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CAMFED IMPACT REPORT Camfed focuses on building a community-based infrastructrure around girls. 32
CHAPTER ONE The disparity in life experiences between educated and uneducated girls grows over time, persisting in individual lives and multiplying over generations. Girls’ education is an imperative if the Millennium Development Goals for poverty eradication and women’s empowerment are to be achieved. While the education of girls is now widely accepted as the route to broad social and economic change, the setting of international targets has not resulted in concerted action at the necessary level. Not addressing girls’ educational exclusion is a negative choice profoundly damaging to current and future generations. Where power-sharing builds momentum for change Systemic change requires that those who traditionally have little or no power are empowered to participate fully in identifying problems, designing solutions, and demanding more from the system that has failed them. Camfed believes that systemic change in Africa can only be achieved by working alongside whole communities, governments and policy-makers to redress imbalances of power within the social system. International development agencies are part of the social system in rural Africa. The local empowerment they strive for can only genuinely be achieved where these organizations themselves share power over resources and decision-making with local people who are most excluded and marginalized. This empowerment of local communities to own a system that is seen to be transparent, responsive and accountable, fosters the trust and levels of community engagement necessary for challenging even the most egregious status quo. Camfed focuses on building a community-based infrastructure around girls that can make substantial improvements to the status of girls’ education and their post-school opportunities. Camfed works in partnership with stakeholders at all levels, including government ministries, local traditional leaders, parents, teachers, the Cama association membership, and School Management Committees (SMCs) who deliver Camfed’s schoolbased Safety Net and Scholarship programs. Camfed also provides a valuable forum for bringing together representatives of all these stakeholder groups through its Community Development Committees (CDCs), which work with Camfed national offices to oversee programs in each district. CDCs, SMCs, MSGs (Mother Support Groups) and Cama (the Camfed Association network of young women school graduates) are the local power engines that drive the Camfed program. Camfed provides CDC members and other local volunteers with training and ongoing support, and invests in robust, transparent governance structures to ensure accountability at every level. It facilitates the CDC’s work, including communications between all stakeholders, through the innovative use of technology for knowledge-sharing, program management and monitoring in the field. For example, CDC members are trained to use personal digital assistants (PDAs), so that they can gather information from schools and communities, and share it directly with each other and with Camfed. Everything you hear people say about climate change, everything you hear people say about resource depletion … is going to be dramatically aggravated if the projected population increases in the world occur. There is nothing that will stop it effectively except putting all the girls in the world in school, and getting the young women jobs and the opportunity to build stable lives (so) they will delay marriage and have fewer children. – President Clinton, speaking about Camfed’s work at the Clinton Global Initiative, September 2007 Camfed’s way of working challenges traditional power relations between NGOs, donor aid, and government by 33
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
Page 9 and 10: 7 CHAPTER ONE
Page 11 and 12: EXECUTIVE SUMMARY 9
Page 13 and 14: INTRODUCTION of confidence required
Page 17 and 18: INTRODUCTION attend school, and tak
Page 21 and 22: $ $ INTRODUCTION Through Cama, youn
Page 29 and 30: INTRODUCTION Scope of the 2008/09 s
Page 31 and 32: 29 CHAPTER ONE
Page 33: CHAPTER ONE It fosters leadership s
Page 37 and 38: CHAPTER ONE double by 2050, 6 Camfe
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Page 41 and 42: CHAPTER ONE Reflections of a Commun
Page 43 and 44: CHAPTER ONE to the day-to-day probl
Page 45 and 46: CHAPTER ONE country, composed of de
Page 47 and 48: CHAPTER ONE Camfed’s strong commu
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Page 51 and 52: CHAPTER TWO ONE • training 392 lo
Page 53 and 54: CHAPTER TWO ONE are disempowered be
Page 55 and 56: CHAPTER TWO ONE Jonas, Kilombero, T
Page 57 and 58: CHAPTER TWO ONE the Safety Net Fund
Page 59 and 60: CHAPTER TWO ONE Afishetu’s journe
Page 61 and 62: CHAPTER TWO ONE and young women, wi
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Page 65 and 66: CHAPTER THREE ONE areas. Despite th
Page 67 and 68: CHAPTER THREE ONE Gift Namuchimba G
Page 69 and 70: CHAPTER THREE ONE I was a single mo
Page 71 and 72: CHAPTER THREE ONE a talktime retail
Page 73 and 74: CHAPTER THREE ONE Mwelwa’s story
Page 75 and 76: CHAPTER THREE ONE young women in ru
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Page 81 and 82: CHAPTER FOUR ONE information on the
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CHAPTER FOUR ONE studies, which it
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CHAPTER FIVE ONE the capacity of pe
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CHAPTER APPENDICES ONE II. Expendit
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CHAPTER APPENDICES ONE The Camfed F
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CHAPTER APPENDICES ONE Camfed organ
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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 Advisory Com
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CHAPTER APPENDICES ONE to access ed
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CHAPTER APPENDICES ONE 16. Compiled
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