GRASSROOTS GIRLS SOLUTIONS - SIX GRASSROOTS ORGANIZATIONS TRANSFORM THE LIVES OF ADOLESCENT GIRLS
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GRASSROOTS
GIRLS SOLUTIONS
SIX GRASSROOTS ORGANIZATIONS TRANSFORM
THE LIVES OF ADOLESCENT GIRLS
GRASSROOTS GIRLS INITIATIVE 1
GRASSROOTS GIRLS SOLUTIONS SIX GRASSROOTS ORGANIZATIONS TRANSFORM THE LIVES OF ADOLESCENT GIRLS EDITED BY LYDIA HOLDEN ILLUSTRATIONS BY JAYNE CHU DESIGN & LAYOUT BY DANIEL HAWKINS The Grassroots Girls Initiative is a partnership of six funders that believe grassroots organizations are uniquely qualified to design and implement effective, organic solutions for the most underserved girls in the communities where they work. Grassroots Girls Initiative members are: The Grassroots Girls Initiative was launched by the Nike Foundation in 2006 as the first donor consortium devoted exclusively to grassroots solutions for adolescent girls. The Nike Foundation believes in the power of local solutions to unleash the girl effect.
CONTENTS INTRODUCTION Effective grassroots organizations not only transform the lives of adolescent girls, but go further to win the hearts and minds of parents, educators and community leaders to see the value of girls on a daily basis, thereby transforming the entire community. PAGE 2 AWAAZ-E-NISWANN SUPPORTED BY AMERICAN JEWISH WORLD SERVICE Working with Muslim girls living in high-poverty urban slums in and around Mumbai, Awaaz-e-Niswann is one of just a few organizations that strive to give educational opportunities, hope and a future to this marginalized group in India. PAGE 4 WEM INTEGRATED HEALTH SERVICES SUPPORTED BY FIRELIGHT FOUNDATION Addressing a stark insufficiency in Kenya’s schools, WEM Integrated Health Services helps teachers adequately respond to the needs of girls, specifically the psychosocial support essential in a community ravaged by HIV/AIDS and poverty. PAGE 8 NISHTHA SUPPORTED BY EMPOWER—THE EMERGING MARKETS FOUNDATION Nishtha blends support for education on health and human rights with outreach to parents, teachers and community leaders in West Bengal, while also investing in building girls’ confidence, self-esteem and community organizing skills. PAGE 12 FONDO CENTROAMERICANO DE MUJERES SUPPORTED BY MAMA CASH The Fondo Centroamericano de Mujeres is a leader in providing integrated support and funding to groups led by and working with marginalized girls who are indigenous, of African descent, rural, living with HIV or those encountering violence in Central America. PAGE 17 CENTRE FOR DOMESTIC TRAINING AND DEVELOPMENT SUPPORTED BY THE GLOBAL FUND FOR CHILDREN As the only organization in greater Nairobi reaching, rescuing, rehabilitating and reintegrating girl domestic workers under the age of 18, the Centre for Domestic Training and Development is creating vital safety nets for this invisible population. PAGE 22 SIN-DO SUPPORTED BY THE GLOBAL FUND FOR WOMEN To promote a safe environment conducive to learning and development, especially for out-of-school girls who are the most isolated and difficult to reach, SIN-DO developed innovative programs to eradicate gender‐based violence in schools in Benin. PAGE 26
INTRODUCTION SUSTAINED PRESENCE effectiveness of their programs, and are able to
Rooted in the community, the staff of grassroots make changes to their strategy and focus based on
AMONG THE TOWERING Sal trees and fertile ‘imagine what would happen when women and girls organizations know well the complex dynamics the needs at hand. This local knowledge best plac-
mangrove forests of West Bengal, teenage Tanuja has are set free and can participate in decision-making.’” that make up the society in which the girls live and es grassroots organizations to address the urgent
emerged as a leader to educate, persuade and inspire Investing in adolescent girls is one of the most ef- grow. Having themselves experienced the reality needs of girls, giving authenticity to their home-
her community to act against child marriage and see fective ways to break the pattern of poverty that is and roadblocks that the girls experience—from grown, ingenious solutions. From training Muslim
the inherit worth of girls. Not letting verbal abuse, handed down from generation to generation. As re- becoming teenage heads-of-households in com- girls in photography as an exercise in self-empow-
aggression, torrential floods nor a persistent lack of ported in detail in the Girls Count series, if a girl stays munities ravaged by HIV to accessing reproduc- erment by capturing the reality of the world around
electricity stop her, Josefa continues to make long in school, has access to health services and is given tive health care in remote villages—staff are able to them to teaching rural girls sustainable farming
treks with her high school-aged cohorts through the an opportunity to earn a dignified wage, she will address the specific and compelling needs of girls methods to combat soil depletion, which in turn
lush hills and valleys of Guatemala to give workshops marry later, have fewer and healthier children and that change over time, while remaining steadfast helps girls gain credibility and influence in their
on reproductive rights to isolated populations of earn an income that she’ll invest back into her fam- in their presence. These grassroots groups pur- villages, change is happening in surprising ways.
girls. Passing rusted shacks, dirt roads deeply rutted ily and community. Recognizing this potential, and posefully build bridges between generations so Communities are buoyed by the contributions of
with foul water and roving gangs of boys, 14-year- that of grassroots organizations to deliver innovative that “graduates” from their programs can return adolescent girls and the unique, form-fitting solu-
old Susan doesn’t let her surroundings in a Kenyan and inspiring solutions that reach some of the most to mentor and guide the next generation through tions grassroots organizations design for girls and
slum get her down—instead she marginalized girls in the world, similar challenges. the world around them.
channels her energy into being a the Grassroots Girls Initiative
positive, motivated role model (GGI) was formed in 2006. This REACHING THE UNREACHED COMMUNITY-WIDE APPROACH
for her adolescent girl group.
In this community- donor consortium is committed Marginalized by cultural practices, poverty and Grassroots organizations are able to understand
Though the paths these girls wide approach, to improving the lives and op- discrimination, girls are often outside the reach of and deal with the spectrum of actors and com-
traveled to become empow- portunities of adolescent girls by larger development projects led by governments plexities that shape the environment in which girls
ered agents of change were lit- grassroots organiza- supporting and strengthening and international aid agencies. By utilizing lo- operate. Rather than compartmentalizing their ap-
tered with different obstacles, tions found the key grassroots organizations. cal networks and leveraging relationships within proaches, grassroots organizations instead employ
they all encountered grassroots Profiling six organizations out communities, grassroots organizations are able to comprehensive programming in response to girls’
organizations that facilitated to unlocking the dual of the 300 groups supported by identify the hardest-to-reach girls, while staff are multifaceted needs. An effective grassroots organi-
their positive transformations shackles of poverty the GGI, this report makes clear positioned to know how to find those girls who are zation goes beyond working with local police offi-
and offered new opportunities. that quality grassroots organiza- hidden and socially isolated from public places. cers to rescue child domestic workers from abusive
Grassroots organizations, that and lost opportunity. tions not only transform the lives That grassroots organizations are of the commu- situations, to also provide a safe house, educational
are born from and work within of girls, but also shift the thinking nity creates a sense of trust and credibility that al- opportunities and medical care to rehabilitate the
their communities, are uniquely of entire communities to see the lows them to reach seemingly invisible girls, like girls, facilitate vocational opportunities with local
positioned to unleash the potential of the 250 mil- value of girls. Unreached adolescent girls, mobilized the adolescent girls who leave school in shame due businesses for reintegration back into the com-
lion adolescent girls living in poverty in the develop- by grassroots organizations, create visible, measur- to harassment by their male teachers or the teen munity and offer informational sessions for vil-
ing world. Adolescent girls have a multiplier effect able change in their own lives and in their families, mothers who find themselves trapped at home, cut lage chiefs to stop child trafficking before it starts.
in the fight against global poverty. When the life of communities and nations. In this community-wide off from the chance at an education and participa- A range of actors—from the government, police,
one girl is changed, her family, community and our approach, grassroots organizations found the key to tion in their community. Only grassroots organiza- hospitals and schools—are enlisted to create safety
world benefit. This is the girl effect. unlocking the dual shackles of poverty and lost op- tions have the trust needed to access, mobilize and nets for the most marginalized population of their
Despite their proven potential to change the portunity. The girls, their families, the community strengthen the social capital of girls. community, thus, strengthening the social fiber
world, girls in poverty, navigating the already tenu- and the grassroots organization are inextricably in- that enables the entire community to thrive.
ous years of adolescence, face additional quicksand tertwined with the success of one depending on the INNOVATIVE, LOCAL SOLUTIONS
such as child marriage, early pregnancy and vio- successes of the others. By supporting grassroots Grassroots organizations—that know the local Exceptional grassroots organizations have the
lence. Perhaps no other segment of society globally organizations with robust, dedicated programming landscape, language, culture and challenges that insight and staying power to see even the most
faces as much exploitation and injustice. for adolescent girls, entire communities are given a influence and shape the lives of girls—offer the marginalized girls as part of an environment that
“Women represent 50 percent of humanity and new way to create their own path away from endemic most salient solutions for adolescent girls in their is integrated and implement innovative strategies
countries are holding themselves back in terms poverty. communities. Staff cultivate unexpected interpre- to transform their whole environment, to the ben-
of their economic development by discriminat- Focusing on transforming the lives of adolescent tations of local problems by listening to girls and efit of the girl and the community. The following
ing against girls and women,” Desmond Tutu said girls and the people and institutions that surround the larger community and then use those insights examples, from very different corners of the world,
in a 2012 press conference for The Elders, an in- them, the grassroots organizations profiled here, to design appropriate solutions. As programs are show that this approach is not a theory, as profound
ternational non-government organization of noted along with many others, share four characteristics implemented, staff are then able to work closely change is happening now and is revolutionizing the
and noble public figures. “[The Elders] are saying that make them successful: with girls and the community, monitoring the world of girls.
2 GRASSROOTS GIRLS SOLUTIONS GRASSROOTS GIRLS INITIATIVE 3
AWAAZ-E-NISWANN to where they are most needed in order to serve
girls who are not reached by government services
that helps women challenge the discrimination they
face within their families, Reshma’s mother reached
CREATING OPPORTUNITY FOR MUSLIM GIRLS
or large-scale international aid interventions. out to AEN. After hearing Reshma’s story, AEN staff
NAVIGATING THE COMPLEX political and re- addition, Muslim women must also contend with “In the initial years, most of the women who led her through the process of obtaining a divorce
ligious arenas that come with being a Muslim girl structural challenges that all Muslims face in India, approached AEN were older, married and with a from her abuser. As her case progressed, Reshma
in India is no easy task. Forced marriages based including lack of access to education and the sys- history of domestic violence. Many of them want- began to spend more time at AEN’s office and be-
on deceit and shame can dissolve a girl’s spirit; tematic ways Muslims are being left out of the coun- ed their daughters to be educated and have more came interested in their photography workshops.
promising female students find themselves home- try’s economic success. These factors have com- life options,” said Yasmin Aga, an AEN coordina- Over three years ago, Reshma became a member of
bound due to strained finances; venturing out to pounded each other to have a significantly negative tor. “In the late 90s we started arranging scholar- AEN’s photography team and now plans to use her
pursue a vocation is sometimes seen as socially impact on the ability of Muslim adolescent girls ships for these girls. Then we thought: ‘Why wait skills to become financially independent.
taboo—something a traditionally “good” Muslim and young women to exercise their rights, such as for the girls to be married and face violence? Why “In my initial days I was shy, apprehensive and
girl would not do. Fighting against these ingrained freedom of movement outside the home, obtaining not work with them from an early age so that such naïve,” said Reshma. “Today, I am a changed per-
practices and for the rights of girls is Awaaz-e- an education, accessing quality health care, living a situations can be prevented?’ It was then that we son. Now I can speak [publicly], travel alone all
Niswann (AEN), translated as “voice of women.” life free from gender-based and domestic violence decided to design programs exclusively for girls.” over Mumbai and fight for my own rights. AEN has
This community-based organization works toward and choosing their own livelihoods. A significant number of the women approach- always encouraged me … I have left behind my past
the empowerment of some of the most marginal- Shahnaz Shaikh, who in the early 1980s unsuc- ing AEN with cases of marital dispute and do- and I am striving to pursue my dreams.”
ized adolescent girls in India, cessfully challenged the right mestic violence are between the ages of 16 and 25. Many girls who were forced to move from
providing grassroots level so- of Muslim men to unilater- Early marriages are common in the Muslim com- Mumbai to Mumbra, with their families, after the
lutions to prevent domestic
violence, encourage higher
Today, I am a changed ally divorce women, formed
AEN in 1987. The founding
munity due to religious sanction and concern over 1993 riots had to drop out of school due to the un-
girls’ safety. AEN offers assistance to adolescent availability of public schools and high costs asso-
education and self-sufficiency person. Now I can members—Muslim women, girls and young women seeking to get out of bad ciated with private schools. Furthermore, girls in
and to create a safe space for many of whom have survived
Muslim girls. Formed by the
speak [publicly], violence in their personal
marriages through their casework program, which Mumbra could no longer attend or had to travel 25
includes the provision of advice and information; miles to AEN’s offices in central Mumbai to access
Muslim women’s community travel alone all over lives—believed that demands mediation with family members and negotiations their programs. These were the main factors that
based in Mumbai, AEN is able the reform of Shari’a must
to access Muslim girls living Mumbai and fight for for come from within the Muslim
on behalf of women at religious forums; facilita- led to the establishment of the Rehnuma Library
tion of access to legal, social and other support Center in Mumbra. Currently, there are about 200
in ghettos and belonging to my own rights. community, and not from the services; and assistance navigating the justice sys- members between the ages of 16 and 25. This center
lower economic groups in and Indian government. The origi- tem. AEN’s consistent and continuing work with a houses a library of Urdu literature, which is difficult
around Mumbai. There are few nal mission of the organization variety of community members—from fathers, to to access in India, in addition to books in Hindi and
other organizations in India reaching this mostly was to provide a safe space for Muslim women and religious leaders to government officials—is going English. The Center also organizes book readings,
isolated group of adolescent girls with a feminist girls where they could gather and talk about their beyond transforming the lives of girls to tapping excursions to parts of Mumbai, workshops on per-
and rights-based approach. concerns without fear of alienation from their com- into the AEN constituency for awareness build- sonal development and drama, as well as interac-
Within the Muslim community in India, wom- munities. For more than two decades, AEN has suc- ing, campaigning for law reform and advocating tions with other NGOs.
en and girls are particularly marginalized. In 1973, cessfully provided a safe space for adolescent girls against broader human rights violations faced by One of the core activities at the Rehnuma Library
the Indian government established the All-India to meet, share problems and express themselves in Muslims and other marginalized communities. Center is the literacy program, which aims to in-
Muslim Personal Law Board, thereby allowing a non-judgmental environment. AEN also offers a sanctuary for girls, something crease girls’ access to post-primary education and
the Muslims of India to exercise justice within After being forced to relocate offices 12 times Reshma is grateful to have found. Married young, livelihood opportunities. Due to poverty, Muslim
their own communities through the application of over the past 10 years because of its controversial Reshma was sent to live with her husband and his families tend to prioritize education of males over
Shari’a (Muslim Personal Law). The leadership of work and threats to their safety, the organization family in a village some distance from her home in females in the family, leaving few girls able to obtain
the Board consists of religiously and socially con- secured a permanent office in Kurla, a centrally Mumbai. Soon the honeymoon was over and her a secondary education. By providing 35-40 scholar-
servative men charged with interpreting Shari’a. located urban neighborhood with a significant husband’s cruelty became increasingly unbearable. ships yearly to cover tuition costs for girls to pursue
This patriarchal system of justice denies women of Muslim population in Mumbai. AEN also opened Alone with only his family, there was no one to in- secondary and college education, as well as profes-
all ages rights that are enshrined in international a field office, the Rehnuma Library Center, in tervene on her behalf when he beat her. Reaching sional and vocational training courses, AEN fulfills
human rights law, the Constitution of India and, Mumbra, a suburb 40km outside of Mumbai that is her breaking point, Reshma fled to her mother for a considerable unmet need. Furthermore, AEN’s
in some cases, Shari’a itself. Topics legislated by home to over 800,000 Muslims displaced from cen- help. Speaking about the abuse was very difficult initiatives include literacy classes, which provide
Shari’a include marriage, divorce, dowry payments tral Mumbai by the 1993 communal riots, started as and shameful for Reshma. Her mother became in- basic education to illiterate girls, and homework
and inheritance. However, the powers of the Board a result of Muslim-Hindu tension prevailing in the furiated, vowing not to let her daughter be treated assistance for girls attending school.
have expanded over the past several decades to in- city after the Babri Mosque demolition. By opening with such cruelty. Tabassum and Hina, both 20-years-old, took dif-
clude customs and behavior, dress and rituals. In an office in this area, AEN brought their programs Having heard that there was a local organization ferent roads to the Rehnuma Library Center, but
4 AWAAZ-E-NISWANN: CREATING OPPORTUNITY FOR MUSLIM GIRLS SUPPORTED BY AMERICAN JEWISH WORLD SERVICE 5
soon found their lives and futures intertwined.
Hina had come with her mother who needed
assistance to get out of a domestic violence situa-
AWAAZ-E-NISWANN IN THEIR COMMUNITY
tion. Seeing that Hina had completed her school-
ing, AEN staff asked her to teach one of the literacy
classes and Hina agreed. Tabassum, on the other
hand, was unable to attend secondary school due
to financial constraints. An avid reader, Tabassum
sought out the Center to find books in Urdu. As she
became more familiar with the Center, Tabassum
started to participate in the reading club and sub-
sequently joined Hina’s literacy class.
Tabassum recalls how freeing it was to speak
her mind at AEN and how she would look for-
ward to attending Hina’s literacy classes. Hina cre-
ated an atmosphere of sisterhood and brought the
girls’ talents to the forefront by making them sing
when they made mistakes on their lessons, rather
than punishing the girls. Tabassum soon realized
that she had a talent for writing plays. The girls in
that literacy class produced and performed one of
her plays at a public auditorium in Mumbra where
family members and the general public were in at- By opening the Rehnuma Library Center in Mumbra,
tendance. Before this day, the girls could not imag- home to over 800,000 Muslims, AEN has brought their
ine that the wider community would be interested programs to where they are most needed to serve the
girls who are not reached by government services. In collaboration with Point of View, a women’s media ad-
in listening to and learning from girls. It was a rare
vocacy group, AEN conducted a year-long photography
opportunity that they cherished: “After the play,
workshop with 16 women and girls, most of whom are
we held each other and wept,” said Tanassum. “We domestic violence survivors, to help the participants un-
couldn’t believe that we had actually performed in derstand themselves by capturing images of their world.
public!” Both girls, now best friends, were awarded
AEN scholarships and are studying at college.
The uniqueness of AEN’s approach lies in its
ability to reach a population that is marginalized
and often hard to find—Muslim girls and women
in ghetto communities—and to encourage them Through AEN’s advocacy initiatives,
to become confident and full citizens. AEN rep- members participate in campaigns initi-
ated by AEN and other civil rights groups
resents one of the few civil society organizations
To support women facing violence within to campaign for law and policy reform.
that works with Muslim women and adolescent
girls in India with an approach that addresses their homes and communities, AEN staff ac-
company young women as they navigate
both tangible (safe space, support, education and
the formal and informal justice systems.
skill building) and intangible (self-esteem, rights
awareness and empowerment) needs. By bolster-
ing the community’s support for adolescent girls,
AEN is enabling empowered individuals to serve
as role models and change agents for their peers. American Jewish World Service, based in New York, has funded AEN since 2001. By funding community-based
organizations like AEN, which operate in remote areas and urban slums, AJWS reaches out to people whose
needs are not always met by traditional development efforts. Because these groups are often marginalized
This article was derived from a case study report researched by their local governments and societies, working with them combines service provision and community
and written by Asmita Basu, Sandhya Gupta and Elizabeth development with efforts to demand public services, ensure respect for human rights and reduce discrimina-
DeLois on behalf of American Jewish World Service. Please go tion. To learn more about AEN and American Jewish World Service, please go to www.ajws.org.
to www.ajws.org to access the full report.
6 AWAAZ-E-NISWANN: CREATING OPPORTUNITY FOR MUSLIM GIRLS SUPPORTED BY AMERICAN JEWISH WORLD SERVICE 7
WEM INTEGRATED HEALTH SERVICES support each other as they face life challenges.
Even though all children between the ages of 5
young people affected by HIV/AIDS. Follow-up
support to reinforce the foundation laid during
EMPOWERING ADOLESCENT GIRL PEER EDUCATORS
and 15 must attend school in Kenya, WEMIHS saw the workshop includes the formation of adolescent
A RISING STAR in her school, Susan knows that their future; they seldom feel they have someone that typically schools do not adequately respond to clubs, parent forums and assemblies, where girls
a good peer educator understands and respects who will listen or help them to work through their the specific needs of girls. As a result, girls were are recognized and heard.
others and encourages girls to make positive choic- grief and trauma: “You give us food and clothes, not reaching their full potential academically Susan realized by the end of the training that she
es. From a peri-urban slum in Thika, an industrial but no one listens to us,” said Wanjiru, a WEMIHS and often dropped out. WEMIHS enhances the had to lead by example. She stopped cheating and
town in Central Province, Kenya, Susan leads an beneficiary. school environment by training teachers to offer bullying her classmates; she studied and did her
adolescent girls club where during weekly meet- WEMIHS heard those cries. They redesigned psychosocial support and counseling to students. own homework. Once weary of teachers, Susan be-
ings girls discuss the challenges in their lives and their child-focused programming to respond to Training in child counseling equips teachers with gan to see them as positive role models. “They help
how to make informed choices. Through engaged the psychosocial needs of girls at home, at school the skills and knowledge to meet the needs of girls me. If I don’t understand something I ask them to
discussion and exposure to new ways of thinking, and in their peer groups. Adolescent mapping not just as learners, but as vulnerable children. explain,” commented Susan. Soon her grades be-
the girls work on increasing their self-awareness conducted by WEMIHS in 2009 confirmed that Through the psychosocial support training, 23 gan to rise and she met her goal of qualifying for
and developing the confidence to stand up to nega- three key actors—parents and guardians, teachers teachers are now able to identify vulnerability, and a strong secondary school. Susan was even able to
tive influences. and girls—are critical to transforming the lives of possess the skills and confidence to counsel and speak with her grandmother about children’s rights
Susan also knows that insidious influences are girls. Adolescent girls do not exist in isolation, but refer girls to other service providers, such as hos- and that beating is wrong. Now, a more peaceful at-
abundant and ingrained in her community where rather are part of and affected by the broader en- pitals and the police. The head teacher at Susan’s mosphere prevails in Susan’s home. By tapping into
poverty and HIV/AIDS are vironment in which they live. school participated in the WEMIHS training and her own power through the continuous, encour-
rampant. The lives of girls Accordingly, a multi-pronged began to set up a peer education club for adoles- aging support from her teachers and WEMIHS,
and women in Thika’s slum Girls now have the approach is now used by cent girls, looking for students who demonstrated Susan grew from an insecure and feared tormenter
are framed by a dearth of op- WEMIHS to equip adolescent
portunities, marginalization
material and psy- girls and the key actors in their
leadership qualities to launch the program. While into a positive force and agent of change in her fam-
originally the teacher saw Susan as a poor student ily and school.
and vulnerability. Over 60 chosocial support to “ecology of care” to support the and troublemaker, after the WEMIHS training he As a result of WEMIHS’ programs, Thika has
percent of hospital beds are needs and rights of girls by en-
occupied with HIV/AIDS pa-
actively pursue op- gaging parents and guardians,
realized she was a lonely, angry and vulnerable girl seen a drop in early pregnancies and an increase in
struggling to survive. He also saw Susan’s potential. the number of girls going on to high school. Before
tients and approximately half portunities to enroll in training teachers and increas- Taking a chance, Susan was asked to become a peer implementing the WEMIHS program, teachers
of the population lives in ab- ing the self-confidence and
solute poverty. Thuggery, theft secondary school. self-efficacy of girls.
educator.
Adolescent girls themselves form the third, and
would see an average of 12-15 pregnancies per year;
teachers have since reported zero pregnancies for
and violence were Susan’s re- Addressing parents and most important, prong of WEMIHS’ program- three years, and only one pregnancy in 2010. Girls
ality growing up, and shaped how she interacted guardians as key actors strengthens the well-being ming. WEMIHS found that girls were not pre- now have the material and psychosocial support to
with others. Before becoming a peer educator, of the family and their ability to meet the basic pared for the challenges of adolescence. They did actively pursue opportunities to enroll in second-
12-year-old Susan bullied other students and cop- needs of their children. Before WEMIHS’ pro- not have confidence or self-awareness, nor did ary school.
ied their work. Teachers, Susan believed, were not grams, many parents and guardians blocked their they have a source for sound information regard- As an institution of and from the community,
to be trusted. At home, her grandmother—over- girls’ ability to focus on school by heaping on ing their reproductive health. Furthermore, girls WEMIHS has the local knowledge, relationships
whelmed with the responsibilities of caring for chores and other responsibilities. Some guardians did not have support to enroll in, complete and and trust to access and influence families and
her grandchildren without an income—often beat were not aware that secondary school even existed, succeed in secondary school. Many girls were lost teachers as key stakeholders who affect the lives of
Susan. A confluence of negative factors, magnified while others neglected to provide the support that in transition. In order to help girls gain confidence girls. Their roots in the community give them the
by poverty, engulfed her. would help girls succeed in school. Recognizing and to create a safe space where they can discuss staying power to facilitate ongoing transformation.
In 2009, though, a grassroots organization that parents and guardians face challenges due to their problems and access reliable information, WEMIHS makes use of their knowledge and social
changed the trajectory of Susan’s life. WEM poverty and HIV/AIDS, WEMIHS provides addi- WEMIHS identifies girls with potential and trains capital to mobilize positive cultural values, systems
Integrated Health Services (WEMIHS), which tional services like the sustainable livelihood initia- them in peer education and life skills. At one such and structures so adolescent girls are empowered
works to provide comprehensive care and support tive. Through the initiative, parents and guardians course, 58 adolescent girls, including Susan, and to make informed decisions about their lives. The
for those impacted by HIV, initially focused the receive agricultural training as well as access to boys between the ages of 10 and 15 received life life trajectory of adolescent girls in Thika is indeed
majority of their efforts on caring for adults living local micro-credit and savings support. By help- skills education, communication skills and infor- changing.
with HIV. They quickly realized the impact of HIV ing to improve income and food security at home, mation on drugs, sex and sexuality, behavior and
on children, especially girls, and expanded their WEMIHS relieves pressures that often strain the behavior change. During the three-day training
services to address a wider spectrum of young family and result in girls being pulled out of school. This article was derived from a case study report
Susan gained knowledge that helps her negoti- researched by Susan Wilkinson-Maposa and written by Zanele
people’s critical needs. Girls made vulnerable by In addition, WEMIHS also facilitates psychosocial ate the dynamic years of adolescence. She learned Sibanda on behalf of Firelight Foundation. Please go to
HIV/AIDS have high levels of stress and fear about support among caregivers, which helps them to about children’s rights and the particular needs of www.firelightfoundation.org to access the full report.
8 WEM INTEGRATED HEALTH SERVICES: EMPOWERING ADOLESCENT GIRL PEER EDUCATORS SUPPORTED BY FIRELIGHT FOUNDAITON 9
WEM INTEGRATED HEALTH SERVICES IN THEIR COMMUNITY
School assemblies are now a forum where adolescent
girl peer educators are encouraged to speak out on is-
sues affecting the students. Peer leaders help girls ac-
cess information on sexuality, HIV/AIDS and drug abuse
and support each other to stand up for their rights.
WEMIHS’ peer education program goes beyond the boundar-
ies of schools to train girls in peer mobilization and commu-
nity outreach, helping them transform their communities with
needed services, like the mobile voluntary HIV testing center
that reaches marginalized women and girls in remote areas.
Recognizing that guardians face challenges due to poverty
Through the sustained support from Firelight Foundation, based in Santa Cruz, California, since
and HIV/AIDS, WEMIHS provides immediate assistance, like
2001, WEM Integrated Health Systems has been able to strengthen their innovative and empowering
food parcels, and also long-term solutions, such as linking
community programs in Kenya. With enhanced programming, WEMIHS is working to improve the ca-
guardians to the sustainable livelihood initiative, which pro-
pacity of local structures to better cope with the impact of disease and poverty. For more information
vides economic empowerment so that parents can meet
on WEMIHS and Firelight Foundation, please visit www.firelightfoundation.org.
their children’s basic needs for food, shelter and clothing.
10 WEM INTEGRATED HEALTH SERVICES: EMPOWERING ADOLESCENT GIRL PEER EDUCATORS SUPPORTED BY FIRELIGHT FOUNDAITON 11NISHTHA their tenuous future while Tanuja remembered the
words of her grandmother: “It is a curse to be a
lies to defame her character. Rumors spread from
kitchen to kitchen. Scandal erupted and Tanuja’s
WORKING INTERGENERATIONALLY FOR COLLECTIVE ACTION woman and so you will be made to suffer.” family was called to appear before the Salishi, a
FOLLOWING A SPATE of female suicides and improve economic prospects and living conditions Tanuja’s family was forced to move into their council of male village elders. The council struck
murders, Pritilata Das was determined to establish for the larger community. Approximately 16,500 uncle’s home. As an occasional farm laborer, down Tanuja’s sister’s pleas of innocence, con-
a community group in 1974 aimed at addressing women and girls participate in the organization’s Tanuja’s mother was not able to provide for all of demning her to the sneers and outrage of the vil-
women’s most urgent problems in West Bengal. age-specific community development groups: bali- her family’s needs and they became dependent lagers. Tanuja’s family faced possible banishment
She wanted to lessen local women’s suffering by ki bahinis (children ages 6-11), kishore bahinis (ad- on their relatives. While many expressed sym- from their village—they feared their darkest days
giving them a measure of control over their lives. olescent girls ages 12-18), mohila mondals (women pathy, Tanuja knew her relatives disapproved of were yet to come.
Working with a handful of volunteers, Pritilata set ages 19-54) and senior women’s groups (ages 55 her mother’s status as a “deserted” female head of Nishtha had not abandoned the family, though,
up a modest health clinic to ensure that women and older). Nishtha empowers these groups by household and that they also felt resentment over and they organized a strong gathering of women
had access to basic reproductive health care, es- employing interlocking strategies that nurture in- the family’s needs. Every time Tanuja visited her to resist the decision of the Salishi. Nishtha’s mem-
tablished a literacy program for women who had dividual girls while building community support relatives they acted as if it were only to ask for food, bers came forward to expose the false accusations
never been to school and developed a small-scale for female leadership. Their model is based on an money or a favor. of the young men. Using the power of the group,
training program where women could learn mar- intimate knowledge of the obstacles that adolescent Relatives advised Tanuja’s mother to quickly ar- Nishtha members were able to convince the Salishi
ketable skills in embroi- girls and young women confront, range for her daughters’ marriages so that she could and the community of Tanuja’s sister’s innocence.
dery and decorative paint- blending support for education focus her efforts on her son and reduce the eco- Tanuja’s family no longer had to flee. When Tanuja’s
nomic burden on the family. Her mother resisted, mother saw the power of the women, she stopped
ing. Her organization, We are building with information about health and
but as an abandoned wife she had lost confidence hesitating and joined Nishtha, becoming an active
Nishtha (“dedication” in rights; reaching out to parents,
Bengali), was driven by her a new world ... where teachers and community leaders; and could not continue to go against familial pres- supporter and eventually a mohila mondals group
sure and societal expectations. Thus, Tanuja was leader. Tanuja was also allowed to return to school.
vision of a discrimination- girls know that they’re and investing in building girls’ pulled out of school to work with her mother and “That was the most memorable moment of my
free society where women confidence, self-esteem and orga-
could live with full dignity human beings and nizing skills. sister in jari, the fine stitching of colored thread on life,” gushed Tanuja. “I will study, I will study more
and equal rights. From the beginning, Mina garments. and I will study more and more!”
When her daughter,
that they can do recognized that education was When Tanuja turned 12, she was invited to join Through the caring support network of peers
Mina Das, assumed re- anything. central to realizing her mother’s the Nishtha-supported adolescent girls group kish- and mentors, Tanuja found her voice and is now
sponsibility for Nishtha in vision: Without it, women had few ori banhini. In the group, the girls discussed the more self-assured and confident. After some
1978, she realized that although her mother’s orga- life prospects, little earning power and almost no customs and practices in society that affected them time, Tanuja became the leader of her kishori
nizational model might ease some women’s suffer- hope of breaking the cycle of poverty and depen- adversely. This opportunity for contact with other bahini group, transforming her experience to help
ing, it would never change their circumstances on dence in which they had been trapped for genera- girls was intensely special for Tanuja as she missed others. Tanuja and her friends often visit houses in
a larger scale. She needed to create a platform that tions. To spark systemic change, Nishtha needed to the social interaction that school once provided. the village to advocate for girls to be in school. In
would enable women to solve their problems and reach females much earlier—ideally at the age of As Nishtha staff became aware of Tanuja’s family’s one case, Tanuja acted swiftly when she heard a fel-
demand their rights collectively, backed by their 6—to ensure they started school with their peers. struggles, a didis, or social worker, began to visit low classmate was being forced into marriage and
families and communities. Mina saw this as part In order to do this, the organization came up with them at home. The didis talked to Tanuja’s mother persuaded her teacher to intervene.
of a wider development process that would benefit a strategy for addressing the multiple economic, about the importance of sending her daughters “I have a dream that my group will be
everyone involved. cultural and social factors that keep girls out of the back to school and creating long-term solutions to strengthened to reach each and every girl of the
“If we try to make a woman empowered, she classroom. They needed to convince parents of the ameliorate their current situation. Tanuja’s mother community, where no women will be humiliated
might become empowered, but where?” asked value of investing in their children’s education. resisted, feeling bound to her traditional relatives and have to lead a life like my mother, where no
Mina. “We have to do something to sensitize, pre- Tanuja was born into a typical, poor village in who were financially supporting them. Nishtha’s girl will get married early and be tortured by her
pare and involve the whole community so they ac- rural West Bengal, where many families survive didis nonetheless continued her regular visits to in-laws, where no girl will drop out from school.
cept women’s leadership and realize women’s prob- on less than US$2 a day, making illiteracy, child Tanuja’s family and Tanuja found herself secretly All girls will be adored like our brothers,” affirmed
lems, and we have to make them eager to change marriage and poverty a fact of everyday life. In her regaining some hope that she may be able to return Tanuja.
the situation. We have to convince them that we are traditional family, Tanuja knew obeying the family to school. Tanuja often works with her mother’s group to
not only working for women: If a woman is educat- dictum reigned supreme and that her circle of in- Just as Tanuja’s family was emerging from the visit parents, explain the negative consequences
ed, then the whole community will be educated.” teraction would always be severely limited as a girl. shadows of shame that her father’s disappearance of child marriage and even to threaten contacting
In the past three decades, Mina and her col- At 8 years old her life took a drastic turn. Waking cast, her older sister found herself the recipient of the police if the marriage goes forward. Nishtha’s
leagues at Nishtha have built an institution that to the sound of her mother crying, Tanuja learned unwanted attention. After cajoling and intimida- intergenerational approach helps build a commu-
enlists girls and women as central actors to im- that her father had left them—forever—for his tion did not work to bend Tanuja’s sister to their nity-wide support network wherein women and
prove their own lives, strengthen their families and other family. Despondent, her mother wept over will, a group of young men resorted to outright girls of all ages can teach and learn from each other,
12 NISHTHA: WORKING INTERGENERATIONALLY FOR COLLECTIVE ACTION SUPPORTED BY EMPOWER–THE EMERGING MARKETS FOUNDATION 13NISHTHA IN THEIR COMMUNITY
am that my
“I have a dre strength-
be
group will d
ch each an
ened to rea m -
of the co
every girl b e
ll girls will
munity ... A .”
our brothers
Women are able to lift their families out adored like
of poverty and thanks to skills training,
small business loans and moral sup-
port. Nishtha has given out 2,500 loans
to develop economic activities, like
learning jari, a traditional needlework.
The kishori banhini adolescent girls group mounts campaigns against
child marriage, child trafficking and child labor, develop advocacy
materials and organize rallies. Over 4,500 people actively take part
in Nishtha’s rallies and raise awareness throughout the community.
Adolescent girls who grew up organizing monthly village cleaning
days through participation in their baliki bahini groups now spear-
head the construction of private latrines—over 1,000 have been
constructed—and safe drinking water stations in their villages.
To combat soil depletion caused by costly chemical pesticides,
Nishtha has trained over 80 adolescent girls in sustainable farming
methods: testing soil, developing herbal pesticides and encourag-
ing the use of compost. Once trained, they are dispatched in pairs
to various communities to share their knowledge with local farmers.
14 NISHTHA: WORKING INTERGENERATIONALLY FOR COLLECTIVE ACTION SUPPORTED BY EMPOWER–THE EMERGING MARKETS FOUNDATION 15solve problems collectively, build alliances and
recruit others. Girls who join kishore bahinis en-
support around girls—starting with individual
self-esteem, but growing to encompass peer soli-
FONDO CENTROAMERICANO DE MUJERES
NURTURING ADOLESCENT GIRL-LED GROUPS
courage their mothers to join mohila mondals (and darity, family and community receptivity, and in-
vice versa), and are eager to share their newfound stitutional support from Nishtha—allowing girls “WE HAVE SUCCEEDED in empowering each El Salvador, Nicaragua, Belize and Costa Rica. In
knowledge—from writing their name to farming to draw on both individual and collective strength one of the participants in our group,” proclaimed these countries, the legacy of organized conflict,
techniques—with other family members. Nishtha in their efforts to change their circumstances. The a Gaviotas Jovenes por Nuestro Derechos partici- civil wars, vast disparities of wealth and power,
didis also meet frequently with parents of kishore organization repeatedly reinforces the message that pant from Nicaragua. “At the beginning the girls marginalization of indigenous people, human
bahini members, ensuring that they have the re- girls are human beings with the same rights as boys, were timid, too shy to participate in our activities, rights abuses and a culture of impunity continue to
sources to pay their daughters’ school fees and pur- that they are full members of their families and full but on our path we have gotten rid of our fear of have repercussions. In addition to grinding poverty
chase the necessary textbooks and school supplies citizens of their villages. Nishtha didis sensitize speaking in public and now say what we feel with- and ingrained violence, adolescent girls and young
and to offer financial and material support to fami- families and community leaders on an individual out fear that they will criticize us ... We are dialogu- women in Central America face a lack of safe em-
lies who cannot afford to educate their daughters. basis, while Nishtha volunteers engage in public ing with other women in movements, promoting ployment opportunities, bodily autonomy and
Girls who are struggling academically are provided awareness-raising through rallies, campaigns, in- our rights and integrating more young women in access to higher education. While there are some
with Nishtha-trained tutors to supplement their formation fairs and public advocacy. our activities. In other words, we have succeeded advances in gender equality in formal institutions
lessons and monitor their progress. The results are evident: Girls who participate in transforming our fear so that we can continue to and legislation, particularly at the local government
Although the organization reaches out to peo- in Nishtha’s programs are educated longer and promote our rights.” level, much ground still has to be won, such as hav-
ple of all ages, adolescent girls are the heart of married later. A Nishtha assessment showed that The personal empowerment and metamor- ing police and courts take domestic violence seri-
Nishtha’s work, enabling them to accomplish mul- only 3 percent of girls in its programs dropped out phosis of these adolescent girls was facilitated ously. Domestic violence is so normalized cultur-
tiple goals simultaneously: Nishtha provides direct of school compared with 39 percent of girls not by grants from the Fondo ally that many girls and women
support to the most needy and neglected members in its programs. Nutrition, health and sanitation Centroamericano de Mujeres cannot conceive of a life free of
of society, creates positive role models for girls and have improved in the villages where Nishtha works (FCAM), translated as Central violence.
changes the image of young women in everybody’s and women are able to provide for their families American Women’s Fund, and Those [girls] who FCAM believes that long-
eyes. Girls now lead classes on nutrition and other through the skills training, small business loans its Ola Joven (Young Wave) term social transformation for
subjects for their peers, while the rest of the village and moral support Nishtha provides. grantmaking program. FCAM participate in our ac- adolescent girls and their com-
looks on intently. Before Nishtha began working “We don’t have a magic wand, we cannot change stands at the forefront of pro- tivities ... have the munities can only be achieved
in these villages, such scenes would have been un- everything, but a little bit of change we can make,” viding integrated support to when the protagonists and
imaginable, as residents would never have accept- Mina reflected. “We are building a new world marginalized adolescent girls courage to say: ‘No, change agents are the adoles-
ed the idea that girls can be sources of information where women can enjoy their rights, where girls and young women under 30, enough is enough!’ cent girls themselves. FCAM
who are valuable to the entire community. know that they’re human beings and that they can who are indigenous, of African does not seek to create its own
“Our plan is to reach young women, and seed do anything. They will be educated. They can raise descent, rural, living with HIV initiatives, but rather to iden-
in their minds that they are human beings and their voices. They can question society. They will and/or encountering violence tify, mentor and network lo-
that they have equal rights with their brothers, so create change, not us. We have to prepare them. in Central America. Established in 2003, FCAM is cal adolescent girl-led groups. These groups are at
that slowly they can gain confidence,” commented This is our mission.” dedicated to guaranteeing the right of adolescent a stage of organizational development where extra
Mina. “They have to think, ‘I will be responsible for girls and women to physical and emotional integ- resources and support can produce a multiplier ef-
my family also, this is my family also. This is my rity in Central America and enabling women and fect that will transform individual lives and indeed
This article was derived from a case study report
village.’ If you don’t take any responsibility, you men to participate equally as leaders in all areas of whole communities. From 2003-2009, FCAM,
written by Andrea Lynch on behalf of EMpower—
cannot demand any rights. So we should prepare the Emerging Markets Foundation. Please go to society. FCAM launched its Ola Joven program to through its Ola Joven program, directly reached
ourselves to be responsible, to make decisions.” www.empowerweb.org to access the full report. support girl-led and driven organizations work- 7,342 individual adolescent girls and young women
Nishtha works to build concentric circles of ing to improve their own lives and transform their and helped 91 adolescent girl and young women-
communities. Ola Joven grantees are organized led groups evolve and mature.
into three broad programs that reflect salient issues Josefa, a leader for the Programme for Young
for adolescent girls in Central America today: pro- Women in Esquipulas, Guatemala, knows that out-
EMpower—the Emerging Markets Foundation, based in New York, London and Hong Kong, shares motion of sexual and reproductive rights, young side support is vital to the continuation of her group.
Nishtha’s commitment to youth development, believing that investments in young people’s health,
women’s participation and leadership and physical Working on the challenging issues of sexuality and
education, leadership and livelihoods can bring about sustainable, positive change. EMpower’s grants
to Nishtha since 2005 included the support of 1,080 girls to continue their education, bolstered by
and emotional integrity. reproductive rights, Josefa and her peers have often
academic coaching from tutors, and a pilot vocational training/job placement program for graduat- FCAM is the only foundation in the region that been targets of verbal abuse and aggression, “even
ing girls. To learn more about Nishtha and the support needed to continue transforming communities is dedicated to supporting the initiatives of ado- from the young women who do not understand our
in West Bengal, please visit www.empowerweb.org. lescent girls. Currently, Ola Joven grants support work,” she commented. The group started with 10
nascent girl-led groups in Guatemala, Honduras, adolescent girls and has now grown to 22 girls and
16 NISHTHA: WORKING INTERGENERATIONALLY FOR COLLECTIVE ACTION SUPPORTED BY MAMA CASH 17young women committed to educating their peers. decision-making institutions. We have many plans the Ola Joven groups together for collective self- recognize the leadership of young women,” com-
Together they visit various rural communities, re- and may ideas and we hope we can always count on assessment of their work during the grant period. mented one Ola Joven grantee partner girl leader.
gardless of difficult conditions, bad roads or the the support from FCAM.” This has proven to be a powerful way of stimulat- FCAM also offers an inventive 12-day Central
flooding that occurs every rainy season. FCAM is committed to building the finan- ing reflection and learning among the girl leaders: American “feminist camp” every year. The over-
“Supported by FCAM, we organize video fo- cial sustainability of their grantees, by including a “[Evaluation tools] are important to remind us of arching objective of these camps is to help con-
rums, meetings and workshops, even in places multi-annual support component in their grants, to the commitment we have as leaders, and they give struct and strengthen inclusive and democratic
where there is no electricity,” explained Josefa. “In help overcome challenges posed by other funders’ us the tools with which we can measure achieve- leadership, through new ways to promote solidar-
spite of everything, the view that a part of the com- manner of giving: restricted funding, short-term ments, challenges and identify opportunities,” said ity between adolescent girls and young women.
munity takes of us has been quite good, because support or expecting that girls and women will one Ola Joven grantee member from El Salvador. On a daily basis, the participants in the camps are
the women pick up the topics very well. One can work on a voluntary basis rather than meriting/ FCAM spent an impressive 21 percent of its encouraged to put themselves in the shoes of oth-
easily see the different attitude in those who partic- needing paid salaries. FCAM’s unique and hands- budget on mentoring, learning and networking ers (sex workers, indigenous people, HIV-positive
ipate in our activities, because they have been able on strategy includes integrated support to ado- activities in 2009. Yearly, FCAM hosts an aver- individuals, lesbians, etc.) and reflect on the dis-
to defend themselves in aggressive situations. They lescent girl-led initiatives throughout the grant age of 10 workshops and events for their grantees, criminatory actions and attitudes these people en-
have the courage to say: ‘No, enough is enough!’” period and is particularly respected for provid- with an emphasis on strengthening organizational counter. This “lived” method has two objectives: to
Beyond influencing peer groups, Ola Joven ing an extensive agenda of workshops and events, development and demystifying financial manage- promote individual change by challenging inherent
grantees extend their reach into their communi- close mentoring and participatory monitoring and ment. As the number of Ola Joven grantees in- discriminatory beliefs and practices and to promote
ties, working to change the perceptions of parents, evaluation. This accompaniment is started by invit- creases each year, the number of workshops also relationships of solidarity and alliances between the
teachers and community leaders regarding the ing each new grantee to a two-day workshop with increases to continue meeting the demand for this adolescent girls and young women.
capabilities of adolescent girls. Adolescent girls FCAM staff focused both on planning the grant type of support. A clear and important benefit of Support from FCAM provides the means for
who have participated in the Ola Joven program and establishing relationships of trust between the FCAM’s Ola Joven network is an increase in the these girl-led grassroots organizations to scale-up
typically are recognized as “authorities” in their adolescent girls and their FCAM mentors. After diverse and innovative strategies used by the ado- their existing activities, incorporate more com-
communities. People come to them for advice and this initial contact, FCAM staff maintains an “open lescent girls’ groups and the sharing of these strate- munity members and to explore new avenues for
information on issues that are often considered line” policy, by which all grantees with access to the gies among different girls’ organizations. Regional change through peer learning and FCAM’s men-
taboo topics, such as sexuality and reproductive Internet and/or telephone are promised same day exchanges are also facilitated by FCAM on repro- torship. The spirit of determination, resilience, pas-
rights. The girls and young women provide re- responses by FCAM staff. This continuous avail- ductive rights, feminism and sexual rights. These sion, vision and commitment of FCAM and its Ola
sources to the community by hosting workshops ability for support and guidance, as opposed to the events stand apart in particular because of their Joven grantees is radically changing the landscape
and activities, integrating what they have learned more structured and limited communications of cross-country focus, where adolescent girls from of gender rights in Central America by giving ado-
from FCAM workshops. Parents changed previ- traditional grantmaking organizations, has proved the various countries Ola Joven operates in have lescent girls a platform from which to speak and be
ously accepted definitions of what girls “can” do or to be extremely important for the Ola Joven groups. the opportunity to meet and learn from their peers heard. “We are girls—screaming, creating, crying,
“should” do and are encouraging their daughters In 2009, 63 out of a total of 75 Ola Joven groups and other rights-based organizations, thus, con- smiling, learning,” declared one Ola Joven partici-
to pursue new opportunities. Local governments received an in-person visit from a dedicated FCAM tributing to FCAM’s wider objective of stimulat- pant. “We should not let ourselves be trampled on,
are also taking notice of the capabilities of adoles- mentor. These visits permit FCAM and the groups ing a movement of adolescent girl leaders in the we must always move forward as one community.”
cent girls by inviting organized groups to be a for- to evaluate their monitoring reports, giving valu- Central American region.
mal part of policy planning exercises. Other Ola able feedback to a group on its activities, challenges “Each workshop, each activity in which we par- This article was derived from a case study report researched by Jean
Joven grantees report that girls in their communi- faced, advances made, lessons learned and advice ticipate as young women is an opportunity for Casey and written by Gita Beker Busjeet on behalf of Mama Cash.
ties increased their use of contraceptives, reduced around future plans and budgets. Equally impor- personal growth and for helping to make people Please go to www.mamacash.org to access the full report.
the rate of unwanted/unplanned pregnancies and tant from FCAM’s perspective, these site visits are
are now more inclined to report violence to the crucial to understanding the lives and contexts of
authorities. the adolescent girls. While on-site monitoring re-
“We have knocked on all the doors in our com- quires greater resources than e-mail or telephone
munity, even the mayor’s and the priest’s, for we contact, FCAM sees these in-person visits as an es- The Fondo Centroamericano de Mejeres’ focus on strengthening young women’s groups—to ensure
want more young women to have the opportunity sential part of its mentoring process. women’s human rights, including sexual and reproductive rights, economic justice for women and young
to see changes in their lives,” commented Carmen, A second important characteristic of monitor- women’s participation as leaders in making decisions that affect their lives and their communities—fits
who has participated in the La Esperanza Young ing visits is that FCAM invites an adolescent girl well with Mama Cash’s vision. Mama Cash is the oldest international women’s fund, established in the
Women’s Network in Nicaragua for four years. “We or young woman from another Ola Joven group to Netherlands in 1983, working to support pioneering and innovative women’s initiatives around the
are making an effort to provide these girls with in- accompany FCAM staff on the visit. This is done so world because they believe that social change starts with women and girls. Mama Cash has funded FCAM
formation, to raise funds and to achieve that young that the adolescent girls and young women can ex- since 2004, with 21 grants totaling $719,786. To learn more about FCAM and Mama Cash please visit
women are present in a range of bodies, from change knowledge and establish alliances. FCAM’s www.mamacash.org.
leadership of student organizations to municipal final evaluation process involves bringing all of
18 FCAM: NURTURING ADOLESCENT GIRL-LED GROUPS SUPPORTED BY MAMA CASH 19You can also read
