This document summarizes findings from the Gender and Adolescence: Global Evidence (GAGE) midline research in Ethiopia. Key findings include:
1) Girls' educational aspirations are high but often unrealistic and not supported, varying significantly by region. Gender gaps in aspirations are largest in East Hararghe.
2) Girls' school enrollment lags behind boys' in some regions, and girls miss more school days on average. Gender norms are a key factor limiting girls' access to education across locations.
3) Gender norms shape girls' access differently in each region, with early marriage threatening girls' education most in South Gondar and Zone 5. Household responsibilities, distance to school,
1) Climate change is negatively impacting access to education for adolescents in Ethiopia. Increased drought and unpredictability of rains are reducing food security and increasing poverty, forcing some families to pull children from school.
2) Girls face additional barriers to education due to climate change impacts. Changing weather patterns are reducing water availability, requiring girls to spend more time collecting water instead of attending school. Conflict over scarce resources is also increasing risks to girls' safety.
3) Indirect effects of climate change like drought-induced migration and conflict between communities are contributing to absenteeism and dropout rates. Adolescents expressed worry and stress about impacts on their future livelihoods and ability to continue their education.
A presentation by Jennifer Seager (George Washington University), Maheen Sultan (BRAC Institute of Governance and Development) at the Webinar on Adolescent Experiences in Chittagong and Sylhet: the support programme and COVID-19 impact
This document summarizes key findings from a baseline study conducted by GAGE and UNICEF Jordan on adolescent capabilities and the impacts of UNICEF's Makani program. Some key points:
- Adolescents in Jordan have high educational aspirations but access to schooling varies significantly based on factors like gender, location, and disability status. Educational quality is generally poor.
- Boys face greater disadvantages like missing more school days and facing more corporal punishment.
- The Makani program aims to improve access to education, learning outcomes, and leadership skills. Preliminary findings show Makani is associated with higher school enrollment rates, improved math skills, and more adolescents taking on leadership roles.
- Further scaling
Understanding adolescent vulnerabilities in LMICs through an intersectional lens: launch of a new European Journal of Development Research Special Issue
Background and objectives
This event will showcase a new EJDR special issue that explores adolescent experiences across diverse LMICs, including conflict-affected contexts, drawing on unique mixed-methods data from the GAGE longitudinal study. It will highlight why an intersectional approach is critical to capture adolescents’ diverse and dynamic capabilities, and what the policy and programming implications are to ensure no adolescent is left behind.
This document summarizes findings from the Gender and Adolescence: Global Evidence (GAGE) midline research in Ethiopia. Key findings include:
1) Girls' educational aspirations are high but often unrealistic and not supported, varying significantly by region. Gender gaps in aspirations are largest in East Hararghe.
2) Girls' school enrollment lags behind boys' in some regions, and girls miss more school days on average. Gender norms are a key factor limiting girls' access to education across locations.
3) Gender norms shape girls' access differently in each region, with early marriage threatening girls' education most in South Gondar and Zone 5. Household responsibilities, distance to school,
1) Climate change is negatively impacting access to education for adolescents in Ethiopia. Increased drought and unpredictability of rains are reducing food security and increasing poverty, forcing some families to pull children from school.
2) Girls face additional barriers to education due to climate change impacts. Changing weather patterns are reducing water availability, requiring girls to spend more time collecting water instead of attending school. Conflict over scarce resources is also increasing risks to girls' safety.
3) Indirect effects of climate change like drought-induced migration and conflict between communities are contributing to absenteeism and dropout rates. Adolescents expressed worry and stress about impacts on their future livelihoods and ability to continue their education.
A presentation by Jennifer Seager (George Washington University), Maheen Sultan (BRAC Institute of Governance and Development) at the Webinar on Adolescent Experiences in Chittagong and Sylhet: the support programme and COVID-19 impact
This document summarizes key findings from a baseline study conducted by GAGE and UNICEF Jordan on adolescent capabilities and the impacts of UNICEF's Makani program. Some key points:
- Adolescents in Jordan have high educational aspirations but access to schooling varies significantly based on factors like gender, location, and disability status. Educational quality is generally poor.
- Boys face greater disadvantages like missing more school days and facing more corporal punishment.
- The Makani program aims to improve access to education, learning outcomes, and leadership skills. Preliminary findings show Makani is associated with higher school enrollment rates, improved math skills, and more adolescents taking on leadership roles.
- Further scaling
Understanding adolescent vulnerabilities in LMICs through an intersectional lens: launch of a new European Journal of Development Research Special Issue
Background and objectives
This event will showcase a new EJDR special issue that explores adolescent experiences across diverse LMICs, including conflict-affected contexts, drawing on unique mixed-methods data from the GAGE longitudinal study. It will highlight why an intersectional approach is critical to capture adolescents’ diverse and dynamic capabilities, and what the policy and programming implications are to ensure no adolescent is left behind.
The study was conducted on issues affecting the academic achievement of female students in selected primary schools of Jimma Arjo woreda while its objective was to investigate the major factors that affect the academic achievements of female students in primary schools of four sampled primary schools/Arjo primary school, Andinnet, Arbi-gebeya and Wayu Warke primary schools. Female students academic achievements show an upgrading from time to time, but still the rise is delicate when contrast to males. The finding identified the five broad categories, Family related, school related, socio-economic related, cultural related were the major factors that affect the academic achievements of females’ education. The common issues household responsibilities, low awareness of parents towards females education, parents financial problems, parents education level, lack of school facilities, school distance, the nature of teacher student relationship, the study behavior female students implement, teaching method teachers use, early marriage, less avails of role models are the main reasons for squat academic achievements of female students on education. To alleviate these upward parents awareness to wards the benefit of educating females, motivating female students, providing financial supports for the poor female students, improving school facilities and protecting female from abduction and early marriage/from any harmful traditions were recommended.
A presentation by Nicola Jones at the Global Webinar: Leave No Child Behind – The Way Forward for Education organised by Economic Policy Research Institute
This document provides a summary of key facts and challenges regarding education in Nepal. It discusses that Nepal has a population of 29 million, with high rates of poverty, malnutrition, and lack of access to basic services. The education system faces issues with access, quality, and equity. UNICEF's education program in Nepal from 2008-2012 aimed to increase access to child-friendly learning opportunities, with a focus on reaching marginalized groups. The program focused on early childhood development, basic education, non-formal education, and education in emergencies. UNICEF Finland supported this program from 2010-2013 through activities like school construction, teacher training, and provision of materials.
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
Presentation by Dr Bassam Abu Hamad, Dr Nicola Jones, Prof Sarah Baird and Agnieszka Malachowska at the 4th IAAH MENA region Adolescent Health conference in Egypt
A presentation by Silvia Guglielmi at the Webinar on Adolescent Experiences in Chittagong and Sylhet: the support programme and COVID-19 impact.
Organisers: BRAC Institute of Governance and Development (BIGD), BRAC James P Grant School of Public Health (JPGSPH), GAGE, IPA
a study on cause of primary school dropouts by Peer zada Aneespeer zada Anees
This document discusses a study on the causes of primary school dropouts in Karnataka, India. It provides background on efforts to expand primary education access over the past few decades but notes that dropout rates remain high. The study found that the highest dropout rates in Karnataka are in Gulbarga district, followed by Belgaum. Migration is a major reason for children dropping out. Girls have higher dropout rates than boys. The document also reviews national trends, finding that over 40% of students drop out between classes 1-5, with economic factors and lack of interest being top reasons.
Research Proposal on Findout why there is high dropest rates of primary schoo...Brighton Mwang'onda
This document is a research proposal that aims to investigate the factors contributing to the high dropout rate of girls from primary school in the Masai community of Tanzania. Specifically, it will examine this issue in the Arusha region. Some key points:
1. Existing literature suggests cultural factors like views of western education, early marriage practices, and attitudes that see girls' education as detracting from their role in the community contribute to the problem.
2. Geographical barriers like long distances to schools and lack of security also impact dropout rates.
3. The study will employ questionnaires and interviews to collect data and analyze factors through statistical methods.
4. Findings could help promote girls' education,
National Forum on the State of the Ugandan ChildUSAIDPCM
- 20% of Ugandan females and 13% of males over age 6 have never had formal education, and only 12% complete secondary school. Child vulnerability rates are high.
- Health indicators show high rates of stunting, HIV, and adolescent pregnancy. The education system struggles with low literacy and high dropout rates.
- The Uganda Child Forum is a national movement to improve child wellbeing through coordinated action on education, health, and social protection, guided by data and aimed at reducing vulnerabilities, violence, and improving outcomes for girls. Illustrative targets include reducing stunting and teenage pregnancy by specific percentages by 2017.
In ancient times in India, education was almost exclusively denied to women, except for some upper-class women. Attitudes have changed over time and it is now recognized that education is equally important for both males and females. However, in rural areas especially, some people still view girls as meant only for household work and not needing an education. A 1959 government report found that women generally received no formal education outside of some domestic instruction for upper-class families. While access to schooling has greatly improved, special efforts are still needed to encourage girls' enrollment and reduce dropout rates. Progress has been made in getting more girls to continue their education at the upper primary level.
By 2021, Education Cannot Wait aims to reach 8.9 million children and youth living in areas affected by fragility, conflict and violence. Half of them will be girls. In all, this means reaching over 4.4 million girls living in some of the worst conditions on the planet with safe, reliable education, gender-responsive multi-year educational resilience programming, and the support and resources they need to thrive.
Education is a human right that often goes unfulfilled when crisis hits. While crises don’t necessarily ‘pick their victims’ based on gender, the effects of gender inequality are often magnified. Recent analysis indicates that worldwide around 39 million girls are out of school, or have had their education disrupted, because of war and disaster.
The social-cultural expectations and customs that already exist in these communities often heighten gender discrimination and continue to perpetuate unequal education opportunities. This means girls can’t go to school. It means girls are at increased risk of sexual violence and exploitation. It means girls lose their voice. And when girls lose their voice, our work to build a more equal, more peaceful world as outlined in the Sustainable Development Goals begins to unravel.
The document provides an overview of findings from the Gender and Adolescence: Global Evidence (GAGE) baseline study in Jordan. Some key findings include:
- Participation in formal education is lower for older adolescents, especially Syrian refugees. Gender disparities favor girls' enrollment.
- Learning outcomes are below grade level, with older adolescents and boys performing worse. Refugees have fewer years of schooling.
- Access to vocational training is limited, especially for refugees. Such programs are seen as valuable but poorly targeted.
- Most adolescents can access basic health services, but transportation barriers, discrimination, and costs pose challenges. Specialized care is difficult to access.
The document summarizes findings from the Gender and Adolescence: Global Evidence (GAGE) research program in Jordan. Key findings include: violence in the home and at school is common, especially against boys; bullying is prevalent and those with disabilities face higher risks; child labor is common for boys which limits school attendance; girls face risks of sexual harassment, child marriage and related gender-based violence when married; adolescent boys experience pressures related to child marriage and early responsibilities as husbands. The implications discussed include interventions to reduce violence, support education, provide resources for survivors, and address risks young wives and husbands face through engagement programs.
The document analyzes the impact of Nikumbuke Health by Motorbike's Stars Scholarship Program, which provides scholarships to cover school fees for 27 Maasai girls in Lunga Lunga, Kenya. Education access is limited in rural Kenya, especially for girls from the Maasai community. The scholarships aim to address this by promoting girls' education. However, the study finds the Maasai girls face discrimination at boarding school and cultural barriers that may prevent them from returning to their village. It recommends establishing after-school forums for the girls and considering building a local school.
Females in many parts of Asia and Africa face significant barriers to accessing education. Historically, cultural norms valued sons over daughters and girls' roles were confined to the household. Today, girls face issues like early marriage, poverty, domestic duties, safety concerns, and distance to schools. As a result, 42% of girls in the developing world are not enrolled in school. Solutions require addressing cultural attitudes, improving school facilities, and coordinated efforts by governments and organizations to promote girls' education. Educating females has been shown to increase a country's overall development.
Moving Jordan’s vulnerable Palestine refugees centre stage: Evidence from GAGE
The document summarizes key findings from the Gender and Adolescence: Global Evidence (GAGE) research on vulnerable Palestinian refugees in Jordan. GAGE conducted the largest longitudinal study on adolescents in the Global South, following over 4,000 adolescents in Jordan. The summary highlights that Palestinian adolescents have lower educational aspirations than Jordanians or Syrians, with only 66% of older Palestinians enrolled in formal education. It also finds that 44% of older Palestinian boys work for pay, while social and economic barriers prevent girls from pursuing their career aspirations. The document concludes with implications for programming to address gaps in education, economic empowerment, and protection from violence.
The document summarizes key findings from a study on education access and learning outcomes for adolescents in Jordan. It finds that while educational aspirations are generally high, realities often differ. School enrollment varies significantly based on factors like age, gender, nationality and location. Barriers to education include a lack of schools initially for refugees, child marriage for girls, demands for boys' labor, and lack of transportation. Daily attendance and educational quality are also poor. Parents generally support education but have limited ability to provide practical guidance.
The study was conducted on issues affecting the academic achievement of female students in selected primary schools of Jimma Arjo woreda while its objective was to investigate the major factors that affect the academic achievements of female students in primary schools of four sampled primary schools/Arjo primary school, Andinnet, Arbi-gebeya and Wayu Warke primary schools. Female students academic achievements show an upgrading from time to time, but still the rise is delicate when contrast to males. The finding identified the five broad categories, Family related, school related, socio-economic related, cultural related were the major factors that affect the academic achievements of females’ education. The common issues household responsibilities, low awareness of parents towards females education, parents financial problems, parents education level, lack of school facilities, school distance, the nature of teacher student relationship, the study behavior female students implement, teaching method teachers use, early marriage, less avails of role models are the main reasons for squat academic achievements of female students on education. To alleviate these upward parents awareness to wards the benefit of educating females, motivating female students, providing financial supports for the poor female students, improving school facilities and protecting female from abduction and early marriage/from any harmful traditions were recommended.
A presentation by Nicola Jones at the Global Webinar: Leave No Child Behind – The Way Forward for Education organised by Economic Policy Research Institute
This document provides a summary of key facts and challenges regarding education in Nepal. It discusses that Nepal has a population of 29 million, with high rates of poverty, malnutrition, and lack of access to basic services. The education system faces issues with access, quality, and equity. UNICEF's education program in Nepal from 2008-2012 aimed to increase access to child-friendly learning opportunities, with a focus on reaching marginalized groups. The program focused on early childhood development, basic education, non-formal education, and education in emergencies. UNICEF Finland supported this program from 2010-2013 through activities like school construction, teacher training, and provision of materials.
Presentation of findings from Young Lives by Virginia Morrow and Paul Dornan, at the New School New York on 5 November 2014. Further info: http://www.younglives.org.uk/news/news/event-advancing-equity-for-children
Presentation by Dr Bassam Abu Hamad, Dr Nicola Jones, Prof Sarah Baird and Agnieszka Malachowska at the 4th IAAH MENA region Adolescent Health conference in Egypt
A presentation by Silvia Guglielmi at the Webinar on Adolescent Experiences in Chittagong and Sylhet: the support programme and COVID-19 impact.
Organisers: BRAC Institute of Governance and Development (BIGD), BRAC James P Grant School of Public Health (JPGSPH), GAGE, IPA
a study on cause of primary school dropouts by Peer zada Aneespeer zada Anees
This document discusses a study on the causes of primary school dropouts in Karnataka, India. It provides background on efforts to expand primary education access over the past few decades but notes that dropout rates remain high. The study found that the highest dropout rates in Karnataka are in Gulbarga district, followed by Belgaum. Migration is a major reason for children dropping out. Girls have higher dropout rates than boys. The document also reviews national trends, finding that over 40% of students drop out between classes 1-5, with economic factors and lack of interest being top reasons.
Research Proposal on Findout why there is high dropest rates of primary schoo...Brighton Mwang'onda
This document is a research proposal that aims to investigate the factors contributing to the high dropout rate of girls from primary school in the Masai community of Tanzania. Specifically, it will examine this issue in the Arusha region. Some key points:
1. Existing literature suggests cultural factors like views of western education, early marriage practices, and attitudes that see girls' education as detracting from their role in the community contribute to the problem.
2. Geographical barriers like long distances to schools and lack of security also impact dropout rates.
3. The study will employ questionnaires and interviews to collect data and analyze factors through statistical methods.
4. Findings could help promote girls' education,
National Forum on the State of the Ugandan ChildUSAIDPCM
- 20% of Ugandan females and 13% of males over age 6 have never had formal education, and only 12% complete secondary school. Child vulnerability rates are high.
- Health indicators show high rates of stunting, HIV, and adolescent pregnancy. The education system struggles with low literacy and high dropout rates.
- The Uganda Child Forum is a national movement to improve child wellbeing through coordinated action on education, health, and social protection, guided by data and aimed at reducing vulnerabilities, violence, and improving outcomes for girls. Illustrative targets include reducing stunting and teenage pregnancy by specific percentages by 2017.
In ancient times in India, education was almost exclusively denied to women, except for some upper-class women. Attitudes have changed over time and it is now recognized that education is equally important for both males and females. However, in rural areas especially, some people still view girls as meant only for household work and not needing an education. A 1959 government report found that women generally received no formal education outside of some domestic instruction for upper-class families. While access to schooling has greatly improved, special efforts are still needed to encourage girls' enrollment and reduce dropout rates. Progress has been made in getting more girls to continue their education at the upper primary level.
By 2021, Education Cannot Wait aims to reach 8.9 million children and youth living in areas affected by fragility, conflict and violence. Half of them will be girls. In all, this means reaching over 4.4 million girls living in some of the worst conditions on the planet with safe, reliable education, gender-responsive multi-year educational resilience programming, and the support and resources they need to thrive.
Education is a human right that often goes unfulfilled when crisis hits. While crises don’t necessarily ‘pick their victims’ based on gender, the effects of gender inequality are often magnified. Recent analysis indicates that worldwide around 39 million girls are out of school, or have had their education disrupted, because of war and disaster.
The social-cultural expectations and customs that already exist in these communities often heighten gender discrimination and continue to perpetuate unequal education opportunities. This means girls can’t go to school. It means girls are at increased risk of sexual violence and exploitation. It means girls lose their voice. And when girls lose their voice, our work to build a more equal, more peaceful world as outlined in the Sustainable Development Goals begins to unravel.
The document provides an overview of findings from the Gender and Adolescence: Global Evidence (GAGE) baseline study in Jordan. Some key findings include:
- Participation in formal education is lower for older adolescents, especially Syrian refugees. Gender disparities favor girls' enrollment.
- Learning outcomes are below grade level, with older adolescents and boys performing worse. Refugees have fewer years of schooling.
- Access to vocational training is limited, especially for refugees. Such programs are seen as valuable but poorly targeted.
- Most adolescents can access basic health services, but transportation barriers, discrimination, and costs pose challenges. Specialized care is difficult to access.
The document summarizes findings from the Gender and Adolescence: Global Evidence (GAGE) research program in Jordan. Key findings include: violence in the home and at school is common, especially against boys; bullying is prevalent and those with disabilities face higher risks; child labor is common for boys which limits school attendance; girls face risks of sexual harassment, child marriage and related gender-based violence when married; adolescent boys experience pressures related to child marriage and early responsibilities as husbands. The implications discussed include interventions to reduce violence, support education, provide resources for survivors, and address risks young wives and husbands face through engagement programs.
The document analyzes the impact of Nikumbuke Health by Motorbike's Stars Scholarship Program, which provides scholarships to cover school fees for 27 Maasai girls in Lunga Lunga, Kenya. Education access is limited in rural Kenya, especially for girls from the Maasai community. The scholarships aim to address this by promoting girls' education. However, the study finds the Maasai girls face discrimination at boarding school and cultural barriers that may prevent them from returning to their village. It recommends establishing after-school forums for the girls and considering building a local school.
Females in many parts of Asia and Africa face significant barriers to accessing education. Historically, cultural norms valued sons over daughters and girls' roles were confined to the household. Today, girls face issues like early marriage, poverty, domestic duties, safety concerns, and distance to schools. As a result, 42% of girls in the developing world are not enrolled in school. Solutions require addressing cultural attitudes, improving school facilities, and coordinated efforts by governments and organizations to promote girls' education. Educating females has been shown to increase a country's overall development.
Moving Jordan’s vulnerable Palestine refugees centre stage: Evidence from GAGE
The document summarizes key findings from the Gender and Adolescence: Global Evidence (GAGE) research on vulnerable Palestinian refugees in Jordan. GAGE conducted the largest longitudinal study on adolescents in the Global South, following over 4,000 adolescents in Jordan. The summary highlights that Palestinian adolescents have lower educational aspirations than Jordanians or Syrians, with only 66% of older Palestinians enrolled in formal education. It also finds that 44% of older Palestinian boys work for pay, while social and economic barriers prevent girls from pursuing their career aspirations. The document concludes with implications for programming to address gaps in education, economic empowerment, and protection from violence.
The document summarizes key findings from a study on education access and learning outcomes for adolescents in Jordan. It finds that while educational aspirations are generally high, realities often differ. School enrollment varies significantly based on factors like age, gender, nationality and location. Barriers to education include a lack of schools initially for refugees, child marriage for girls, demands for boys' labor, and lack of transportation. Daily attendance and educational quality are also poor. Parents generally support education but have limited ability to provide practical guidance.
The document discusses overage enrollment in basic schools in Ghana. It finds the highest proportions of overage children were in Ethiopia, Mozambique and Ghana, with 15% or more of children being two or more years older than the official age for their grade. Younger children attended school more regularly than overage children. Reasons for overage enrollment included late enrollment, repetition due to poor performance, stunted growth, and inability to enroll due to poverty or illiterate parents. Overage children faced academic, social, and disciplinary challenges in school. The document recommends celebrating student birthdays, paying attention to overage students' challenges, recording accurate ages, and making pre-school attendance compulsory to address the issue.
The document summarizes key findings from a baseline study conducted by GAGE Bangladesh on adolescent capabilities. Some of the main points from the document are:
1. Education levels are high but drop off significantly at the secondary and university levels, especially for girls. Access to quality schooling is also an issue.
2. Physical and sexual violence against adolescents, especially girls, is common both at home and other settings like workplaces. Corporal punishment in schools is also widespread.
3. Health and nutritional issues disproportionately impact girls and older adolescents. Sexual and reproductive health knowledge is limited despite nearly universal awareness of puberty changes.
4. Psychosocial well-being is worse for girls who have
Saisi mengich and Mukoya Francis policy paper 29092016Willie Mengich
This document discusses factors that influence the retention of girls in secondary schools in Kenya, specifically in the Kwanza district of Trans Nzoia County. It finds that poverty, pregnancy, and distance from school are the most influential factors causing girls to drop out of secondary school according to respondents. The study aims to determine community and personal factors associated with low retention rates for girls. It employs a survey of 336 students, dropouts, headteachers and teachers to understand these influences on girls continuing their education.
Kan Ajak primary school in South Sudan serves 257 girls and 203 boys, many of whom are returnees. It was established 5 years ago by the Aheu Dit Women's Group and offers early childhood education and primary school up to grade 5. Subjects taught include math, English, social science, agriculture, and Dinka language. The school has 5 bamboo classrooms and is supported by 6 male teachers, 2 female teachers, and 6 volunteers. Extracurricular clubs focus on children's rights, using waste for fuel, and Bloomtrigger projects. Students want more books, learning materials, computers, and furniture to aid their education.
The document discusses findings from a school funding presentation research project. It includes research questions, interviews with participants, survey results, and findings from readings. The interviews found disparities in funding between departments. The surveys showed differences in access to resources between racial groups and those who qualify for free lunch. Readings discussed how school funding is tied to property taxes and zip codes, disadvantaging low-income and minority students. Recommendations included increasing education-specific taxes, improving school food quality and amounts, and spending more on learning resources and grants rather than facilities.
Guest lecture given by Virginia Morrow to students on the Masters in Childhood Studies and Children's Rights at the Freie Universititaet, Berlin, 3 December 2014.
http://www.ewi-psy.fu-berlin.de/en/einrichtungen/weitere/enmcr/news/Gastvortrag-Virginia-Morrow.html
Putting Children First: Session 1.5 Jo Boyden - Child poverty, youth and tran...The Impact Initiative
This document summarizes key findings from the Young Lives study about child poverty in Ethiopia. It finds that early childhood experiences have significant impacts on outcomes later in life. Many children in Ethiopia experience stunting, with over half of stunted children at age 12 no longer stunted by age 19. However, gains are greater when recovery starts earlier. The document also examines trends in education and work for children at age 12 in Ethiopia, finding increases in time spent working, particularly for rural boys, as well as gaps in school enrollment between rural and urban and boys and girls. It emphasizes the need for sustained investment in children's development and opportunities from early childhood through adolescence.
Putting Children First: Session 2.4.C Rossiter, Vadete and Berhanu - Scaling-...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
UNICEF is working with the government of Tanzania to support equitable access to quality basic education for all children. Key efforts include developing policies to promote inclusion, especially for girls and children with disabilities. UNICEF also assists in improving early childhood education foundations, teacher training, and creating alternative learning opportunities for vulnerable students. However, challenges remain in achieving universal enrollment and reducing disparities, as enrollment rates have declined since 2007 with poor, rural, and disabled children most at risk of being out of school.
Great expectations or failed aspirations? Findings from 10 years of Young Lives. By Virginia Morrow, Deputy Director. Presented at Cambridge International Development Cnference 2015
This document summarizes findings from a midline evaluation of the Act With Her Ethiopia program in Oromia, Ethiopia. The evaluation found some positive effects on adolescents' knowledge related to puberty and reproductive health, as well as improved communication between adolescents and parents. However, there were limited impacts on changing gender norms and attitudes, girls' education, and economic empowerment. The asset transfer component also caused some community discord. Overall, the program showed mixed results and the evaluators provide recommendations to improve engagement of communities, parents, mentors, and tailor the program better to local contexts and norms.
Compatibility of Work and School: Informal School–Work Arrangements in Centra...Young Lives Oxford
The document discusses two case studies of children in Central Kenya who work during the school term to support themselves and their families. It finds that some children are able to balance work and schooling with flexible schedules and understanding from employers and teachers. However, long work hours and tiring schedules also pose challenges to compatibility between work and education.
Similar to Amhara Regional Workshop: Evidence from GAGE Midline Research (20)
Findings from the GAGE mixed-methods longitudinal study in Ethiopia on prevention strategies and girls' experiences of FGM/C, child marriage and adolescent motherhood, presented to the Parliamentary Standing Committee for Women and Social Affairs, Ethiopia.
This document summarizes research on youth economic security, skills, and empowerment among displaced youth in Jordan. It finds that while youth aspirations are high, their access to education, skills training, work, and social protection is limited due to poverty, gender norms, conflict, and discrimination. However, some youth are able to overcome obstacles through individual commitment, family support, inspiring teachers, and empowerment programs. Such programs provide new skills, role models, mindsets, and social networks that transform outcomes, especially for girls. Ongoing challenges include lack of funding, discrimination, and restrictive gender norms. The research implications call for supporting education, skills training, livelihoods programs, and changing social norms.
The document provides an overview and findings from a study on female genital mutilation/cutting (FGM/C) practices in Ethiopia. Key findings include:
1) FGM/C rates and types vary significantly by region in Ethiopia, from over 90% in Afar to under 50% in some areas of Amhara and Oromia. Younger generations are less likely to undergo FGM/C.
2) Drivers of FGM/C include ensuring girls' marriageability, beliefs about sexuality and fertility, and social norms. Girls feel pressure to undergo cutting to fit in socially.
3) While some progress is reported, qualitative findings suggest FGM/C continues
The Development Studies Association 2022 Conference was hosted online by University College London on 6-8 July. The theme was ‘Just sustainable futures in an urbanising and mobile world’, with contributions exploring what justice and equity look like in a post-pandemic world affected by an escalating climate crisis.
The document summarizes key findings from research conducted by GAGE in Jordan on the interconnected environmental, economic, and social risks faced by adolescents. The research found that water scarcity, poor infrastructure, lack of transportation, and waste management issues pose significant challenges. Males are responsible for water collection due to social norms. Infrastructure provides limited protection from weather. There is limited awareness and infrastructure for recycling. Transportation issues restrict access to services. The document concludes with policy recommendations such as improving water access, waste collection, transportation, and social protection to help households cope with environmental risks.
Presentation by Dr Nicola Jones, Dr Bassam Abu Hamad, Prof Sarah Baird, Erin Oakley, Sarah Alheiwidi, Agnieszka Malachowska at the 4th IAAH MENA region Adolescent Health conference in Hurghada, Egypt
This document summarizes findings from the Gender and Adolescence: Global Evidence (GAGE) longitudinal research programme regarding adolescent mental health and psychosocial wellbeing in Gaza, Jordan, and Lebanon. GAGE is following 20,000 adolescents across multiple countries and has found high levels of psychological distress driven by conflict, violence, poverty and restrictive gender norms. Stressors have intensified during COVID-19, increasing anxiety, depression, and violence in homes and communities. While some services exist, access and acceptability are limited. Expanding gender-sensitive programming and strengthening mental health systems are priorities to better support adolescent wellbeing.
Married Syrian refugee girls in Lebanon and Jordan face overlapping crises of poverty, limited access to education and livelihood opportunities, gender inequality, and family violence. Research from the Gender and Adolescence: Global Evidence (GAGE) program finds that early and arranged marriage is common as a coping strategy, but takes a toll on girls' well-being. Married life brings responsibilities that girls are unprepared for, leaving them exhausted and isolated with little support. The economic crisis in Lebanon has exacerbated girls' hardships. Violence from husbands and in-laws is prevalent, while girls have little agency or ability to access support networks. Programming recommendations include preventing early marriage, improving relationships within marriages, expanding support for survivors,
This document summarizes key findings from research on youth transitions and political participation in Ethiopia and Jordan. It finds that while youth have played an important role in political transformations, participation is still limited, especially for adolescents and girls. At the household and community levels, norms constrain young people's agency and voice. Gender norms further limit girls' participation. It recommends fostering youth civic education and safe spaces to strengthen rights awareness and participation, while promoting female role models to inspire girls.
A presentation by Dr Nicola Jones, Expert Workshop organised by UNU-Merit.
https://www.gage.odi.org/event/social-protection-in-the-context-of-forced-displacement-programming-promoting-young-peoples-resilience-in-general-and-during-covid-19/?fbclid=IwAR1krlZWPD992qz1brdyKOK0-CskvbYxXaYdbAF5dG805xdw077RI6BYKuI
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
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Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
Contributi dei parlamentari del PD - Contributi L. 3/2019Partito democratico
DI SEGUITO SONO PUBBLICATI, AI SENSI DELL'ART. 11 DELLA LEGGE N. 3/2019, GLI IMPORTI RICEVUTI DALL'ENTRATA IN VIGORE DELLA SUDDETTA NORMA (31/01/2019) E FINO AL MESE SOLARE ANTECEDENTE QUELLO DELLA PUBBLICAZIONE SUL PRESENTE SITO
About Potato, The scientific name of the plant is Solanum tuberosum (L).Christina Parmionova
The potato is a starchy root vegetable native to the Americas that is consumed as a staple food in many parts of the world. Potatoes are tubers of the plant Solanum tuberosum, a perennial in the nightshade family Solanaceae. Wild potato species can be found from the southern United States to southern Chile
Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
Monitoring Health for the SDGs - Global Health Statistics 2024 - WHOChristina Parmionova
The 2024 World Health Statistics edition reviews more than 50 health-related indicators from the Sustainable Development Goals and WHO’s Thirteenth General Programme of Work. It also highlights the findings from the Global health estimates 2021, notably the impact of the COVID-19 pandemic on life expectancy and healthy life expectancy.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
3. Gender and Adolescence: Global Evidence (GAGE):
A longitudinal research programme (2015-2024)
By finding out ‘what works,’ for whom, where and
why, we can better support adolescent girls and
boys to maximise their capabilities now and in the
future.
We are following 20,000 adolescent girls and boys - the largest cohort of
adolescents in the Global South
6. GAGE Ethiopia research sites
3 regions:
• Afar, Amhara, Oromia
• plus Dire Dawa City Administration
Research site selection based on:
• Districts with among highest rates of child
marriage as proxy for conservative gender
norms (MOWCA, UNICEF and ODI, 2015)
• Urban and rural sites
• Food insecure and pastoralist sites as a
proxy for economic poverty
• Woreda-based mapping of all kebeles
based on infrastructure and service
availability (vulnerable/ less vulnerable)
• Programming capacities of NGO
implementing partners
8. Baseline: Educational aspirations
Nearly all (95%) of GAGE’s younger adolescents would like to attend at
least some secondary school.
The majority (61%) of GAGE’s younger adolescents would like to
attend at least some post-secondary schooling.
Many want to become professionals—such as doctors, teachers,
engineers, etc.
9. Baseline: Parental support is generally high
Most parents have high aspirations for
their children—though they do not always
back this up with action.
2/3 of female caregivers would like for
their children to attend at least some
post-secondary education
Declining agricultural fortunes is a
driving force.
‘There is a severe shortage of farmland in our
locality. A farming livelihood is no longer viable.
Parents encourage their children to focus on
education.’
(man, Shumegie, South Gondar)
10. Baseline: Access to education is highly variable
Most young adolescents are in school—
and in the appropriate grade for age.
However, patterning is complex with
South Gondar the highest.
• South Gondar: 93%
• East Haraghe: 78%
• Zone 5 (Afar): 64%
What drives differences?
• South Gondar has more full-cycle primary
schools, a history of education, and strong
regional investment in education.
• East Haraghe has a severe water shortage
problem and evolving tradition of Shagoye
dancing which distracts adolescents from
their education.
• Zone 5 (Afar) lacks schools—and teachers.
How many grades have they completed?
• South Gondar : 4.5
• East Haraghe : 4.8
• Zone 5 (Afar): 2.5
11. Baseline: Regular attendance is a daily struggle
Students arrive late:
‘[School] guards do not allow the students who are late for class to
enter into the school, so the students stay out of the school up to
break time.’ (boy, Debre Tabor, South Gondar)
‘At the time of threshing, we will have to prepare food and take lunch
to our family members. There are weeks in which I never miss a day
and there are weeks in which I miss two days of school.’ (14 year old
girl, Shumegie, South Gondar)
Students attend school irregularly:
During agricultural peak seasons they miss months of
school:
‘Local people’s livelihood is based on agricultural activities and
livestock production. As a result, most registered students used to be
absent from school during the harvesting season.’ (Principal,
Aquaschmoch, South Gondar)
GAGE younger cohort,
percentage of school
days missed over last
two weeks, by location
12. Baseline: Educational access is improved—with gaps
Young adolescent girls are more likely to be enrolled than boys: 96% versus 89%
Young girls have completed more years of schooling than boys: 4.8 years versus 4.3 years
Many children still enroll quite late.
‘One of my younger sisters is 11 years old and in grade 1. But the younger one is 9 years. She
looks after cattle until my sister’s son grows up. She will start school after he grows up.’
(12-year-old girl, Abena)
Many students miss hours, days, and weeks of school—depending on demands on their time.
‘At the time of threshing, we will have to prepare food and take lunch to our family
members. There are weeks in which I never miss a day and there are weeks in which I miss
two days of school.’ (14-year-old girl, Shumegie)
13. Baseline: Students are dropping out for multiple reasons
•‘My sister started working as a domestic worker in people’s houses. She dropped out of school in
grade 6, when she was not able to combine schooling with work.’ (11-year-old girl, Debre Tabor)
High opportunity costs compared to working—and no way to combine school and work.
•‘When the families are poor, children don’t have enough time to study… If we have 100 students, 40
will pass and the rest will fail.’[and then dropout] (Girl, Shumegie)
Rural students are poorly prepared for exams.
•‘Qualisa Secondary School…is 4 hours walking distance. Completing 8th grade is considered as the
highest achievement’. (Principal, Aquashmoch)
Lack of accessible secondary schools.
•‘Costs are high for food, stationery materials, house rent and others.’ (Teacher, Abena)
High real costs, especially for secondary school given cost of boarding.
•‘Parents don’t want to send their older female children because they might be attacked or become
unexpectedly pregnant’. (Key informant, Aquashmoch)
Girls are removed from school to keep them “safe”—and once married have few routes back in.
14. Baseline: Violence in classrooms is endemic and quality is variable
Students—especially girls—are punished for events
beyond their control.
‘Teachers are assigned in a field that they
didn’t receive training in.’
(Teacher, Embachiko)
‘Some teachers teach well… others spend
their teaching time by sitting… and do not
teach properly.’
(11-year-old girl, Aquashmoch)
‘They only hit us [with a whip] when we couldn’t answer a question’.
(11-year-old girl, Abena)
‘Today, I came late to school and forced to collect 30 stones.’
(11-year-old girl, Aquashmoch)
‘I like education. But I quit it because I couldn’t write and read. I didn’t pass grade 1. When I came
to join from grade 1, they registered me in grade 3. Then I refused to continue my education.’
(12-year-old boy, Embachiko)
62% of young adolescents in South Gondar report
having experienced violence at the hands of teachers—
boys are most at risk
Students are punished for academic mistakes.
15. Baseline: Education for children with special needs
• Adolescents with disabilities are disadvantaged—
but some are aiming high.
‘I need to be a doctor to give support to those who are
physically disabled.’
(17 year old girl, Debre Tabor, South)
• Policy commitments are translating into results for
students.
• Teachers report that special needs classrooms are
drawing students en masse.
‘Students flood to our school’ (teacher, Debre Tabor, South
Gondar)
‘We have first graders who are 20 years old’. (teacher, Jeman,
South Gondar)
• Adolescents with disabilities love their teachers and
the chance to make friends.
‘Teachers teach until all of us understand it.’ (16 year old girl,
Debre Tabor)
‘There is no discrimination or insulting in the community now’.
(17 year old girl, Debre Tabor)
16. Midline: Girls’ educational aspirations are high…but
‘I aspire to be an astronomer.’
(14-year-old girl, Debre Tabor)
They are not as high as boys’—in large part because girls lack role models:
Across locations and cohorts:
61% of girls aspire to attend college or university—compared to 78% of boys.
The gender gap is the largest in East Hararghe—where older boys are twice as likely (79% versus
39%) to aspire to college or university as older girls.
They vary across regions:
87% of younger girls in urban areas
63% of younger girls in South Gondar
52% of younger girls in East Hararghe
31% of younger girls in Zone 5
…aspire to college or university
17. Midline: Most adolescents are enrolled in school…but
Of the younger cohort—girls are more likely to be
enrolled than boys in:
• South Gondar ( 95% vs 87%)
• Zone 5 (64% vs 57%)
Girls and boys are equally likely to be enrolled in
urban areas (98%)
Boys are far more likely to be enrolled than girls in
East Hararghe (88% vs 65%)
Of the older cohort—boys are more likely to be
enrolled than girls in all locations:
• South Gondar (58% vs 51%)
• Zone 5 (40% vs 28%)
• Urban (86% vs 77%)
• East Hararghe (72% vs 31%)
Girls have missed an average of 11% of school days
over the last two weeks.
• Rural girls miss more school than urban girls (12%
vs 8%).
• 28% of girls have repeated at least one grade
In rural areas, girls are years over-age for grade—of
younger cohort (12-14) girls:
• Those in urban areas have completed 6.1 grades
• Those in SG have completed 5.5 grades
• Those in EH have completed 4.4 grades
• Those in Z5 have completed 3.9 grades
18. Midline: Gender norms shape access in South Gondar
For younger adolescents, gender norms limits boys’ access more than girls’—because boys’ farm work is harder to
combine with school than girls’ domestic and care work.
But girls have less time to study—because they work more hours each day. This means they are less likely to pass
gateway exams.
Sexual violence limits girls’ access to education—rape is common.
‘It is now the female children
[that have] started to learn [in]
large numbers.’ (father)
‘It’s not like past times. There are
bandits and they will fight and
rape the girls,’
(14-year-old girl, Debre Tabor)
‘When I did not pass grade 10, I lost hope. I was thinking that
I had been a burden on my family for 10 years until grade 10.
I did not want to continue to be a burden after that.’
(married young woman, SG)
By mid-adolescence, marriage—which in South Gondar is almost always arranged-- threatens girls’ access.
• SG, 25% of the girls in GAGE’s sample were married by age 15—59% by age 18.
• In SG, 35% of older girl drop-outs girls reported that they left school in order to marry.
• Parents are concerned about sending girls to secondary school because of concerns about
their sexual purity—which if violated threatens their marriage options.
• Girls who are out of school—because they have failed exams or are not allowed to
continue—are pushed into marriage.
19. Midline: school environments are not supportive of girls’ needs
Violent discipline is common.
Most schools do not have menstrual management
facilities.
Of adolescents who have been violently
discipled—girls are less likely to report than boys
(18% vs 23%).
Many school lack separate toilets for girls
and boys.
In urban areas, only half
In SG, only a third
In EH, only an eighth
In Z5, only a tenth
One-fifth of schools in South Gondar and East
Hararghe
One half of schools in Zone 5
Many schools also lack water.
20. Midline: Learning is limited—including by gender norms
Some barriers are ‘gender neutral’:
Classrooms are over-crowded
Classrooms are under-resourced
Teachers are poorly prepared
‘Students are congested in the classroom…
When there are many students in any given
classroom, the teacher will be disturbed and
the teaching-learning process will be affected.’
(teacher, SG)
‘Even I write better than her. When she takes
our exercise books to grade our homework,
she has to look up the answers herself before
she starts to grade.’ (13-year-old girl, SG)
But others especially limit girls’ learning:
Girls have less time for learning.
Some households buy girls fewer school
supplies than boys.
21. Policy and programming implications
1
•Encourage high but realistic aspirations by
exposing girls to multiple alternatives--and
role models.
2
•Intensify awareness-raising efforts for
parents—pairing messages about the
importance of girls’ education with
suggestions about how parents can
practically support daughters’ education.
3
•Directly address- with parents,
adolescents, and community leaders-- how
gender norms—including for girls’ work and
child marriage-- limit girls’ education and
learning.
4
•Address violence at school—from teachers as
well as peers.
5
•Step-up resourcing: make sure classrooms are
supplied, teachers are trained, and schools have
WASH facilities that meet girls’ needs.
6
•Scale up girls’ clubs—working to ensure they
meets girls’ needs for information and
psychosocial support (from peers and adults).
7
•Focus on learning outcomes—including
through offering tutorials to girls to ensure
mastery of academic skills.
23. Baseline: Nutrition is seeing uneven progress
• Most younger adolescents live in households that are moderately food insecure and diets that are
not diverse—adolescents with disabilities are especially likely to be too short for age.
• Food customs—not food availability-- appear to prevent some diversity.
• Barriers to health and nutrition for young people with disabilities are primarily related to:
• Limited service availability, especially in rural areas and for disability-specific health care
• Poverty and parents’ poor knowledge about and stigma towards disability.
‘Our parents say that it is shame to eat with parents.’
(12-year-old girl, Aquashmoch)
‘There are many children who come to school without having breakfast’.
(teacher, Jeman)
24. Midline: Food insecurity is common
•34% of adolescents have been hungry in the last month.
•Compared to 8% in S. Gondar and Zone 5
East Hararghe is disadvantaged
•In E. Hararghe and S. Gondar, boys are more likely to report hunger.
•In Zone 5, girls are more likely to report hunger.
Gender matters
‘We don’t eat such food! Only a few households who have certain petty business like me eat eggs just
sometimes.’ (10-year-old girl, E. Hararghe)
‘It [school feeding] is not a sustainable programme.’ (KI, S. Gondar)
Social protection programming is inconsistent
Gender matters
In E. Hararghe and S. Gondar, diets often lack protein and micro-nutrients
Adolescents with disabilities are more likely to report hunger in the last month than those without (29% vs 20%)—
primarily because those living alone in order to attend special needs schools are not given large enough stipends.
25. Policy and programming implications: food security and nutrition
1
• Ensure that adolescents and parents are targeted for nutrition education.
2
• Expand the PSNP—including pastoralist areas and poor urban populations.
3
• Scale up school feeding.
4
• Provide sustainable support to IDPs.
5
• Provide more support to students at special needs schools
27. Midline: Health is shaped by gender and residence location
Overall, 89% of adolescents report being in good health.
There are slight advantages for younger adolescents (91% versus 86%), boys (91% versus 87%), and those
in rural areas (88% versus 84%, among the older cohort).
‘We prefer taking a bath with water from the
pipe, since the water from the river causes
itching.’
(14-year-old girl, S. Gondar)
• There are gender differences in health—girls
(esp. older girls) are more prone to some types
of infection and boys have more accidents.
• Health risks also vary by location—in rural areas,
parasites and malaria are common. Boys in lowland
rural areas reported that they have been facing
recurrent skin diseases.
‘We have parasitic problems… always, especially
during the rainy seasons.’ (13-year-old boy,
S.Gondar)
‘We have faced serious skin problems on our hands
and other parts of our bodies.’
(19-year-old boy, South Gondar)
• Poor health outcomes in rural areas are due
to limited WASH, cost of and distance to
services, and low awareness of when to seek
professional care.
28. Midline: Substance use is gendered and differs by region
‘Boys would ask you for a break to chew khat;
but once girls start pruning, they would not stop
till 5pm. They would not take a break.’
(father, E. Hararghe)
‘It is disgraceful for a woman to go to a
drinking house. It is only allowed for men.’
(13-year-old girl, S. Gondar)
‘They may use anything to get
a relief from their sorrow.’
(18-year-old boy, Batu)
29. Baseline: Health and disability
• 60% of adolescents with visual impairments acquired them from preventable diseases
• ‘When I was in grade 3, I felt pain in my eyes. It started looking like a boiled meat. I had blurred vision. I
was complaining to my parents that I was in pain. But you know how rural parents are; they just gave me
a deaf ear. When they took me to the hospital, it was already too late.’ (18 year old girl with visual
impairment, South Gonder)
Many permanent disabilities could be prevented with better nutrition and more timely
health care.
• 63% more likely to have stunted height
• half as likely to report good health (44% vs 89%)
Adolescents with disabilities are:
• ‘I wanted to take them to the health centre but their father refused. He believes that those children born
with problems will not be cured by treatment after birth.’
(Mother of two adolescents who are deaf, South Gonder)
Adolescents with disabilities have limited access to health care—esp in rural areas.
30. Midline: Disability and ill health are linked both ways
Adolescents with disabilities are still far less likely to report good health than those without (71% vs 91%).
‘I didn’t try any medical help and support for my
daughter’s problem. It was Allah who created her
as she is.’ (Mother of a 13-year-old girl with
hearing disability , South Gondar)
‘Since they [my family] are living in a rural area they’re
not used to spending money for hospital care and they
couldn’t easily access money at that time… When they
finally decided to take me to the hospital [following an
ear infection] it was too late.’
(17-year-old girl who is deaf, S. Gondar)
• Many permanent disabilities result from
delayed care seeking.
• Cost and fatalism reduce access to medical
care for those with disabilities.
• Reliance on traditional and faith healing
among parents
31. Recommendations: general health
1
Awareness raising for adolescents on hygiene and sanitation.
2
Expand health services [physical facility, trained health professionals and medicines] in rural
areas to improve accessibility.
3
Awareness raising for parents to improve their health/health services seeking behaviour.
4
Invest in substance use campaigns and help boys find alternative [such as, creating job
opportunities] ways to cope with their addiction.
5
6 Continue to scale up the HE programme into remote [such as, pastoralist communities] areas.
Work with religious/community leaders to discourage faith healing (and encourage referrals to
medical providers).
33. Baseline: Access to puberty education varies, and is limited
Adolescents in South Gondar have less access to information about puberty than adolescents
in other areas.
• 45% in rural areas (compared to 52% in East Hararghe and 64% in Zone 5)
• 60% in Debre Tabor
Menstruation is so stigmatized that it pulls sisters and mothers and daughters apart—and
keeps girls out of school.
“I didn’t know anything about menstruation and when
my sister said she saw her period for the first time; I
told her not to give me with her hand and considered
her as a prostitute.” (Mid adolescent girl, Debre Tabor)
34. Midline: Access to puberty education varies
‘We used to perceive menstruation as something
wrong and we used to laugh at girls when they had
their period. But I am no longer laughing at girls as I
understood it is a normal process.’
(younger boy, So. Gondar)
• Three-fourths of adolescents have a source of
information about puberty.
• Boys mostly feel pride at growing up.
• Girls are more conflicted—because menarche is
stigmatized and, in some communities, means that girls
must soon marry.
35. Baseline: Access to contraception
Condoms have been in short supply—which especially dangerous given trends in sexual behaviour.
In S. Gondar, pre-marital sex is stigmatised, but contraception is accepted—even for unmarried girls.
‘They told me that there is a chance of being pregnant
even though you don’t have your periods and I was
scared. On the 26th of this month I take the injection so I
won’t get pregnant.’ (12-year-old married girl, Abena)
Most girls have good access to contraception. There are high levels of mis-information about
contraception.
‘If you take penicillin, then there's no
problem.’ (older girl, Aquoshumoch)
‘We have to teach young girls to use contraceptives to become safe. I took
my daughter to the health centre and made her use contraceptives. She has
no [boy]friends but I did it for safety.’ (Father, South Gondar)
36. Midline: Contraceptive knowledge and uptake varies
Health Extension Workers are central to disseminating
information in urban areas and S. Gondar. They teach in
the community and in schools.
‘Health extension workers are doing great in this regard. They
are creating awareness in each school.’
(educator, Debre Tabor)
• Of sexually active girls (nearly all of whom are married)—
only 41% have ever used conception.
• Uptake is higher in urban areas (42%) versus rural areas
(23%).
• Uptake is higher in S. Gondar (54%) versus Zone 5 (9%)
and E. Hararghe (4%).
• Misinformation about side effects is common across
locations—even in S. Gondar.
37. Midline: Fertility tracks contraceptive uptake
Access to maternity care is more common in S. Gondar than in other rural locations.
• In S. Gondar, 25% of married girls have been pregnant…
despite 59% of older girls having been married by age 18.
• In Zone 5, 43% of married girls have been pregnant…
46% of older girls were married by age 18.
• In E. Hararghe, 38% of married girls have been pregnant…
50% of older girls were married by age 18.
38. Baseline: HIV/AIDS: Urbanisation and migration are central drivers
Key informants report that HIV rates in
urban areas are high – with rural-to-urban
migrants at elevated risk.
Migration - especially, the
migration of boys and young
men to the commercial farms
—is spreading HIV.
Migrants have more sex partners
and bring HIV back to rural
communities when they return
home.
Work-related migration is spreading HIV from
towns and cities to more rural areas.
‘Migration is the main reason for HIV
prevalence, when people migrate they
bring back the disease that they pick
from there and spread the infection
here.’ (Woman, South Gonder)
‘The main problem for young people
(when they migrate) is disease. Some
people are caught with HIV/AIDS.’
(Woman, South Gonder)
40. Baseline: Girls are most at risk of infection
Females are more biologically
susceptible to HIV infection.
Adolescent girls are socially more
at risk – they are the most
desirable partners in terms of
marriage and extra-martial sex.
‘Most of the males wanted to make
sexual relationships with
adolescent girls at their lower age.’
(Justice KI, Community G)
They are at risk of sexual violence
in rural and urban settings.
Rape of girls while attending
school, trying to collect fuel wood
in the forest and fetch water.
Girls are also exposed to rape
when tablet kind of thing is added
to their drinks during party which
leave them unconscious.
41. Midline: HIV awareness and practices, and access to abortion
‘We were taught by our teacher about the prevention methods for HIV/AIDS including the use
of condoms… We were told to have a condom, which should not be only men’s mandate… Our
teacher told us girls should hold condoms too.’ (15-year-old girl, S. Gondar)
HIV awareness and practices
S. Gondar stands out for HIV awareness—with
schools and HEWs behind improved
knowledge, due to fears that migration is
driving spread.
In S. Gondar, 51% of sexually active
adolescents spoke to their last partner about
HIV
In E. Hararghe and Zone 5, rates were 14%
Across regions, only 17% of sexually active
older boys used a condom at last sex.
Access to abortion
Key informants reported improved access
and actively referring girls for abortion—to
protect girls’ health and to protect their
access to education.
Young people reported more limited
awareness—and a reliance on home
remedies.
42. Policy and practice implications: Puberty education
1
• Use school and community-based classes to provide adolescents with
accurate and timely information about their maturing bodies.
2
• Ensure that girls are offered practical advice about how to manage
menstruation(including how to make sanitary supplies).
3
• Work with boys to reduce menstruation-related stigma.
4
• Work with parents to improve their knowledge about menstruation and to
reduce menstruation-related stigma.
43. Policy and practice implications: Sexual and reproductive health
1
• Use school and community-based (provided by HEWs) classes to provide adolescents with accurate,
age-tailored and timely information about reproductive biology, contraception, and disease prevention.
2
• Ensure that HEWs offer a full array of youth-friendly sexual and reproductive health services –
including contraception (and condoms) and HIV testing.
3
• Use marriage as a point of intervention work with couples to ensure that partners are aware of
biology and options.
4
• Promote natural ways of birth control in communities where modern contraceptive is not welcomed
due to cultural reasons, and proactively target men and boys.
5
• Strengthen investments in efforts to change gender norms around child marriage, adolescent child-
bearing and safe sex.
45. Midline: Violence from caregivers
Nearly half (47%) of adolescents report violence at
the hands of their caregivers in the last year.
Younger adolescents are more likely to experience
physical violence than older adolescents—because
older adolescents run away.
Caregiver violence is most common in Zone 5—
60% of boys have experienced violence in the last
year.
Boys are more at risk—but girls are beaten not for
misbehaving, but for violating gender norms.
46. Midline: Violence from teachers
Two-fifths of enrolled adolescents report violence from a
teacher in the last year—with boys and those in E.
Haraghe and Zone 5 at higher risk.
Younger adolescents are more at risk than older
adolescents (46% vs 30%)—because older adolescents are
usually just sent home.
Adolescents are beaten for misbehavior—and for lack of
learning—and for arriving late because their parents give
them chores.
‘The teacher hit on my ear last year, and I became
sick…the illness resulted in partial damage of my
hearing.’
(13-year-old boy, S. Gondar)
Violence can be extreme.
Some families are speaking out against violence.
‘Families started to blame the teachers when their child is
punished in the school.’ (14-year-old boy, Debre Tabor)
47. Midline: Violence from peers
Peer violence is most common for boys, for younger
adolescents, and those in urban areas.
Of rural areas, S. Gondar stands out for the most peer
violence (29%)
Violence is increasingly life-threatening—and
adolescents and their parents are often terrified.
‘The number of killing incidents has increased… They
use both gunshot and knives to kill one another.’
(12-year-old boy, S. Gondar)
‘It doesn’t matter what year they are; students come
together in times of clashes. The seniors gather fresh
students, help them and they attack the others together’.
(19-year-old girl with a physical disability, Debre Tabor)
48. Policy and practice implications: Parental and peer violence
4
Scale up clubs aimed at improving
communication and fostering friendships
between young people.
5
Proactively target violent masculinities.
6
Using mass and social media and
community meetings, promote social
cohesion and national identity.
1
•Develop parenting education classes
that teach techniques for
communicating with and disciplining
adolescents.
2
•Use local role models and mass media
to promote behaviour change
3
•Invest in social workers and social
courts to identify and follow children
experiencing the worst forms of abuse.
49. Policy and practice implications: Teacher violence
1
• Train teachers in child-friendly pedagogies and positive discipline.
2
•Reduce class sizes.
3
•Provide ways for students to anonymously report violence.
4
• Provide school counselors.
5
• Strengthen PTSAs.
•6
• Develop clubs that support adolescent voice and agency.
•7
• Sanction repeat offenders.
51. Baseline: Access to justice for child marriage is limited
Good progress on delaying the marriages of the youngest girls—the age of marriage is rising
faster in Amhara than in Oromia or Afar.
But, the youngest girls are the most likely to have forced marriages.
‘I had no idea that I was going to get married. And then the day approached and they told me... I said
no way. I was even tempted to flee. But I had nowhere to go.’ (Married 12-year-old, Shumegie)
‘To be the wife of a priest she will be engaged at 7 or 8 years. To be the wife of a
farmer she will be engaged when she is older than that.’ (younger boy, Shumegie)
‘We don’t fight, we just don’t talk about it. He does it with
force even now.’ (12-year-old girl, Abena)
Orthodox priests continue to marry the youngest girls.
Marriage of older adolescents is still common--child marriage is not seen as child marriage
if girls are 15+.
Sexual violence in marriage is common—but not even conceptualized as violence.
53. Midline: nearly all marriages in Sth Gondar are arranged
Nearly all marriages are arranged, and two-thirds of married girls would have rather married later.
The age of marriage is
increasing—and girls have some
space to argue for delay—but most
girls are still married as children.
‘My first marriage proposal was at
the age of 13 but my father
refused as I was a teenager and
then I got married at age 15.’
(married 17-year-old girl)
Parents’ interest in child marriage
is driven by needs to prevent
premarital sex.
‘We are afraid that they will start a
sexual relationship before
marriage.’ (mother of married girl)
Girls often feel they must say
‘yes’ to their parents—even when
they do not want to marry yet.
‘I would have been cursed and my
parents would feel sad.’ (married
15-year-old girl)
54. Tailor programming to local drivers.
Empower girls with knowledge and skills –developing broader aspirations and strengthening
voice and agency
Build—and publicise-- reporting mechanisms to have marriages canceled
Work with parents and communities to shift gender norms that favour child marriage over
education
Work with traditional and religious leaders to develop messaging
Step up enforcement and prosecute adults involved in child marriage
Policy and practice implications: Child marriage
56. Female genital mutilation/cutting
Nearly half (47%) of older girls had been
cut—with marked regional variation.
Progress in South Gondar is related to:
• Most developed network of HEWs
• Most active Women’s Development
Army
• More gender-focused NGOs
• More active school clubs raising
awareness
57. Baseline: Girls’ risk of sexual violence
Rape is a constant fear for adolescent girls and their families and is insufficiently
prosecuted—leading to a reliance on traditional justice.
‘In our locality girls get forced to marry. He raped her, now after, she got married.’
(Young girl, Shumegie)
‘‘There is no person following the cases of the females in the area once they have been raped.’
(man, Jeman)
58. Midline: Sexual violence risks are high
• 10% of older girls reported having
experienced sexual violence.
• Urban girls (12%) reported more sexual
violence than their rural peers (8%).
• Girls in S. Gondar (15%) reported more sexual
violence than those in East Hararghe (5%) and
Zone 5 (4%).
60. •Teach girls they have a right to be safe, how to defend themselves, and how to report.
Work with boys and men to target violent masculinities.
Message that girls are not to blame.
Work with elders to pursue formal justice—and enforce the law.
Work with communities to address gender norms.
Establish safe houses.
Provide girls in secondary school with safe lodgings to reduce risk
Policy and practice implications: Sexual violence
62. Contact Us
WEBSITE
www.gage.odi.org
TWITTER
@GAGE_programme
FACEBOOK
GenderandAdolescence
About GAGE:
Gender and Adolescence: Global Evidence
(GAGE) is a nine-year (2015-2024) mixed-
methods longitudinal research programme
focused on what works to support
adolescent girls’ and boys’ capabilities in the
second decade of life and beyond.
We are following the lives of 20,000
adolescents in six focal countries in Africa,
Asia and the Middle East.