This document summarizes input from 508 adolescent girls living in poverty across 14 countries. It outlines their perspectives on education, health, safety, economic security, and their lives and dreams. The girls expressed a strong desire for education but faced barriers like poverty, gender discrimination, and responsibilities at home. They wanted knowledge of their bodies and health but faced issues like child marriage and lack of medical access. The girls wanted safety from violence, harassment and lack of legal protection. They aspired to economic opportunities but had few skills or means of support. Overall, the girls wanted their basic rights respected and voices heard so they could pursue their full potential.
Captação de água de chuva e armazenamento em cisterna para uso na produção an...
1. O documento discute a captação e armazenamento de água da chuva em cisternas para uso na produção animal. 2. Ele explica como calcular o tamanho da cisterna com base na precipitação local, demanda de água e período seco. 3. Também aborda fatores que influenciam a qualidade da água armazenada e apresenta um estudo de caso.
This business plan is for a new company that provides unspecified products and services. It outlines the management team and shareholders, describes the products and services as well as the target market. Financial projections estimate sales growth and profitability over three years. The plan also discusses marketing strategy, competition, and requires funding to hire staff and expand operations.
This document is a user manual for the GSK983T Turning CNC System. It describes the system's specifications, programming, operations, codes and parameters in detail over multiple volumes. Volume I focuses on general information, programming, dimensions, feeds and preparatory functions. It provides instructions on how to properly configure and write programs for the CNC system to control machine tool movements and functions.
Successfully implementing Summon at Manchester Metropolitan University (MMU)
A presentation I gave at the 3rd UK Summon and Information Literacy Day held at University Campus Suffolk, Ipswich on Tuesday 15th July 2014 (http://summoniluk.wordpress.com/).
This is a case study, giving an overview of how MMU implemented Summon (or Library Search as we have branded it) and made the implementation successful. It focuses on how what I see as the key factors in our implementation and what effects they had on our teaching of information literacy.
Role play: How open access could change librarians’ jobs
This presentation provides a definition of open access, looks at the Finch Report (http://www.researchinfonet.org/publish/finch/) and explains how it could affect libraries and identifies four areas in which open access could change librarians’ jobs. General themes regarding how open access could change librarians’ jobs are then looked at and conclusions drawn.
The presentation as a whole is very brief and general in nature, due to the specification given by the event organizers and the wide variety of prior knowledge that attendees had. I acknowledge that the topics covered are broad and deep and that this presentation intentionally does not cover all aspects of said topics.
This presentation was originally delivered at Manchester NLPN's #nlpnautumn event on 19th October 2013 (http://manchesternlpn.wordpress.com/2013/09/16/the-big-event-nlpnautumn/).
Digital marketing trends that will help your future strategy
Marketing environment is constantly changing. Brands that want to stay ahead of competition must follow current trends and more importantly listen to their audiences. Consumers nowadays are more impatient and more demanding than ever. They expect brands to solve their problems and meet their expectations. On the other hand, they do not trust brands anymore. That's why you should think of redefining your marketing strategy and adjust it to today's reality.
The document provides information about using the present continuous tense in English. It discusses:
1) How to form the present continuous using "be" verbs like "am/is/are" plus the present participle/gerund ending in "-ing".
2) Common uses of the present continuous to describe actions happening now or ongoing processes.
3) Additional uses with words like "always" and "constantly" to convey irritation about frequent or ongoing actions.
4) Forming yes/no and interrogative sentences in the present continuous.
Let's look at Deleuze and Guattari's Assemblage concept
A brief overview of the concept of Assemblage as used in A Thousand Plateaus and applied by Manual De Landa in Sociology and Elizabeth deFreitas in Mathematics Education
Family planning for Girls: The get it right checklist.
The FP2020 commitments were bold and ambitious. This checklist can help us all achieve them.
In summer 2012, donors, policy makers and implementing partners gathered at the London Summit on Family Planning. The outcome was FP2020 - a political and financial commitment to provide 120 million underserved girls and women with the opportunity to freely, reliably and safely use modern contraception by 2020. It was an ambitious goal. This checklist can help us all achieve it.
The document discusses the functions and characteristics of various chemical solutions used in photographic processing. It summarizes the roles of developer, bleach, fixer, bleach-fix, and stabilizer solutions and how their concentrations, temperatures, and other factors can impact the quality of negatives or prints if not properly maintained. It also provides guidelines for ensuring optimal processing times, replenishment rates, agitation, filtration, and drying for negative and paper processing.
The document provides information about a worship service, including the location, time, and minister. It consists primarily of repeated lyrics praising God for being awesome, great and mighty, the object of one's heart's desire, strength and power, redeemer, loving savior, and the one being worshipped.
1. O documento discute a captação e armazenamento de água da chuva em cisternas para uso na produção animal. 2. Ele explica como calcular o tamanho da cisterna com base na precipitação local, demanda de água e período seco. 3. Também aborda fatores que influenciam a qualidade da água armazenada e apresenta um estudo de caso.
This business plan is for a new company that provides unspecified products and services. It outlines the management team and shareholders, describes the products and services as well as the target market. Financial projections estimate sales growth and profitability over three years. The plan also discusses marketing strategy, competition, and requires funding to hire staff and expand operations.
This document is a user manual for the GSK983T Turning CNC System. It describes the system's specifications, programming, operations, codes and parameters in detail over multiple volumes. Volume I focuses on general information, programming, dimensions, feeds and preparatory functions. It provides instructions on how to properly configure and write programs for the CNC system to control machine tool movements and functions.
Successfully implementing Summon at Manchester Metropolitan University (MMU)d_r_jenkins
A presentation I gave at the 3rd UK Summon and Information Literacy Day held at University Campus Suffolk, Ipswich on Tuesday 15th July 2014 (http://summoniluk.wordpress.com/).
This is a case study, giving an overview of how MMU implemented Summon (or Library Search as we have branded it) and made the implementation successful. It focuses on how what I see as the key factors in our implementation and what effects they had on our teaching of information literacy.
Role play: How open access could change librarians’ jobsd_r_jenkins
This presentation provides a definition of open access, looks at the Finch Report (http://www.researchinfonet.org/publish/finch/) and explains how it could affect libraries and identifies four areas in which open access could change librarians’ jobs. General themes regarding how open access could change librarians’ jobs are then looked at and conclusions drawn.
The presentation as a whole is very brief and general in nature, due to the specification given by the event organizers and the wide variety of prior knowledge that attendees had. I acknowledge that the topics covered are broad and deep and that this presentation intentionally does not cover all aspects of said topics.
This presentation was originally delivered at Manchester NLPN's #nlpnautumn event on 19th October 2013 (http://manchesternlpn.wordpress.com/2013/09/16/the-big-event-nlpnautumn/).
Digital marketing trends that will help your future strategyNatalia Chrzanowska
Marketing environment is constantly changing. Brands that want to stay ahead of competition must follow current trends and more importantly listen to their audiences. Consumers nowadays are more impatient and more demanding than ever. They expect brands to solve their problems and meet their expectations. On the other hand, they do not trust brands anymore. That's why you should think of redefining your marketing strategy and adjust it to today's reality.
The document provides information about using the present continuous tense in English. It discusses:
1) How to form the present continuous using "be" verbs like "am/is/are" plus the present participle/gerund ending in "-ing".
2) Common uses of the present continuous to describe actions happening now or ongoing processes.
3) Additional uses with words like "always" and "constantly" to convey irritation about frequent or ongoing actions.
4) Forming yes/no and interrogative sentences in the present continuous.
Let's look at Deleuze and Guattari's Assemblage conceptPierre Sutherland
A brief overview of the concept of Assemblage as used in A Thousand Plateaus and applied by Manual De Landa in Sociology and Elizabeth deFreitas in Mathematics Education
Family planning for Girls: The get it right checklist.Girl Effect
The FP2020 commitments were bold and ambitious. This checklist can help us all achieve them.
In summer 2012, donors, policy makers and implementing partners gathered at the London Summit on Family Planning. The outcome was FP2020 - a political and financial commitment to provide 120 million underserved girls and women with the opportunity to freely, reliably and safely use modern contraception by 2020. It was an ambitious goal. This checklist can help us all achieve it.
For an economic empowerment programme to be a success, it has to deliver the right assets to the right girls at the right time. Programming without proper preparation just won't work.
This document profiles 21 inspiring youth leaders from across Indonesia who are making a difference in their communities. It discusses why investing in young people is important for development. Some key points made are:
- Adolescents and youth represent the largest generation in history and their empowerment is essential for development.
- Young Indonesians face challenges like access to education, health services, and economic opportunities that investments could help address.
- The document highlights priority areas of concern for Indonesian youth like education, health, economic opportunities, and citizenship.
- It profiles youth leaders doing work in their communities on issues like empowering local farmers, providing natural personal care products, and more.
The Need To Empower Young Girls from Marginalized CommunitiesCRY UK
CRY UK, a top charity in India, is committed to protecting and empowering young girls. Through various initiatives, they combat child marriage, trafficking, and discrimination.
The document discusses women's empowerment in India. It covers topics like principles of empowerment, the importance of education, action plans, violence against women, economic participation, and access to technology. The key aspects of empowerment discussed are increasing women's self-reliance, decision making power, and participation in development. While progress has been made in education and economic participation, gender gaps still exist and more work is needed to fully empower women in India.
Girls on the Move: Adolescent Girls & Migration in the Developing World (2013)IMPOWR
The document is a report on adolescent girls and migration in developing countries. It discusses how many adolescent girls migrate within countries from rural to urban areas in search of education and employment opportunities. The report outlines an action agenda to better support migrant girls by preparing them before migration, ensuring safe places to stay and social connections upon arrival, creating spaces for girls to build social networks, making services "girl friendly", testing innovative programs, focusing on vulnerable subgroups, and filling evidence gaps to inform policies and programs.
As women, there are some things that specifically, as the female gender, that we do--or don't do--that tend to prevent us from going as far in our careers as we could.
The document discusses issues related to protection and development of girl children in India. It provides statistics showing declining sex ratios and highlights various social problems faced by girls such as female infanticide, malnutrition, lack of education and child marriage. It also outlines initiatives by NGOs and the government to promote girls' education and raise awareness about girls' rights through campaigns, sponsorship programs, and celebrating important days. Comprehensive action is needed across various sectors to ensure equitable development and empowerment of girls in India.
Women's empowerment refers to increasing women's spiritual, political, social and economic strengths, developing their confidence in their abilities, and gaining decision-making power and control over their lives. Empowerment involves gaining power through, with and within oneself. It is a process of building awareness, capacity and greater participation that allows women to get what they want and influence others. Educating girls and women is key to empowering them and has positive impacts for families and future generations. Empowerment also involves women gaining economic independence through work and control over resources as well as political participation and rights over their bodies and lives.
The document discusses adolescent brain development and health issues in Bangladesh. It notes that brain development continues into the 20s and adolescents have specific needs. Problems encountered by adolescents include personal, social, health, family and sex/reproductive issues. Adolescents represent future development but have few recognized health services. Many girls work and have limited understanding of sexuality, reproduction or STDs. Violence against adolescents is also discussed.
Rise in Child Marriages in the Lockdownschnherrlich
This document provides an overview of child marriage in India. It defines child marriage and traces its origins to Muslim invasions over 1000 years ago. Child marriage was common globally before the 19th century. India has the second highest number of child marriages in the world, with 16% of girls aged 15-19 already mothers. Causes include poverty, lack of education, and tradition. Consequences are severe health risks for young brides and their children. Several NGOs work to increase awareness and end child marriage through various initiatives. The law prohibits child marriage in India under the Prohibition of Child Marriage Act 2006.
Global youth – islamic, canadian and bangladesh perspectiveTarek Ali
The document discusses global, Canadian, and Bangladeshi perspectives on youth. From a global perspective, the UN sees youth as critical actors in conflict prevention who are often excluded from political and social spheres. There are currently 1.8 billion young people worldwide, the largest in history. In Canada, issues facing youth include rising depression, bullying, and anxiety. Surveys found most Canadian youth feel optimistic about their futures but stressed. In Bangladesh, over half the population is youth, but they face challenges accessing education and employment. However, surveys found most Bangladeshi youth optimistic about their country's future. The document explores issues and perspectives from various sources.
Caring for Adolescent Girls of the World: Education as an Effective Tool to ...jjenna
An education system focused on caring for adolescent girls can combat social injustice in developing countries. Recognizing girls as individuals and forming connections through education empowers them. It leads to delayed marriage and childbearing, lower HIV rates, greater civic participation, and girls becoming agents of change in their communities. A caring approach respects local cultures and addresses barriers like lack of private restrooms. When girls are educated, entire communities benefit through intergenerational impacts on health, education, and development.
The document discusses issues faced by women in India and proposes solutions to empower them. It outlines economic, social and health issues like financial burdens, patriarchal attitudes, domestic violence, child marriage, malnutrition and maternal mortality. To address these, it recommends improving education, health, financial independence, legal protections, and increasing awareness. A three-tier plan focuses on making women healthy through better healthcare, wealthy through financial inclusion and property rights, and empowered through technology and entrepreneurship training. It also provides details on implementing the plan through volunteers from different sectors of society.
The document is a youth statement calling on the government of Cameroon to prioritize youth and women's sexual and reproductive health rights in its post-2015 development agenda. It notes that while progress was made on the Millennium Development Goals, many promises were not fully met, as women and girls continue to face violence and discrimination. The statement argues that ensuring access to contraception, comprehensive sexuality education, and abortion services could significantly reduce maternal mortality. It calls on the government to improve access to reproductive healthcare, repeal restrictive laws, and meaningfully involve youth and women in decision-making around development policies.
Gender Equality aims towards achieving end of all forms of discrimination, empowering women and girls, eliminating all forms of violence including trafficking and exploitation and physical, mental and emotional abuse. Gender equality is a fundamental human right and for building sustainable and peaceful communities and nation as a whole The prerequisite lies towards having a common future for all and mission - our planet let's work together.
This document summarizes key facts and challenges facing girls and young women globally. It notes that approximately half of the 1.8 billion young people in the world, or 900 million, are adolescent girls and young women. However, many face discrimination and health risks, with only 50% completing primary school in poor countries. They have higher rates of child marriage, HIV infection, and sex trafficking. Investing in girls' education and empowerment would boost social and economic development while respecting human rights.
Importance of women literacy and development with respect to the views of the...SHIKHAR MAURYA
This survey report summarizes the results of interviews conducted with students and staff at Lovely Professional University to understand their views on the role of women's literacy and development. The interviews found that poverty is a major barrier to women's education, as are early marriage and parental negligence. While most female respondents faced obstacles in continuing their education after marriage, some were able to complete their education with support from parents and husbands. Cultural norms were also identified as historically discouraging girls' education, though attitudes are changing, especially among middle-class families who see value in daughters' education.
Importance of women literacy and development with respect to the views of the...
The Girl Declaration - high res
2. Five hundred and eight adolescent
girls living in poverty in 14 countries
across four continents were asked
what they need to have a chance to
reach their potential.
More than 25 of the world’s leading
organizations, using their vast years
of experience working with girls
and the best evidence available,
developed this Declaration with girls,
for girls and for the world.
Now is the moment. Real things need
to change for girls and for the world.
Adolescent girls are not part of
just one issue, they are key to every
sustainable solution.
3. Design policies and programs to
ensure adolescence is a healthy
and safe transition to adulthood,
not a period in which girls are
left out.
5. Don’t forget me because I’m too
poor, too distant, too silenced for
you to know I am here
In the quest for scale, it’s easy to
overlook the most marginalized
– including adolescent girls in
emergency, conflict and post-
conflict settings even though
reaching them can help end the
cycle of conflict. Plan for the most
marginalized from the beginning
to ensure they aren’t left out
at the end.
6. Don’t hold me back
Tackle discriminatory social norms
that govern adolescent girls’ daily
lives and have significant and
enduring consequences. Mobilize
communities, families, men and
boys to support adolescent girls.
7. Laws should be fair;
make and enforce ones that
respect and protect me
Pass laws and ensure accountability
to legal policies and frameworks
that protect the rights of girls and
give them access to justice. At a
minimum, governments must meet
international obligations and
hold those who violate rights of
adolescent girls accountable.
1. Plan with me, design for me
Use insights directly from girls
to sharpen the design,
implementation and evaluation
of programs and services.
Build relationships and social
networks with girls so their voices
are heard in key institutions.
2. Make me visible, make me count
Collect, disaggregate and analyze
data in all sectors by age and sex
and use it to improve programs,
influence policy and track progress.
Data helps drive smarter, more
strategic and targeted investments.
At a minimum, analyze data by sex
and five-year age segments (10-14,
15-19) to ensure that no girl is left
behind. No data revolution will be
complete without this.
3. Give me a fair share of the money
you spend to fix things because
we girls give more back
Allocate dedicated and targeted
funding for adolescent girls across
program and policy budgets.
At a minimum, make budget
allocations commensurate with
adolescent girls’ needs and
potential to drive positive change.
4. Think of me now, because now
is when I need you most;
and now is when it will make
the most difference
Intentionally focus on adolescence
(ages 10-19) and invest early,
before girls undergo the physical,
emotional and social changes
associated with puberty.
5. I want to learn, be smart and
capable; I need an education
for that. My schooling needs to
be good — it must be free,
or else I struggle to attend,
and it must be safe and nearby,
or else I will stop going.
Goal 1: Education
Adolescent girls reach adulthood
with relevant skills and knowledge
to fully participate in economic,
social and cultural life.
Targets:
I. Ensure all girls globally transition
to and complete free, quality
secondary school, prioritizing the
most marginalized (e.g. rural, poor,
married and at risk of marriage,
disabled, conflict-affected).
II. Ensure all girls achieve recognized
and measurable learning standards.
III. Eliminate violence, sexual
exploitation and harassment
at schools.
I am my own person and I want
to know about my body and
how to take care of it — not be
ashamed or afraid or worry that
when I have children I’ll be in
danger or unwell.
Goal 2: Health
Adolescent girls have access to safe,
age-appropriate health and nutrition
information and services and possess
the confidence they need to make
healthy transitions to adulthood.
Targets:
I. Reduce the number of girls who
become pregnant before age 18
by 50% by 2030. Nearly 13 million
adolescent girls give birth each
year in developing countries.
II. Provide, monitor and evaluate
universal access to youth-friendly
health information and services,1
including comprehensive life
skills-based sexuality education
and sexual and reproductive
health, for all girls – in and out
of school, regardless of marital
or pregnancy status.
III. End harmful traditional practices,
including female genital mutilation,
for all girls.
1 Free from coercion, stigma,
discrimination and violence
6. Why are girls raped? I want to
make it so that all girls are safe
and so that it’s not a regular
thing when a girl is hit by
someone, anyone, or is touched
or cornered or taken away.
Goal 3: Safety
Adolescent girls are free from violence
and exploitation and are supported by
enforced laws, strong and adequately
resourced child protection systems and
their communities.
Targets:
I. Prevent and eliminate all forms of
violence against girls.
II. Ensure all girls have access to a
“girl-friendly space.”
III. Ensure all states have national and
sub-national mechanisms to identify,
refer and report sexual violence
against adolescent girls.
IV. Stop trafficking and exploitation of
girls by passing and enforcing laws
and policies that hold perpetrators –
not victims accountable.
7. I want to be in control of my
future and provide for
myself and my family, but I
need the opportunities and
the know-how first.
Goal 4: Economic Security
Adolescent girls know how to build
and protect their economic assets and
transition to adulthood with the skills,
including technical and vocational,
needed to earn a safe and productive
income. Governments, communities
and the private sector respect
and uphold girls’ economic rights.
Targets:
I. Increase girls’ savings and access
to financial services by 50% by 2030.
II. Ensure all girls receive quality
financial literacy training.
III. Reform laws so girls can open
a bank account and have equal
rights to secure land tenure.
It’s like people look through
me because I am a girl. I have
a voice but are you listening?
Do you even know I exist?
Goal 5: Citizenship
Adolescent girls have equal access
to services, opportunities, legal rights
and personal freedom, and thus are
able to fully participate as citizens of
their communities and countries.
Targets:
I. Eliminate child marriage
globally by 2030.
II. Ensure all girls have access to
free and universal legal identity,
including birth registration,
formal identification, citizenship
and the right to pass citizenship
on to spouses and/or children.
III. Collect and disaggregate data
by age and sex.
IV. Ensure all girls say their views are
listened to, respected and included
in decisions about their lives.
8. THE CASE FOR
PRIORITIZING GIRLS:
STOP POVERTY
BEFORE IT STARTS
IT’S A MATTER OF
HUMAN RIGHTS.
The world too often neglects the
human rights of adolescent girls.
People take advantage of their lack
of power and political voice, their
isolation amid restrictive social norms,
and their limited access to financial
assets and protection under the law.
For example, about 14,000,000 girls
are married as children each year
despite international agreements that
condemn the practice.i
Putting girls
at the center of the next generation of
global development goals provides
a framework for ensuring that girls’
human rights are respected,
protected and fulfilled.
ADOLESCENT GIRLS HAVE
THE POWER TO END
INTERGENERATIONAL POVERTY.
Investing in adolescent girls is not
only the right moral decision — it’s a
smart economic decision. What happens
to girls during adolescence, a critical
period of physical, emotional and social
change, shapes their future ability
as leaders, earners, providers and
mothers. When girls grow up healthy,
educated, safe and empowered,
they emerge as adults better able
to ensure their own success
and well-being, and that of others.
THE RETURN ON INVESTING
IN ADOLESCENT GIRLS
IS HIGH, SO ARE THE COSTS
OF EXCLUDING THEM.
Just one additional year of secondary
schooling boosts girls’ future earning
potential by 15-25 percent.ii
In Kenya,
that means national income could
jump $3.4 billion – almost 10% – if all
1.6 million Kenyan girls completed
secondary school and the 220,000
adolescent mothers avoided
pregnancy.iii
In India, the stakes are
even higher. With nearly 4 million
adolescent mothers annually,
India loses $383 billion in potential
lifetime income.iv
INVESTING IN GIRLS HELPS
SOLVE GLOBAL CHALLENGES.
Investing in adolescent girls is critical
to a sustainable future for us all.
Adolescent girls can accelerate
change on issues ranging from climate
change to peace and security.
These issues play out on a daily basis
in adolescent girls’ lives, yet we fail
to make investments that target the
unique needs of specific populations of
adolescent girls. Building adolescent
girls’ capacities accelerates change
today and will equip them in the
future to make informed decisions
about issues such as land resource
management, innovative solutions for
a green economy and leading more
equitable societies.
10. THIS IS THE MOMENT
FOR ADOLESCENT GIRLS.
GIRLS LIKE:
Andressa, aged 16, Brazil
Gloria, aged 13, Kenya
Lantana, aged 13, Nigeria
Dina, aged 16, Egypt
Linda, aged 11, Liberia
Han Yue, aged 12, China
Sulan, aged 15, Philippines
Runanga, aged 11,
Democratic Republic of the Congo
Ahsas, aged 19, Pakistan
Laiza, aged 1 4, Mexico
Beza, aged 16, Ethiopia
Nilam, aged 17, India
Hamida, aged 10, Indonesia
Uwamahoro, aged 14, Rwanda
We consulted 508 adolescent girls
living in poverty in 14 countries
around the world about their hopes
and dreams, the challenges they
face in their lives and the solutions
they think are most important.
Here is some of what they had to say.
ABOUT EDUCATION:
“I want to go to school but I cannot
because my family needs me.”
Egypt, 16-19
“I want a husband that supports me in
continuing my education.” Nigeria, 13-15
“I wish I could complete my studies and
become someone important in the
future so that I can help my fellow girls
to prosper in the future.”
Kenya, 16-19
“I know that because of my studies
today I will play a big role tomorrow.”
DRC, 16-19
“I want to finish my education without
anyone insulting or humiliating me,
and want no one to call me names.”
Egypt, 13-15
“During the two years I didn’t go to
school, I just stayed at home. It made
me very unhappy… All I ever really
did was chores around the house.
Sometimes I needed to escape to the
nearby countryside, just to get away –
I was really sad.” DRC, 13-19
“I watch the children go to school
every day and wish I could be one
of them. I feel sad that I am not
at school.” India, 13-15
11. “I wish I could have a decent education
and wish that no one could control
my personality. I wish to go to a decent
school and I wish teachers would not
humiliate us and give
us a proper education.”
Egypt, 13-15
“I feel happy and safe
when I’m at school;
it protects you from things that
happen in the world.” China, 13-15
“My parents want me to be educated,
but I don’t have time to go to school.
I have eight siblings to look after.”
Pakistan, 16-19
“I’m asking for peace and free education
for girls in particular, just like in other
countries where girls can go to school
for free.” DRC, 16-19
“I got married and had children at an
early age, so I had to leave school,
but I have now re-started my education
because I want to be educated.
I need to be.” Pakistan, 16-19
“I wish to be educated so that I can
provide for my family if my husband
cannot.” Nigeria, 13-15
“I feel happy and safe when I’m
at school; it protects you from
things that happen in the world.”
12. ABOUT HEALTH:
“I hate FGM. It has caused many deaths.
I even witnessed a girl in our area
undergoing FGM, and she
really bled… and died, so this
is quite detrimental to our girls.”
Kenya, 16-19
“Girls’ bodies are not ready for
childbirth but we do not all
know this, and our communities
do not understand.” India, 13-15
“Some people keep it a secret when
they get their periods because their
mothers are too shy to talk about it.”
Nigeria, 13-15
“I want to get more information
about sexuality so that young people
think better things in the future about
what they can give their family.”
Mexico, 16-19
“I want to be able to eat rice with
fish and chicken, not on its own.
Indonesia, 10-12
“Girls’ bodies are not ready for
childbirth but we do not all
know this, and our communities
do not understand.”
13. ABOUT SAFETY:
“Why do girls get raped by men?
I don’t understand.” Rwanda, 16-19
“I just want to protect my girl from
anything that might harm her –
from society,
any disease or
anything that might
cause her pain.”
Egypt, 16-19
“Even if the girl is not at fault, she still
gets the blame.” India 16-19
“Girls are not allowed to spend too
much time together – or rumours
can start.” Ethiopia 13-15
“I hope when I return from my Qur’an
class I won’t walk alone. I have to be
with my friends so I won’t
be kidnapped.” Indonesia, 10-12
“Every day we experience war;
there is enormous instability. The
conflict explains why we experience
so many attacks, and girls are
raped so frequently.” DRC, 16-19
“Why are girls the only ones who
get raped?” Ethiopia, 13-15
“My brother says I’m a ‘bad girl’
for going outside unescorted.”
Pakistan, 16-19
“Every boy should think of a girl like
his own sister, then they won’t commit
crimes against her.” India, 13-15
“I’ve got friends surrounding me
who can help me.” DRC, 16-19
“Girls are not allowed to spend too much
time together – or rumours can start.”
14. ABOUT ECONOMIC SECURITY:
“My wish is that parents should stop
sending their children to have sex
for money.” Liberia, 13-15
“I want to be a police officer so that I
can protect the other women who
are like me.” India, 13-15
“I want to be able to stand on my
own two feet (not be dependent).
Please let me be home for some
years before marrying me off.” India, 16-19
“My biggest hope is that people have
opportunities to work and that there is
no more corruption.” Mexico, 13-15
“I would like to work as an engineer in
the future. There will be competition
from both girls and boys – people will
assume that those kind of jobs belong
to men, but girls can pursue that kind
of work too.” DRC, 16-19
“I would like to be a business lady to
change the life of my children and
my family.” Kenya, 16-1
“I want to know how I can get money
and I want to be taught how to engage
in business.” Nigeria, 10-12
“I would like to be a business
lady to change the life of my
children and my family.”
15. ABOUT THEIR LIVES AND THEIR
DREAMS FOR THE FUTURE:
“Listen to what I say. It’s important.”
Brazil, 16-19
“Do people know that poor people like
us exist?” Rwanda, 13-15
“I do not understand why a girl’s
life is valued less than a boy’s.”
Indonesia, 16-19
“I want to live freely. I don’t want people
to dictate what I do. No one to control
us, no one to hit us, no one to tell us
what clothes to wear.” Egypt, 13-15
“I wish I were a boy so that I could live
freely like boys and not be restricted
like girls.” Pakistan, 16-19
“I can’t imagine a perfect day. I can’t
imagine anything different to the life
I’m living.” India, 16-19
“We cannot do anything without
being judged – we have to help our
communities but they don’t treat us
like their sisters or wives.” India, 13-15
“My mother is the most important
person to me… I have no one if I don’t
have her.” China, 16-19
“When a girl starts to get boobs then
her parents just think she is ready to
be a woman – work and get married.”
Liberia, 10-12
“I haven’t played a game in
two years.” Pakistan, 13-15
“My wish is to see efforts regarding
women’s progress being accomplished.
And I want everyone to realize
that women are capable of doing
everything.” Ethiopia, 16-19
“Girls are seen as the weakest link,
they are targeted for old family feuds
that have nothing to do with them.”
Pakistan, 13-15
“They shouldn’t make the girls stay
inside. They should just teach the boys
how to behave.” India, 13-15
“Why don’t boys have to do any of
the chores?” Nigeria, 13-15
“My mum has been taking care of
me since I was little, and I have to
repay what she has done to me,
and I have to take care of my parents.”
Indonesia, 10-12
“I want to be an advocate for women so
they do not feel inferior.” Ethiopia, 16-19
“Do people know that poor
people like us exist?”
16. i “Marrying Too Young: End Child Marriage.” UNFPA 2012. http://www.unfpa.org/webdav/site/global/shared/documents/
publications/2012/Marrying-TooYoung.pdf
ii Psacharopoulos, George, and Harry Anthony Patrinos. “Returns to Investment in Education: A Further Update”. World Bank.
Education Economics (2002) 12.2: (111-34). http://siteresources.worldbank.org/EDUCATION/Resources/278200- 1099079877269/547664-
1099079934475/547667-1135281504040/Returns_Investment_Edu.pdf
iii Chaaban, Jad and Wendy Cunningham. “Measuring the Economic Gain of Investing in Girls: the girl effect dividend.” World Bank
2011. http://econ.worldbank.org/external/default/main?entityID=000158349_20110808092702&pagePK=64165259
iv Chaaban, Jad and Wendy Cunningham. “Measuring the Economic Gain of Investing in Girls: the girl effect dividend.” World Bank
2011. http://econ. worldbank.org/external/default/main?entityID=000158349_20110808092702&pagePK=64165259