The report reflects on the impact of these interventions, including girls’ learning outcomes and activism, in fragile and conflict-affected contexts such as Afghanistan and Somalia. The results indicate that previous interventions on social norms change and girls’ leadership skills development have contributed to an increase in communities’ education resilience during the crisis, reducing barriers to girls’ participation in remote education and building conditions for adolescent girls to continue to learn. The report reflects on these promising results and on persisting barriers to adolescent girls’ education, providing recommendations to donors and practitioners.
Adolescent girls’ education and COVID‐19: What is happening in the field?
Education systems around the world have been disrupted by COVID-19, leaving an estimated 1.2 billion children out of school. Marginalised adolescent girls are heavily affected, facing the combination of school closures, higher workloads at home, extreme poverty and the threat of gender-based violence. During this crisis, CARE’s projects are working with governments, teachers, girls’ clubs and communities to provide tailored options for remote learning along with diverse forms of support tailored to adolescent girls’ needs.
- Countries: Afghanistan, Mali, Somalia, Global
- Published: October 2020