Norway stresses safe, equal opportunities for all children – Bangladesh Sangbad Sangstha (BSS)

Report on Norwegian Delegation’s Visit to Barguna, Bangladesh: Advancing Sustainable Development Goals

Mission Overview and Strategic Objectives

A high-level delegation, including Norwegian Ambassador Håkon Arald Gulbrandsen and representatives from the Norwegian Agency for Development Cooperation (Norad) and Plan International Norway, conducted a field visit to the Bamna and Pathargatha upazilas of Barguna district. The visit’s primary objective was to assess the impact of long-term Norwegian-supported programs designed to protect adolescent girls and expand educational opportunities. This initiative underscores Norway’s commitment to the 2030 Agenda for Sustainable Development, with a focus on creating safe and equal opportunities for all children to learn and grow.

Project Analysis: “Girls Get Equal 2.0”

The delegation observed the “Girls Get Equal 2.0” project, a collaborative effort implemented by Plan International Bangladesh and the Resource Development Foundation (RDF). The project is a direct intervention aimed at achieving multiple Sustainable Development Goals by empowering vulnerable and marginalized adolescents. Key components of the project include:

• Providing a second chance at education for out-of-school and dropout children.
• Delivering functional literacy and skills training for future employment and entrepreneurship.
• Conducting essential sessions on sexual and reproductive health and rights (SRHR).
• Raising awareness and building resilience against gender-based violence (GBV).
• Integrating climate awareness into the curriculum to address environmental challenges.

Direct Contributions to Sustainable Development Goals (SDGs)

The project’s framework and outcomes are directly aligned with several key SDGs, demonstrating a targeted approach to global development challenges.

1. SDG 5: Gender Equality
   • The core mission to eliminate child, early, and forced marriage directly addresses SDG Target 5.3.
   • By providing education on SRHR and GBV, the project empowers girls to make informed choices about their futures and live free from violence, contributing to Targets 5.2 and 5.6.
2. SDG 4: Quality Education
   • The project ensures inclusive and equitable educational opportunities for marginalized youth, aligning with SDG Target 4.5.
   • By offering functional literacy and vocational skills, it supports Target 4.4, which aims to increase the number of youths and adults with relevant skills for employment.
3. SDG 8: Decent Work and Economic Growth
   • Equipping adolescents with skills for employment and entrepreneurship promotes productive employment and decent work, in line with SDG Target 8.6.
4. SDG 10: Reduced Inequalities
   • The specific focus on out-of-school children from vulnerable and marginalized families is a direct effort to reduce inequality and ensure no one is left behind, a central principle of the 2030 Agenda.
5. SDG 17: Partnerships for the Goals
   • The long-standing collaboration between Norad, Plan International, and local partners exemplifies the multi-stakeholder partnership model essential for achieving the SDGs, as outlined in SDG 17.

Conclusion: Reaffirming Commitment to Global Goals

The visit reaffirmed Norway’s global position as a defender of gender equality and its unwavering commitment to advancing women’s rights. The collective efforts observed in Barguna highlight a successful model for integrating development goals, particularly those related to education, gender equality, and economic empowerment. The overarching commitment remains to ensure every child has the opportunity to dream, learn, and grow in a safe environment, free from discrimination and violence, thereby contributing significantly to the realization of the Sustainable Development Goals.

Analysis of Sustainable Development Goals in the Article

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

• SDG 4: Quality Education

  The article explicitly mentions efforts to “expand access to education,” provide “functional literacy,” and give out-of-school children a “second chance at education.” It also focuses on equipping them with skills for “employment and entrepreneurship,” which directly aligns with the goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

• SDG 5: Gender Equality

  This is a central theme of the article. The initiatives discussed aim to “end child marriage,” “empower adolescent girls,” address “gender-based violence (GBV),” and promote “sexual and reproductive health and rights (SRHR).” These actions are fundamental to achieving gender equality and empowering all women and girls, which is the core mission of SDG 5.

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

1. Under SDG 4: Quality Education
   • Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education. The project’s support for “out-of-school and dropout boys and girls” and giving them a “second chance at education” directly contributes to this target.
   • Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. The article mentions equipping youth with “the skills needed for employment and entrepreneurship.”
   • Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy. The project’s focus on “functional literacy” for adolescent girls is a direct contribution to this target.
2. Under SDG 5: Gender Equality
   • Target 5.2: Eliminate all forms of violence against all women and girls in the public and private spheres. The project’s inclusion of sessions on “gender-based violence (GBV)” aims to address and prevent such violence.
   • Target 5.3: Eliminate all harmful practices, such as child, early and forced marriage. The article’s primary focus is on the “ongoing efforts to end child marriage,” which is a direct match for this target.
   • Target 5.6: Ensure universal access to sexual and reproductive health and reproductive rights. The provision of “essential sessions on sexual and reproductive health and rights (SRHR)” for adolescent girls supports this target.

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

• Rate of Child Marriage: The primary goal of the project is to “end child marriage.” Therefore, a key indicator for measuring progress towards Target 5.3 would be the reduction in the proportion of girls married before the legal age in the project areas of Barguna.
• School Enrollment and Literacy Rates: The focus on providing a “second chance at education” and “functional literacy” implies that progress can be measured by tracking the enrollment rates of out-of-school children and improvements in literacy rates among the adolescent girls participating in the program, which relates to Targets 4.1 and 4.6.
• Access to SRHR Information: The project provides “essential sessions on sexual and reproductive health and rights (SRHR).” An implied indicator for Target 5.6 would be the number of adolescent girls who have received this training or an increase in their knowledge about SRHR.
• Incidence of Gender-Based Violence (GBV): By addressing GBV, the project implies the need to measure its prevalence. A reduction in reported cases of GBV or increased awareness among girls on how to seek help would be an indicator for Target 5.2.
• Youth Employment/Entrepreneurship Rate: The goal of equipping youth with skills for “employment and entrepreneurship” suggests that an indicator for Target 4.4 would be the number or percentage of program participants who secure employment or start their own businesses.

4. Summary Table of SDGs, Targets, and Indicators

Source: bssnews.net