LIVELIHOOD OPTIONS FOR GIRLS: - Health Policy Initiative

APPENDIX A: PROGRAMMING MATRIXProgramming Framework for Livelihood Program and Economic Strengthening Options for Adolescents 1Type and Descriptionof ProgramElements of SuccessCautionsParticipant SocioeconomicProfile2Sample Programs and3Brief DescriptionEvaluations ofActual ProgramsSocial Capital Formation (continued)Peer Education• Include a focus on genderequality as part of HIVprevention education andlife skills training.• Be aware that youth oftenare highly mobile andmay not be present for theduration of interventions.• Boys and girls ages 15–24.• There are indications thatpairing financial literacywith a savings programincreases adolescents’commitment to savings,particularly if goal settingis part of the savingseducation curriculum(Kalyanwala et al., 2006).Sports and YouthClubs—including churchbasedyouth groups; buildsocial networks throughparticipation in sports.• Involve vulnerable girlsin mapping exercises toidentify who is beingreached.• Creating a safe space forall participants may meanfocusing on the mostvulnerable groups’ needsand constraints.• Identify what adolescentsof different ages andcircumstances perceive astheir needs by involvingthem in participatoryactivities, such associodramas, dialogue, andinterviews.• Find ways to reachadolescents (i.e., findvulnerable spaces, suchas through contact withemployers of domesticworkers, husbands ofadolescent girls, pimps/brokers of sex workers, andolder boyfriends).• Create safe havens andgirls-only spaces and offera variety of livelihoodoptions.• Avoid creating programsthat are inaccessible to girls,who may be constrainedin their mobility dueto gender and culturalnorms or conditions ofemployment.• Avoid programmingactivities when youth haveconflicting obligations.• Boys and girls ages 10–24.These programs tend to beattended by boys more thangirls.• The Mathare Youth SportsAssociation (MYSA) is alarge-scale, communitybased,co-ed organizationbased in the urban slums ofNairobi, Kenya. For morethan two decades, MYSAhas offered programsfor civic engagement,environmental activism,and its predominantactivity, sports (Brady,2006).• The Ishraq programin Egypt challengestraditional conceptsof gender-appropriatebehavior by incorporatingsports and recreationalactivities with literacy, lifeskillstraining, and healthawareness (Brady, 2006).• These programs tend tobe heavily dominated byboys. Girls, particularlythe most vulnerable, havevery weak social networks.More girls-only sportsprograms might encouragegreater participationby girls. A study byUNICEF presented inDar es Salaam in June2006 revealed that youthgroups and peer educationprograms in Ethiopiaand South Africa rarelywere attended by themost vulnerable girls.In Ethiopia, attendeesrepresented only 7.2%of the total attendingprograms. Fewer than1% were girls employedin domestic service, andfewer than 0.5% were girlsages 10–14 living apartfrom their parents, eventhough in Addis, 37% ofgirls of that age group liveapart from their parents.There were no programsin rural areas.28 |