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CAMFED IMPACT REPORT CHAPTER ONE A power-sharing model for systemic change Living in an environment of extreme poverty, rural women and girls in sub-Saharan Africa remain critically excluded from education and economic opportunity. Uneducated women gain little knowledge of family planning, basic nutrition, or healthcare; it is almost impossible for them in such isolated traditional environments to acquire the knowledge to effect change. Poverty and its associated problems — from gender inequity to HIV/AIDS — thus endure from one generation to the next. Girls’ education offers a solution. What was once minimized as a gender issue is now accepted within the international development mainstream, and endorsed by leading economists and business leaders: girls’ education is the single highest returning investment a developing country can make. How girls are supported into and through education makes a fundamental difference between the rhetoric of empowerment, and the reality. Camfed creates a model of systemic change founded in power sharing at the grassroots. Camfed surrounds girls and young women with a network of support made up of many actors, from government ministers to teachers and parents, who can influence their lives for the better. By building strong reciprocal partnerships from the national to local levels, Camfed establishes a powerful two way channel for action and policy engagement. Camfed’s fully inclusive principle of engaging with girls’ education within the social context of their whole lives protects children by promoting a quality of local ownership that deepens and accelerates each girl’s progress, and transforms it into systemic change for whole communities. This approach profoundly raises the visibility and status of girls and young women, and builds community pride through achievement on their behalf. 30
CHAPTER ONE It fosters leadership skills across society and empowers communities to advocate for better services. It leads to culture shifts and policy change. It also provides for sustainable program delivery. Camfed has created over time a well established, integrated infrastructure around girls’ education that is unique in rural sub-Saharan Africa. This network is an invaluable resource that can leverage other partnerships in the region dramatically to broaden the development of poor rural communities. The context of poverty as the barrier to girls’ education The margin between subsistence and destitution in sub-Saharan Africa is extremely narrow. Poverty and seasonal hunger are particularly acute in cash-poor rural economies, due to lack of employment opportunities and infrastructure. In a context where 45% of people live on less than $1 a day, and HIV/AIDS, malaria and tuberculosis have reduced life expectancy to an average of 46 years, girls and young women face massive exclusion from education and the opportunities it affords. Their predictable futures are of marriage, motherhood and dependency. Many initiatives supporting girls’ education still fail to recognize poverty as the causal factor in parents’ failure to act in the best interests of their children, especially girls. Most families would prefer to send all their children to school, as education is recognized as the path to prosperity; but in the context of extreme poverty where families struggle for basic necessities, parents favor the education of sons because educated males are more likely to contribute to the family income. Girls can be married to older men who pay a bride-price and relieve the family of her care. In Zambia nationally, 8% of girls are married by age 15; 42% are married by age 18; and the age of marriage in rural areas is almost two years younger than in urban centers. 1 The ages of 15–18 for girls are therefore crucial for intervention. Girls are most at risk of dropping out of education at the transition from primary to secondary school because school fees are introduced at this level. Where girls are able to start secondary school, many encounter later setbacks — often the death of a parent or parents from HIV/ AIDS — which requires them to seek work in town or early marriage, both of which carry a high degree of risk. Early marriage to older (often polygamous and widowed) men is sometimes arranged by parents to ‘protect’ a girl from pregnancy outside marriage. As cited in 2009, 61% of all those infected with HIV in sub-Saharan Africa today are women; and young women aged 15–24 are most vulnerable to HIV. 2 Where the high numbers of deaths from AIDS is leading men to seek younger sexual partners, girls are at acute risk. HIV is around three times as likely to be present in girls as in boys the same age in some of the countries in which Camfed operates. 3 For those who look for ways to meet their school costs themselves, sexual exploitation and the dangers of HIV/ AIDS and pregnancy are prevalent risks. Female poverty is the common feature in all these scenarios of female sexual vulnerability. There have been improvements in primary school enrollment across the region, in line with Millennium Development Goal 2, due to the removal of primary school fees in many countries, including Ghana, Tanzania, Malawi, Zambia and Zimbabwe. However, the reality is that many families still cannot afford the basic necessities such as shoes, uniforms, and supplies, which children need to go to primary school. Only 36% of children are enrolled in secondary school in the countries in which Camfed operates, and the number of girls at secondary school is lower than this average; completion-rates for girls are lower still. 31
Page 1 and 2: IMPACT REPORT 2010 A power-sharing
Page 3 and 4: INTRODUCTION CAMFED The Campaign fo
Page 5 and 6: INTRODUCTION Contents Letter from t
Page 7 and 8: INTRODUCTION Mola, Zimbabwe, where
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Page 11 and 12: EXECUTIVE SUMMARY 9
Page 13 and 14: INTRODUCTION of confidence required
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CHAPTER APPENDICES ONE II. Expendit
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CHAPTER APPENDICES ONE APPENDIX III
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CHAPTER APPENDICES ONE Evidence of
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CHAPTER APPENDICES ONE its program
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CHAPTER APPENDICES ONE Luxon Shumba
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CHAPTER APPENDICES ONE 16. Compiled
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