Promoting African Grassroots Economic Security Through Education and Skills (PAGES)

Results achieved as of September 2013 include: (i) 77% of village savings and loans associations (VSLA) members are satisfied with VSLA services and 99% of members have stayed in the groups, (ii) 57% of members in VSLA groups now hold loans; (iii) VSLA groups adhere better to global gender policy obligations; (iv) the average score for the quality and inclusiveness of the classroom learning environment is 34.9/50 (approaching the target of 35/50); (v) child protection and gender equality are being incorporated into school policy; and (vii) enrolment rates are 80% for girls and 90% for boys in grade one and 90% for both in grade 5. In Senegal, (i) film and theatre productions raised awareness on children’s rights in hundreds of school communities; and (ii) environmental education has improved (with harvests from school gardens financing community projects and tree planting in ten communities). In Ghana, (i) community groups built and managed schools; (ii) poor and marginalised Fulani girls participated in five-day leadership camps for girls; and (iii) Fulani youth joined savings and loans groups to learn income-generating skills. In Mali, (i) separate girls and boys latrines were built in seven schools; (ii) 189 Savings for Change groups were formed; and (iii) 135 women were trained in income-generating skills. In Ethiopia, (i) classrooms, rainwater harvesting tanks, libraries, water lines to latrines, and teachers’ quarters were completed in seven schools; (ii) teachers and government education workers were trained on children’s rights and gender equality; and (iii) VSLAs were strengthened. In Tanzania, (i) share value in VSLA groups increased likely due to increased confidence, asset base, and earning capacity; and (ii) loan disbursement increased and some members used their loans to purchase house plots, connect water pipes for irrigation, and open small food businesses. In Rwanda, (i) a strategy to promote the enrolment of girls in vocational training was put in place; (ii) Technical and Vocational Education Training was nationally recognized, providing added value for graduates seeking to enter the job market; and (iii) a study on the costs of children’s schooling was completed. In Sierra Leone, (i) five schools were improved and provided with sports equipment; (ii) 69 new VSLAs were created and their leaders were trained in financial literacy; and (iii) students and teachers were trained in leadership, child rights, and gender equality. The Public Engagement component in Canada (i) educated youth in global development issues through the Planyouth.ca website with over 3,000 registered members and nearly 31,000 visits; (ii) the Plan for Change program helped Canadian youth plan and track their individual and youth group projects; (iii) a youth leadership summit was held in Calgary; and (iv) over 130 girls clubs supporting girls’ leadership, speakers’ bureau and youth journalists, are registered across the country.