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Aga Khan Foundation – Afghanistan (AKF-A) Aga Khan Foundation – Afghanistan (AKF-A)

Aga Khan Foundation – Afghanistan (AKF-A) - PowerPoint Presentation

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Aga Khan Foundation – Afghanistan (AKF-A) - PPT Presentation

Girls Education for the Future Girls Education Support Programme GESP A successful effort of the Aga Khan Foundation to increase the access to education for girls in deprived areas of Afghanistan ID: 204248

schools girls teachers education girls schools education teachers akf students gesp frf districts lack support 2015 2008 school female girls

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Slide1

Aga Khan Foundation – Afghanistan (AKF-A)

Girls’ Education for the FutureSlide2

Girls’ Education Support Programme (GESP)

A successful effort of the Aga Khan Foundation to increase the access to education for girls in deprived areas of AfghanistanSlide3

AfghanistanSlide4

Background

Afghanistan where God only comes to weep” (Siba Shakib.2002)Three decades of armed conflict.Poverty, political and climate-related disasters.Deep-rooted cultural taboos.Lack of Schools and School infrastructure.Shortage of qualified teachers and learning materials.

Wide gender disparity in literacy, enrollment, dropout, attendance and completion rates.Slide5

Continued…

Security: Most insecure country in the world after Somalia.

(in 2012 about 517 schools were closed due to security, 275,000 students deprived).MoE estimates that 3.5 million school-age children are out of school. The majority

are girls

.

400,000

students dropout each year.Slide6

Girls Education

2011 no qualified teachers in 230 districts (56% of districts).

There are no female teachers in about 80 districts.No qualified female teachers in the majority of districts especially for secondary grades.No Girls are enrolled in upper secondary in 158 districts (39% of all districts).Slide7

47% of schools have unusable buildings.

70% of schools buildings lack surrounding walls.

30% of schools lack drinking water facilities.60% lack sanitation facilities.88% Lack of electricity.( all are reasons leading to girls dropout).(All figures are taken from the Education Joint Sector Review 2012, 2013, and National Education Strategy Plan 2014 – 2020 draft version

)

Continued…Slide8

AKF Education Programme CoverageSlide9

Our Key Programmes

Early Childhood Education

Community Based EducationGovernment School Support ProgramSupporting and strengthen MoE institutions (PEDs/DEDs, and TTCs)Slide10

Strengths

Work at three levels (Policy, Capacity Building, Delivery)

Work for Continuity of Education (ECD, Primary, Secondary, TTC/Sub TTC, University)ECD AKF is considered a pioneer of ECD (MoE acknowledgement)Partnership (MoE, Communities, Teachers/ Students, Sister Institutions, NGOs)Community OwnershipSlide11

Overall AKF Achievements

(from 2008 till June 2015)

Intervention

Areas

2008-09

June 2015

% Increase in Coverage

Total Schools

380

921

142%

AKF

Supported Schools

192

288

50%

AKF CBE-Primary

158

480

204%

AKF ECD

24

141

488%

TTCs

6

12

100%

Teachers (All Teachers)

2,718

5,651

108%

Male

2,066

3,521

70%

Females

652

2,130

227%

Students (All Students)

97,113

174,617

80%

Boys

58,368

96,861

66%

Girls

38,745

77,756

101%Slide12

Comparison (2008-2015) – AKF supported Schools

(Governments, CBEs, ECDs, TTCs)Slide13

Comparison(2008-2015) –AKF supported Teachers & Students,(Governments, CBEs, ECDs, TTCs)Slide14

Girls Education Support Programme (GESP)

Start & End Date:

May 2008 – October 2015 including 2 years extension (January 2014-October 2015)Worked with 216 government schoolsKey objectives:To increase access to learning opportunitiesTo improve quality of teaching and learning practices

To enhance capacity and commitment among stakeholders

Funded:

DFATD

Implemented in Baghlan, Badakhshan and Bamyan/Parwan covering 25

districts.

GESP is considered a very successful programme and one utilising ‘best practice’Slide15

GESP AKF-A’s Innovative Approach for Access of Girls Education

Components of GESP:

Early Childhood Development (ECD)Flexible Responsible Fund (FRF)Community EngagementCapacity building (Support PEDs and DEDs)TTC Girls’ Dormitory Construction

Rest of the presentation will focus on FRF, a very successful innovative approach which is a key component of GESPSlide16

Flexible Response Fund (FRF)

FRF ranges from a short term initiative to a long term solution.

FRF was reserved to responsively address the array of barriers preventing Afghan girls from entry and retention into the upper grades.FRF was researched and selected as a ‘best practice’ solution. It played a vital and successful role in increasing the enrolment of girls in all grades

.Slide17

Continued…

Funds are allocated by local communities/schools/and AKF offices according to the perceived needs of the girls and are administered in partnership with the Department of Education

A mechanism for needs-based analysis with communities and local education authorities was created to identify specific activities which promote the attendance of girls.Slide18

Flexible Response Fund (FRF)

A ‘Best Practice’

Challenges

Solution

Distance

Stipends or Transportation were provided for girls to complete 12th grade and 2 year TTCs

Lack of Female Teachers at Schools

Incentive, or Transportation were provided for female teachers from urban communities to teach in rural remote schools

Boundary Walls of School

Boundary walls constructed for girls or mixed schools

Same Toilets for girls and boys

Toilets were constructed for girls in girl and mixed schools

Lack of classroom

Classrooms were constructed for girls who were taught in the schoolyard, or under trees Slide19

FRF as a ‘Best Practice’

Salvaging originality (Novel)

Remaining temporal (Flexible)Working for all (Inclusive)Reaching the less reached communities (Outreaching)Showing Results (Effective) Slide20

Results

Increased Girls’ Enrollment in Grades 7-12

There were almost 59,000 (21,697 girls) more students in these grades in 2013 than in 2009. GESP in general and FRF in particular, was responsible for almost half of this improvement. Decreased Dropout RatesBetween 2009 and 2013, the numbers of GESP boys and girls in the cohort declined by 8 percent and 1 percent

respectively.

Increased Graduation Rates

In 2008,

273 girls graduated

from

192 supported schools

. In 2013, the final year of the program,

2,313 girls graduated

from

216 schools

.Slide21

Continued

Increased Appearance and Success in

Kankur Exams1,219 students (853 girls) appeared in the Kankur exam who might never have tried for higher education

Increased Female

Teachers (

return of alumni as teachers)

558 girls graduated

have actually returned after training to teach in

GESP schools, and

42

in other schools.

Decreased early marriages for girls

Equipped and resourced Schools and Classrooms

Engaged Teachers and Students

Softening of discriminating traditions specifically related to girls’ educationSlide22

Reasons for Success

Ownership:

through directed change but from within Relevance: needs-based and meaningful supportMultifaceted: comprehensive response to strategic needs or multiple layers of input Partnership: increased support and involvement from community and state

Inclusion:

did not exclude boys while focusing on girls education

Loosely structured:

spontaneous enough to speak to the needs but structured enough to track the needs, changes and be on task Slide23

Challenges

Limited Grant/Fund

Voluminous needs/prioritiesDependencySecuritySlide24

Scalability

MIAD Approach

Replication pilots MOU with PEDs and DEDsPartnership with local actorsNetworking with International Partners Cost Extension of the initiativeCoverage under other projects and initiatives Slide25