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That's great, thumps up
@akshaya_chandar said in Introduce Yourself in Girl Centered Design!:
My story is not of one girl but of many. It is the story of Malala from Pakistan. It
is the story of the sisters I have met from Syria and Nigeria who have been denied an education or been targeted for going to school. It is the story of millions
of sisters who I do not know by name, but who continue to struggle for what
should rightfully be theirs—a safe, free, quality education that allows them to
fulfil their dreams and transform the places in which they live.
Every girl, no matter where she lives, no matter what her circumstance, has a
right to learn. Every leader, no matter who he or she is or the resources available
to him or her, has a duty to fulfil and protect this right. Unfortunately, many
leaders are not taking this responsibility seriously. They spend their money in
other ways. They identify the problem as too large, or the solutions as unclear,
or the girls who miss out as deserving less than their own sons and daughters.
Getting millions of girls into school in the next 15 years may seem impossible
but it is not. The challenge is significant but the world does not lack the funds or
the knowledge to achieve 12 years of free, safe, quality primary and secondary
education for every girl—and every boy.
We have shown how the necessary funding can be found. This book now shows
what works to support girls’ education and helps us understand why. It also
makes it clear that the world cannot achieve a sustainable, peaceful, and prosperous future without investing in girls’ education.
The world’s leaders have just opened the door on a new future by agreeing to a set of
ambitious goals for our people and planet. But these will not be achieved without investment in girls’ education. How can we all succeed when half of us are held back?
This is why this book is needed now. To help us meet the ambition set out in
the new Sustainable Development Goals. To help us understand how we can
overcome the barriers to girls’ education which have stood for too long without
adequate understanding, challenge, or action to overcome them. To show the
world’s leaders that girls’ education is not only the right thing, but the smart
thing to do if we are to meet the new future they have opened to us.
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xviii WHAT WORKS IN GIRLS’ EDUCATION
This book shows clearly what girls and women themselves have known across
generations: the world cannot afford to NOT educate its girls. Girls’ education is
the key to our new and better future. The key to increased health, prosperity, and
security. If the world’s leaders truly want to invest in this future then they must
deliver on their promises and start investing in books, in education—in hope for
girls who have too often been left behind.
Girls are desperate to learn and to lead. I have met many of my brave sisters
who every day encounter incredible obstacles to education, including war, poverty, and even personal attacks. Yet their knowledge for learning is never overwhelmed and they continue to show up. It is time that our commitment, determination, and action mirrors and honors theirs. This book helps us understand
how it can.
It helps us understand what we must do together to see the last girl forced to
marry rather than go to school, to work rather than learn, to be denied an education because her family cannot afford it, or fear for her safety when she leaves
for school. It helps us understand how girls who beat the odds and show up
for school can receive the education they deserve, the education that will allow
them to learn, grow and become leaders in their communities.
This book also reminds us that the world has set its ambition for education too low
for too long and shows how we can help girls stay in school for longer. A quality
basic education is a first and necessary step but if we are to truly see the power of
girls to transform our world we must aim higher and secure a full course of primary and secondary education for every girl. As my father always believed for me
and as I now believe for every girl, basic education begins to unlock girls’ potential
but secondary education provides them with the wings to fly: to transform not
only their lives but the lives of their families and their communities.
This book shows the world that it must do more for girls’ education if it is to
secure the future it wants. It also shows how this can be done from primary
through secondary school. But the reason I welcome this book above all else
is because it shows us that any efforts to get all girls into school will not work
unless they address the violence and conflict that can stop girls from learning.
This summer, as I said “goodbye” to my life as a child on my 18th birthday, I
stood with girls who had been forced to leave their country and flee to Lebanon,
What Works in Girls Education-FINAL.indd 18 9/18/15 9:13 AM
WHAT WORKS IN GIRLS’ EDUCATION xix
girls who had been forced to leave not just their homes but their schools. But
they refused to leave their education. To them the right to an education was just
as basic as the right to food or water. Yet the world is failing them by failing to
protect this right.
If we are to see our world transformed by educated and empowered girls then
we have to end violence against girls whose only crime is wanting an education—not just the violence of conflict but the violence of forced marriage, of
child labor, of targeted attacks, of assault or abduction in the classroom. This
book helps us understand how we can do so.
I am proud that the Malala Fund is a partner with the Center for Universal Education at the Brookings Institution and with Gene Sperling, its founder, and
Rebecca Winthrop, its current director, who are authoring this book. The future
of girls globally depends on all of us working together, across cultures and our
differences, joining together in this common cause. I’m grateful for their hard
work, which they have undertaken for decades.
It is my hope that the evidence this book presents encourages our leaders to
match the courage, determination and ambition of girls who struggle daily to
realize their right to an education. The challenge is significant but the knowledge
and funding are available to meet it. All that is needed is the action. I believe that
we can and will educate every girl. I hope that you will join us.
Malala Yousafzai
Student, Nobel Peace Prize Laureate, and Co-Founder of the Malala Fund
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CHAPTER 1
Introduction
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WHAT WORKS IN GIRLS’ EDUCATION 3
s Malala implies in her moving foreword to this book, there should
not be a need for a book like this on the evidence for the benefits of
girls’ education. For many, the idea that any child could be denied
an education due to poverty, custom, the law, or terrorist threats is
just wrong and unimaginable. Period. End of story. Indeed, those of us who have
worked to make the case for girls’ education with evidence, statistics, and case
studies know well that the millions of people around the world who recoiled at
hearing of girls being kidnapped in Nigeria, or shot in Pakistan, or threatened
in Afghanistan simply because they wanted an education did not need a book
of evidence to know it was wrong. They did not need academic studies or policy
analyses to know that little girls should have the same chances as their brothers
to learn; to contribute to their families, communities, and nations; and to make
good on their dreams.
And yet, we know that a thorough understanding of the evidence on why girls’ education matters and of the evidence on what works in educating girls is undeniably
essential. We understand that in virtually every nation, resources are scarce and that
those arguing for a greater investment in girls’ education must come to the table
with not only a soft heart but also hard-headed evidence on why the returns from
investing in girls are so high that no nation or family can afford not to educate their
girls. This book is for those who want to understand this evidence. It is designed
to provide easy and one-stop access to hundreds of studies on girls’ education for
any academic, expert, nongovernmental organization (NGO) staff member, policymaker, or journalist seeking to dive into the evidence and policies on girls’ education. But it is also designed and written for the concerned global citizen who simply
wants to better understand the issues and do their part in working for high-quality
girls’ education around the world. (This is the second time that the Center for Universal Education has sponsored the writing of such a book. An earlier version of this
book was also produced from the Center in 2004, with the coauthorship of longtime
girls’ education champion and expert Barbara Herz. Eleven years later, we felt that
A
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4 WHAT WORKS IN GIRLS’ EDUCATION
the proliferation of new studies, new developments, and new issues demanded a
second book, which we are proud to roll out, together with Malala and the Malala
Fund, along with the documentary on her fight for girls’ education.)
The Power of Evidence and Girls’ Education
Whether you are an expert or a generalist and concerned citizen, we think you
will find that there are two things about the evidence on girls’ education that are
both striking and profound:
• First, the evidence is extensive on education for girls in poor nations. The
sheer magnitude of evidence is undeniable. There are few if any policy areas in the world where the evidence is so deep and sweeping as are the
findings that support a far greater global commitment to girls’ education.
• Second, girls’ education is the world’s best investment with the widest-ranging returns. What the evidence contained in this book makes so
clear are the vast, wide-ranging, and multifaceted returns from investing
in girls’ education. Thus, this second aspect is why we believe that girls’
education is the best investment that can be made anywhere in the world.
In advanced nations, we are used to hearing the case for why education in
general contributes to wages, growth, and upward mobility. These returns
from education are just as strong in poorer nations as well. But what makes
girls’ education in developing nations truly the investment with the highest return in the world is the degree to which it leads to better outcomes
in not only the traditional economic areas of growth and incomes but also
in its positive impact in areas like reducing rates of infant mortality, maternal mortality, child marriage, and the incidence of HIV/AIDS and malaria, along with its positive impact on agricultural productivity, resilience
to natural disasters, and women’s empowerment. In chapter 2, this book
breaks down the evidence by categories in all these areas.
“Especially Girls”: Never Forgetting the Boys
One challenge in writing a book on girls’ education is the danger of giving the
impression that the crisis in education in many poor nations is just a girls’ issue.
Nothing could be further from the truth. The percentage of boys completing a
This is elaborate exposition of the challenges facing the girl child
My name is Fatima and I live in Pakistan. I'm a student and I want to learn what actually Girl Centered Design is.
Hello everyone,
I'm Wafaa and I currently work as a Monitoring and Evaluation (M&E) Coordinator in a local NGO in Egypt.
Peter Gakuo from Kenya. I'm interested in learning how to design girl centred programs.
I am taking this course because _____ I wanted to learn design thinking approach to solve issues faced by Females .
By the time I finish this course, I want to be able to _____help girls in my community to solve their problems in effective way.
Hello, my name is Moses, i am a project manager and i am glad to join in this course.
Hello everyone..
I am Mundhir from Yemen. I have taken some other courses and I am taking this one along with M&E and Data Use.
Good luck for all of us
I am Adhikshita Vishnoi, from India. I study in 10th grade. My hobbies are dancing, robotics, art and I play cricket. Earlier in our school, there was no team for girls to play cricket and I convinced 14 other girls to join the team and play with me as a team.
Hi.everyone
Iam mukhter.from Yemen
Hi.everyone
Iam mukhter.from Yemen
Free girls .there is ways
Free girls .there is ways
Hi, I'm Osborn from Ghana.
I took this course to broaden my knowledge on how to handle girls in a way that focuses on their growth.
Thank you.
Im Michelle
très importants
Yolanda L. Robinson, Community Health Work
Yolanda L. Robinson, Community Health Work.
am esther from kenya, i am a psychosocial counsellor working with a program that ensures adolescents reproductive health including their mental health wellbeing.
I am a Monitoring and Evaluation staff and during my field visits in the community I have discovered that girls experience many problems ( teenage pregnancy, school drop out, unsafe sex )as particularly evidenced during the Covid 19 pandemic. Am taking this course to give me a deeper insight and understanding of how to making projects that are tailor made for girls.
@instructional_team said in Introduce Yourself in Girl Centered Design!:
Welcome to the course discussion board!
To get started in this course, follow the prompts below and respond to at least two other learners:
Introduce yourself to the others in this course (name, country, industry/field of work).
What are your goals for the course, and how do you plan to apply them in your work?
What are you most excited to learn?
To be more successful in this course, we recommend you work in a team. Create or join one today!
Hello I am Fatmata Bah, I am from Freetown Sierra Leone and a student at the Limkokwing University of Creative Technology and also a staff at DAQVAH Charity Foundation.
My goal is to be empowered as a girl and with all what I will learn am gonna put it in to practice and show colleagues that equality should prevail.
Am excited to learn how to find her, listen to her and design with her.
I am from Malawi. I have interest in girl centered design because I would like to be able to help girls in my community by making sure that my service have impact and addresses priority issues
Hi. My name is Tatenda. I'm from Zimbabwe.
Hi. My name is Tatenda. I'm from Zimbabwe.
Hello. My name is Maria Odu from Nigeria, West Africa. I'm very excited to take and Complete this course as i have a passion to help the girl child. I hope this course makes all that possible. Thanks Philanthropy U for this opportunity.
Hello my name is Barlu. I am from Sierra Leone. I am passionate about making a difference in my community by building resilience and empowering the vulnerable, mostly women and young girls and boys, in using their voice to demand that their rights be respected.
I am Bezawit Tesfaye from College of Veterinary medicine and Agriculture of Addis Ababa University , Ethiopia. I am now 5th year student of Doctor of veterinary medicine Degree program. I want to enroll in this design because i want to see what do i look in glass of Girl centered design which i expect help me to increase my soft skill.
My name is Agbenike Deborah. I am a Nigerian. I have a Bachelor's degree in Botany . I love to ensure that each girl child I meet maximises her potential. I am a Christain.
My name is Aderonke Agbenike. I am a Christian. I am a Nigerian. I have a bachelor's degree in Botany. I love to ensure that each girl child I meet maximises her potentials
Hello , name mabel ajir from Nigeria.
Hi Greetings from Nairobi, Kenya. My name is Liz Njuguna and am here to interact with all of you. Am passionate about girl empowerment and overall community development. Thanks
good day i work very closely with females i am very excited to begin this course
Hi I am Luanna from Trinidad and Tobago. Pleased to be here
good day i work very closely with females i am very excited to begin this course
Very happy
Very happy
Hello
I am Anum
I am from Pakistan
I graduated with a degree in Linguistics
Hello everyone, my name is Thelma and I'm a Nigerian
my Name is Nawras Hassan , Child protection program coordinator, from Iraq
Hi I am here joining to learn designing for girls
Hello, my name is christine from kenya and I'm here to learn about girl centered design before I start my Initiative
Hello I'm Edmond from south Sudan
Hello, my name is Sophia. I enrolled in this course because it is critical we empower girls as much as we can. I want to be in the position that transpires motivation to feed the fuel that happens when we have each other's back.
Hello, my name is Sophia. I enrolled in this course because it is critical we empower girls as much as we can. I want to be in the position that transpires motivation to feed the fuel that happens when we have each other's back.
Good afternoon members,
am Robert sanday alule and am so enthusiastic about the theory of change and how it can contribute to the project am serving. if you have the same e
HI AM NARH-MONTENARY,
I AM FROM GHANA AND VERY INTERESTED IN UNDERTAKING THIS COURSE .
HOPE I GET ALL THE NEEDED HELP I WANT.
My name is Ssekandi Ibrah from Kampala, Uganda. I and my small run a community based organization that is working to empower children and young people in the slum communities of Nansana
Hi! I am Mary Grace Edejer from the Philippines!
I am a registered Social Worker and is currently doing community development. I am very much interested with the Girl Centered Design course, which will help me enhance my understanding in this sector and hopefully help me be more equip in contributing to a more girl-centered program and project designs in our organization.
Good morning everyone,
I am Abimbola, I work with Preston Development Foundation located in Abuja, Nigeria.
Our mission and vision are "to equip every girl/woman to make and act on informed decisions, at every stage of her life, in order to live a life of purpose" and "a society where every girl/ woman is valued, enabled and free to achieve her full potential".
I am here to learn how best to achieve these.
I am open to learning and learning and learning some more to identify what works for the Nigerian girl/woman to succeed.
Thank you.
How can we better finance girl centred design approaches