and unleashthe girl effect.Further reading2121 | girleffect.org21 | girleffect.org
  • 22. The girl effectrecommends: Care’s ISHAKA toolkit: a guide to girls’ economic and socialempowerment through a solidarity group savings and loan platform http://www.2insite.com/care-ishaka/1/PDF.html USAID’s Value Girls programme http://kenya.usaid.gov/success-story/1233 Population Council’s Safe and Smart Savings Products for VulnerableAdolescent Girls in Kenya and Uganda http://www.popcouncil.org/projects/48_SafeSmartSavingsVulnerableGirls.asp Girl Centred Programme Design: A toolkit to Develop, Strengthen andExpand Adolescent Girls Programmes http://www.popcouncil.org/publications/books/2010_AdolGirlsToolkit.asp22 | girleffect.org