According to a study, women have only 68 percent of the rights, opportunities, and access to resources enjoyed by men around the world. These differences, as well as the rate at which they are being reduced, vary by country. But the world is more and more aware of the need to fight gender inequality.
The study discovered that, among other important change outcomes, Girls’ Clubs and Role Model Outreach contributed to girls’ self-confidence, interest and involvement in school, identification of future opportunities, and a greater sense of equality with boys in school. Girls dropped out at a rate of 38.2 percent, while boys dropped out at a rate of 34 percent.
Based on the findings of their baseline research, the ADEO developed two interventions, Girls’ Club (GC) and Role Model Outreach (RMO), to address the factors identified as causing high dropout rates.
Role Model Outreach (RMO):
Role Model Outreach was organized in two forms: school-based RMO which allowed role models to share their life stories with girls to inspire them to aim for the best educational goals and careers where role models share their life experiences with both the girls and their parents to inspire the parents to support their girl children in education. The selection of role models was determined based on the target group that she would interact with: girls only, girls and boys, or parents and community members. Depending on the issues the target club members wanted to discuss, role models could be selected from inside or outside the community.
Girls’ Clubs (GC):
These clubs held meetings on specific days where members engaged in interactive learning on a variety of topics such as adolescent reproductive health, children’s rights and responsibilities, and time management. They were also counseled and taught vocations for economic independence. The majority of activities in GC and RMO used group learning approaches; drama and role-play; peer-led activities involving group discussions; presentations from adult experts, adult role models, and peer role models; and analysis of short stories to tease out lessons.
The GC and RMO learning outcomes were compared to the Developmental Assets. It was discovered that the outcomes covered 65 percent of the framework’s 40 Developmental Assets. As part of the study, some boys and their parents were interviewed. According to the findings, boys now appreciate and accept that girls should enroll and stay in school, and they treat them better than they did previously. Boys now want to learn alongside girls and share ideas on all subjects. Parents recognize the importance of keeping their daughters in school and treating them as they do the boys. Household chores are now shared equally, and parents now come to school to report their daughters who refuse to come to school and insist on teachers following them. Because of RMO interactions, they do their best to meet the basic school needs of the girls, not just the boys.