GIRLS IN RESEARCH AND LEARNING FRAMEWORK

Biruh, Brooke, Fallon, Nathan, Poppy, and Hannah

SEEKING FUNDS FOR A PILOT PROGRAM IN ORISSA, INDIA

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Pranati• 12 year old girl• Frequently absent from school• Low income family• Lack of resources for school• Cultural preference of boys

• Brothers get priority for schooling and other resources

• Threat of sexual violence (on the way to and back from school)• Gender based violence (within

household)• Cultural pressure to marry young• Has aspirations not to be

married young, and be independent • Affected by presence/actions of

different networks

3-PHASE FRAMEWORK

ShareAfter the interventions are carried out, the stakeholder teams will present the results of their efforts to the girls who will then create multi-media projects to be presented to the wider community.  Bringing girls back into the process and allowing them to define how they want the results to be presented, will give the girls ownership of the project and more recognition in their community.

LEARNIn this phase, girls identify the main issues affecting their lives by participating in various engaging and energetic activities.  The stories told and products created will give a strong voice to the voiceless, providing a strong base for intervention design.

ACTBuilding on the data produced in Phase 1, multi-disciplinary project stakeholders will consult each other as well as expert sources to inform their interventions.  This combination of testimony, knowledge and expertise will be the foundation for well-informed, thoughtfully-designed interventions carried out by stakeholder teams. The interventions will begin affecting the lives of girls soon after their implementation.

01

CARE brings together girls to discuss their experiences, concerns and hopes. 0

7

Teams design interventions.

02

Guided by J-PAL researchers, participating girls generate information about their lives. 0

8

Teams present interventions to participating girls and ask for feedback and recommendations.

03

CARE and J-PAL compile the girls’ data into a report for community actors. 0

9

J-PAL consults and trains teams to evaluate impact of their intervention.

04

CARE identifies, gathers, and organizes community actors based on shared area of work. 1

0

Teams implement and evaluate interventions with guidance from J-PAL or CARE.

05

Teams consult with J-PAL researchers to digest and understand how to use the report and available literature to create interventions that address Girl Effect goals.

11

Teams report findings and outcomes of interventions.

06

Pool and share information gathered between teams. Share successes. 1

2

Participating girls create peer-appropriate materials in order to share effects of interventions with peers and community at large.

IMPACT • Offers space for girls to voice their opinions• Girls gain confidence through

ownership of the interventions• Girls will benefit from the

interventions that truly reflecttheir own needs• Change community perceptions

towards girls• Improve capacitates of CBOs and local

government: legitimacy, funding,effectiveness

SCALE• Pilot program• Framework is specific to the

Girl Effect philosophy• Other organizations can apply

this framework to programs addressing the Girl Effect• Successful interventions implementer under the GRL Framework

would attract more funding, which can facilitate organizational growth • Training and workshops give legitimacy to local CBOs, increasing

the funding opportunity for programs addressing girls’ issues• Government policies can increase awareness of the Girl Effect

model

THANK YOU!