Leave No Girl Behind (LNGB) Funded by Acted
Leave No Girl Behind (LNGB) Funded by Acted
Leave No Girl Behind (LNGB) is an initiative taken under GEC. This initiative will support interventions for highly marginalized, adolescent girls who are out of school (either because they have never attended school, or have already dropped out of school without gaining a basic education) to (re-) enroll in education, gain employment or improve the quality of their family lives.
AIMS TO
Improve girls’ literacy, numeracy and other skills relevant for life and work.
Empower adolescent girls and tackle harmful social and gender norms that contribute to girls being out of school.
Test sustainable solutions (including new partnerships, for example with the private sector, local organizations, and government departments) that will last beyond DFID funding.
Conduct a thorough evaluation of interventions to understand what works, and how future policies and Programs can be better designed to include and support marginalized girls.
Improve girls’ literacy, numeracy and other skills relevant for life and work.
Empower adolescent girls and tackle harmful social and gender norms that contribute to girls being out of school.
Test sustainable solutions (including new partnerships, for example with the private sector, local organizations, and government departments) that will last beyond DFID funding.
Conduct a thorough evaluation of interventions to understand what works, and how future policies and Programs can be better designed to include and support marginalized girls.
Target Beneficiaries
LNGB support girls aged between 10 and 19, who are in one of the countries where DFID works and who are:
- Out of school (girls who have never attended or have dropped out of school without gaining a basic education)
- Highly marginalized who have never accessed formal education or who do not have basic literacy and numeracy skills.
Selection and Its Development
Being the technical partner, the first and the foremost task before ABES was the development of content for the learning centers along with the selection of already available content. However, ABES is quite well-versed in its own resources and was keen to use its own learning material but assessing the dire need to use government-owned and approved content, finally, the JAICA syllabus was adopted.
LNGB has two major components: L&N and ALP. The content for the L&N is completed while on the other hand, the process of content development for ALP is under process.
L&N and ALP
Video Lessons
The literacy rate of women in Sindh is quite low, while in the district Kashmore and Jacobabad it was a major issue to find the competent teachers. However, the teachers selected in those circumstances needs to build their capacity and improve their content knowledge as well. Therefore, to build the capacity of the teachers while improving their content knowledge at the same time, video content was developed.
Video Lessons
The literacy rate of women in Sindh is quite low, while in the district Kashmore and Jacobabad it was a major issue to find the competent teachers. However, the teachers selected in those circumstances needs to build their capacity and improve their content knowledge as well. Therefore, to build the capacity of the teachers while improving their content knowledge at the same time, video content was developed.
Teachers Training
As ABES was technically involved throughout the process of teachers’ selection such as making tests for the teachers to analyses their skill sets at the time of their recruitment etc., therefore, training was specially designed for the teachers by considering their skill sets that they already possess and need to polish and develop further. The module for teachers’ training and other material was also developed accordingly.
Field Mentoring, Centre Visits and Refreshers
As previously mentioned, the LNGB project has two major components: L&N and ALP. Additional guidance is continuously being provided to the teachers by addressing their issues in teachings, lesson planning and lesson delivery and giving them result-oriented solutions. For this, 1 or 2-day refreshers are also offered to the teachers in which their issues are also addressed, and further guidance and training are also provided.
Field Mentoring, Centre Visits and Refreshers
As previously mentioned, the LNGB project has two major components: L&N and ALP. Additional guidance is continuously being provided to the teachers by addressing their issues in teachings, lesson planning and lesson delivery and giving them result-oriented solutions. For this, 1 or 2-day refreshers are also offered to the teachers in which their issues are also addressed, and further guidance and training are also provided.
Teaching Kit
ABES with a tradition of empowering teachers and making countless efforts to assist them in every possible way, always strive to develop useful content that will not help in building their capacity but to help them in long run as well. Therefore, to do the same customized teaching kit was developed that was especially tailored and customized by considering the need and the requirements of the project and the content level of the teachers. The major highlight of the teaching kit are the pictorial cards, flash cards, number cards, pocket board, and many more. The use of the teaching kit was also explained to the teachers during teachers’ training sessions.
