The document discusses the importance of investing in girls' education in developing countries. It notes that while 92% of girls enroll in primary school, only 30% enroll in secondary school due to challenges like school costs, early marriage, pregnancy, and abuse. The organization described implements programs focused on education, mentoring, and engagement with community leaders to support girls' continued education. These programs have had success in helping high percentages of girls progress to higher grades and complete their basic education. Additional programs address issues like alternative education, child protection, and building girls' agency.
Improving School Environment to Boost Retention in UgandaWorldEd
Ugandan children in schools face several threats that adversely affect their chances of making it through primary school including lack of basic needs such as food and educational supplies, unsafe school environment with corporal punishment, bullying, and gender-based violence, lack of knowledge around sexual maturation, early sexual debut linked with the chance of contracting HIV and early pregnancy, and early marriage, among other factors. These risks lead to high rates of school dropout, and low education completion rates and learning achievement. The problem is particularly pronounced among girls, with 69 percent of girls aged 15 to 19 having never attended any secondary school (Adolescent Girls Vulnerability Index, 2013).
Recognizing that relationships between teachers, students and parents lie at the heart of identifying and addressing issues leading to dropout, World Education Inc. (WEI) employs the School Family Initiative (SFI) as an optimal mechanism to positively alter intra-school dynamics and reach large numbers of young people in primary and secondary schools. Providing safe learning spaces for children where teachers and children share healthy relationships, paves the way for teachers and children to improve their knowledge around and adopt health-seeking behaviors. The theory of change is that building a protective environment with robust school and community-based systems where children receive quality support and services improves health-seeking behaviors, retention, and academic performance in school.
The content discussed includes safe sexual behavior and measures of preventing school-related gender based violence. Along with the topics discussed, the methodology adopted goes a long way in improving the relationship between teachers and students. World Education has employed the SFI approach for more than five years in Uganda and produced positive results, captured through qualitative and quantitative performance evaluations.
This presented by Amogh Basavaraj at the CIES conference on March 27, 2018.
Peer educators aim to build student capacity in peer education, reproductive health services, and increasing HIV/AIDS awareness through behavioral change communication. Young people are more comfortable receiving information from peers rather than adults. Institutions of higher learning have many students at risk of HIV due to lack of information and services. Peer educators are students who volunteer to educate and positively influence attitudes around sexuality, health rights, and HIV/AIDS prevention through peer-to-peer guidance and counseling. A study conducted HIV counseling and testing as well as promoting safe male circumcision through peer educator outreach and found high testing and circumcision rates as well as increased condom use among students.
The Auburn University College of Education is expanding its research enterprise to build better futures in four key areas:
1) Active Military and Veterans by improving equipment to prevent injuries, addressing current and preventing future injuries of recruits, and supporting veterans' academic success.
2) Teacher Quality and Student Learning by creating professional development, integrating technology to foster active learning, and reducing dropout rates among at-risk rural students.
3) Critical Health and Wellness Issues by researching and preventing threats like obesity and pandemics, and exploring effects of sleep deprivation.
4) People with Disabilities by providing education to rehabilitation professionals, enhancing lives through assistive technologies and supporting those with autism or facing discrimination.
This document discusses challenges facing education in Africa and priorities for improving the system. It outlines the Millennium Development Goals for Africa, which include achieving universal primary education. Key challenges are an acute shortage of teachers, declining attractiveness of teaching, and the impact of diseases like HIV/AIDS. Rural schools face additional problems like interrupted schooling, low perceived curriculum relevance, and not being a priority. Stakeholders have different views of good schools - communities prioritize access, teachers prioritize working conditions, while the system focuses on exams and resources. Priorities for action include improving teacher performance, using local knowledge, curriculum reform to reflect local needs, and strengthening links between schools, health services, and community support.
This document proposes an intervention to improve health and inclusivity for children with physical disabilities aged 6-17 in Zaatari refugee camp, Jordan. The intervention will utilize a community-based rehabilitation approach and social ecological model over 5 years. It involves preliminary research, immediate aid funds, recruiting and training community health workers, and programs in WASH, nutrition, medicine, and inclusive education. Process, outcome, and impact indicators will measure handwashing knowledge, stigma reduction, disease rates, nutrition levels, and school enrollment. The goal is to increase health and social inclusion for children with disabilities in a sustainable way through community empowerment.
Educating Nigerian Female High School Students Increases Their Knowledge and ...Koso Ibe
Capstone Project on Educating Nigerian Female High School Students on HIV Transmission and Prevention. A pretest and posttest were used to measure the scores before and after educating the students. On average, students received higher scores on their posttests, after receiving my educational presentation and material.
Sheila Krotz has over 20 years of experience in education leadership, instruction, and consulting. She holds a Doctorate in Educational Leadership from SDSU and has developed numerous programs focused on 21st century learning skills, STEM, and underserved student populations. Her experience includes directing a civic high school, developing medical pathways, and providing professional development and coaching to teachers. She currently runs her own positive leadership consulting firm.
Improving School Environment to Boost Retention in UgandaWorldEd
Ugandan children in schools face several threats that adversely affect their chances of making it through primary school including lack of basic needs such as food and educational supplies, unsafe school environment with corporal punishment, bullying, and gender-based violence, lack of knowledge around sexual maturation, early sexual debut linked with the chance of contracting HIV and early pregnancy, and early marriage, among other factors. These risks lead to high rates of school dropout, and low education completion rates and learning achievement. The problem is particularly pronounced among girls, with 69 percent of girls aged 15 to 19 having never attended any secondary school (Adolescent Girls Vulnerability Index, 2013).
Recognizing that relationships between teachers, students and parents lie at the heart of identifying and addressing issues leading to dropout, World Education Inc. (WEI) employs the School Family Initiative (SFI) as an optimal mechanism to positively alter intra-school dynamics and reach large numbers of young people in primary and secondary schools. Providing safe learning spaces for children where teachers and children share healthy relationships, paves the way for teachers and children to improve their knowledge around and adopt health-seeking behaviors. The theory of change is that building a protective environment with robust school and community-based systems where children receive quality support and services improves health-seeking behaviors, retention, and academic performance in school.
The content discussed includes safe sexual behavior and measures of preventing school-related gender based violence. Along with the topics discussed, the methodology adopted goes a long way in improving the relationship between teachers and students. World Education has employed the SFI approach for more than five years in Uganda and produced positive results, captured through qualitative and quantitative performance evaluations.
This presented by Amogh Basavaraj at the CIES conference on March 27, 2018.
Peer educators aim to build student capacity in peer education, reproductive health services, and increasing HIV/AIDS awareness through behavioral change communication. Young people are more comfortable receiving information from peers rather than adults. Institutions of higher learning have many students at risk of HIV due to lack of information and services. Peer educators are students who volunteer to educate and positively influence attitudes around sexuality, health rights, and HIV/AIDS prevention through peer-to-peer guidance and counseling. A study conducted HIV counseling and testing as well as promoting safe male circumcision through peer educator outreach and found high testing and circumcision rates as well as increased condom use among students.
The Auburn University College of Education is expanding its research enterprise to build better futures in four key areas:
1) Active Military and Veterans by improving equipment to prevent injuries, addressing current and preventing future injuries of recruits, and supporting veterans' academic success.
2) Teacher Quality and Student Learning by creating professional development, integrating technology to foster active learning, and reducing dropout rates among at-risk rural students.
3) Critical Health and Wellness Issues by researching and preventing threats like obesity and pandemics, and exploring effects of sleep deprivation.
4) People with Disabilities by providing education to rehabilitation professionals, enhancing lives through assistive technologies and supporting those with autism or facing discrimination.
This document discusses challenges facing education in Africa and priorities for improving the system. It outlines the Millennium Development Goals for Africa, which include achieving universal primary education. Key challenges are an acute shortage of teachers, declining attractiveness of teaching, and the impact of diseases like HIV/AIDS. Rural schools face additional problems like interrupted schooling, low perceived curriculum relevance, and not being a priority. Stakeholders have different views of good schools - communities prioritize access, teachers prioritize working conditions, while the system focuses on exams and resources. Priorities for action include improving teacher performance, using local knowledge, curriculum reform to reflect local needs, and strengthening links between schools, health services, and community support.
This document proposes an intervention to improve health and inclusivity for children with physical disabilities aged 6-17 in Zaatari refugee camp, Jordan. The intervention will utilize a community-based rehabilitation approach and social ecological model over 5 years. It involves preliminary research, immediate aid funds, recruiting and training community health workers, and programs in WASH, nutrition, medicine, and inclusive education. Process, outcome, and impact indicators will measure handwashing knowledge, stigma reduction, disease rates, nutrition levels, and school enrollment. The goal is to increase health and social inclusion for children with disabilities in a sustainable way through community empowerment.
Educating Nigerian Female High School Students Increases Their Knowledge and ...Koso Ibe
Capstone Project on Educating Nigerian Female High School Students on HIV Transmission and Prevention. A pretest and posttest were used to measure the scores before and after educating the students. On average, students received higher scores on their posttests, after receiving my educational presentation and material.
Sheila Krotz has over 20 years of experience in education leadership, instruction, and consulting. She holds a Doctorate in Educational Leadership from SDSU and has developed numerous programs focused on 21st century learning skills, STEM, and underserved student populations. Her experience includes directing a civic high school, developing medical pathways, and providing professional development and coaching to teachers. She currently runs her own positive leadership consulting firm.
HOPE program, implemented by Global Communities in partnership with USAID and Ministry of Education Science and Technology
Program seeks to improve HIV and AIDS knowledge, attitudes and practices among primary and secondary-aged students through peer, school, and community-based interventions.
To ensure prevention the program supports referral for in school youth by linking them to comprehensive youth friendly services within the school environs
The document outlines a plan to address disparities faced by children with disabilities living in the Zaatari refugee camp in Jordan. There are approximately 78,522 refugees living in the camp, with 1/5 of refugees living with some form of impairment. The plan involves a community-engaged needs assessment, resource mapping, and developing an integrated health information system. It also proposes initiatives for de-stigmatization, community training, mental health support, and interactive learning using virtual reality technologies. The overall goals are to prioritize the needs of children with disabilities, bridge gaps in resources and access, and establish a sustainable framework over the long term.
Autism Summit 2014 - Kaye Seale, Worcester Public Schoolstandryc
This document discusses the increasing prevalence of autism and the implications for school districts. It notes that autism prevalence has grown from 1 in 150 children in 2000 to 1 in 88 children in 2008 according to the CDC. The number of students receiving special education services for autism has also increased dramatically nationwide and in Massachusetts. The Worcester Public School district has seen a 46% increase in students classified with autism from 2010 to 2013. This increasing demand requires districts to build capacity through professional development, implement evidence-based practices with treatment fidelity, and develop effective inclusive programs to meet students' needs. The WPS has taken action steps like hiring more board certified behavior analysts and developing programs like SAIL and COAST to build internal capacity and
The document discusses challenges faced by an organization in Tanzania called Support for International Change (SIC) in their program to train and support primary school students as peer educators about HIV/AIDS. Some of the key challenges included poorly defined goals for the program, lack of accountability and follow up from teachers, and teachers being unmotivated to support the peer educators. The document recommends developing a new model with a stronger focus on life skills, greater involvement of education authorities, and continued support from SIC field officers.
The document discusses the role of teachers in promoting comprehensive care for HIV/AIDS among students and peers in learning institutions. It notes that 130 out of 1,140 students at a boys' high school in Vihiga District tested HIV positive. Teachers must be trained to provide clinical management, nursing care, counseling, psycho-spiritual support, and social support. While 30% of teachers currently have capacity, the ministry aims to have an HIV/AIDS peer educator and counselor in every school by 2010. Suggested solutions include teaching by example, running VCT centers, creating an open environment, identifying infected minors, understanding diagnostic criteria, addressing myths, encouraging self-care and positive living, mobilizing communities, improving
Learning for a Healthy Living – Scaling up school-based hygiene education in ...IRC
1) The document describes a hygiene promotion project in Pakistan following devastating floods in 2010. The project was led by SABAWON and aimed to educate children about hygiene practices like handwashing and safe water.
2) A survey found that while most children knew handwashing removes germs, some still did not understand it prevents disease.
3) The project formed children's clubs in schools to educate members and their communities about hygiene. Activities included school cleaning competitions and teacher training.
The document summarizes several undergraduate student support initiatives at the University including On Your Time Initiatives, the University Advising Center, USC Connect, Winter Session, and Summer Semester. It provides data on advisor assignments, faculty-student mentorship programs, first-year advising standards, transfer student advising, and accelerated study plans.
The C2 Pipeline program is an after-school program run through Wayne State University's College of Nursing that incorporates STEM learning with a focus on health careers. The program aims to prepare students to be college and career ready, increase academic achievement and learning, and expose students to health careers. Key program activities include academic assistance, enrichment activities in areas like leadership and health careers, and hands-on STEM projects focused on health fields. The program partners with various Wayne State colleges and community organizations and measures outcomes like improved grades, school engagement, career awareness, and college attendance.
The document outlines goals and objectives for an alcohol prevention program at Penn State University. The goals are to enhance the social environment to support safer drinking, increase knowledge of risk reduction strategies, and support students who want to reduce negative consequences of high-risk drinking. Objectives include decreasing the percentage of students who miss class due to drinking and report high-risk drinking. Additional objectives are to increase the percentage of students who keep track of drinks consumed and report a blood alcohol content under 0.08.
Slideshow on Housing and Successful Students by Chris Brown of LISC Chicago. Presented at TransformRVA, the Better Housing Coalition's 25th Anniversary event on May 21, 2015 at the Omni Richmond Hotel
The Living Learning Community Contribution to Student SuccessCassandra Williams
Research has shown that High Impact Teaching Practices (HIPs) when done well contribute to student success and learning (Kuh2008). In an effort to increase recruitment and retention in the School of Liberal Arts where there was a steady decline in enrollment, I created the first Residential Based Learning Community (RBLC) on our campus. The RBLC has not only assisted with recruitment and retention but also improved student learning, development, and their sense of belonging–an important campus initiative. RBLCs play an important role in student learning and development increasing student’s academic and co-curricular performance.
2017 UAB Case Competition: Team 4 (Tied for 2nd Place)Andrea Thomas
This document outlines a proposed project to address feminine hygiene issues in the Rukungiri District of Uganda. It notes that over 50% of the population are women and girls, many of whom lack access to safe feminine hygiene facilities and products. The project, called CLEAR, would implement structural developments like biocomposting toilets and rainwater harvesting in schools. It would provide menstrual hygiene education to students and communities and establish a factory to produce affordable sanitary pads called Makapads using local resources. The project aims to improve education, health, and economic outcomes for women and girls through these integrated interventions over several years.
Presentation by Szilvia Kalman, European Commission, DG EAC, on the occasion of the EESC conference on 'Better Roma inclusion through civil society initiatives: focus on education, employment, housing and antidiscrimination' (Brussels, 7 November 2014).
This document discusses whether public high schools in the U.S. should facilitate condom distribution on campus. It notes that each year approximately 3 million teens acquire an STD and 860,000 become pregnant. Condom distribution programs are shown to increase condom use and carrying, and can prevent the spread of HIV/STIs and unintended pregnancies. The document outlines the requirements and methods of condom distribution programs, and considers pros like removing barriers to access and reducing unwanted pregnancies and STDs, as well as cons like potential embarrassment and wasting taxpayer money.
The document outlines a mobile services program to promote child health, ability, and resilience. The program will utilize two mobile units staffed with social workers, therapists, and teachers to deliver psychosocial support, physical/occupational therapy, assistive devices, teacher training, and peer connections to children with disabilities. The goals are to improve mental health, mobility, school enrollment, access to services, and build an inclusive society through these direct services and capacity building efforts.
This document outlines a program planning project called "Pamper Her PINK" aimed at identifying barriers to breast cancer screening among African American women in Greensboro, NC. The program will survey women in local beauty salons to identify common barriers like fear, lack of transportation or insurance. Participants will receive an incentive and breast cancer information. The goals are to raise awareness of local resources and learn more about barriers facing African American women to help improve access to mammography screenings.
This document provides an overview of Child-Friendly Schools in Rwanda. It discusses six key ingredients for making schools more child-friendly: 1) creating a gender-sensitive environment; 2) improving teaching and learning; 3) including every child; 4) promoting health and sanitation; 5) encouraging student participation and life skills; and 6) involving the community. Child-Friendly Schools aim to address challenges such as high dropout rates, gender disparities, and the needs of vulnerable children. They do this through improved facilities, teacher training, and programs that support girls' education and involve parents and community members. The ultimate goal is to transform Rwanda's education system and help the country achieve its vision of social and economic
This document outlines a chronic absenteeism intervention program at The Young Women's Leadership School in the Bronx. It provides demographic data showing that 58% of economically disadvantaged students have a chronic absenteeism rate. The goal is to reduce this rate to 50% by having interning school counselors act as success mentors, meeting weekly with chronically absent students to set attendance goals and incentives. Initial results showed small improvements in attendance rates but the overall goal was not met. Suggestions for improving the program include starting earlier in the year and providing more workshops. The principal and school counselor express support for continuing the mentorship approach to address post-COVID attendance issues.
HOPE program, implemented by Global Communities in partnership with USAID and Ministry of Education Science and Technology
Program seeks to improve HIV and AIDS knowledge, attitudes and practices among primary and secondary-aged students through peer, school, and community-based interventions.
To ensure prevention the program supports referral for in school youth by linking them to comprehensive youth friendly services within the school environs
The document outlines a plan to address disparities faced by children with disabilities living in the Zaatari refugee camp in Jordan. There are approximately 78,522 refugees living in the camp, with 1/5 of refugees living with some form of impairment. The plan involves a community-engaged needs assessment, resource mapping, and developing an integrated health information system. It also proposes initiatives for de-stigmatization, community training, mental health support, and interactive learning using virtual reality technologies. The overall goals are to prioritize the needs of children with disabilities, bridge gaps in resources and access, and establish a sustainable framework over the long term.
Autism Summit 2014 - Kaye Seale, Worcester Public Schoolstandryc
This document discusses the increasing prevalence of autism and the implications for school districts. It notes that autism prevalence has grown from 1 in 150 children in 2000 to 1 in 88 children in 2008 according to the CDC. The number of students receiving special education services for autism has also increased dramatically nationwide and in Massachusetts. The Worcester Public School district has seen a 46% increase in students classified with autism from 2010 to 2013. This increasing demand requires districts to build capacity through professional development, implement evidence-based practices with treatment fidelity, and develop effective inclusive programs to meet students' needs. The WPS has taken action steps like hiring more board certified behavior analysts and developing programs like SAIL and COAST to build internal capacity and
The document discusses challenges faced by an organization in Tanzania called Support for International Change (SIC) in their program to train and support primary school students as peer educators about HIV/AIDS. Some of the key challenges included poorly defined goals for the program, lack of accountability and follow up from teachers, and teachers being unmotivated to support the peer educators. The document recommends developing a new model with a stronger focus on life skills, greater involvement of education authorities, and continued support from SIC field officers.
The document discusses the role of teachers in promoting comprehensive care for HIV/AIDS among students and peers in learning institutions. It notes that 130 out of 1,140 students at a boys' high school in Vihiga District tested HIV positive. Teachers must be trained to provide clinical management, nursing care, counseling, psycho-spiritual support, and social support. While 30% of teachers currently have capacity, the ministry aims to have an HIV/AIDS peer educator and counselor in every school by 2010. Suggested solutions include teaching by example, running VCT centers, creating an open environment, identifying infected minors, understanding diagnostic criteria, addressing myths, encouraging self-care and positive living, mobilizing communities, improving
Learning for a Healthy Living – Scaling up school-based hygiene education in ...IRC
1) The document describes a hygiene promotion project in Pakistan following devastating floods in 2010. The project was led by SABAWON and aimed to educate children about hygiene practices like handwashing and safe water.
2) A survey found that while most children knew handwashing removes germs, some still did not understand it prevents disease.
3) The project formed children's clubs in schools to educate members and their communities about hygiene. Activities included school cleaning competitions and teacher training.
The document summarizes several undergraduate student support initiatives at the University including On Your Time Initiatives, the University Advising Center, USC Connect, Winter Session, and Summer Semester. It provides data on advisor assignments, faculty-student mentorship programs, first-year advising standards, transfer student advising, and accelerated study plans.
The C2 Pipeline program is an after-school program run through Wayne State University's College of Nursing that incorporates STEM learning with a focus on health careers. The program aims to prepare students to be college and career ready, increase academic achievement and learning, and expose students to health careers. Key program activities include academic assistance, enrichment activities in areas like leadership and health careers, and hands-on STEM projects focused on health fields. The program partners with various Wayne State colleges and community organizations and measures outcomes like improved grades, school engagement, career awareness, and college attendance.
The document outlines goals and objectives for an alcohol prevention program at Penn State University. The goals are to enhance the social environment to support safer drinking, increase knowledge of risk reduction strategies, and support students who want to reduce negative consequences of high-risk drinking. Objectives include decreasing the percentage of students who miss class due to drinking and report high-risk drinking. Additional objectives are to increase the percentage of students who keep track of drinks consumed and report a blood alcohol content under 0.08.
Slideshow on Housing and Successful Students by Chris Brown of LISC Chicago. Presented at TransformRVA, the Better Housing Coalition's 25th Anniversary event on May 21, 2015 at the Omni Richmond Hotel
The Living Learning Community Contribution to Student SuccessCassandra Williams
Research has shown that High Impact Teaching Practices (HIPs) when done well contribute to student success and learning (Kuh2008). In an effort to increase recruitment and retention in the School of Liberal Arts where there was a steady decline in enrollment, I created the first Residential Based Learning Community (RBLC) on our campus. The RBLC has not only assisted with recruitment and retention but also improved student learning, development, and their sense of belonging–an important campus initiative. RBLCs play an important role in student learning and development increasing student’s academic and co-curricular performance.
2017 UAB Case Competition: Team 4 (Tied for 2nd Place)Andrea Thomas
This document outlines a proposed project to address feminine hygiene issues in the Rukungiri District of Uganda. It notes that over 50% of the population are women and girls, many of whom lack access to safe feminine hygiene facilities and products. The project, called CLEAR, would implement structural developments like biocomposting toilets and rainwater harvesting in schools. It would provide menstrual hygiene education to students and communities and establish a factory to produce affordable sanitary pads called Makapads using local resources. The project aims to improve education, health, and economic outcomes for women and girls through these integrated interventions over several years.
Presentation by Szilvia Kalman, European Commission, DG EAC, on the occasion of the EESC conference on 'Better Roma inclusion through civil society initiatives: focus on education, employment, housing and antidiscrimination' (Brussels, 7 November 2014).
This document discusses whether public high schools in the U.S. should facilitate condom distribution on campus. It notes that each year approximately 3 million teens acquire an STD and 860,000 become pregnant. Condom distribution programs are shown to increase condom use and carrying, and can prevent the spread of HIV/STIs and unintended pregnancies. The document outlines the requirements and methods of condom distribution programs, and considers pros like removing barriers to access and reducing unwanted pregnancies and STDs, as well as cons like potential embarrassment and wasting taxpayer money.
The document outlines a mobile services program to promote child health, ability, and resilience. The program will utilize two mobile units staffed with social workers, therapists, and teachers to deliver psychosocial support, physical/occupational therapy, assistive devices, teacher training, and peer connections to children with disabilities. The goals are to improve mental health, mobility, school enrollment, access to services, and build an inclusive society through these direct services and capacity building efforts.
This document outlines a program planning project called "Pamper Her PINK" aimed at identifying barriers to breast cancer screening among African American women in Greensboro, NC. The program will survey women in local beauty salons to identify common barriers like fear, lack of transportation or insurance. Participants will receive an incentive and breast cancer information. The goals are to raise awareness of local resources and learn more about barriers facing African American women to help improve access to mammography screenings.
This document provides an overview of Child-Friendly Schools in Rwanda. It discusses six key ingredients for making schools more child-friendly: 1) creating a gender-sensitive environment; 2) improving teaching and learning; 3) including every child; 4) promoting health and sanitation; 5) encouraging student participation and life skills; and 6) involving the community. Child-Friendly Schools aim to address challenges such as high dropout rates, gender disparities, and the needs of vulnerable children. They do this through improved facilities, teacher training, and programs that support girls' education and involve parents and community members. The ultimate goal is to transform Rwanda's education system and help the country achieve its vision of social and economic
This document outlines a chronic absenteeism intervention program at The Young Women's Leadership School in the Bronx. It provides demographic data showing that 58% of economically disadvantaged students have a chronic absenteeism rate. The goal is to reduce this rate to 50% by having interning school counselors act as success mentors, meeting weekly with chronically absent students to set attendance goals and incentives. Initial results showed small improvements in attendance rates but the overall goal was not met. Suggestions for improving the program include starting earlier in the year and providing more workshops. The principal and school counselor express support for continuing the mentorship approach to address post-COVID attendance issues.
The document summarizes key findings from a pilot study conducted by the Gender and Adolescence: Global Evidence (GAGE) program in Rwanda. GAGE conducted surveys and interviews with over 200 adolescents and caregivers to examine issues related to education, economic empowerment, health, violence, and empowerment. Key findings include the financial barriers to schooling, limited knowledge around contraception, high rates of violence in schools and homes, and the promise of programs like 12+ in developing skills and empowering adolescents. Going forward, GAGE plans to partner with Investing in Adolescent Girls Rwanda and continue longitudinal research to evaluate programs supporting adolescents.
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 proposal outlines a plan to empower girls in developing countries through education. The plan has two parts: policy changes and empowering classroom courses. Policy changes include subsidizing girl's education and ensuring safety getting to/from school. Courses will teach home economics, mentorship programs, and discussions about health/reproduction to promote gender equality. The plan aims to empower girls ages 5-25 while also educating boys on the importance of equality. Essential resources like funding and mentors will be obtained through fundraising and government support. Success will be measured by increased enrollment, retention rates, and more mentors joining the program in the future.
This proposal outlines a plan to empower girls in developing countries through education. The plan has two parts: policy changes and empowering classroom courses. Policy changes include subsidizing girl's education and ensuring safety getting to/from school. Courses will teach home economics, mentorship programs, and discussions about health/reproduction to promote gender equality. The plan aims to empower girls ages 5-25 and educate boys on the same topics. Essential resources like funding and mentors will be obtained through fundraising and government support. The goals are to encourage education for girls and teach skills for independence.
Innovation Prevention and Response Program: Adressing the Link Between Teen P...WorldEd
DREAMS (Determined Resilient Empowered AIDS-free Mentored Safe) Innovation Challenge (IC) is a partnership of 56 organizations to implement innovative solutions that reduce HIV infections in adolescent girs and young women (AGYW) in 10 countries. DREAMS is responding because adolescent girls and young women are getting infected with HIV at alarming rates (~360,000 every year). WEI/Bantwana DREAMS IC focuses on the highly vulnerable under-served sub-population of AGYW who are pregnant/young mothers who have recently dropped out or are in school, but at the greatest risk of dropping out.
The holistic package of services to prevent AGYW school drop-outs includes: Prevention to create supportive environment for girls in schools and communities: training of teachers on GBV and sexual violence, Protect our Youth Clubs, early warning system for girls' retention, and parent/community sensitization on girls' education.
and Response to address educational needs of pregnant girls and teen mothers: part time continuing education for girls, mentorship for girls to support retention, wrap-around services (HTC, ASRH, financial literacy, and life skills), and early childhood stimulation classes.
Challenges include long standing cultural practices and beliefs which are barriers to these girls' access to education, in school and in the community, lack of male/partner support, and limited time frame, budget and small sample sizes.
Key strategies/Lessons learned: Government involvement at all levels, inclusive strategy for in-school POY clubs and PTCE sites, and involvement of male partners.
This was presented by Jessica Smolow at the CIES conference in March, 2018.
The document discusses various factors that can place students at risk of school failure, including low socioeconomic status, substance abuse, teenage pregnancy, abuse/neglect, eating disorders, and delinquency. It emphasizes the importance of early interventions, family involvement, reading/writing programs, mentoring/tutoring, and individualized instruction in helping at-risk students succeed. The document also stresses the role of teachers, schools, and communities in identifying and supporting at-risk students.
2017 UAB Case Competition (2nd place Team): Team 4SparkmanCenter
This document outlines a proposed project to address feminine hygiene issues in the Rukungiri District of Uganda. It begins by providing background on the district and identifies key issues like lack of private sanitation facilities in schools and lack of access to feminine hygiene products. The project, called CLEAR, would implement structural improvements like biocomposting toilets and rainwater harvesting in schools. It would also provide menstrual health education workshops in schools and communities and establish a factory to produce affordable, biodegradable sanitary pads called Makapads. The project would be piloted in 5 schools and then expanded district-wide, providing sanitation for 125 schools and distributing over half a million sanitary pads. It includes a
This document discusses the importance of educating girls globally. It notes that many girls in Sub-Saharan Africa and South/West Asia lack access to education due to direct and indirect costs as well as social and health barriers. Educating girls empowers them, reduces risks like sex trafficking, and allows communities to benefit from lower disease rates and population growth. International efforts aim to reduce barriers to girls' schooling and leverage education to advance public health goals.
This document summarizes the findings of a research study conducted in 4 districts of Khyber Pakhtunkhwa province in Pakistan to identify impediments to girls' education. The study found that poverty, long distances to schools, early marriage, disabilities, and girls needing to work contribute to low enrollment and high dropout rates. It recommends improving teacher quality, school infrastructure, safety, and addressing poverty through expanded stipend programs to increase girls' access to education.
The document discusses the challenges young people face regarding HIV stigma in Kenya. It finds high rates of HIV prevalence among youth as well as stigma that prevents testing and treatment. The HOPE program aims to address this through education, empowering youth voices, and linking youth to services. Lessons show that involving youth with HIV and improving sex education programs help reduce stigma among youth and create supportive environments. Continued efforts are needed to design effective anti-stigma strategies tailored for youth.
Improving Child Health: Discussion of evidence on promoting protective factor...Iriss
Professor Linda de Caestecker, Director of Public Health, NHS Greater Glasgow and Clyde, http://www.nhsggc.org.uk.
Session 2 - Building Better Childhoods, Understanding Contemporary Childhood.
Getting It Right for Every Child: Childhood, Citizenship and Children's Services, Glasgow, 24-26 September 2008.
http://www.iriss.org.uk/conference/girfec
UNESCO has six main goals for world education by 2015: 1) expanding early childhood education, 2) ensuring free primary education, 3) meeting the learning needs of youth and adults, 4) achieving a 50% improvement in adult literacy, 5) eliminating gender disparities, and 6) improving education quality. Progress has been made in many areas but challenges remain, especially in improving early childhood programs, youth/adult education, adult literacy, and achieving gender parity at all levels. Quality also remains low in some regions.
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
Tri-City Women’s Resource Society (TCWRS) is a non-profit organization that has served over 4000-5000 women and families annually since the 1970s. It operates a Women's Resource Centre and Coquitlam Transition House, providing services for women fleeing abuse such as counseling, legal aid, food and clothing. TCWRS's mission is to eliminate violence through education, prevention and partnerships. It receives funding from various government and private sources and hopes to expand its programs and services in the future.
The Hope Scholars Program provides educational support to underprivileged youth in Cape Town townships to help break the cycle of poverty through their communities. It offers academic tutoring, leadership development, and entrepreneurship training to 30 students per year over 4 years. The program aims to increase high school graduation and university attendance rates. Its community empowerment approach connects personal development to civic engagement to solve community issues. Evaluations show increased academic achievement, life skills, and wages recovered within 9 years, providing social and economic returns to individuals and society.
The document discusses an empowerment program for youth in a community located near the Mumbai Port Trust. It describes the situation when the program started, noting issues like lack of legalization, facilities, resources, and opportunities for the community, which led to unlawful activities. It then discusses the positive impacts of the program after 7 years, including increased regular attendance, more girls participating, more children going to school, greater youth and parent involvement, decreased regional divides, and youth focusing more on career and livelihood. The program utilized strategies like peer-to-peer learning, parent involvement, annual tournaments, gender balance, personal and social development training, and skills development.
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.
Similar to Girls Ed Forum Presentation 2.13.13 FINAL (20)
6. The Batonga Girls’
Education Program
Education, academic
support
Mentoring support from
respected community
women
Engaged religious or
traditional leaders to
support girls’ education
7. 91% of girls
progressed to
the third year
75% of girls
progressed to
the fourth
year
On average,
63% of all girls
completed all
four years
8. Second Chance
Education Program
Estimated 500,000 out of school
children in Zimbabwe
Alternative platform for
reaching and educating youth
Accelerated curriculum for
basic education and support
services
11. Child Protection
Increasing rates of abuse
in high HIV prevalence
countries
Global, national, local
attention = opportunity
for change
12. Western Uganda
Bantwana Program
Integrated livelihood, psychosocial
support, child protection model
High HIV and poverty
High rate of school drop out and
early marriage
13. Child Rights Clubs
Build agency of girls
Create mechanisms
to report abuse in
schools and
communities
Lead Youth Forums
Editor's Notes
1 -Benefits to investments in girls’ education are well known:
Extra years of schooling = improve outcomes in health; education; increase girls’ income earning potential; reduce of the incidence of HIV; prevents violence; contribute to later marriage & smaller families; increases likelihood that children of educated women will go to school
(primary school data – World Bank 2011; Secondary school data 2010 World Bank
Vast majority of girls will not make it or persist in secondary school
Substantial improvements in primary enrollment secondary enrollment and retention lag far behind
Why? Poverty; early marriage; school costs; unwanted pregnancy; lack of adequate sanitation at school, pulled out to care for HIV+ relatives and siblings
Vast majority of girls will not make it or persist in secondary school – we support girls in and out of school with practical lifeskills that they apply to their daily lives over their life span
Start where communities are – recognizing traditional norms and values - divergent views and tensions between older and younger generation
Building agency of girls is key to understand issues they face and advocate for themselves (right to stay in school, avoid early marriage); take active roles in decision-making (resist peer pressure; sexual harassment; early sexual debut) build leadership through active participation in community events; district meetings; even national presentations to Children’s Parliament (Zimbabwe)
Engage both girls and boys; women and men: examples
Caregivers and parents –need support and buy in of adults who are raising these children
Engaging schools: build positive relationships with teachers - facilitators of after school programs (Batonga); teachers as mentors (Batonga); activate support from school committees/AMEs; CRC patrons; school committees/head teachers- BSIP; CD listening groups (Zimbabwe);
Engaging communities: community-level work is the most difficult – messy, challenging, but is where change happens and where change sticks (vis a vis traditional leaders, community leaders, community volunteers, schools, clinics, building bridges between government (formal) and community (NGO/informal groups, churches)
Influencing and aligning with national policies: Uganda, Swaziland, Tanzania, Zimbabwe= we work closely with national and district policy makers to feed community realities/challenges into national policy discussions – bring policy down to the district level.
Why these focus areas? Greatest levers of change: build on national and global momentum highlighting areas
education and lifeskills – national attention to gaps in secondary ed completion by government and advocates in countries where we work; spotlight by Hilary Clinton; build on vast evidence supporting investments in girls and need for integrated package of support
2) Child protection: 1- recent demonstrating increases in abuse and violence particularly in high HIV prevalence countries; 2- substantial improvements in child protection policies and investments by governments in building more effective systems for caring for highly vulnerable children
3) Community mobilization – speaks to our approach and strategy for durability
Leveraged Ambassadors’ Girls’ Scholarship Programs supporting primary school girls across 13 W African countries –scholarship package; mentor support – primarily women in communities who were members of mothers’ associations; religious leaders; afterschool academic/lifeskills
3) Deeper community involvement through mentoring support through respected by adults in the communities – mainly women – significant involvement of AMES - WEI developed model to give women space and voice to influence education particularly for girls – adapted and scaled up throughout WEI programs in W Africa
3) Seeded secondary school ed program in N Mali with funds from a private donor (2006) – 300 girls
4) Attracted Angelique Kidjo and Batonga Foundation – supported 230 girls secondary ed program to Benin (2007) –and expanded N Mali program to Kidal (75 girls)
5) Attracted funding for sanitary pads from Proctor and Gamble (2010)
6) Today, supported by USAID
Outcomes
Launched with $10,000 from a private donor in on site serving xx kids (2010?) – from 2 – 14 sites with private donor funds and each site costing about $10k and serving 60 – 100 kids.
At the end of two years 14 sites reaching 900 kids ( 52% are girls) – attracted attention of the GoZ and other stakeholders
(2013) with support from basket funding will scale up to 40,000 children across xx sites in schools and communities
Built on Bantwana’s comprehensive program for highly vulnerable children (2007) which was initially focusing on retaining vulnerable kids in school
This initiative was a response to what we saw on the ground, in communities – growing #s of out of school kids
Built on existing national curriculum – worked with Gov Correspondence School ( MOE was supportive) - Catch up academic skills in life skills. Primary goal to reintegrate into formal school but ensuring vocational and life skill for kids who were not going to make it back into formal school ( older adolescents)
Site belongs to communities who provide labor and materials for classrooms or sanitation facilities – facilitators are community volunteers/ retired teachers/new grads –a large majority are women -
Classes are at least 50% girls
All facilitators and volunteers have to adhere to child protection policies
RE’ Research on “Why girls?” – knowing what we know – we make a specific effort to ensure girls remain in the program
Integral to the progam are strategies to address the specific needs of girls eg –
Split classes to address sensitive cultural/gender related issues (Elders – men and women - in the community support girls and boys with academic studies, emotional support and life skills – traditional mentoring effort);
Lifeskills (decision making, building self-confidence, hygiene, home economics ( especially for girls without parents who are caregivers themselves);
Vocational skills; small business skills – examples
Sanitary pads(Be the Change campaign: Zimbabwean women contributed to sanitary packs for girls and lobbied a local company for support);
Girls also get emotional support (PSS) as needed (Church youth group volunteers - specifically addressing issues related to girls staying in school (managing housework and school work, pressure for early sex, etc.) – one to one counseling sessions with adolescents)
Child protection info ( CD listening program) and referrals. CD listening sessions – address issue of abuse, rape and facilitate discussions on protection strategies and reporting abuse and avoiding situations of risk
Flexible times to allow adolescent girls who are heads of households come to school when they can – we have also seen them bring their siblings to class
A female facilitator walks the 8 kms to and from the Willow Dale Farm OSSG site to ensure the girls who live far away attend and can walk to OSSG in safety
Women faciliators are role models - range for young women just finishing university to older women anchored in their communities who want to give back – some are qualified retired teachers; opp for women to strengthen their own leadership/visibility in the community; enables direct contribution;
Sports programs that reflect girls preference for team building - netball/volleyball/ soccer and sports that build their physical and emotional strength
Susan’s photo from her Powerpoint
Global and national spotlight on child protection
In Africa, government spotlight on child protection grew out of CABA crisis – now expanded to include vulnerability more broadly
Recent research:
2009 National surveys – Swaziland, Tanzania, and Zimbabwe, nearly 1-3 young women report being sexually abused/coerced before the age of 18. 15 -24 year old girls more than twice as likely to be HIV + than boys of the same age.
In Uganda study, 90% of more than 2000 children across 5 districts reported that they experienced some kind of violence at home, in communities, or in schools (Voices of Children and Adults in Uganda 2005 Raising Voices, SAVE)
High level of physical violence as a norm for children. Over 70% of children across surveys report being severely beaten (Together for Girls)
Translation to communities – for girls: early marriage, high school drop out; early pregnancy; sexual abuse; other forms of violence
Needs assessment done in four districts with CBO partners – what are the biggest challenges for these communities – large numbers of orphaned children; elderly guardians caring for up to 11 plus kids; single heads of HHs – typically women; extreme poverty; little knowledge of how to access or link to existing services; early marriage; many girls at home and not at school
CBO partners identified these three services as most critical. WUBP works with 9 CBO partners and reaches and 5000 children with integrated package of services (currently have trained 145 PSS volunteers who are working actively in their communities – reached 1193 families this year)
Livelihoods – increasing assets and income to support children’s basic needs and open the door to other supports:
PSS: This is a picture of a Miriam, a PSS volunteer. Each PSS volunteer works with 5-10 households, whom they visit at least once a month. She addresses a range of issues ( health/hygiene/nutrition/PSS/legal support) and also a focus on issues of child protection and works with families to keep girl children in school. PSS volunteers have had additional training on CR issues so that they can work with families and make referrals where appropriate.
Child Protection – anchor is CRCs – in and out of school – 65 total 46 in 15 out
Evidence: PSS and child protection case studies - Columbia research -
Center of Child Protection efforts- CRCs
CRCs – 61 Clubs -in and out of school clubs for boys 46 in school;15 out of school); reaching 2301 students (50% or more are girls); reach 15,000 community members
Facilitated by teachers (men and women) and children – girls and boys; - build awareness of child rights and responsibilities- including Uganda’s Child Law, other policies that reinforce children’s rights
CRCs- conduct a variety of activities, including music, dance, presentation through district-led Youth Forums and drama, debates, storytelling competitions, newsletter writing, and reporting and handling of cases under the guidance of club patrons
What do CRCs do for girls?
1- build children’s understanding of their rights and responsibilities – Uganda/international laws that protect them
2-build confidence about how to report abuse in schools and communities
3-give children a platform to voice their feelings and opinions/ and raise awareness in schools and communities – dance and drams; radio call in shows – story competitions – presentation at Youth Forums with community influencers; district parole officers; parents/caregivers- murals, school gardens, and savings clubs
4- Development of the Child Protection Booklet –
Evidence: Findings from
Change logos?
Results
65 Clubs- 1300 girls – Youth Forum leadership
199 cases of abuse reported in 2012 alone
46 by CRCs (and patrons)
# of girls re-enrolled in schools? #s of cases of early marriage? (biggest issue for secondary school retention is school costs)