My Communities

serving the need of girl is important because girls face unique and different challenges than male.

is a process used to solve a problem that impacts girls.

The real question is, why not girls and why don't we finding ways to empower young girls to operate in the full opportunities this world has got to provide. A lot of powerful businesses, school and other places of power are now headed by women.

Yes, This course is truly an eye-opener. I love it.

GCD is a process that is used to solve a problem or problems that impact girls . This process heavily involves and focuses on girls at every stage of problem solving so that the solution created specifically meets their needs .
''Why Girls'' -Girls are vulnerable and face unique set of problems , biggest being illiteracy and higher poverty levels in the society.

This is good for me that i can learn how the girl should be centered in organization and got the equality

Because they are weaker species with many challenges which makes them vulnerable to forced marriages, early pregnancies, HIV, among others thus affecting the society and community economically. This is an approach build up from problems that face girls to generate solutions that are suitable to serve their needs.

I have acquired so much knowledge from this module, Thank you

The module was very interesting and educative.

Investing in girls is smarter economics.

Girl centred design focuses on engaging girls and tackling their problems. It is a user-friendly approach that ensures that the challenges are rightly tackled from their perspective not individual notion of the problem.

By investing caring skills in teenage mothers, we will have healthier children, and better school performance. Mothers will be able to insert themselves in society and provide services while being healthy.
What experiences have you had personally and what stories could you share that would help make your case?
One mother, who participated in sections of our program for 6 months, saw her CD4 increase and her viral load decrease. A better environment in his family, he already knew how to deal with problems. She became adherent to ART and her son started to smile again, eating better,
What knowledge, data or resources do you need to better argue and gain buy-in from your organization, donors or other stakeholders? Use the resources in the readings to include at least two statistics that are relevant to establishing the need for or economic return on your work.

Help to eradicate societal problem, deviation, and awareness campaign to make sure cases of rape, HIV/AIDS, girlchild education, skilkfull emporwament etc were address

Module 1 was a great introduction to this course. It certainly enforced my passion to work on improving the health and wellbeing of girls. The frame design steps are ones I will now be always applying to my strategy designs.

I need some experience from you.

It's cool to see many good solutions for huge problems.

It's cool to see many good solutions for huge problems.

this design is vital for improvement in the implementation of the programs related to girls.

When girls are prioritised, the whole community benefits

Creating a world where girls are equally valued, and their rights are respected, is a human rights priority. It also brings additional benefits for the communities girls are a part of. We know for example, that girls who have more access to education marry later and have fewer children, and that the lost opportunity cost for adolescent pregnancy is as high as 30 percent of GDP in Uganda (World Bank Group, 2014). Additionally, prioritising girls does not mean forgetting about boys – everyone will benefit from a more gender equitable world where responsibilities are shared and where restrictive ideas about masculinity are challenged, so that children growing up are free to be themselves and fulfill their own unique potential.

Girl centered design is a strategy introduced to solve complex social problems.
It can also be defined as a process used to solve a problem that impacts girls.
Furthermore it is also a process of designing programs that are informed by and responsive to the needs of the users.
Why girls?
Girls are not usually prioritized as compared to their male counterparts .
They are not likely to go to school in comparison to their brothers.
In relation to the above, they are usually married off at an early age maybe as a ticket out of poverty or due to cultural practices.
Girls bear the burden of poor sexual and reproductive health rights.
Additionally, many who have ended up as teenage mothers are homeless.
Investing in girls would prevent their lagging behind .
Investing in girls early has a huge return to investment at the end of the day.

The module is really fascinating and the objective ismet in this course module.

Girl-Centred Design requires us to hold true empathy and the implications of this are vast. We must become highly skilled in both big-picture theoretical frameworks, particularly intersectional feminism, critical racial theory and social dominance, as well as in the contexts and lives of the girls we seek to serve. Behaviourally, this means that we must inhabit the space of enablers and supporters, never the lead role in our work. And this covers the entire team, no matter what your role is, no matter whether you have direct interaction with the girls we seek to serve or not. Because bias is also subconscious, unless we practise real allyship and cultural humility; we risk causing harm to the girls we seek to serve through our interactions and eschewing our insights and designs — which in turn increases the risk of failure.
Girl-Centred Design requires us to practice experimental methodologies framed in continuous learning. This is a high threshold because we’re called not only to apply experimental methodologies in often unpredictable, unstable situations (we are working with humans, after all), but also, we’re compelled to remain flexible and adapt quickly based on evidence. This is a tough Venn to occupy: oh so, you want methodological rigour + fluidity and flexibility + giving up control over outcomes so that the lived experiences of the girls we seek to serve lead the process?! Yup, we do. This means there will be a lot of failure involved in this process, and a lot of uncertainty. It is intellectually and emotionally very challenging for the team but trust us, it’s worth it.
Girl-Centred Design is only possible if everything we do during a project is…well, girl-centred. Girl-centrality is a complex idea to define; it cuts across safeguarding and safety, intersectionality, dominance, bias, human-centred and systems thinking. It requires a fundamental change in how we work with girls: in order to meet the ambition of girl-centred design, we must engage with girls in truly inclusive ways, anchored in a profound understanding of local intersectionalities and dominance-non-dominance. We must engage with girls beyond the cognitive. In other words, we work with girls’ whole selves through methodologies that are action, play and arts-based and reinforce core principles such as ‘do no harm’. But this is not enough, we must also ensure that our methodologies are non-extractive nor exploitative, and that we provide value for girls at every interaction point. In turn, to engage with girls in truly meaningful ways, we need to create the safe physical and social spaces for that engagement by working with the multiple levels of interlocking gatekeepers.
Girl-centred Design is a practice, and as such, we’re constantly making mistakes and evolving. We hope to share with you our lessons, experiences, and successes in our practice over the next weeks and months — stay tuned!

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.
What Works in Girls Education-FINAL.indd 17 9/18/15 9:13 AM
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
What Works in Girls Education-FINAL.indd 19 9/18/15 9:13 AM
What Works in Girls Education-FINAL.indd 20 9/18/15 9:13 AM
CHAPTER 1
Introduction
What Works in Girls Education-FINAL.indd 1 9/18/15 9:13 AM
What Works in Girls Education-FINAL.indd 2 9/18/15 9:13 AM
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
What Works in Girls Education-FINAL.indd 3 9/18/15 9:13 AM
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

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.
What Works in Girls Education-FINAL.indd 17 9/18/15 9:13 AM
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
What Works in Girls Education-FINAL.indd 19 9/18/15 9:13 AM
What Works in Girls Education-FINAL.indd 20 9/18/15 9:13 AM
CHAPTER 1
Introduction
What Works in Girls Education-FINAL.indd 1 9/18/15 9:13 AM
What Works in Girls Education-FINAL.indd 2 9/18/15 9:13 AM
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
What Works in Girls Education-FINAL.indd 3 9/18/15 9:13 AM
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 means engaging girls and be able to solve their problems in the community together with them including all the satges. Girl centred means also unlocking the economic potential a girl can have when supported well.

I have learnt that while working with girls we need to be able to understand the basic principles and frame work of girl design.

Why girls? Girls are special because just like their male counterpart, they are more susceptible to abuse and all manner of harsh treatment because they are girls and society has placed them in that situation.

Girl Centered Design gives us the appropriate ways on her to identify these girls, listen to them, design with them inorder to give them tthis sense of belonging and adapt also with them. GCD works with girls who are the beneficiaries in every stage in handling issues that pertain to them.

On average, women make up about 43 percent of the agricultural labour force in developing countries. Evidence indicates that if these women had the same access to productive resources as men, they could increase yields on their farms by 20 to 30 percent, raising total agricultural output in these countries by 2.5 to 4 percent. This would reduce the number of hungry people in the world by around 12 to 17 percent.
Almost 70 percent of employed women in South Asia work in agriculture, as do more than 60 percent of employed women in sub-Saharan Africa. This highlights the importance of developing policies and programmes that address their needs, interests and constraints.

This is a brain storming topic. I liked especially on the blogging part. It helps in visualizing and applying what is learnt.

This topic was very educative and thought provoking

Women have a lot of potential to showcase,its a shame in some societies they are not allowed to do so

A design centered around our girls being empowered is just brilliant

Interested in knowing the difference between Human centered programs.

find her
listen to her
design with her
adopt and learn with her

Girl centered design is a process of designing programs that are informed by and responsive to the needs of girls.

It is important to design programs for girls because, girls are more populated than their male counterpart based on findings and are not being prioritized as their male counterpart for quite a number of reasons; In terms of education, an average African family believes in sending their male children to school with the perception that the girl child will end up in the kitchen or bedroom. When it comes to marriage, girls are married off at an early age and they bear the burden of poor Sexual and Reproductive Health Rights. So, programs should be targeted towards girls when the time is right so they progress at the same time with their male counterpart. Investing in girls early has a huge return on investment.

The impact of legal and policy frameworks on the lives of girls and women however, has been undermined at by weak implementation and a lack of gender-responsive budgeting and non inclusion.

The approach of girl centered design makes no assumption about the beneficiaries but instead works with girls to design a program so that it can be useful to the beneficiaries

Human Centered Design is a participatory approach to problem solving that starts with the people you’re designing for and ends with new solutions that are tailor-made to suit their needs

GENIAL COURSE

genial the module

genial the module and interesting good subjects

girls play an important role in our society and it is our duty to make sure every girl has education and can stand on her own and earn to take of her family by supporting the men from the family who work. It is not possible in all area's of a society to accept the fact that girls need education.
Girl Centered Design not only concentrates on the girl issues in general but also keeps some very important keys in mind which include
1.Know your beneficiaries
2.Question assumptions
3.Question assumptions
4.Aim for broad social change
5.Create a culture of learning

لماذا الفتيات لان بعض الفتيات لايجدن من يعلمهن والبعض يجعلهن فقط للمتعه والشغل المنزلي

Hi.everyone

find the transformation of observations into insight very critical and exciting because it is at this point the intervention is designed.

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All TopicsModule 1: Why Girls & What is Girl Centered Design?
T
TATAW_75
Feb 16, 2021, 8:06 PM
I believe taking an approach solely on the girl child is very important, from experience I have seen they are more neglected than their male counterparts particularly when it comes to accessing needed resources for their development. Such an approach will definitely help bridge the

In my opinion, what is described in module 1 is not much different from the reality in our country. whether problems from economic factors, marriage, education, higher birth rates, etc. we must be able to minimize cases for women who are not only judged as human producers. we as women also have the right to have insight, knowledge, power, in any case without any gender differences.

According to the course reading Girl Centered Design focuses specifically on engaging girls in order to address their problems. In addition the course reading talked about the Girl Centered Design and how the process is used to solve a problem that impacts girls. I'm looking forward to learning more about how to meet the needs of the girls through the lens of Girl Centered Design, especially girls in urban communities.

Why girls. Because young girls need to receive a quality Education and support.

What is Girl Centered Design? Girl Centered design is setup to strengthen girls and help organizations deliver effective programming for adolescent girls.

Why girls. Because young girls need to receive a quality Education and support.

What is Girl Centered Design? Girl Centered design is setup to strengthen girls and help organizations deliver effective programming for adolescent girls.

Why girls. Because young girls need to receive a quality Education and support.

What is Girl Centered Design? Girl Centered design is setup to strengthen girls and help organizations deliver effective programming for adolescent girls.

Why girls? Girls are vulnerable and are treated mostly "unrecognized". My team focused on adolescent mothers because of societal misconceptions and traditional beliefs associated with sexual reproductive health.

Why girls? Girls are vulnerable and are treated mostly "unrecognized". My team focused on adolescent mothers because of societal misconceptions and traditional beliefs associated with sexual reproductive health.

Ce module 1 etait vraiment très intérésent dans le monde humainitaire de travail

Ce module 1 etait vraiment très intérésent dans le monde humainitaire de travail

japprecie bien ce cours

je pense que cest bien

Jai apprécié

le module dejà est très important

le module dejà est très important

le module dejà est très important

bon module

bon module

bon module

Great class.

Great post. Thank you.

Girl centered design is helping girls who are in need and we do not get resources and help they need. They mainly target girls because boys are not looked down they are are given respect while women are looked down and not given respect. Boys are given opportunities people prefer boys over girls while girls are not given equal opportunities.

Girls are most prone to environmetal challenges and also the cultural standards are not favourable for women. For example girls are made to get married eraly, neglected from giving educations and other climate disasters alos has a first hand hit on women.

It is not easy for girls to lead a successful life due to various cultural practices like early marriages and female genital mutilation; early child births for children aged between 9-18 as compared to boys. Also due to the old generation mentality that girls should not go to school because their work is to take care of the house and give birth. Therefore, the chances for a girl to even get a job opportunity is close to never.
Girl Centered Design is a process that starts with the girls whom you're designing for to find solutions that they need in order to solve their problems. So there needs to be an intervention where a solution to a problem takes several forms. There are principles that guide the design:

• Know your beneficiaries

• Question assumptions

• Maximize existing resources

• Aim for broad social change

• Create a culture of learning by receiving feedback from beneficiaries.
  Therefore, the Girls Centered Designed is based on four stages;

• Find Her: Which girls should it be designed for?

• Listen to Her: One should listen to her experience.

• Design with Her: Find a solution with her.

• Adapt and Learn with Her: Learn from her experience with solutions in order to inform improvements and updates.

There is a lot that needs to be done to help the girls in our communities. Various organizations should therefore come together to bring empowerment at many levels so that the girl child can thrive.

Investing in girls is the same as investing in the humanity

Learnt in order to really know the girl you have to go find her.

Why girl center design is because we need to tackled the cases at which girls are been exchange early for marriage at the early stage because of sometimes because of cultural practices where the girl child is been limited on a lot of things in the society.
In so doing we should consider the environment, manpower and the population in order to meet the need of the girl child.

The girl child center design show specifically how the girls problems are being takle.First listen to her before making a step on each process.

I believe that this topic talks about problem that are faced by girls everywhere and must be faced by girls and they are the ones that need to come with the solutions that help fit them on their different culture and needs in a way that will suit them. with our help that would be possible we need to help empower girls at an early age so they can be able to face the world on their own. girls need to get educated and have equal opportunity as men in the economy and must not be treated as objects for men for example girls are forced to get married to elder men at a younger age with out finishing school she will have to depend on men for the rest of her life so if we empower them at a young age they can give back to the economy

"Girls’ education goes beyond getting girls into school. It is also about ensuring that girls learn and feel safe while in school; have the opportunity to complete all levels of education, acquiring the knowledge and skills to compete in the labor market; gain socio-emotional and life skills necessary to navigate and adapt to a changing world; make decisions about their own lives; and contribute to their communities and the world".

https://www.worldbank.org/en/topic/girlseducation#1

"Girls’ education goes beyond getting girls into school. It is also about ensuring that girls learn and feel safe while in school; have the opportunity to complete all levels of education, acquiring the knowledge and skills to compete in the labor market; gain socio-emotional and life skills necessary to navigate and adapt to a changing world; make decisions about their own lives; and contribute to their communities and the world".

https://www.worldbank.org/en/topic/girlseducation#1

Why girls. Because girls are the most un privileged gender and volume table in society
What is girl centered design. A process used to solve a problem that impacts girls

Girls are more than half the world's population and there is evidence that empowering them economically will have a huge impact on the worls's economy and living standards for everyone.

For Asian societies especially in rural areas, the stigma against women participating in social events is still heavy. The cultural aspects play an important role in creating wider gaps between males and females. For any approaches or designs that fail to incorporate cultural practices and belief of the local people, there is higher likelihood for it to not address the disparity facing girls and women. Organizations and practitioners need to always understand this or at least consult with local girls and research experts to have full pictures from which they can develop their programs and design with relevance.

Adopting a girl centered design is crucial for any organization that wants to record huge success. This design provides practical tools that helped us design and improve our programs.

Girls are more deceptive and needs more focus than boys. In this module I learned and understood a lot

Girls are too often considered as a more vulnerable group, or a group who has the responsibility to take on more household chores, if not in some country contexts, to be married off and thus resources should not be given to them. There are many other possible reasons.
As to a Girl Centered Design, it aims to address this imbalance and to promote gender equality, especially girls and women, so that they have equal opportunities and standard of living as boys/ men. This actually corrresponds to SDG 5 and other SDGs' indicators. When an organsiation adopts a Girl Centered Design, even when it does not have a gender specific policy at the beginning, they can better achieve their missions and visions.

Girls forms about 50% of most population and most communities or culture don't give them equal opportunities like their male counterparts. And girl center design is to design a program that is informed by the girls situation and responsive to really meet their needs.

I will share it

Very interesting

It's good

Happy experience

Invite your friends

All factors

Designing programs that have Girls as the center of focus ,this helps them be equal to their counterparts

it is design to demonstrate what girls need to be empowered. many teenage girls have significant responsibilities outside of academics and being a teenager.

To me this course is an opener and enriching

To me this course is an opener and enriching, so impacting

Girls are affected easily by the economic situation and forced to be out of school and marriage, so we need to find them and listen to them and start together design your project

Girls are the future leaders

   Because every target has its own uniqueness and to be effective in designing and implementing interventions, that has to be need based and owned by the targets themselves. To end up with sustainable solutions, better to go with girls centered design through finding, listening, and working with them!

Why girls is because they are the most vulnerable once in the society compared to boys in terms of education , job and Likely to get pregnant.
So girl center designed is a process to solve a problem that impacts girl.

The reason why girls is because women are more likely to dropped out school and not pursue a secondary education. Another reason is because women are more likely to be mom teen at a young age and get infected from sexual biases. Girl centered defined focus on finding solution to help girls with their problems.

Hello,

I like that you answered all the question and that you took your time to define what it means. You proved that you understood the module by answering the questions using your own words.

Great job!

This is a design that is very applicable to even other target groups of any given project