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Women and Girls Lead Global: Phase 2 Final Evaluation Report

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Women and Girls Lead Global: Phase 2 Final Evaluation Report Women and Girls Lead Global: Phase 2 Final Evaluation Report Aspen Planning and Evaluation Program The Aspen Institute Final Report February 2018 This report was prepared by the Aspen Planning and Evaluation Program at the Aspen Institute on behalf of the Independent Television Service (ITVS) under the Women and Girls Lead Global project. This report and the Women and Girls Lead Global project are made possible by the generous support of the American people through the United States Agency for International Development (USAID) under the terms of Cooperative Agreement No. AID-OAA-A-12-00048, and by the generous support of the Ford Foundation, the Bill and Melinda Gates Foundation, and the Wyncote Foundation. The contents are the responsibility of the Aspen Planning and Evaluation Program and do not necessarily reflect the views of ITVS, USAID, the United States Government, the Ford Foundation, the Bill and Melinda Gates Foundation, and the Wyncote Foundation. ii Women and Girls Lead Global: Phase 2 Evaluation Report CONTENTS EXECUTIVE SUMMARY ......................................................................................................................................... v INTRODUCTION .................................................................................................................................................... 1 PROJECT OVERVIEW ............................................................................................................................................. 2 EVALUATION DESIGN ........................................................................................................................................... 5 EVALUATION FINDINGS........................................................................................................................................ 9 The Hero Project ............................................................................................................................................. 10 Best School for Girls ....................................................................................................................................... 37 I Have a Story.................................................................................................................................................. 57 Women in the Red ......................................................................................................................................... 72 Ahora Es Cuando ............................................................................................................................................ 89 OVERARCHING TAKEAWAYS ............................................................................................................................ 107 LIST OF REFERENCES ......................................................................................................................................... 117 APPENDICES .......................................................................................................................... Separate attachment Aspen Planning and Evaluation Program | The Aspen Institute iii Women and Girls Lead Global: Phase 2 Evaluation Report LIST OF FIGURES AND TABLES India Country Report Figure 1.1. Number of Screening Participants in India, by Year (All Models Combined) Figure 1.2. Attitudes Toward Stereotypes About Masculinity Figure 1.3. Attitudes Toward Gendered Roles Figure 1.4. Attitudes Toward Household Decision Making Figure 1.5. Hero Academy Participants’ Beliefs About Who Should Make Final Decisions in Family Planning, Girls’ Education, and Finances Figure 1.6. Hero Academy: Attitudes Toward Men’s Control Over Women Figure 1.7. Three-Film and Unfacilitated Screenings: Attitudes Toward Men’s Control Over Women Figure 1.8. Tolerance for Harassment of Women and Girls Figure 1.9. Awareness of Challenges Girls Face Compared to Boys Figure 1.10. Change in the Extent to Which Participants Try to Look at Things from a Girl’s Perspective Figure 1.11. Limits on the Extent to Which Participants Understand and Take Into Account Girls’ Perspectives Figure 1.12. Extent to Which Young Men Feel They Know How to Intervene in Situations of GBV Figure 1.13. Extent to Which Participants Felt the Hero Academy Helped Build Skills Figure 1.14. Comparing the Relative Effectiveness of Three Intervention Models Figure 1.15. WGLG’s Cultivation of Partner Capacity in India Table 1.1. Intention to Intervene in Situation of Harassment, Hero Academy Participants Table 1.2. Intention to Intervene in Situation of Harassment, Three-Film Model Participants Bangladesh Country Report Figure 2.1. Number of Facilitated Screening Participants in Bangladesh, by Year Figure 2.2. Self-Efficacy Among Student Council Members Figure 2.3. Leadership Skills Among Student Council Members Figure 2.4. Boys’ Treatment of Girls (Co-Ed Schools and Madrasas Only) Figure 2.5. Girls’ Perceptions of Safety Figure 2.6. Self-Efficacy Regarding Life Decisions, Girl Student Council Members Figure 2.7. Self-Efficacy Regarding Life Decisions, Girls in General Student Population Figure 2.8. Child Marriage in BS4G Schools, by Project Year Figure 2.9. Drop-out in BS4G Schools, by Project Year and Gender Figure 2.10. WGLG’s Cultivation of Partner Capacity in Bangladesh Jordan Country Report Figure 3.1. Number of Facilitated Screening Participants in Jordan, by Year Figure 3.2. The Jordan Campaign’s Reach on Facebook Figure 3.3. Changes in Awareness of Gender Discrimination Figure 3.4. Engagement with the Jordan Campaign’s Content on Social Media Figure 3.5. Disagreement with Harmful Norms about GBV Figure 3.6. Willingness to Take Action to Address GBV Figure 3.7. Willingness to Seek Help as a Victim of Violence Figure 3.8. WGLG’s Cultivation of Partner Capacity in Jordan Aspen Planning and Evaluation Program | The Aspen Institute iv Women and Girls Lead Global: Phase 2 Evaluation Report Table 3.1. Online Reach for Locally Produced Content Kenya Country Report Figure 4.1. Number of Facilitated Screening Participants in Kenya, by Year Figure 4.2. The Kenya Campaign’s Reach on Facebook Figure 4.3. Changes in Awareness of How to Support Women’s Leadership Figure 4.4. Actions to Strengthen Aspirants’ Prospects Figure 4.5. Girls’ Knowledge and Leadership Figure 4.6. Actions to Cultivate Girls’ Leadership Figure 4.7. Screening Participants’ Rejection of a Gender Stereotype about Leadership Figure 4.8. Engagement with the Kenya Campaign’s Content on Facebook Figure 4.9. WGLG’s Cultivation of Partner Capacity in Kenya Table 4.1. Online Reach for Ms. Politician Table 4.2. Political Knowledge Among Women, Men, and Aspirants Table 4.3. Percentage of Ms. Politician Viewers Reporting They Learned Something New, By Topic (Facebook Survey) Peru Country Report Figure 5.1. Number of Facilitated Screening Participants in Peru, by Year Figure 5.2. Number of Participants in SRH Capacity-Building Sessions Figure 5.3. The Peru Campaign’s Reach on Facebook Figure 5.4. Engagement with the Peru Campaign’s Facebook Page Figure 5.5. Parent-Child Communication about Life Planning and SRH Figure 5.6. WGLG’s Cultivation of Partner Capacity in Peru Table 5.1. Knowledge of Effective Methods of Pregnancy Prevention Table 5.2. Knowledge of STD Prevention and Transmission Table 5.3. Perceptions of Challenges to Parent-Child Communication about Sexuality and Pregnancy Prevention Table 5.4. Capacity-Building Trainings for Youth Leaders Aspen Planning and Evaluation Program | The Aspen Institute v Women and Girls Lead Global: Phase 2 Evaluation Report EXECUTIVE SUMMARY In 2012, Independent Television Service (ITVS) launched the Women and Girls Lead Global (WGLG) project, working in eight countries in the global South: Bangladesh, Colombia, El Salvador, Jordan, Kenya, Malawi, and Peru. ITVS set out to test the idea that high-quality, emotionally compelling international documentary films focused on development issues and solutions could be used in diverse country contexts to help inspire and model women’s empowerment and gender equality. At the heart of the project’s theory of change is the idea that international documentaries about women and girls acting as agents of change can help spark “breakthrough conversations” on challenging, culturally sensitive topics and pave the way for community- driven solutions to gender inequities. The project selected 37 international documentaries The Three-Film Model to be included in four seasons of its “Women of the World” (WOTW) series. In three countries – El Basic Framework: Salvador, Colombia, and Malawi – the project used a Train NGO staff and other community members to lighter-touch approach, focusing on national facilitate a series of three film screenings and television broadcasts of the films in order to raise discussions designed to enable discussion of sensitive general public awareness of the issues conveyed by gender issues; encourage changes in knowledge, self- the films. In five “social change countries” – efficacy, attitudes, and behaviors; support audience- generated group actions to improve the community; Bangladesh, India, Jordan, Kenya, and Peru – the and help audiences reflect on their experience taking project launched intensive community engagement new actions. campaigns, partnering with local nongovernmental organizations (NGOs) already working on related Theory: issues. The campaigns and their partners in these Films provide a way for audiences to talk about issues five countries developed distinct objectives and
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