Meesa Report: An Evaluation of Adolescent Girls and Young Women’s Continued Access to Education During COVID-19 in the Middle East, East, and Southern Africa (March 2020-March 2021) – World

Meesa Report: An Evaluation of Adolescent Girls and Young ...  ReliefWeb

sdgtalks sdgtalks
Oct 1, 2023 - 15:30
0 36
Meesa Report: An Evaluation of Adolescent Girls and Young Women’s Continued Access to Education During COVID-19 in the Middle East, East, and Southern Africa (March 2020-March 2021) – World

IV. Executive Summary

BACKGROUND

Governments and aid actors in the Middle East and East Southern Africa (MEESA) have taken several measures to address both the primary and secondary impacts of the COVID-19 pandemic in countries in the region. These measures have had significant success in preventing the spread of COVID-19, providing critical treatment and care and to cushion communities from the adverse economic and social impacts of the pandemic. However, these have also fallen short in addressing the gendered impacts of the COVID-19 pandemic, they have further weakened the protection environment and heightened risks faced by vulnerable groups especially women and girls and displaced communities. The continued closure of schools has exposed millions of young women and adolescent girls to increasing protection risks and severely threatens their futures are girls out of schools are less likely to resume. Plan International is committed to ensure that the needs of children, and especially adolescent girls and young women are central in the response to and recovery and on track to building resilience from the impacts of COVID-19 across countries in MEESA. In this regard, the MEESA Regional Hub (MEESA RH) thought a research consultant undertook an evaluation of the COVID-19 response and recovery efforts across countries in the region.

PURPOSE

The main objective of the study was to undertake an evaluation of the COVID-19 response and recovery efforts across countries in the (MEESA) region, by; analysing the evolution of the response by actors in the region, reviewing Plan International’s contribution to the COVID-19 response and develop actionable recommendations. The study had the following specific objectives.

  1. To analyse the evolution of the response by actors in the region (governments and aid actors), noting the successes and challenges to ensuring that adolescent girls and young women have access to continued, quality learning during the first year of the pandemic response.

  2. To review Plan International’s contribution to the COVID-19 response in selected operational countries and across the region.

  3. To develop actionable recommendations for governments in the region as well as aid actors with the goal of ensuring enhanced protection, continued access to quality education and the enjoyment of rights adolescent girls and young women across the region.

METHODOLOGY

The evaluation utilised a rapid assessment evaluation design through employing a mix-method approach to gather contextual, social, and institutional information quickly and efficiently. The evaluation was conducted at multi-levels with multi-sector engagements.

KEY FINDINGS

  • The evaluation reveals that COVID-19 had a twofold impact on the education sector. On one hand, the crisis provided an opportunity for the sector to strengthen implementation of interventions outside of the traditional learning environment. On the other side, the pandemic exacerbated barriers, and challenges on access to learning especially for adolescent girls and young women.

  • With regards the strengthened interventions on learning during this period, the study notes positive collaborative efforts across multiple sectors and stakeholders such as health, agriculture, private sector, and civil society organisation (CSOs). This approach has been one of the critical elements in facilitating continuation of learning during a pandemic.

  • In addition, community-based learning interventions, outside of the traditional school environment had proven to be a critical enabler of reaching learners at household level, especially the girls.

  • A fundamental finding on the evaluation was the importance of creating safe spaces for young girls as part of their access to learning. The heightened need for safety for adolescent girls and young women as they accessed learning was due to protection concerns because of the pandemic.

  • Furthermore, an integration of key supporting interventions within the education sector such as WASH, Sexual and Reproductive Health, Safety and Protection and Cash Support is crucial in ensuring learners are comprehensively supported.

  • Finally, the evaluation identified key challenges and barriers associated with adolescent girls and young women in their plight to access learning during the pandemic. The main challenge identified was the impact COVID-19 had on the livelihood efforts of households which ultimately had an impact on the education sector. Barriers outlined in the evaluation include the harmful and/ or negative gender norms, increase in unwanted pregnancies and gender-based violence, limited access to technology and high illiteracy levels among most parents and caregivers of learners.

RECOMMENDATIONS

  • Enhance multi-level and multisectoral response for continued access to learning during a pandemic such as COVID-19 by strengthening education technical working groups working on continued access to learning. The response to be embedded in the national COVID-19 response management systems to ensure that the aid actors are part of decision-making process at all levels to strengthen influence.

  • Strengthen financing for education initiatives at both regional and domestic level through developing and/or maintaining financing platforms. Such initiatives should be earmarked for supporting most vulnerable groups such as adolescent girls and young women and young people living with disabilities.

  • Strengthen community-based learning hubs to enable access to learning for girls within their communities and catchment. Adopt community learning interventions across the region to leverage or strengthen already existing community structures.

  • Consideration of a holistic (integrated) approach to learning that includes Infection Prevention and Control (IPC) as a critical pillar in addition to SRH, Economic Empowerment, Protection, WASH etc. In addition to other interventions by the aid actors and government, it is important to include Public Health approaches to the education/learning portfolio. The inclusion of IPC for example, will be crucial for any future programming on learning especially when there is a pandemic.

    SDGs, Targets, and Indicators

    SDG 4: Quality Education

    • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
    • Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.

    SDG 5: Gender Equality

    • Target 5.1: End all forms of discrimination against all women and girls everywhere.
    • Indicator 5.1.1: Whether or not legal frameworks are in place to promote, enforce, and monitor equality and non-discrimination on the basis of sex.

    SDG 10: Reduced Inequalities

    • Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.
    • Indicator 10.2.1: Proportion of people living below 50 percent of median income, by sex, age group, and persons with disabilities.

    SDG 16: Peace, Justice, and Strong Institutions

    • Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels.
    • Indicator 16.7.1: Proportions of positions (by sex, age, persons with disabilities, and population groups) in public institutions (national and local legislatures, public service, and judiciary) compared to national distributions.

    Analysis

    1. Which SDGs are addressed or connected to the issues highlighted in the article?

    The issues highlighted in the article are connected to SDG 4: Quality Education, SDG 5: Gender Equality, SDG 10: Reduced Inequalities, and SDG 16: Peace, Justice, and Strong Institutions.

    2. What specific targets under those SDGs can be identified based on the article’s content?

    Based on the article’s content, the specific targets identified are:

    – Target 4.1: Ensuring access to quality education for all girls and boys.

    – Target 5.1: Ending discrimination against women and girls.

    – Target 10.2: Promoting social and economic inclusion for all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic status.

    – Target 16.7: Ensuring inclusive and representative decision-making at all levels.

    3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

    Yes, there are indicators mentioned or implied in the article that can be used to measure progress towards the identified targets. These include:

    – Indicator 4.1.1: Proportion of children and young people achieving minimum proficiency in reading and mathematics.

    – Indicator 5.1.1: Existence of legal frameworks promoting equality and non-discrimination based on sex.

    – Indicator 10.2.1: Proportion of people living below 50 percent of median income, by sex, age group, and persons with disabilities.

    – Indicator 16.7.1: Proportions of positions in public institutions compared to national distributions, by sex, age, persons with disabilities, and population groups.

    Table: SDGs, Targets, and Indicators

    SDGs Targets Indicators
    SDG 4: Quality Education Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
    SDG 5: Gender Equality Target 5.1: End all forms of discrimination against all women and girls everywhere. Indicator 5.1.1: Whether or not legal frameworks are in place to promote, enforce, and monitor equality and non-discrimination on the basis of sex.
    SDG 10: Reduced Inequalities Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status. Indicator 10.2.1: Proportion of people living below 50 percent of median income, by sex, age group, and persons with disabilities.
    SDG 16: Peace, Justice, and Strong Institutions Target 16.7: Ensure responsive, inclusive, participatory, and representative decision-making at all levels. Indicator 16.7.1: Proportions of positions (by sex, age, persons with disabilities, and population groups) in public institutions (national and local legislatures, public service, and judiciary) compared to national distributions.

    Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.

    Source: reliefweb.int

     

    Join us, as fellow seekers of change, on a transformative journey at https://sdgtalks.ai/welcome, where you can become a member and actively contribute to shaping a brighter future.