| Reporting Organization: | Plan International Canada |
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| Total Budget ($CAD): | $ 20,303,941 |
| Timeframe: | January 20, 2020 - July 31, 2023 |
| Status: | Implementation |
| Contact Information: | Unspecified |
| Mali - $ 20,303,941.00 (100.00%) | |
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| Education (46.67 %) | |
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| Gender Equality (40 %) | |
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| Human Rights, Advocacy & Public Engagement (6.67 %) | |
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| Sexual & Gender-based Violence (6.67 %) | |
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The project aims to improve the realization of rights to inclusive, quality and gender-sensitive education for 90,000 conflict-affected girls and adolescent girls in 11 communities in the Segou and Mopti regions of Mali. Project activities include: (1) raising awareness among adolescent boys and girls about the skills and abilities to have in order to make gender relations more positive and beneficial for women; (2) training teachers on gender and conflict-sensitive curriculum content; (3) training targeted school managers on their roles to support inclusive, safe and gender-sensitive learning environments; (4) training government officials, members of community groups and women’s organizations on gender-specific barriers to education, education laws/policies/standards and evidence-based advocacy; and (5) organizing national and regional forums with key education stakeholders (civil society organizations, government officials) to share the results of case studies in Mali and to advocate for girls’ education. This project is being implemented by Plan International Canada, in partnership with World Vision Canada and Save the Children Canada.
| Gender and age: | Adolescent females Children, girls |
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| Total Direct Population: | 90,000 |
Unspecified
Return to topProject expected outcomes include: (1) increased agency of girls, in particular adolescent girls in crisis-affected communities, to access and progress through basic education; (2) improved equitable provision of inclusive, gender-responsive, conflict-sensitive and quality education for girls, boys, and adolescent girls and boys in crisis-affected communities; (3) increased accountability and responsiveness of education stakeholders to girls’ and adolescent girls’ education in crisis-affected areas.
Unspecified
