Office of Women in Development

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ACTIVITY DATA SHEET PROGRAM: Central Programs TITLE AND NUMBER: Broad-Based, Informed Constituencies Mobilized to Improve Girls' Education in Emphasis Countries, 941-002 STATUS: Continuing PLANNED FY 2001 OBLIGATIONS AND FUNDING SOURCES: $2,340,000 CSD PROPOSED FY 2002 OBLIGATIONS AND FUNDING SOURCES: $2,340,000 CSD INITIAL OBLIGATION: FY 1995 ESTIMATED COMPLETION DATE: 2003 Summary: Through the Global Bureau's Office of Women in Development (The Office) USAID has worked to mobilize host-country commitment and resources for girls' education in five emphasis countries: Mali, Morocco, Guatemala, Guinea, and Peru. Analytic studies are underway in Bolivia, Honduras, and Nepal to assess the impact of women's literacy training on countries' social and economic development. USAID is also designing reliable indicators for measuring the progress and achievements of girls' education activities and is implementing a system to monitor the sustainability of girls' education initiatives in USAID-assisted countries. Key Results: The Office works in this area to promote girls' education in public and private schools and improve the policy framework in that regard. It also has engaged leaders to advocate girls' education, while stimulating community participation in the process. Performance and Prospects: The Office's activities pursue international dialogues on critical issues for girls' education; marshal business and civil society organizations to promote girls' participation in primary school; mobilize individuals and organizations with whom donors have not traditionally established partnerships, such as religious, business, media, and community leaders to enter into policy dialogue with host country governments in support of girls' education; and disseminate the results of analytic studies to help host country decision makers and international organizations to identify the barriers to girls' education and the host-country financial and human resources to implement low-cost, locally-owned actions to overcome those barriers. In Peru, USAID is analyzing data collected on the impact of the onset of puberty on girls' school dropout rates and assessing its implications for educational policy to increase girls' school retention. During FY 2000, various governments enacted new policies in girls' education. In Guinea, 15 local, multi-sectoral alliances initiated Girls' Education Day activities, and the Guinea Federation of Teachers held a national forum on approaches and strategies on girls' education issues. In Guatemala, the Ministry of Education increased the number of government-financed scholarships for rural girls, created a database for the girls' scholarship program, and collaborated on a manual on the scholarship program for Parent Committees. Also in Guatemala, the Curriculum Adaptation unit of the Ministry of Education incorporated strategies for addressing girls' learning needs into the national curriculum for primary schools. In Morocco, a network of Moroccan NGOs, in partnership with "Femmes du Maroc," a women's magazine, raised over $10,000 to fund scholarships for girls in upper elementary schools in rural areas. Also in Morocco, partner organizations provided more than $23,000 to support girls in boarding facilities or private homes, and local entities contributed in-kind donations of food and school materials. During FY 2000, The Office provided international technical leadership through the implementation of two major events, the Forum for Girls' Education and the International Symposium for Girls' Education, where representatives from 34 nations and international donor organizations conferred on core topics and issues of controversy in girls' education and assessed their implications for policy and practice. Possible Adjustments to Plans: No adjustments are anticipated at this time. Other Donor Programs: The Office collaborates with other donors, such as the World Bank, the Inter-American Development Bank, and UNICEF; other bilateral aid agencies, such as Canadian CIDA, JICA, the Dutch, and the French. Principal Contractors, Grantees or Agencies: Current grantees and contractors include the Institute for International Research; World Education, Inc.; Creative Associates International Inc.; Academy for Educational Development; DevTech Systems, Inc.; Juárez and Associates, and international private voluntary organizations, such as Save the Children, Plan International, the United Nations, World Food Program, and CARE. Selected Performance Measures: Indicator 941-002 FY97 (Actual) FY98 (Actual) FY99 (Actual) FY00 (Actual) FY01 (Plan) FY02 (Plan) Indicator 1: Number of public sector units initiating actions to promote girls' education as a result of G/WID intervention. 0 5 8 15 6 6 Indicator 2: Number of G/WID cooperating civil society organizations (CSOs) & other private sector organizations with increased revenue from non-USAID sources to promote girls' education. 0 5 9 36 18 6 Indicator 3: Number of G/WID cooperating CSOs & other private sector organizations initiating actions to promote girls' education. 0 12 10 46 18 18 Indicator 4: Number of emphasis countries with improved rate of girls' completion of primary school. 0 0 0 0 6 6 Indicator Information Indicator Level (S)or(IR) Unit of Measure Source Indicator Description Indicator 1: IR Government units, including ministries, offices, organizations or other publicly-supported bodies. Actions include, for example, develop policies that benefit girls; create more school places; establish child-care centers; create infrastructure improvements. Collected annually from activity records based on number of possible units. Standard activity M & E function. Government units. Indicator 2: IR Number of CSOs and other private sector organizations that increase their finances. Use of program activity records for data on CSOs & other organizations with which the program directly works. CSOs and other private sector organizations. Indicator 3: IR Civil society or other private sector organizations acting to keep more girls in school. A baseline of total # of CSOs and other private sector organizations should be established on the basis of a formal registry or program activity record by area of active organizations. Those actively working will be counted proportionate to total. CSOs and other private sector organizations. Indicator 4: S Rate of girls completing primary school in program areas in emphasis countries, as defined by Ministry of Education. Ministry of Education records accessed annually to determine completion rate for areas where program is implemented. May require disaggregating along regional or district lines to account for program area impact. Country and annual completion rate. U.S. Financing (In thousands of dollars)   Obligations   Expenditures   Unliquidated   Through September 30, 1999    6,164 DA 5,327 DA 837 DA 7,680 CSD 2,775 CSD 4,905 CSD 0 ESF 0 ESF 0 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 0 DFA 0 DFA 0 DFA Fiscal Year 2000 0 DA 534 DA   2,340 CSD 1,988 CSD 0 ESF 0 ESF 0 SEED 0 SEED 0 FSA 0 FSA 0 DFA 0 DFA Through September 30, 2000 6,164 DA 5,861 DA 303 DA 10,020 CSD 4,763 CSD 5,257 CSD 0 ESF 0 ESF 0 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 0 DFA 0 DFA 0 DFA Prior Year Unobligated Funds 0 DA   0 CSD 0 ESF 0 SEED 0 FSA 0 DFA Planned Fiscal Year 2001 NOA 0 DA   2,340 CSD 0 ESF 0 SEED 0 FSA 0 DFA Total Planned Fiscal Year 2001 0 DA   2,340 CSD 0 ESF 0 SEED 0 FSA 0 DFA       Future Obligations   Est. Total Cost   Proposed Fiscal Year 2002 NOA 0 DA 2,236 DA 8,400 DA 2,340 CSD 3,779 CSD 18,479 CSD 0 ESF 0 ESF 0 ESF 0 SEED 0 SEED 0 SEED 0 FSA 0 FSA 0 FSA 0 DFA 0 DFA 0 DFA

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