The Adolescent Girls Empowerment Program: Lessons learned from the pilot test program

This document presents an evaluation of the Adolescent Girls Empowerment Program (AGEP), which is comprised of three major components: 1) safe spaces groups in which girls meet once a week over the course of two years for training on sexual and reproductive health, life skills and financial education. Groups are facilitated by a mentor, a young female from the same community as the girls; 2) a health voucher that girls can use at contracted private and public facilities for general wellness and sexual and reproductive health services; and 3) a saving account that has been designed to be girl-friendly. A randomized control trial (RCT) using a cluster design is being used to evaluate the impact of AGEP. The research aims to identify the impact of the intervention on the following key indicators: HIV prevalence, HSV-2 prevalence, age at first sex, age at first birth, contraceptive use, experience of gender-based violence, and educational attainment

Assorted Avocational Adventures

Adults, an array, are abjectly abashed at alliteration\u27s ancient appeal as attractive (and auspicious?) abracadabra. Another array abhors and abominates alliteration as airy artifice. An additional array appreciates and admires alliteration\u27s artfulness, aptness, applicability, and adaptability

The Business Case for Women's Economic Empowerment: An Integrated Approach

This document describes how the Oak Foundation commissioned Dalberg Global Development Advisors (Dalberg) and the International Center for Research on Women (ICRW) to better understand corporate-funded women's economic empowerment programs. This study explores what works and what doesn't, and provides a business case for how these programs can deliver greater benefits for both the women they wish to empower and for the companies themselves. At the core is the hypothesis that women's economic empowerment programs would be far more effective if corporates implement an integrated approach in partnership with the women's rights community. The evidence base for this report consists of a representative sample of 31 of the largest corporate-funded women's economic empowerment programs run by 28 companies and corporate foundations

The SDGs and inclusive education for all : from special education to addressing social inequalities

This briefing paper draws on the recently adopted Sustainable Development Goals and the previous statements regarding inclusive education so as to propose guidelines for international aid in the area of education. Basically, both concepts stand for a wide-ranging view of education in the frame of correlative challenges and objectives. A key point is that crucial opportunities emerge from positive synergies between initiatives addressing social inequalities and catering to special needs. Four guidelines are suggested for both international donors and governments interested in ensuring inclusive, lifelong, quality education for all. The paper illustrates these general guidelines with a few observations regarding two middle-income countries as Albania and Moldova, and two low-income countries such as Burkina Faso and Ethiopia. In all of them, children and youth suffer from powerful deprivations derived from social inequalities associated to the socio-economic status of parents, gender, ethnicity and ability. In these four countries the available sources also report on shortcomings in institutional capacity that have to be urgently addresse

Cluster randomized evaluation of Adolescent Girls Empowerment Programme (AGEP): study protocol.

BACKGROUND: Adolescents in less developed countries such as Zambia often face multi-faceted challenges for achieving successful transitions through adolescence to early adulthood. The literature has noted the need to introduce interventions during this period, particularly for adolescent girls, with the perspective that such investments have significant economic, social and health returns to society. The Adolescent Girls Empowerment Programme (AGEP) was an intervention designed as a catalyst for change for adolescent girls through themselves, to their family and community. METHODS/DESIGN: AGEP was a multi-sectoral intervention targeting over 10,000 vulnerable adolescent girls ages 10-19 in rural and urban areas, in four of the ten provinces of Zambia. At the core of AGEP were mentor-led, weekly girls' group meetings of 20 to 30 adolescent girls participating over two years. Three curricula - sexual and reproductive health and lifeskills, financial literacy, and nutrition - guided the meetings. An engaging and participatory pedagogical approach was used. Two additional program components, a health voucher and a bank account, were offered to some girls to provide direct mechanisms to improve access to health and financial services. Embedded within AGEP was a rigorous multi-arm randomised cluster trial with randomization to different combinations of programme arms. The study was powered to assess the impact across a set of key longer-term outcomes, including early marriage and first birth, contraceptive use, educational attainment and acquisition of HIV and HSV-2. Baseline behavioural surveys and biological specimen collection were initiated in 2013. Impact was evaluated immediately after the program ended in 2015 and will be evaluated again after two additional years of follow-up in 2017. The primary analysis is intent-to-treat. Qualitative data are being collected in 2013, 2015 and 2017 to inform the programme implementation and the quantitative findings. An economic evaluation will evaluate the incremental cost-effectiveness of each component of the intervention. DISCUSSION: The AGEP program and embedded evaluation will provide detailed information regarding interventions for adolescent girls in developing country settings. It will provide a rich information and data source on adolescent girls and its related findings will inform policy-makers, health professionals, donors and other stakeholders. TRIAL REGISTRATION: ISRCTN29322231 . March 04 2016; retrospectively registered

Death or survival from invasive pneumococcal disease in Scotland: associations with serogroups and multilocus sequence types

We describe associations between death from invasive pneumococcal disease (IPD) and particular serogroups and sequence types (STs) determined by multilocus sequence typing (MLST) using data from Scotland. All IPD episodes where blood or cerebrospinal fluid (CSF) culture isolates were referred to the Scottish Haemophilus, Legionella, Meningococcal and Pneumococcal Reference Laboratory (SHLMPRL) from January 1992 to February 2007 were matched to death certification records by the General Register Office for Scotland. This represented 5959 patients. The median number of IPD cases in Scotland each year was 292. Deaths, from any cause, within 30 days of pneumococcal culture from blood or CSF were considered to have IPD as a contributing factor. Eight hundred and thirty-three patients died within 30 days of culture of Streptococcus pneumoniae from blood or CSF [13.95%; 95% confidence interval (13.10, 14.80)]. The highest death rates were in patients over the age of 75. Serotyping data exist for all years but MLST data were only available from 2001 onward. The risk ratio of dying from infection due to particular serogroups or STs compared to dying from IPD due to all other serogroups or STs was calculated. Fisher's exact test with Bonferroni adjustment for multiple testing was used. Age adjustment was accomplished using the Cochran-Mantel-Haenszel test and 95% confidence intervals were reported. Serogroups 3, 11 and 16 have increased probability of causing fatal IPD in Scotland while serogroup 1 IPD has a reduced probability of causing death. None of the 20 most common STs were significantly associated with death within 30 days of pneumococcal culture, after age adjustment. We conclude that there is a stronger association between a fatal outcome and pneumococcal capsular serogroup than there is between a fatal outcome and ST

Girls\u27 leadership and mentoring

GIRLS FIRST! Perspectives on Girl-Centered Programming is a set of five thematic reviews that provide snapshots of the knowledge base on adolescent girls programming. They address the five strategic priorities defined in the 2010 UN Joint Statement, “Accelerating Efforts to Advance the Rights of Adolescent Girls” and provide evidence-based recommendations. This brief describes the best ways to cultivate girl leaders