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CAMFED IMPACT REPORT enabling rural communities to play the leading role in effecting social change. Local ownership contributes to a better environment in schools, greater enrollments and higher retention rates, as documented throughout this report. It also creates a supportive environment for young women who leave school; having invested in supporting girls’ education locally, the community feels a collective interest in seeing those same young women succeed in the future. Local ownership empowers whole communities with information and the power to act, and ensures Camfed’s investment is sustainable. In sub-Saharan Africa, the lack of demand by the poor remains a fundamental impediment to the achievement of the Millennium Development Goals. Systemic change requires that marginalized and disempowered communities demand transparency and accountability from schools, healthcare providers, government institutions and aid agencies. Community ownership of the Camfed program promotes a culture of civic responsibility and participation where communities better understand their entitlement, and can build the skills and confidence necessary to articulate demands and mobilize for better public service. The multiplier effect of educating girls In sub-Saharan Africa, where girls marry as early as 13, and one in 22 women dies in childbirth, 4 Camfed’s evidence suggests a significant reduction in the number of children born to educated women, compared with uneducated women. Educated women give birth to fewer and healthier babies. They also encourage their own children into education, perpetuating a healthy cycle of progressive change. Girls’ future health and prosperity are greatly improved with every year of schooling, as demonstrated by the following: • Family size: each additional year of schooling reduces the average number of children born to a woman by 5%-10%. 5 In a context where population is expected to more than Figure 1 A virtuous cycle of development A girl completes primary education She becomes a leader supporting herself and the next generation She enrolls in and completes secondary school She becomes a young woman with economic independence and life choices 34
CHAPTER ONE double by 2050, 6 Camfed is empowering more young women to choose when and whom to marry, and the size of their families. Data from two groups of women at age 24 who were supported through school by Camfed show that they had less than half the rural average number of children for women the same age group; i.e. 0.9 children versus 1.8. • Income: wages increase by 10–20% for each additional year of schooling. 7 50% of Cama members in Zambia are the sole earners in their family, and of those earning an income after leaving school, 95% report that they themselves decide how to spend it. In Zimbabwe, nearly 20% of Cama members are the sole breadwinner for their families. Given the international research indicating that women invest twice the proportion of their income in the family as men, an increase in women’s income has a profoundly beneficial social impact. • HIV/AIDS: Education is universally recognized as a ‘social vaccine’ against HIV/AIDS. By keeping girls in school, they are not marrying as early to polygamous men; and education raises their awareness of HIV/AIDS and helps them negotiate safer sexual practices. Providing a firm commitment of support to girls, as well as operating with the highest degree of transparency, Camfed policies mitigate against coercive or transactional sex in exchange for school entitlement. The Camfed model for systemic change: the ‘virtuous cycle’ of development Camfed recognizes that girls in the poorest rural areas of Africa require a comprehensive package of support in order to get into school, to stay in school, to succeed in school, and to maximize the value of their education for themselves and their communities once they leave school. Camfed’s holistic four-step model promotes a virtuous cycle of empowerment (represented in Figure 1), by supporting girls throughout their development: Figure 2 Countries of operation Tanzania (since 2005) Ghana (since 1998) 35,622 children supported 15 districts 275 partner schools 2,191 Cama members Zambia (since 2001) 173,141 children supported 26 districts 646 partner schools 3,354 Cama members 51,695 children supported 10 districts 457 partner schools 1,514 Cama members Malawi (since 2009) 1,323 children supported 2 districts 48 partner schools Zimbabwe (since 1993) 239,167 children supported 24 districts 1,713 partner schools 6,946 Cama members 35
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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Page 21 and 22: $ $ INTRODUCTION Through Cama, youn
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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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