1. Camfed’s Model of Governance for Girls’ Education Canadian Global Campaign for Education Annual Learning Forum University of Ottawa Tuesday 28th February Accounting to the Girl

2. Governing Principles 1.Protection of the vulnerable and disempowered client Paramount Principle: Organising Principles: 2.Transparency and accountability at all levels and to all involved in the process including, critically, the client 3.Partnerships with existing national and community structures 4.Activism and social capital in the place of dependency 5.A holistic and long term approach to the delivery of both resources and protection to achieve a long term outcome

3. Girls’ education: the dimensions of risk

4. Transparency and accountability at all levels

5. Partnerships for accountability

6. Building activism and social capital

7. A holistic and long-term approach: the virtuous cycle

8. Evidence of Impact

9. Girls’ enrolment, retention and pass rates *Zambia 2003-2010 Basic and High Schools combined **In partner schools receiving targeted support in Ghana 2007- 2001

10. Social and capital: multiplying educational opportunities 2011 figures provisional

11. Community activism: tackling child abuse Nearly 50% of government and community stakeholders in ‘established’ districts reported responding to incidents of students as victims of physical or sexual abuse, significantly more than stakeholders in ‘new’ districts (21%) Source: Zambia baseline 2009

12. Young women’s empowerment Young women supported through school: Source: Survey data 2008-11 Zambia, Zimbabwe, Tanzania and Ghana

13. Zimbabwe: Research Findings There was higher retention of teachers in partner schools Secondary school enrolment levels were maintained School Development Committees were able to protect themselves as apolitical bodies There was greater responsiveness to tackling abuse In districts where Camfed’s programme is established:

14. Zimbabwe: Young women’s economic assets 83% of young women who had completed 4 years of education and had gone on to set up a business in their communities were the sole income earner in their families 93% made a profit in the previous year of economic crisis 72% reported using their profits to help other children to go to school Source: London School of Hygiene & Tropical Medicine

15. Effecting systemic change

16. A new equilibrium

17. Technology enabling improved governance and cost- effectiveness

18. Accounting to the Girl Camfed’s Model of Governance for Girls’ Education