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Camfed’s Model of Governance for Girls’ Education

Accounting to the Girl. Camfed’s Model of Governance for Girls’ Education. Canadian Global Campaign for Education Annual Learning Forum University of Ottawa Tuesday 28th February . Governing Principles. Paramount Principle:. Protection of the vulnerable and disempowered client.

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Camfed’s Model of Governance for Girls’ Education

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  1. Accounting to the Girl Camfed’s Model of Governance for Girls’ Education Canadian Global Campaign for Education Annual Learning Forum University of Ottawa Tuesday 28th February

  2. Governing Principles Paramount Principle: Protection of the vulnerable and disempowered client Organising Principles: Transparency and accountability at all levels and to all involved in the process including, critically, the client Partnerships with existing national and community structures Activism and social capital in the place of dependency A holistic and long term approach to the delivery of both resources and protection to achieve a long term outcome

  3. Girls’ education: the dimensions of risk

  4. Transparency and accountability at all levels

  5. Partnerships for accountability

  6. Building activism and social capital

  7. A holistic and long-term approach: the virtuous cycle

  8. Evidence of Impact

  9. Girls’ enrolment, retention and pass rates *Zambia 2003-2010 Basic and High Schools combined **In partner schools receiving targeted support in Ghana 2007-2001

  10. Social and capital: multiplying educational opportunities 2011 figures provisional

  11. Community activism: tackling child abuse Nearly 50% of government and community stakeholders in ‘established’ districts reported responding to incidents of students as victims of physical or sexual abuse, significantly more than stakeholders in ‘new’ districts (21%) Source: Zambia baseline 2009

  12. Young women’s empowerment Young women supported through school: Source: Survey data 2008-11 Zambia, Zimbabwe, Tanzania and Ghana

  13. Zimbabwe: Research Findings In districts where Camfed’s programme is established: • There was higher retention of teachers in partner schools • Secondary school enrolment levels were maintained • School Development Committees were able to protect themselves as apolitical bodies • There was greater responsiveness to tackling abuse

  14. Zimbabwe: Young women’s economic assets • 83% of young women who had completed 4 years of education and had gone on to set up a business in their communities were the sole income earner in their families • 93% made a profit in the previous year of economic crisis • 72% reported using their profits to help other children to go to school Source: London School of Hygiene & Tropical Medicine

  15. Effecting systemic change

  16. A new equilibrium

  17. Technology enabling improved governance and cost-effectiveness

  18. Accounting to the Girl Camfed’s Model of Governance for Girls’ Education

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