Publication:
GIL Top Policy Lessons on Empowering Adolescent Girls

Loading...
Thumbnail Image
Files in English
English PDF (1.57 MB)
1,617 downloads
English Text (16.63 KB)
35 downloads
Date
2020-01
ISSN
Published
2020-01
Author(s)
Editor(s)
Abstract
Adolescent girls face multiple challenges that restrict their horizons, often having to make decisions about employment and their fertility at an early age, and with limited formal education opportunities. With lower levels of education than men, girls are often less equipped for work. Additionally, a plethora of expected domestic responsibilities limit their time for income-generating opportunities. A range of gender innovation lab (GIL) studies across Sub-Saharan Africa have demonstrated the potential of girls’ empowerment programs to change the life trajectories of young women even across a variety of contexts. These programs typically combine community-based girls clubs, life-skills training, vocational training, and sometimes financial literacy and microcredit access, for young women. In addition to implementation in countries such as Uganda and Tanzania, these programs have also helped create a buffer from conflict for young women in South Sudan and during the Ebola crisis in Sierra Leone - showing that they are beneficial even across fragile contexts.
Link to Data Set
Citation
World Bank. 2020. GIL Top Policy Lessons on Empowering Adolescent Girls. Gender Innovation Lab;. © World Bank. http://hdl.handle.net/10986/33138 License: CC BY 3.0 IGO.
Associated URLs
Associated content
Report Series
Other publications in this report series
Journal
Journal Volume
Journal Issue

Related items

Showing items related by metadata.

  • Publication
    Empowering Adolescent Girls
    (World Bank, Washington, DC, 2012-12) Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi
    Nearly 60 percent of Uganda's population is aged below twenty. This generation faces health and economic challenges associated with human immunodeficiency virus (HIV), early pregnancy, and unemployment. Whether these challenges are due to a lack of information and or vocational skills is however uncertain. A programme was conducted to provide: (i) vocational training to run small-scale enterprises; and (ii) information on health and risky behaviors. The programme conducted, positively impacts behaviors on both economic and health margins. On economic margins, the intervention raises the likelihood that girls engage in income generating activities by 32 percent mainly driven by increased participation in self-employment. On health related margins, self-reported routine condom usage increases by 50 percent among the sexually active, and the probability of having a child decreases by 26 percent. Strikingly, the share of girls reporting sex against their will drops from 21 percent to almost zero. The findings suggest combined interventions might be more effective among adolescent girls than single-pronged interventions aiming to improve labor market outcomes solely through vocational training, or to change risky behaviors solely through education programmes.
  • Publication
    The Impact of an Adolescent Girls Employment Program : The EPAG Project in Liberia
    (World Bank, Washington, DC, 2014-04) Adoho, Franck; Chakravarty, Shubha; Korkoyah, Dala T., Jr.; Lundberg, Mattias; Tasneem, Afia
    This paper presents findings from the impact evaluation of the Economic Empowerment of Adolescent Girls and Young Women (EPAG) project in Liberia. The EPAG project was launched by the Liberian Ministry of Gender and Development in 2009 with the goal of increasing the employment and income of 2,500 young Liberian women by providing livelihood and life skills training and facilitating their transition to productive work. The analysis in this paper is based on data collected during two rounds of quantitative surveys in 2010 and 2011, the second of which was conducted six months after the classroom-based phase of the training program ended. Strong impacts are found on the employment and earnings outcomes of program participants, relative to a control group of non-participants. The EPAG program increased employment by 47 percent and earnings by 80 percent. In addition, the impact evaluation documents positive effects on a variety of empowerment measures, including access to money, self-confidence, and anxiety about circumstances and the future. The evaluation finds no net impact on fertility or sexual behavior. At the household level, there is evidence of improved food security and shifting attitudes toward gender norms. These results reinforce the highly positive feedback received from focus group discussions with program participants. Finally, preliminary cost-benefit analysis indicates that the budgetary cost of the EPAG business development training for young women is equivalent to the value of three years of the increase in income among program beneficiaries. These preliminary results provide strong evidence for further investment and research into young women's livelihood programs in Liberia.
  • Publication
    Empowering Adolescent Girls in a Crisis Context
    (World Bank, Washington, DC, 2019-07) Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus; Rasul, Imran; Smurra, Andrea
    In Sierra Leone, the empowerment and livelihoods for adolescents (ELA) initiative sought to enhance adolescent girls’ social and economic empowerment by providing life skills training, livelihood training, and credit support to start income-generating activities. The Ebola crisis occurred during the project, resulting in curbed implementation. In contrast, younger girls (12 to 17 years old) who resided in communities that benefitted from the program in high Ebola disruption areas were more likely to be in school and saw their numeracy and literacy levels improve. However, as younger women spend less time with men in the presence of ELA, men likely shift their attention to older girls: the evaluation finds an increase in unwanted and transactional sex by older girls in areas highly exposed to the Ebola crisis. As the program was implemented, the Ebola epidemic hit Sierra Leone. First, in an effort to stem the spread of the disease, the government-imposed quarantines, limited travel, and closed public spaces such as markets in certain areas, which significantly impacted the economic activities of men and women. Second, schools were closed for an entire academic year. Finally, Sierra Leone’s limited health resources were diverted into caring for patients and preventing the spread of the epidemic, limiting their ability to attend to other issues such as sexual and reproductive health. These results show how safe spaces interventions can be effective even in the face of large-scale shocks such as Ebola crises as seen in Democratic Republic of Congo (DRC) and Uganda, as well as other shocks constraining economic and social life, by buffering girls from the adverse effects of crises.
  • Publication
    The Economic Participation of Adolescent Girls and Young Women : Why Does It Matter?
    (World Bank, Washington, DC, 2008-12) Morrison, Andrew; Sabarwal, Shwetlena
    This note summarizes available research on the impact of schooling and employment of adolescent girls and young women on earnings and poverty reduction, demographic outcomes, child development outcomes, and female empowerment. It identifies key implications of this research for the formulation of public policy.
  • Publication
    GIL Top Policy Lessons on Empowering Adolescent Girls
    (Washington, DC: World Bank, 2024-05-31) World Bank
    Overlapping crises such as climate change, the ongoing recovery from the COVID-19 pandemic, regional conflicts and rising global food insecurity exacerbate the inequalities faced by adolescent girls, making them particularly vulnerable in these critical times. For many girls, these circumstances force them to make decisions about employment and their fertility at an early age, limits their access to formal education, and further exposes them to restrictive social norms. Additionally, domestic responsibilities limit adolescent girls’ time in school and educational achievement, in turn curtailing their ability to enter the labor force. With 60 percent of the total population of Africa under the age of 25, investing in empowering adolescent girls is critical to accelerate economic growth and reduce intergenerational poverty.

Users also downloaded

Showing related downloaded files

  • Publication
    Argentina Country Climate and Development Report
    (World Bank, Washington, DC, 2022-11) World Bank Group
    The Argentina Country Climate and Development Report (CCDR) explores opportunities and identifies trade-offs for aligning Argentina’s growth and poverty reduction policies with its commitments on, and its ability to withstand, climate change. It assesses how the country can: reduce its vulnerability to climate shocks through targeted public and private investments and adequation of social protection. The report also shows how Argentina can seize the benefits of a global decarbonization path to sustain a more robust economic growth through further development of Argentina’s potential for renewable energy, energy efficiency actions, the lithium value chain, as well as climate-smart agriculture (and land use) options. Given Argentina’s context, this CCDR focuses on win-win policies and investments, which have large co-benefits or can contribute to raising the country’s growth while helping to adapt the economy, also considering how human capital actions can accompany a just transition.
  • Publication
    Lebanon Economic Monitor, Fall 2022
    (Washington, DC, 2022-11) World Bank
    The economy continues to contract, albeit at a somewhat slower pace. Public finances improved in 2021, but only because spending collapsed faster than revenue generation. Testament to the continued atrophy of Lebanon’s economy, the Lebanese Pound continues to depreciate sharply. The sharp deterioration in the currency continues to drive surging inflation, in triple digits since July 2020, impacting the poor and vulnerable the most. An unprecedented institutional vacuum will likely further delay any agreement on crisis resolution and much needed reforms; this includes prior actions as part of the April 2022 International Monetary Fund (IMF) staff-level agreement (SLA). Divergent views among key stakeholders on how to distribute the financial losses remains the main bottleneck for reaching an agreement on a comprehensive reform agenda. Lebanon needs to urgently adopt a domestic, equitable, and comprehensive solution that is predicated on: (i) addressing upfront the balance sheet impairments, (ii) restoring liquidity, and (iii) adhering to sound global practices of bail-in solutions based on a hierarchy of creditors (starting with banks’ shareholders) that protects small depositors.
  • Publication
    World Development Report 2006
    (Washington, DC, 2005) World Bank
    This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.
  • Publication
    Top Policy Lessons in Agriculture
    (Washington, DC, 2022-09) World Bank
    Across Africa, agriculture is a primary sector of employment, and African women provide about 40 percent of the agricultural labor across the continent. Yet women farmers face systemic barriers to success, leading to large gender gaps in agricultural productivity that range from 23 percent in Tanzania to 66 percent in Niger. These gender gaps not only represent major untapped economic potential but could also yield sizable gains for African economies if they were closed. For instance, in Nigeria, closing the gender productivity gap in agriculture could boost gross domestic product by an estimated US2.3 billion dollars and potentially as much as US8.1 billion dollars due to spillovers to other economic sectors. Several factors driving female farmers’ lower productivity are the time and bandwidth taxes from care and household responsibilities, limited access to and control of hired labor and other productive inputs, skills and information gaps, low financial liquidity, and restrictive social norms. Over 90 percent of Sub-Saharan Africa’s extreme poor, who are some of the most vulnerable to shocks, are engaged in agriculture. In the face of crises, such as the COVID-19 pandemic and global price shocks, that can exacerbate food insecurity, women farmers need targeted support and access to productive inputs that can secure their livelihoods and mitigate existing gender inequalities. Impact evaluation evidence from the Africa Gender Innovation Lab points toward policy solutions that can address many of these constraints and help women farmers reach their full potential.
  • Publication
    Classroom Assessment to Support Foundational Literacy
    (Washington, DC: World Bank, 2025-03-21) Luna-Bazaldua, Diego; Levin, Victoria; Liberman, Julia; Gala, Priyal Mukesh
    This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.