Girls ’ Education in Hajjah Yemen

1. Girls’ Education in Hajjah Yemen March 2012

2. Power to Lead Alliance (PTLA) • Partnership between CARE, USAID, CSOs, and private sector to promote girl leaders in vulnerable communities of six countries. • Implemented in Egypt, Tanzania, Honduras, India, Yemen and Malawi • September 2008 to September 2011. 2

3. Philosophy of Empowerment • Three interactive dimensions of empowerment must be addressed to sustain transformative outcomes: • individual agency of girls • structures within and outside community • strategic relations within community 3

4. Hajjah Governorate 85% female illiteracy > 15yo 50% under the poverty level

5. PTLA Yemen:Primary Target – 3,867 Girls Ages 10-14 Create multiple opportunities to learn & practice leadership skills. Build community institutions & government education system to give girls a legitimate networking space

6. PTLA Yemen • Build girls skills inside and outside of schools • 7 skills areas instead of 5 (added conflict management and group dynamics) • Life skills training (leadership training) • Student & class councils, Student Initiatives, school groups, summer centers, school ‘radio’ Community libraries & support for female volunteer teachers • Sports–volleyball, football, or table tennis

7. Prior to Intervention 73% of girls drop out of school before grade 6 Average age of marriage of 12 yo Strict family restrictions on girls’ movement outside the home No extracurricular activities of girls 10-12 hours per day spent on household chores, 1 hour to play No concept of rights or voice

8. Post-Intervention – All 7 Parameters of Leadership Greatly Improved Voice

9. Decision-Making

10. Self-confidence

11. Deeper Results • Higher school enrollment & significantly less absenteeism & school dropouts • Girls become student council presidents, support teachers & community library managers - roles hardly imaginable before • Community norms towards girls have changed • Girls are supported to attend school & allowed more freedom of movement outside their homes

12. Success Factors Carrying out of a detailed baseline; Intensive preparation of communities; Targeting both girls and boys; Creating/strengthening community institutions; Centering girls’ leadership around girls’ education Pairing life skills leadership training of girls with multiple opportunities to practice leadership; Documenting impact through pre and post project surveys of girls’ leadership abilities.

13. Lessons Learned • Even in highly restrictive communities, it is possible for girls to take on new roles of leadership & learning, with the full support of their families & communities. • Training in girls’ leadership is insufficient to create a change. Also needed are schools, enabling environment & the opportunities to practice those skills, as well as serving to incentivize social change in conservative & isolated areas. • PTLA is best carried out in communities with adequate education infrastructure.

14. Thank you شكراً