EVERY LAST GIRL

Free to live, free to learn, free from harm Every child has the right to a future. Save the Children works around the world to give children a healthy start in life, the chance to learn and be safe. We do whatever it takes to get children the things they need – every day and in times of crisis.

Acknowledgements This report was written by Amanda Lenhardt, Lisa Wise, Giorgiana Rosa, Hollie Warren, Frances Mason from Save the Children UK and Rukayah Sarumi from Save the Children International. The Girls’ Opportunity Index was calculated by Dimitri Gugushvili and Alexis Le Nestour. We are grateful to colleagues from across Save the Children for their comments and suggestions, in particular Kitty Arie, Deanna Duplessis, Helen Elliot, Dimitri Gugushvili, Kirsty McNeil, Cicely McWilliam, Nora O’Connell, Patrick Watt, Ravi Wickremasinghe and all contributors from Save the Children’s Gender Equality Working Group. We are grateful to Victoria Love and Haley Curran for coordinating this report. We would also like to thank our external reviewer Anne Quesney for her very helpful comments and input to an earlier draft of the report.

Some children’s names have been changed to protect identities.

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First published 2016

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Cover: Neema, age nine, was forced to flee her home as a result of conflict in the Democratic Republic of Congo. Since then she has been unable to go to school because she has to look after her younger brothers and sisters, while her parents work in the fields. “It makes me feel sad when I see other children getting an education while I have to stay at home,” she says. “I’d like to learn to read and write, and get my diploma, so that I can become a nurse.” (Photo: Jonathan Hyams/Save the Children)

Typeset by Grasshopper Design Company Contents

Foreword v

Executive summary vi

1 Introduction: Girls left behind 1 Guaranteeing girls’ freedom to live, learn and be protected 1

2 Free from child marriage 5 Child marriage in numbers 5 Child marriage in humanitarian contexts 6 Legal and normative changes to end child marriage 7 Investing in girls’ education 7 Minimum financial security for all children 8 A holistic approach 8 Ending child marriage 9 3 Free to access good-quality sexual and reproductive health services 11 Girls’ access to good-quality sexual and reproductive health services in numbers 11 Discriminatory legal and social barriers to sexual and reproductive health services 11 Sexual and reproductive health in humanitarian contexts 12 Laws, policies and programmes to remove discriminatory barriers to services 13 Increased national and international public revenues, collected and spent equitably 14 Increasing adolescent girls’ access to good-quality essential services 15

4 Free to speak out and influence decisions 17 Girls’ political voice in numbers 17 Girls’ voice and influence in the household 18 Girls’ voice and influence in public and political life 18 Empowering girls to engage in decision-making and governance at all levels 19 More and better data disaggregation and gender-sensitive data 21 Increasing girls’ voice and influence 22

5 Giving every last girl the chance to thrive 23 1 Fair finance 23 2 Equal treatment 23 3 Accountability 23

6 Girls’ Opportunity Index 24 A snapshot of girls’ situations around the world 26 What does the Girls’ Opportunity Index show? 26 Girls’ Opportunity Index – technical note 27

Endnotes 29 PHOTO: ASAD ZAIDI/SAVE THE CHILDREN Sameena, age six, from Pakistan. Peshawar, Foreword

In January 2016 when I decided to stand up on barriers that stop girls being able to unleash their behalf of thousands of young girls in my country and potential. By addressing these barriers we’ll reach pursue a legal case to challenge the Marriage Act – every last girl. While the world’s clock is ticking in which allowed girls as young as 14 to get married – implementing the Sustainable Development Goals, I didn’t do it because it was easy. It wasn’t even just it’s crucial to note how important it is not to leave to save girls who were fleeing the plight of child girls behind, and to act urgently on the barriers they marriage and forced to stay far from home. I stood face. The more we wait, the more we put on hold up because of the multiplier effect that is unleashed the realisation of all other development goals. in educating a girl child, in allowing a girl child to With more than 700 million women in the world take control of her own life and achieve her dreams. married before their 18th birthday and one out I saw the ripple effect of investing in a girl child, of three of them married before they were 15, we because a girl doesn’t win alone – everybody does. need to work together – and work with girls – to This report reveals a lot of barriers to young girls ensure that every last girl is free to live, free to realising their full potential. It comes out at a crucial learn and free from harm. This is only possible if time, when our leaders have committed to a number we collectively pledge to advance girls’ rights to of international conventions that require them to access education, to access information on sexual put in place enabling frameworks to enhance girls’ and reproductive health rights, and to make their protection and to get rid of harmful customs and voices heard. traditions that still hold girls back. It’s time for our But girls’ voices must not just be heard: they must leaders to commit to what they have signed up to – also be acted on. This report shows us the way. and it’s time for them to act. We need to finally free girls from all the barriers they face, and empower them to stand up for their rights and make their Rebeca Zakayo Gyumi voice heard. This cannot wait. Girls’ Rights Advocate Save the Children’s work in advancing children’s Founder and Executive Director, welfare is commendable globally and this report Msichana Initiative will enhance our ability to recognise and tackle Tanzania

v Executive summary

“I don’t want to be remembered as the girl who was shot. I want to be remembered as the girl who stood up.” Malala Yousafzai

All across the world girls are standing up as never The Sustainable Development Goals (SDGs), agreed before. They are demanding to be free. Free to in 2015 by the international community, are our pursue their hopes and dreams, and free to live starting point. In addition to gender equality and the life they choose to build for themselves. Their girls’ and women’s empowerment being recognised courage and their power is what this report is about as a goal in their own right, it is increasingly – and what those who benefit from the silence of understood that achieving progress for girls and girls fear most. women is vital to unlock achievement in many of the goals. A leading predictor of a country’s With empowerment and the right support girls can improved health outcomes, for example, is girls’ change the world. Many of them are already doing secondary school completion. Supporting girls to be just that. agents of change is at the heart of the sustainable Girls like Malala. Girls who have stood up at great development agenda. personal risk and who are asking us to stand with them. BARRIERS TO GIRLS’ EQUALITY Malala is far from alone in facing terrible danger because of her power as a girl. The kidnapping of If the world is to meet its commitment under the the Chibok girls in northern Nigeria and the sexual SDGs to ‘leave no one behind’, we have to fight enslavement of Yazidi girls in Iraq are motivated by the exclusion and discrimination that stop lots of the same pernicious notion – that girls should not be different groups of children fulfilling their potential. free to learn or to make decisions about their lives. In this report we address some of the many barriers Other girls – such as those who have been trafficked faced by girls in particular: across the Mediterranean, or who are forced to live in a brothel in Bangladesh – are subject to the most Child marriage: More than 700 million women extreme violations of their rights because of another in the world today were married before their 18th noxious idea: that girls are tradable commodities. birthday and one in three of those women was married before age 15.1 Child marriage can trigger Save the Children’s Every Last Child campaign is a cycle of disadvantage across every part of a fighting to change how the world thinks about – girl’s life. and tackles – the exclusion millions of the world’s poorest and most disadvantaged children face. Gender-based violence and harmful practices: Standing up for every last girl is at the heart of our An estimated 30 million girls are at risk of female campaign. Everybody the world over must recognise genital cutting in the next decade. Adolescent that girls are nobody’s property and nobody’s girls are more likely to experience certain forms 2 victims. Rather girls are the most powerful catalysts of violence, including sexual violence, than boys. for a different world. 2.6 billion girls and women live in countries where marital rape is not explicitly criminalised.3 Physical, sexual and psychological gender-based violence can take place at home, in schools or within communities; it is rooted in discrimination and exclusion. vi EXECUTIVE SUMMARY vii

10 : Women and : Women 3. Accountability3. Better data disaggregation Governance at all levels includes children Budget transparency and monitoring 9 Trafficking andTrafficking slavery: Girls in search of better lives may be deceived or pushed into labour forced or sexual exploitation. Of million the victims 21 of labourforced around the world, a quarter just over children. are Girls(26%) disproportionately are affected, particularly sexual by forced exploitation. POSSIBLE IS CHANGE the root causes of girls’ exclusion and Tackling disempowerment is not easy an – that’s understatement. But with sustained effort and investment, change is possible. It is possible to build that a world guarantees the equal rights and freedom last every for girl to fulfil their potential. This requires working tosupport the empowerment lastof every girl, while simultaneously working with stakeholders levels, at all including men and boys, to enable environments where girls canrealise their full and equalrights and thrive. Our Every Last Child campaign has identified three Guarantees – of Fair finance, Equal treatment and Accountability – that governments must to make reach excluded children. Conflict,gender and disasters girls disproportionatelyare affected by conflict, climate change and natural disasters example, – for as such asa result of mechanisms’, negative ‘coping child marriage. During the Ebola outbreak in Sierra Leone, the of schools closure and lack of protection girls for contributed to a sharp risein teenage pregnancy: it is estimated that more than 14,000 teenage girls became pregnant during the outbreak, including who in school 11,000 were prior to the crisis.

5 2. Equal treatment An 4 Laws and policies to remove discriminatory barriers to services Public campaigns to challenge norms behaviours and Every birth registered Every : Globally, : Girls often are In the vast 7 6 : When household resources

8 1. Fair finance Fair 1. Increased public revenue, collected and spent equitably, supportedand internationally Removal of cost barriers to services Minimum financial security for all children Economic exclusion Economic are limited,are social norms in many places dictate that boys be prioritised, leaving girls with limited opportunities education for and at risk of poor health and nutrition. Many girls neither are in school norpaid work: a third of young over women in developing countries jobless are – out of the formal labour and not in force school. Lack and of voice recognition An education and learning gap marginalised in household and public decision- public and household in marginalised making and their needs under-represented are in government. Girls may be uncomfortable expressing themselves, and when they do, they often aren’t heard or valued. Information about girls’ exclusion is also limited by a lack of gender-sensitive and disaggregated data, reflecting a historic, systematic lack of recognition of girls’ rights and needs. girls62 million out are of school. Poor accessPoor to good-quality sexual and reproductive health services: Maternal mortality is the second leading causeof death adolescent for yearsgirls (after old suicide). aged 15–19 majority of countries where the educational average attainment the poorest women is low, and girls are the worst off. Girls barriers can face to education from both school and home, including school fees, inadequate sanitation facilities, families prioritising boys’ education girls, over and unsafe schools where they may sexual face and gender-based violence or harassment. estimated 70,000 adolescent girls die each year from complicationsduring pregnancy or childbirth. Every year 2.5 million birth. give girls under 16 THREE GUARANTEES TO ALL CHILDREN ALL TO GUARANTEES THREE viii EVERY LAST GIRL Break time at a children’s space funded by Save the Children at Heleweyn refugee camp in Dollo Ado, Ethiopia. Ado, Dollo in camp refugee Heleweyn at Children the Save by funded space achildren’s at time Break countries poorest the in those move refugees, as the areon who those states, conflict-affected and live fragile in who those as –such behind furthest are who girls the reach to governments help will Taken Girls to Guarantees together, three these (see 23). page needed are that actions the and make, must governments that Girls to Guarantees specific three the identifies series, Child Every our in Last second the report, This PHOTO: JONATHAN HYAMS/SAVE THE CHILDREN every last girl. every last of hands the –in belongs it power where get and equality gender promote how we help can are about campaign our and report This fromharm. free and learn to free live, areto free girls ensure take to will it what is Girls to Guarantees three the Realising multiple forms of discrimination. face who those and regions, disadvantaged in and 1 Introduction: Girls left behind

“As we embark on this great collective journey, we pledge that no one will be left behind. Recognizing that the dignity of the human person is fundamental, we wish to see the Goals and targets met for all nations and peoples and for all segments of society. And we will endeavour to reach the furthest behind first. “Realizing gender equality and the empowerment of women and girls will make a crucial contribution to progress across all the Goals and targets. The achievement of full human potential and of sustainable development is not possible if one half of humanity continues to be denied its full human rights and opportunities.” The 2030 Agenda for Sustainable Development, paragraphs 4 and 20.

In September 2015, the world’s leaders committed These three barriers are violations of girls’ rights. to reverse the long-standing neglect of the poorest They also pose formidable obstacles to progress in and most excluded people, pledging that no one will other areas of development. be left behind in the next era of global development. In addition, this report highlights countries where Girls must be at the heart of that pledge, not only girls’ rights are most at risk. Our Girls’ Opportunity because excluded girls are often among the poorest Index (see page 24) sheds light on levels of gender and most marginalised in society, but also because discrimination around the world. when a girl is empowered and has agency to transform her life, whole societies are transformed While this report is focused on girls and their needs, in the process. we recognise the gender-based barriers faced by boys, and their risk of emotional, psychological and Girls need to be empowered and supported to fulfil physical damage as a consequence of harmful norms their equal rights. They must be able to exercise around masculinity. Our programmes include boys’ freedom from childhood marriage, from forced perspectives on these barriers and aim to address labour, from early pregnancy, and free to speak their needs in tackling them. We also recognise their minds. boys and men as critical agents of change in Save the Children is working to make this happen as working towards gender equality and in supporting part of our campaign to reach Every Last Child. Our girls’ empowerment. vision is for a world where every child attains their equal right to survival, protection, development and participation. By prioritising gender equality, we are GUARANTEEING GIRLS’ FREEDOM addressing persistent discriminatory barriers across TO LIVE, LEARN AND BE PROTECTED all areas of our work, and in order to improve lives – of girls, women, boys and men – at the individual, Girls’ freedom to make their own life choices and family, and community levels.11 to drive change is circumscribed by others – by the individuals and institutions in their lives. They include This report explores three key barriers* that hold girls’ mothers, fathers and caregivers, members of girls back – and that we focus on in our work: child their community, social institutions – from school marriage; poor access to good-quality services – to marriage to religion – and government and legal including good-quality health and education services; systems. The power these actors and institutions and girls’ lack of voice in private and public spheres.

* This is not a comprehensive list of barriers faced by girls but is rather a focus on selected issues that Save the Children is working on.

1 2 UNIVERSAL IMMUNISATION COVERAGE Saja is being supported by staff at a children’s space that Save the Children runs. Children the Save that space achildren’s at staff by supported being is Saja Here people. displaced for acamp to it made they journey, atraumatic After Iraq. in town home their in conflict flee to forced were family 11, her age and Saja, are keptat they because processes governance and organisations community in take part to opportunities denied or are fromschool excluded girls many example, For ways. reinforcing mutually in and simultaneously dimensions these across operate can lives their about make decisions to of it – lack or – freedom girls’ influence that Factors • • • lives, including: girls’ of dimensions many on encroach can exert

PHOTO: CJ CLARKE/SAVE THE CHILDREN enable change. can –which factors political and legal social, en take action to freedom and motivation, gi assets and power,including networks knowledge, re rls’ sense of agency – including the confidence, confidence, the –including agency of sense rls’ sources girls need to make informed choices, choices, make informed to need girls sources abling environments – made up of wider wider of up –made environments abling 12 gender discrimination when households have to have to households when discrimination gender exacerbates often poverty income example, For powerful actors and institutions. and actors powerful by areout or drowned seriously taken not often voices are their change, demand do girls when And discrimination. challenge likely to less and participate to hesitant them making and agency of sense their reducing themselves, girls by are internalised they that so entrenched are often have society in men and boys women, girls, that roles different the concerning norms social Discriminatory care work. do to home greater risk of disempowerment and exclusion. and disempowerment of risk greater at girls of groups particular put overlap to location – geographical group, and religious or ethnic aminority of membership disability, poverty, disadvantage – of forms different time, same At the 13

2 make difficult decisions about how to allocate Implementing these global Guarantees to Girls, FREE FROM CHILD MARRIAGE FROM CHILD FREE scarce resources and preference is given to boys alongside other strategies to eliminate gender over girls. discrimination, can help empower girls and positively transform the norms, systems and structures that REACHING EVERY LAST GIRL prevent girls from fulfilling their rights and reaching Tackling the root causes of girls’ exclusion and their potential. The three Guarantees to Girls will disempowerment is not easy – that’s an help ensure that girls have the resources and sense understatement. But as progress over recent of agency to challenge the status quo, and that the decades in tackling extreme poverty and child wider social, political and economic environment is mortality has shown, through sustained effort and conducive to transformative change. investment, change is possible. Save the Children is The road ahead will not be easy, but we are not calling on governments and donors to make three starting from scratch. A long history of advocacy, Guarantees to Girls: policies and programming to achieve gender equality Fair finance – Improving domestic resource by feminist, gender equality, and women’s and girls’ mobilisation, particularly through progressive and rights movements – from the suffragettes to Malala – gender-sensitive taxation, and translating it into has shown that shifting the balance of power and sufficient budgeting and spending on girls. transforming discriminatory norms and practices with and for girls is possible. The challenge now Equal treatment – Challenging discriminatory is to build on the progress that has been made to laws, policies, norms and practices to address accelerate change. To achieve that we will need to harmful norms and build enabling environments bring all sections of society on this journey – girls and for change. boys, mothers and fathers, traditional and religious Accountability – Ensuring that governance is leaders, government officials, private companies and inclusive, transparent and accountable to all girls. the media – to ensure that no girl is left behind.

3 PHOTO: MICHAEL TSEGAYE/SAVE THE CHILDREN 14

Tamrea, 17, Ethiopia 17, Tamrea, “I was given to a husband at 12. I wasn’t happy to“I get married I wasn’t given at was that to a husband at age, 12. but my father said there nobody was to look after around. since me I wasn’t my mum wasn’t happy. able crying. to I was get used to what I wasn’t marriage was. “The family the of boy came to my and house asked if marry could he me. He was physically was. big. know he old how I didn’t “When I became pregnant my husband left me. When go to my baby I had a I didn’t health centre, I gave birth at home. I went to health centre when pregnant, I was but able to go back.I wasn’t Labour took six me days. “When I think back I have mixed feelings. I feel sad, but after all that suffering, I saw my baby When and felt happy. someone I hear is I feel getting so much anger. married I give counselling. anyoneto want go through I don’t what I have. If a girl goes to school she can have a better life. My friends go to schooland I feel really bad.”

Married, pregnant and abandoned – at 12 years old – at 12 Married, pregnant abandoned and

Tamrea, 17, and herTamrea, 17, Indris, 5 daughter 4 2 Free from child marriage

CHILD MARRIAGE IN NUMBERS It leads to large-scale violations of girls’ right to education and health; exacerbates girls’ risk of • Each year, 15 million girls are married before the contracting sexually transmitted infections, age of 18.15 In developing countries one in three including HIV; and increases girls’ vulnerability girls is married before the age of 18 and one in to multiple forms of violence.21 The majority of nine before the age of 15.16 child brides have received limited education and vocational opportunities and, as a consequence • In Dominican Republic 37% of women aged of child marriage, often drop out of school or are 20–24 are married before 18 years.17 not allowed to return. This in turn undermines • In most countries, girls from poor families are their ability to generate their own livelihood and more likely to be married early than their shuts off the potentially empowering knowledge richer peers. In Nigeria, 40% of the poorest girls and networks that education can provide. Ending are married by age 15 compared to 3% of the child marriage would have a multiplier effect – richest girls.18 improving levels of learning, survival and protection, and leading to benefits from the individual and • Girls in particular regions of some countries are community level right up to the national economy disproportionately affected. In Ethiopia more and society. than half of girls in the Amhara, Benishangul- Gumuz and Afar regions marry by age 18 Child marriage is rooted in gender discrimination compared to 12% in Addis Ababa.19 and structural inequalities. In many contexts, it is sustained as a result of harmful social norms and • The majority of the 25 countries with the highest practices associated with the roles and expectations rates of child marriage are considered fragile assigned to girls, and the negative consequences of states or at high risk of natural disaster.20 poverty and deprivation.22 Girls affected by multiple Child marriage* affects a huge proportion of the forms of overlapping disadvantage are most at world’s girls, and is only declining slowly. risk, including those from poor families, in remote locations and from minority ethnic and religious Child marriage isn’t a one-off rights violation – it groups (see box). triggers and exacerbates a cycle of disadvantage:

CHILD MARRIAGE: THE CHALLENGE OF INTERSECTING INEQUALITIES

The burden of child marriage is not evenly Geography is also a major determinant of distributed. When we look beneath national child marriage; some sub-national regions have averages, we see that girls from some groups alarmingly high levels of child marriage. In are much more likely to marry early. In Tanzania Northern Nigeria, for example, one girl in four and Nepal, for example, poor girls are four times is married by age 15, compared with one in 25 more likely to marry early than the richest girls. in the south of the country.

* Child marriage is defined by the Convention on the Rights of the Child as any legal or informal union that involves a boy or girl aged below 18.

5 6 EVERY LAST GIRL burden and secure dowry payments. dowry secure and burden household the ease to daughters their marrying into families push often mechanisms protection of alack and people, young working-age and caregivers for parents, opportunities employment of childmarriage. drivers –each services essential good-quality of alack and insecurity poverty, increased in result crises Humanitarian married. being girls more to lead might fragility which in ways are various there we know better. it Nevertheless, understand to needed is research further and complex, is marriage child and fragility between relationship The 2013. in Jordan in refugees Syrian 15–17 aged the girls four in among married was one example, For married. being of risk greater far are at fragile and contexts humanitarian in Girls HUMANITARIAN CONTEXTS IN MARRIAGE CHILD • • change. support members community and family that and discrimination, and inequality gender challenge to empowered feel boys and girls ensure levels to these across works programme The level. community the at and family, the within boys, and girls with level individual levels: the at three across norms gender discriminatory tackle to countries eight in works programme The marriage. child tackling programme Children’s the Save Voices, Choices, Promises PROMISES VOICES, CHOICES, TACKLING ACROSS NORMS MULTIPLE LEVELS:

to facilitate dialogue about gender equality equality gender about dialogue facilitate to life. in aspirations and power dynamics inequality, gender on reflect to boys and girls stimulate to activities participatory of aseries of consists Th Th e e Voices programme the of element Choices 30 is an example of one initiative initiative one of example an is 24 component works with parents parents with works component Resource scarcity, limited limited Resource scarcity, 23 25

• • including: revealed successes, have programme the of evaluations Project • • into forced marriage. girls selling including violence, to them subjected 270 and than more girls abducted Haram Boko group insurgent the Nigeria, Northern In girls. against war of used aweapon also is marriage, forced including violence, gender-based and sexual contexts, conflict-affected many in Finally, wives. be to or victims be to options: two only having as girls see families contexts, as sexualas violence and harassment. such vulnerabilities and violations face external of agirl’s the in preserve to honour and protection of aform as daughters their marry to families cause can contexts humanitarian in vulnerability sexual assault and rape. and assault sexual including violence of forms various to susceptible highly are also crises humanitarian in Girls

video testimonials. through behaviour of drivers emotional the into tapping household, in the community and the dangers of child marriage. child of dangers the and community the to contribute to ability daughters’ access education. to opportunities girls’ on violence and marriage early of impact the about dialogue catalyse to community the in people fat face sisters their and they challenges br marriage delaying and school in staying about gi Th rls being empowered to talk to their parents parents their to talk to empowered being rls others advocating to their parents about about parents their to advocating others e hers and mothers recognising their their recognising mothers and hers Promises initiative works with influential influential with works initiative 29 26 Girls’ heightened Girls’ heightened 27, 28 27, In such such In 2 FREE FROM CHILD MARRIAGE 7 Evidence Evidence 42 40 44

Several studies Several have 43 39 come countries will reduce The ability to read and write in ‑ 41 A study from India found education 38 suggests that a high-quality education empowers girls to decisions make when about and whether, whom to marry by them providing with knowledge, networks and confidence. to be the most important factor in delaying pregnancy. and marriage Ensuring that adolescent girls stay in school, return to school or receive vocational training not only their improves life chances but also has wider societal benefits. UNESCO predicts that girls all providing with primary education and middlein low- A good-quality right. education is girl’s every Keeping girls in school to iskey enabling them to realise their potential, including their future economic opportunities, and supporting girls’ decision-making. public in influence and confidence Education is also central to protecting girls from child marriage. While education can play a critical in delaying role child marriage, the right to education is not only for unmarried girls. Ensuring that girls who married are youngor are mothers continue to access learning opportunities to is key improving their life chances. The quality of education and learning is also crucial in preventing child marriage. Research in a number of countries shows that girls doing poorly in school, not learning and well falling behind, are sometimes pulled out of school by their parents in order to marry. INVESTING IN GIRLS’ EDUCATION found that compulsoryeducation laws that require girls to stay in school significantly up to the age 16 marriage. child of the likelihood reduce In seeking to encourage girls to stay at school – with associated benefits in delaying marriage and the – pregnancy importance decent of school sanitation facilities should not be overlooked, especially when girls reach puberty. is also strongly correlated with reduced child marriage. of literate Only 4% girls in sub-Saharan Africa and 8% of literate girls in South and West Asia married are as children compared with 20% of illiterate girls in sub-Saharan Africa and almost 25% of illiterate girls in South Asia. and West A In 34 35

37 * In some 36 In 2015, the African In 2015, 32, 33 Following concerted efforts by women’s 31 Union adopted (AU) the African Common Position on the Campaign AU to End Child Marriage. contexts, customary law plays a significantrole in reinforcing gender inequality on theage of marriage. the Local CustomaryIn Tanzania, Law Order allows each ethnic decisions and group make to follow based on their customs and traditions. In El Salvador the girls allows legal Family framework (the Code) to be married if parents/caregivers the approve union if a girl is pregnant or has children. Yemen, where 32% of girls where married are 32% before 18, Yemen, there is no minimum age of marriage. * In 2014, a Children’s Act (to be included in the New Constitution was of Yemen) drafted, seeking to set the age at 18. The New Constitution is on hold given the current context. Progress has been made in recent years in building ending for environment policy and legal enabling an child marriage. Governments committed have to eliminate harmful practices, including child marriage, through target 5.3 of the SDGs. This is supported by target to 16.2 end forms all of violence against children. LEGAL AND NORMATIVE CHANGESLEGAL AND NORMATIVE END CHILDTO MARRIAGE Alongside legal changes, discriminatory social norms norms social changes, discriminatory legal Alongside that of child marriage approve and other harmful practices must be challenged in order to ensure that laws upheld. are raising Awareness campaigns and capacity building training with families and community members needed are to increase understanding of the risks of child marriage, and to promote coping be that can marriage othermechanisms than child employed to support households. Girls and boys must also be empowered to learn about their rights, to stand up one for another and themselves, and to a dialoguehave with community members about child marriage and ways it. to prevent However, there a number are of contexts in whichHowever, legislation to ban child marriage needs to be implemented and existing laws upheld. In seven countries there is still no national minimum age of marriage, and in 30 countries, girls allowed are withparental and 15 to consent. marry at 14 and girls’ rights activists, civil society, and other actors, both the UN General Assembly and the UN Human Rights Council adopted have resolutions to eliminate child marriage. number of states – including those with high levels of child marriage ratified – have legislation banning child marriage. 8 EVERY LAST GIRL coping strategies, such as child marriage. child as such strategies, coping improve resilience and prevent negative household prevent marriage, child help to tool effective an be –can services social and insurance social transfers, social –including protection social sensitive Child CHILDREN ALL FOR SECURITY FINANCIAL MINIMUM 1.7 by million. malnutrition child and those of their children. their children. of those and ownprospects their improving adults, productive more and stronger become girls well-nourished sensitive. Child-sensitive social protection ensures ensures protection social Child-sensitive sensitive. child and gender-sensitive be to designed be must mechanisms these homes, their even within barriers face discriminatory who girls particularly children, benefit mechanisms protection social ensure • • is: Children the Save To world. the marriage, child of issue the tackle in rates fertility adolescent highest the of one has 11 as young Tanzania old. as marry years also girls some areas, rural 18. age In before married were Tanzania,In 20–24 37% aged women of IN TANZANIA TACKLING EDUCATION THE THROUGH MARRIAGE SYSTEM CHILD

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wo wo ca before age 18. age before 1971 of Act Marriage allows marriage that the of statute the amending on others and champions youth Network, Marriage Child violence inequality and gender fighting in men and boys engage to campaign children as married being girls to address harmful gender normscontribute that mpaigning for the educational curriculum to to curriculum educational for the mpaigning rking in coalition with the Tanzania the with Ending coalition in rking Father) (Best Bora Baba with rking 47 2 FREE FROM CHILD MARRIAGE 9

sed child protection mechanisms protection child sed ising activities on child marriage marriage activities child on ising ba ra ‑ ‑ countability – to ensure girls can hold ual treatment – to the raise minimum legal ir financeir – ensuring sufficientgovernment Fa budgeting good-quality for essential services, increasing the minimum financialsecurity for girls and the of cost barriers removal that or limitprevent access to good-quality essential services Eq age of marriage and challenge discriminatory social norms Ac protecting them.decision-makers for accountable

with communities and government local authorities. These community structures to be important proven have and efficient community awareness andto respond prevent to child marriage. • • • In addition to girls’ empowerment and community engagement, the programme also recognised the need to engage with the government and to help build government capacity to and enforce develop legal measures against child marriage. Save the Children supported the development of a Code of Conduct and ofa certification registration and system traditional for marriage ceremony providers (known as Qaadis). The initiative to also establish, worked strengthen and engage community-based structures such Committeesas Child Welfare and Women’s Lobby Groups to support and advocacy This Save the Children initiative focused on supporting the empowerment of girls to prevent andeliminate child marriage in their local communities. Girls clubs set up were and life skills training was to provided enhance girls’ knowledge of their rights to and how protect themselves, and to them give the skills to increase lifetheir decisions. over power from Women vulnerable households also with were provided income to support their daughters’ education. This was designedto help girls prevent from dropping out of school and being to forced marry early economic for and financialsecurity. PREVENTION AND FORCED MARRIAGE OF EARLY CHILD, SOMALILANDIN Achieving that goal will require action by governments three across all Guarantees to Girls that identified: have we It’s a huge challenge.It’s But there signs are of hope. Leaders from around the made have a clear world commitment in the SDGs to end child marriage by 2030. Child marriage threatens the futures of millions of girls. It must end. ENDING CHILD MARRIAGE CHILD ENDING “What future do I have?”

Genesis, 15, El Salvador48

“We wanted to get away from this place, away from all the violence, to be with our grandmother. When I realised I was pregnant I was surprised. I was so sad because I wanted to continue at school. But the authorities just look at you differently once this happens. I felt like they wouldn’t accept me any more. I knew I was going to be uncomfortable in that place. I knew they would judge me. “I knew I was pregnant before we made the journey. I was only two months. I felt like I was going to be able to reach the US and start a new life. I did worry that something might happen though. But I just wanted to go. “When we were on the journey I felt scared all the time. When we were separated from the rest of our family at that hotel, it was really scary. We are just three girls you know. People told me that there was a girl who was killed while we were travelling, and that another guy was beaten and killed. When the coyote* abandoned us, people told us these stories. I was so scared something might happen to us. “When we realised we had to go back I felt so bad. We thought the worst of everything. My mum with no job. Me with a baby. I thought I would have a better future in the US. I wanted to change my life. There are so many things I wanted to do. I can’t now. I would like to study but I can’t. I’m pregnant. How can I do this? I can’t do anything now. I wanted to be a secretary. There are other girls with babies but they don’t go to school. What future do I have?”

* Colloquial term for a person who helps people migrate to the USA

10 3 Free to access good-quality sexual and reproductive health services

GIRLS’ ACCESS TO GOOD-QUALITY healthcare services that support them through SEXUAL AND REPRODUCTIVE pregnancy and childbirth, providing the best possible conditions for having healthy children. HEALTH SERVICES IN NUMBERS Gender inequality and harmful social norms influence • Maternal mortality is the second leading cause of girls’ ability to protect and promote their sexual death for adolescent girls aged 15–19 years old and reproductive health. Societies’ and communities’ (after suicide).49 expectations about girls’ roles can constrain their • Approximately 19% of girls in developing autonomy, freedom and opportunities. The threat countries become pregnant before age 18, and and reality of gender-based and sexual violence, 3% become pregnant before age 15.50 child marriage and harmful practices all represent a denial of girls’ rights and hinder their ability to • An estimated 16 million adolescents aged 15–19 exercise agency in decisions about their health. give birth each year – accounting for 11% of all births worldwide but 23% of the burden of Good-quality sexual and reproductive health services disease due to pregnancy and childbirth.51, 52 must be available and accessible to all adolescents, regardless of sexual orientation, gender identity • Pregnancy during adolescence is associated or marital status, and there must be an integrated with a 50% higher risk of stillbirths and neonatal continuum of care that is free at the point of use deaths compared with infants born to women and takes into account their specific needs. aged 20–35.53 • Adolescent girls who become pregnant are more likely to have poorer nutrition and health, DISCRIMINATORY LEGAL AND increasing the risk of foetal, perinatal and SOCIAL BARRIERS TO SEXUAL AND maternal death and disability by up to 50%.54 REPRODUCTIVE HEALTH SERVICES

• Young women and adolescent girls account for Adolescents in general, and girls in particular, face one in every five new HIV infections in Africa many barriers to accessing sexual and reproductive and are nearly three times as likely as men of health services. Administrative or legal barriers may the same age group to be living with HIV in prevent girls from using services or they may receive 55 sub-Saharan Africa. poor-quality, biased and stigmatising treatment Access to good-quality sexual and reproductive by providers. For example, third party consent by health information and services is a fundamental parents or other adults may be required to access right. For women and girls these services are contraception or other services such as HIV testing. essential in order to protect their health and Stigma and discrimination on the basis of sexual wellbeing (including protection against sexually orientation and gender identity, HIV status, transmitted infections); to enable them to make disability or marital status can also prevent girls informed and autonomous decisions concerning from seeking and receiving services, or lead to their sexuality; to choose whether to have children; biased, non-evidence-based and inadequate or and to decide on the number, spacing and timing of inappropriate healthcare, or result in girls being their children. Men and women have the right to be denied sexual and reproductive health information informed of and have access to safe, effective and and services altogether. Further barriers to sexual affordable methods of contraception. Women and reproductive health services include broader and girls have the right to access good-quality socio-cultural and religious norms and practices;

11 12 EVERY LAST GIRL access services. services. access to ability the and health their protect to necessary skills and knowledge the gaining of fewer chances have even they school of out leaveare or taken girls age 18, and 3% become pregnant before age 15. age before pregnant 3% 18,age and become before pregnant become countries developing in 19% girls of Approximately age. school-going during pregnant become girls of proportion A significant power. decision-making limited very have often and services, access how and to where of knowledge lack transportation, safe and affordable to access have limited socially, and geographically isolated be may They childbearing. and pregnancy about make choices to or care, post-natal and pre-natal to access means the or confidence knowledge, have not the may and services health and reproductive sexual in accessing difficulties have particular young very are married who Girls HIV/AIDS (seeincluding Box). infections, transmitted sexually of treatment and prevention the and pregnancy, early of dangers – includingthe reproductive health contraception, and sexual on information comprehensive and appropriate to have access full adolescents that make sure to states require standards rights Human friendly services. adolescent- of lack the and contraception; of costs the services; contraceptive and clinics health to access limited with areas rural in living adolescents for isolation geographic contraception; and about sex understanding and knowledge of lack Rights, and the UN Convention on the the on Convention UN the and Rights, Cultural and Social Economic, Covenant on International the Child, the of Rights the on Convention UN the –including agreements and international human treaties rights and laws national Numerous health. to right the of core the at is health reproductive and Sexual HEALTH ALL FOR REPRODUCTIVE AND RIGHTS SEXUAL GUARANTEEING 56 57 58 If If care, and emergency obstetric care. obstetric emergency and care, post-natal and pre- planning, family to access including services, health reproductive and sexual good-quality provisionof the and mortality, child and maternal infant, of prevention the ensure to need the Women –specify against Discrimination of all of Forms Elimination unavailable or inaccessible to adolescent girls. adolescent to inaccessible or unavailable and only women at targeted be may they provided, are services health reproductive and sexual Where water are prioritised in humanitarian responses. and food as such necessities other when services and information health reproductive and sexual to have not access do often They crises. humanitarian during risks health face specific girls Adolescent fragile contexts. fragile in high as twice is fivealmost age before dying children of risk The health. girls’ to risks existing exacerbate fragile and settings crises Humanitarian CONTEXTS HEALTH HUMANITARIAN IN REPRODUCTIVE AND SEXUAL long-term development. and recovery resilience, building response, to preparedness and –fromprevention action humanitarian to central are therefore interventions health reproductive and sexual Gender-sensitive family planning are higher. planning family for need unmet and rates birth adolescent while lower is workers fragile in settings, health skilled by infections and maternal mortality and andinfections morbidity. maternal mortality transmitted sexually pregnancy, unwanted or unintended violence, gender-based and sexual of risk heightened at are also girls and women 59 The percentage of births attended attended births of percentage The 62

60 In these settings, settings, these In 64 63 61

3 FREE TO ACCESS GOOD-QUALITY SEXUAL AND REPRODUCTIVE HEALTH SERVICES 13 67 66 portunities: gender how influencesaccess cision-making: gender how influences sources: how a person’s gender may a person’s sources: how op to health and nutrition information, such as opportunities education through re influence theiraccess to control and over family resources de decision-making,household affecting whether a person can freely decide to seek healthcare healthor information.

married, who in extreme live poverty, who have disabilities, and who engage in transactional sex in order to survive. Save the Children works with young adults’ centres around three goals: key personal empowerment, sexual and reproductive health, and economic opportunities. reached we In 2015, adolescents and young6,615 people who created or began the process of formulating their ‘Life by reflecting Plan’ on their future. Within education, sexuality comprehensive education has been shown to positively affect especiallyknowledge if and it behaviour, is grounded in gender equality and human rights. These programmes been have shownto delay the age boys and girls firstsex; had reduceto the frequency of sex, number of sexual partners and sexual risk-taking; and to increase contraceptive use. • • communication, is centred around three key determinants social health: of • 65 The training, which provides front-line health training,The which provides workers with concrete skills gender-sensitive for counselling, and social and behavioural change Save the Children has supported child rights- carrying in Afghanistan in organisations based out gender-sensitive health and nutrition sessions been have programming. Training designed to facilitate the participation of frontline health workers and suggest concrete ways in which community health workers can integrate a gender equality approach in their activities. existing GENDER EQUALITY TRAINING FOR COMMUNITY WORKERS HEALTH AFGHANISTAN IN In Bolivia, a myriad of problems accessing over healthcare services been have reported, ranging from lack of money to needing family permission to receive treatment. Girls in particular – especially those from the poorest communities and with the least education often – are unable to decisions make about sex or to protect themselves against unintended pregnancy. SUPPORTING GIRLS’ SEXUAL IN AND BOLIVIA REPRODUCTIVE HEALTH All legal impediments to girls’ access tosexual reproductive health services must be eliminated and health services designed to ensure they suitable are excludedfor groups. There particular are challenges in reaching the most marginalised adolescents facing multiple and intersectingforms of disadvantage, including girls who not are in school, who are LAWS, POLICIES AND PROGRAMMES DISCRIMINATORY REMOVE TO SERVICES BARRIERS TO 14 EVERY LAST GIRL accountability for in investment girls. government ensure to essential also is girls, by corruption including and Public waste. participation, on down cracking by expanded be also could Fiscal space compliance. improving and systems tax their revenue reforming by domestic more far mobilise could countries Many governments. of revenue sources for and sustainable significant most the of one is taxation, progressive through particularly resourcemobilisation, Domestic Child. the of Rights the on UN Convention the and Goals Development Sustainable the in outlined as rights other realise to areand able services essential good-quality haveto access girls ensure to are critical spent and are allocated they which in ways the and resources of mobilisation The implementation. for their are needed resources services, health reproductive and sexual and including education, services, essential good-quality to access guaranteeing policies and laws Alongside EQUITABLY SPENT AND COLLECTED REVENUES, INTERNATIONAL PUBLIC NATIONAL AND INCREASED among children.”among equality substantive lead to that decisions spending making rather but child, each on same amount the spending mean notalways does equitably Spending funds. of public or execution allocation or the mobilization resource through of children or category child any against notdiscriminate shall parties “State and patronage. accountability weak by exacerbated governance, local and decision-making in participate can girls disadvantaged which to extent the restrict to combine poverty income and norms Patriarchal badly. fare particularly lower castes and groups minority families, frompoor Girls outcomes. education and health in boys and girls between Nepal in exist inequalities Deep NEPAL IN CHANGE FOR AMOVEMENT BUILDING UN Committee on the Rights of the Child Child the of Rights the on Committee UN to account. local administration and leaders hold and heard voices make can their they which through socialand exploring accountability approaches back, them are holding that barriers identify to girls excluded with engaging is campaign the in step first Acritical poverty. and exclusion of reinforce cycles that barriers discriminatory the and villagenational, district levels, challenging at rights for their campaign to girls excluded support to Nepal in working is Children the Save public services. public good-quality to access their ensure to spending of share alarger require therefore and needs special have might who boys and girls of groups excluded on especially children, of groups different on budgets and programmes policies, legislation, of effects the identify to assessments impact rights child sensitive published Council by the on Foreign Relations paper Arecent girls. and women on spending their for world accountable the across governments with budgeting, national in reflected and prioritised Women’s be to needs citizens value girls’ as and of exclusion. categories other and gender, area age, geographical by children to allocation track to possible make it to designed be minimum at a must classifications Budget budgets. in visible made be also must girls, specifically and children, on spending and Allocation children’s rights. all of implementation the support and equality, gender promote commitments, their fulfil should countries providing development official assistance aid; development require to continue will countries poorest the Furthermore, reforms. financial other with along tax avoidance, flows and financial illicit stem to action international without revenues public increase to able be not will Poorer countries ways. accountable and transparent equitable, in ownresources their of more mobilise countries help to support increase to commitments their meet should countries donor internationally; supported be to needs resourcemobilisation Domestic 68 Governments should use gender- use should Governments 69 3 FREE TO ACCESS GOOD-QUALITY SEXUAL AND REPRODUCTIVE HEALTH SERVICES 15 countability – to ensure that girls can influence ual treatment legal, – to remove policy and ir financeir – to ensure education sexual and Fa and reproductive health policies and budgets are inclusive of services girls, for including as part of efforts Universal to achieve Health Coverage Eq discriminatory barriers that restrict girls’ ability to access services Ac health budgets and policies, and that there is good-quality, disaggregated data on sexual and reproductive health, down broken by different age groups and gender.

Ensuring girls can access good-quality essential sexual and reproductive health services willrequire concrete action three across all Guarantees to Girls that Save the Children is calling on governments to make: • • • INCREASING ADOLESCENT GIRLS’ GIRLS’ INCREASING ADOLESCENT GOOD-QUALITY TO ACCESS SERVICES ESSENTIAL Access to free

70 PHOTO: LOUIS LEESON/SAVE THE CHILDREN THE LEESON/SAVE LOUIS PHOTO: public education at both primary and secondary stages to is key increasing knowledge, agency and opportunities adolescent for girls. Increasing adolescent incomes for and income household girls will also help to reduce early marriage and pregnancy. Young womenYoung are given free contraception in Susan’s Bay, one of the slum areas of Freetown, Sierra Leone. Fees good-quality for essential services can have a disproportionately negative impact on girls. of user-feesThe removal primary for education in many sub-Saharan countries has led to significant enrolment.increases girls’ in noted: “Gender equality funding by Organization Economicfor Cooperation and Development countries(OECD) was estimated at only 5 percent dramaticallylower than of flows in aid 2012–2013, funding other for development sectors. Investment economic empowermentin women’s amounted to from OECD aid only 2 percent of countries. overall And in some areas, such as preventing violence against women, funding actually declined between Creation of a pooled multi-funder and 2011.” 1995 mechanism represents one to way generate revenue and ensure the prioritisation of funding women for and girls by governments. PHOTO: SAVE THE CHILDREN THE SAVE PHOTO:

Girl power

Jerlyn, 23, the Philippines71

Jerlyn, 23, is a volunteer peer facilitator with fee in college. Basically, I worked really hard to earn Save the Children’s Adolescent Sexual and my diploma and be where I am now. Reproductive Health in Emergencies programme in “Since we’ve opened the youth-friendly space here, Tanauan in the Philippines. Her story demonstrates I – along with my fellow volunteers – report from the role that community organisations can play Monday to Friday to disseminate information and in making girls’ rights issues visible through data gather pertinent data in our community collection and collective action, and empowering girls to control the course of their own lives. “Based on the data we have gathered so far, it seems that we need to focus on teenage mothers. There was “After I graduated from high school, my father told me one barangay that has a lot of teenage mums, with the that I should no longer pursue college. He said I should youngest as young as 14 years old. Children should be just quit school, go to Manila and find a job. I refused to given the right information on how to avoid unplanned submit myself to his decision. I have always dreamed of pregnancy. As for the existing teenage mothers, they graduating from college, and I persevered to achieve it. should be oriented on how to properly care for their “I stopped schooling after high school because of a lack young ones. of finances. In order to save up for my plan to go back “The provision of the youth friendly space here is to school, I worked in a small restaurant in Tacloban to truly beneficial for young people. Before, there was no earn some money. After two years, I applied for a particular group here in our municipality focusing on scholarship, and I was immediately accepted. I became the different concerns and issues of teenagers.” a student assistant to qualify for the discounted tuition

16 4 Free to speak out and influence decisions

GIRLS’ POLITICAL VOICE IN NUMBERS will enable these needs to be met. Amplifying girls’ voices will be central to fulfilling the pledge of the • Two thirds of girls feel they can’t take decisions 2030 Agenda for Sustainable Development to ‘leave about critical issues in their lives in Ecuador, no one behind’. Nicaragua, Pakistan and Zimbabwe. And only Girls have the right to voice – to express ideas one in three feels confident to speak up and be and opinions and to influence decisions, from the heard when in the presence of boys and men.72 household through to national and international • 74% of children surveyed in India agree that a levels.76 The right to be heard is enshrined in woman’s most important role is to take care of Article 12 of the UN Convention on the Rights her home and cook for her family. 66% agreed of the Child (UNCRC) (see Box). Being able to in Rwanda, and 11% in the UK.73 express ourselves and influence decisions that affect us is fundamental to our wellbeing and sense • 53% of men and 41% of women think men make of self-worth. This is an essential component of better political leaders than women according personal empowerment – the process through to the World Values Survey conducted in which people who have been excluded gain the 86 countries.74 knowledge, confidence, networks and opportunities • Globally, 23% of parliamentary seats are held needed to make their own life choices and by women and 18% of speakers of parliament determine the course of their own lives.77 are women.75 Working with girls to amplify their voices is • Rwanda has the world’s highest percentage of particularly important during adolescence. women parliamentarians at 64%. Qatar, and This is a time when changing and increased Vanuatu have no women in parliament. Only responsibilities for girls are often not accompanied 2% of Egypt’s parliamentary seats are held by by corresponding increases in opportunities to women, and only 6% in Nigeria and 9% in Mali. take part in decision-making in the household or public spaces, putting them at risk of feeling Listening to and valuing girls’ own expression of disempowered and having low self-esteem.78 their needs is essential for designing policies that

THE RIGHT TO BE HEARD (ARTICLE 12) – A GENERAL PRINCIPLE OF THE UNCRC

Every child has the right to express their views, decisions about a child’s life, the child should be feelings and wishes in all matters affecting them, asked what they think and feel, and the adults’ and to have their views considered and taken decisions need to take these into account. The seriously under Article 12 of the UNCRC. This Convention recognises that the level of a child’s principle recognises children as actors in their participation in decisions must be appropriate own lives and applies at all times, throughout a to the child’s age and maturity.79 child’s life. This means that when adults make

17 18 EVERY LAST GIRL time”. my how Ispend about decisions make allfamily the my in “other people statement, the with agree boys than girls of percentage ahigher Peru and Ethiopia in example, For boys. than household power the in than boys. than work domestic on day each more ahalf and hour an early. school of out drop girls why reason aprimary is (see below). life public in participation and empowerment to pathways individual defining in groups society civil in participation and education of importance the given particularly lives, girls’ of over course the impacts have knock-on also can and themselves, children among norms reinforce gender can home the in roles. children’s about norms cultural wider by affected is and households, between varies decision-making to children’s that contribution suggests Evidence home. the of outside activities undertake or friends with meet have to they freedom the and chores household education, healthcare, about decisions household-level by are affected boys and Girls HOUSEHOLD THE IN INFLUENCE VOICE AND GIRLS’ child marriage. as such practices harmful of root the at lie that and SDGs, covered the by areas allacross the back girls are holding that norms social challenging and for understanding important particularly is valued equitably voicesand are heard girls’ that Ensuring wellbeing. and health girls’ of aspects other for Voicefundamental are also influence and allocate resources in times of hardship. of times in resources allocate howabout should households decisions influence to poverty with tandem in working norms gender poorer households, poorer work. care and chores with help to home keptat be to are likely more girls communities some in example, For society. in and home the in play should boys and girls that roles different the about norms social wider by influenced are often decisions Parents’ 80 87 85 81, 82 81, In some societies girls feel they have less have less they feel girls societies some In Gendered divisions of care and unpaid work care unpaid of and divisions Gendered In Andhra Pradesh, India, girls spend nearly nearly spend girls India, Pradesh, Andhra In This gender increases difference among 86 In Ethiopia and India caring for siblings for siblings caring India and Ethiopia In 83 reflecting a wider trend of trend wider a reflecting 84

children’s associations and community activities. in fromparticipating prevent them harassment, sexual of away or risk from tasks domestic on focused household, the in girls keep that norms Gendered boys. than voice exercising influence and to barriers face significant more often girls available, theory in are for children’s participation opportunities where However, processes. policy and budget into eveninput allow for their that channels formal in and media, social and mainstream in participating through and organisations, children’sof society civil and groups members being through issues of arange across life political and public in actively engage children Many LIFE POLITICAL AND PUBLIC IN INFLUENCE VOICE AND GIRLS’ by female politicians and leaders. and politicians female by representation indirect of lack their by exacerbated is directly policy-making influence have to girls that capacities and opportunities of lack The for daughters and children in the poorest families. poorest the in children and for daughters particularly attainment, and attendance school in an Thisincrease is associatedwith decision-making. income have influence greater over household household to contribution make agreater who particular. in girls and for children, outcomes education and health affect also can men and women between in household decision-making Inequalities more female legislators spend more on education. on more spend legislators female more with countries OECD, the Across delivery. service and reduction poverty as such issues, development and violence; gender-based and safety, physical rights, reproductive as such concerns, physical pensions; and leave, parental pay, equal childcare, as such issues, social were prioritise likely more to parliamentarians revealed female that parliament of members of Apoll women. and girls of needs the address better that policies to linkedis office public in leaders female of proportion ahigher having that and malaria. diarrhoea frompneumonia, suffering for children care-seeking in improvements linkedto is home the in women’s overthat decision-making autonomy revealed Niger and Nigeria Kenya, in Research 88 Research in India shows that women women that shows India in Research 90

92 Evidence shows shows Evidence 91

89 93

4 FREE TO SPEAK OUT AND INFLUENCE DECISIONS 19 96 For councils example, children’s 97 rolling in school. in rolling en ‑ A number of clubs and personal empowerment programmes been have specifically designed by governments and development agencies to help decision-making and power. voice girls’ enhance For example, Ishraq – a programme supported by Save the Children in Egypt – provides safe spaces girlsfor who dropped have out of school to learn, socialise and life develop skills. The programme participants’ impact demonstrable on has had attitudes child towards marriage and their sense of empowerment, and has led to many girls re supported have by Save the Children in Tanzania importantprovided spaces boys for and girls to come together to discuss social issues. A number of seats reservedare on the councils the for most excluded children, helping to ensure their heard. are voices Children’s and girls’ organisations and movements movements and organisations girls’ and Children’s can also support girls to speak with a collective on importantvoice issues and mobilise change. for organisations that bringChildren’s together boys and girls also an important have to role play in helping to foster understanding between genders, helping to break down gender norms and foster collective action by children.

95 Girls’ clubs can also be important

94 PHOTO: SUZANNE LEE/SAVE THE CHILDREN THE LEE/SAVE SUZANNE PHOTO: Children’s own spaces, own including clubsChildren’s and important in spaces provide can organisations, which girls can learn about their rights, share experiences, and gain the confidence and networks they need to speak out in their households, international and national through and communities processes. Different processes and channels can help to enhance enhance to help channels can and Different processes excluded girls’ and voices influence private and public that provide organisations include These spheres. space and networks change; for working with decision-makers from household through to national and international levels, including men and boys, to tackle gender norms; increasing the inclusivity, transparency and accountability of institutions and policy processes; and ensuring that girls visible are and accounted in for data and reporting. EMPOWERING GIRLS ENGAGE TO IN DECISION-MAKING AND ALL LEVELSGOVERNANCE AT Bhawani, 16, talks about child marriage and the importance of family planning at a children’s club meeting in her district in Nepal. Following advocacy by girls and boys, three local priests agreed to stop solemnising child marriages. incubators leadership for skills, and can therefore be critical to address wider gaps in women’s representation and participation in public life. 20 EVERY LAST GIRL failure to take children seriously. take children failure to adults’ is life public in participation their and heard children’s to key barriers voices being the of One persist generations. between that beliefs and outlook in differences bridge and understanding foster to help can spectrum age the fromacross people together bring that movements women’s Similarly, and groups rights. for girls’ allies and advocates as play also can boys role that important the demonstrating hearings, citizens’ global and national at marriage child and health newborn and maternal about out speak to councils the of one from elected recently was ambassador youth A male they can understand. can understand. they age to access need also girls processes, governance andmeaningfully public in different decision-making (see Box – Choices, Voices, Promises, page 6). page Voices,(see –Choices, Promises, Box community wider the in and parents among change positive supporting time same the at while practices, and beliefs damaging about up speak and recognise to boys and girls supporting dimensions, multiple these workacross programmes effective most The over lives. power control and girls’ considerable exert who key decision-makers with working also but themselves, girls among empowerment collective and personal only fostering not requires influence and girls’ voices stifle that norms discriminatory Girls’ Voices)Girls’ programme Children’s the Save (Adolescent Kontha Kishoree NETWORKS SOCIAL AND SPACES SAFE THROUGH KONTHA CONFIDENCE –GAINING KISHOREE than 450 villages, revealed positive impacts on on impacts revealed positive villages, 450 than more encompassing work, this of Evaluation education initiatives. parental and peer and mobilisation, community pilot, savings agroup with combined was This literacy. financial and thinking critical marriage, health, including issues, of range a about learn and discuss to together come 10–19 allowedaged to girls that established were spaces Safe ownfutures. their shape voices and develop strong to girls supporting initiative, empowerment economic and a social ‑ ap propriate and timely information in a language alanguage in information timely and propriate 98 103 To engage to able be in Bangladesh was was Bangladesh in 99 Shifting the the Shifting action to challenge norms and harmful practices. practices. harmful and norms challenge to action collective and support mutual of importance marriage and pregnancy, the demonstrating early to relating challenges life navigate to other each supported also Many communities. and households their in respected more feeling and reported anew confidence demonstrated also but new and knowledge, skills practical developed having reported only not girls programme, the in participating of aresult As to address. –were difficult norms deep-rooted shifting and girls marginalised most the reaching as –such challenges some although lives, girls’ always influence. into translate not does representation recognised increased that be should it although programmes, mentoring and systems quota as such approaches achieved through be can This sphere. political the in well as as sector private the in positions, policy-making and leadership in parity gender achieving to paid be therefore should attention Particular positions. for leadership females of suitability the about norms societal shift to helping and role models as acting well as as stage, political the on girls represent to help also can Women leaders confidence to speak out. speak to confidence and skills communication their strengthen to them helping by and information, access howand to rights their about them teaching by governance and decision-making public in engage to boys and girls support also can system education The practice. and law in are guaranteed information to access and assembly peaceful association, expression, to rights the where society for civil governments provide must an enabling environment way, meaningful and inclusive asafe, in processes governance and action civic in engage to girls For of girls and boys in all decisions affecting them. affecting all in decisions boys and girls of funding is available for meaningful the participation that ensure to responsibility have the Governments processes. accountability and budgeting making, policy- in directly participate to allow them that spaces and mechanisms child-friendly formal through amplified be can life voice public in Girls’ 101

102

100

4 FREE TO SPEAK OUT AND INFLUENCE DECISIONS 21 107 It is necessary to 108 No country systematically 106 porting children to advocate through rking with other models, role both women sting dialogues between adolescents and and girls, to engage with girls in schools and communities ho decision-makers to help girls give a voice sup budget and policy processes to ensure a greater focus on girls’ rights. wo

ensure that indicators relevant all disaggregated are by meaningful age bands ages 10–14, (eg, 15–19) and bysex. freely available to the public in a timely manner, broadly disseminated, and converted into formats that easy are to understand and use, while also protecting the privacy and safety of individuals and groups. Girls need to be able access information and data that they can understand. Without access to this, people, including girls, lack vital evidence and information to hold leaders to account. Data gaps particularly are significant forsome of the most entrenched and girls’ barriers to women’s empowerment, reflecting the lack of priority given to these issues by policy-makers. Only half of all countriesreport data on intimate partner violence, and data that do exist often are poor quality and comparable. not Most internationally agreed indicators, including those monitoring for the SDGs, relate primarily to rights, withwomen’s focusing few specifically on girls. and gender-disaggregated Sex- data not are manyavailable for indicators, with most surveys focusing on the household unit as a whole, or on respondents to 49. aged 15 collects data on the of physical and prevalence sexual developing violence, countries and only 19 datahave female for genital cutting. to sign Memoranda of Understanding on child marriage and violence against children. The success of the initiative far so demonstrates the important that role strong women in positions of leadership can play in representing girls and campaigning their for rights. Save the Children is also: • • •

105 Girls are 109 Negativedecisions relating to their 104 Girls in Sierra Leone among are the most likely in the to world be child mothers. 28% of girls already have had a child or are aged 15–19 pregnant. girls account 40% for of all Teenage maternal deaths in the country. SIERRA LEONE: WOMEN LEADING CHANGE ON CHILD MOTHERHOOD RIGHTS GIRLS’ AND Save the Children is working with the First Lady of Sierra Leone to tackle teenage pregnancy by encouraging powerful traditional leaders, including paramount chiefs and societal heads, being to forced turn to transactional sex as an economic coping strategy, particularly in the of the Ebolawake crisis, and young mothers are blamed, stigmatised and often excluded from their communities. Disaggregated data and information on on information data and Disaggregated development and rights issues limited, are effectively rendering most excluded girls some ofthe world’s to policy-makers. Without good-qualityinvisible data and information, governments cannot fully understand or address the barriers that holding are girls back in life. Data and information need to be MORE AND BETTER DATA MORE AND BETTER DATA AND DISAGGREGATION DATA GENDER-SENSITIVE Securing equal and meaningful representation representation meaningful and equal Securing of women in public life will also require working with girls when they young. are The barriersthat girlsand women to face making themselves heard in public life compounded are the course over of their lives. health and education in childhood can off close opportunities later in life. By contrast, support for girls to build their confidence, skills and networks from an early age can help set them onto pathways leadership. and empowerment, control towards Boys and men – including community, government and religious leaders – must also be engaged around gender equality, and the potential of and power equal leadership,girls’ and women’s to ensure all stakeholders working are together to create an enabling environment girls’ for equal rights. 22 EVERY LAST GIRL vulnerable girls. girls. vulnerable world’s the among exclusion of most nature and extent the on light shed to data on placed be should focus Particular collection. data qualitative by complemented and expanded be should initiatives challenges linked to SDG implementation. SDG linkedto challenges data core gender resolving in investment and on focus their increase to commitment a joint issued foundations and agencies development 2016, 11 of May agroup In indicators. donors, and targets 17the gender-sensitive having goals 11 with girls, and of for women gaps data critical address to have new impetus given SDGs The in institutions. living girls and communities, traveling and pastoral in girls children, street including surveys, covered are not household by girls excluded of groups Particular girls. excluded most the target and disadvantage overlapping to identify difficult it poor, also is groups religious and regional making ethnic, for data disaggregated of Availability 110 Such Such • • • make: to we governments on are calling that Girls to Guarantees global the of allacross three action concrete require voices will girls’ Amplifying AND INFLUENCE VOICE GIRLS’ INCREASING

quality, disaggregated data. disaggregated quality, high in are and visible all at levels, governance and decision-making in engage to empowered Ac decision-making. of allin spheres equality gender promoting and spheres public and household in roles girls’ to related norms Eq them. affecting all in decisions boys and girls of spending to secure meaningful the participation and allocations budget necessary the ensuring and life, public in engage to opportunities girls’ improve to and poverty of cycle the break to Fa ir finance – ensuring minimum financial security security financial minimum ensuring – ir finance ual treatment – challenging discriminatory discriminatory –challenging treatment ual countability – to ensure that girls are girls that ensure –to countability 5 Giving every last girl the chance to thrive

It is possible to build a world in which every last girl has the chance to live, thrive and reach her full potential in life. But it won’t just happen by itself. Concrete action is needed to tackle power imbalances that rob girls of the personal resources and sense of agency that they need to make their own life choices, and to build supportive social, legal and political environments for change. We’re calling on governments and other stakeholders to make three key Guarantees to Girls that governments must make:

1 FAIR FINANCE 3 ACCOUNTABILITY

Improving domestic resource mobilisation – Guaranteeing that governance is inclusive, particularly through progressive taxation – and gender‑sensitive, transparent and accountable translating this into sufficient budgeting and to all girls by: spending on girls is needed to: • amplifying girls’ voices via meaningful • ensure minimum financial security for all opportunities for participation in civic action households to spur economic empowerment and policy and budget processes, with equitable and prevent girls from dropping out of school access for the most excluded girls or getting married due to poverty, conflict • improving the quality, coverage and or disaster disaggregation of data to ensure that the extent • remove cost barriers to health, nutrition and and nature of exclusion that girls face is education services – key sectors that affect fully understood. girls’ resources and agency.

Efforts to fulfil these key guarantees must focus on 2 EQUAL TREATMENT excluded groups of girls who are being left behind by development progress. The furthest behind must Guaranteeing the equal rights of all girls, including be reached first, including girls who face multiple, the most excluded, is critical to: intersecting inequalities – including girls in poverty, • challenge discriminatory laws, policies, norms girls with disabilities, those from minority groups, and practices and building enabling environments from disadvantaged regions, and girls in fragile and to transform children’s lives conflict-affected states. • ensure all births are registered so that excluded Ending extreme rights violations against girls – girls are visible to policy-makers and can claim and in the process unlocking progress across their equal rights, and ensure all marriages are the Sustainable Development Goals – will take registered for the realisation of property rights. a concerted global effort. But the prize is huge. Girls across the world will be supported to take back power and control over their lives. It’s time to ensure every last girl is free to survive, free to learn and free from harm.

23 6 Girls’ Opportunity Index

KEY: HOW EACH INDICATOR CONTRIBUTES TO THE OVERALL INDEX SCORE Child marriage Adolescent fertility Maternal mortality (as an indicator of girls’ access to good-quality healthcare) Women MPs (relative to male MPs) Lower-secondary school completion

1 Sweden 2 Finland 3 Norway 4 Netherlands Not all rich countries are performing as well as 5 Belgium they should. Australia, for example, is ranked 21 in this 6 Denmark 7 Slovenia index, which contrasts with its position as number 2 in the 8 Portugal UNDP’s Human Development Index (HDI). This is largely 9 Switzerland 10 Italy due to its low proportion of women MPs and relatively high 11 Spain adolescent fertility rate. These factors have also pulled 12 Germany countries such as the UK and Canada down the ranking. 13 Austria 14 Luxembourg 15 United Kingdom 16 New Zealand 17 Israel 18 France 19 Canada 20 Serbia 21 Australia While the USA, the world’s biggest economy, 22 Poland ranks at number 8 in the HDI, it is at position 32 23 Estonia in our index, below Algeria and Kazakhstan. As 24 Belarus 25 Czech Republic well as women’s representation in parliament, 26 Greece the USA is let down by relatively high adolescent 27 South Korea 28 Macedonia fertility and maternal mortality rates compared 29 Ireland to other countries in its income group. Fourteen 30 Kazakhstan 31 Algeria women died per 100,000 live births in the USA in 32 United States 2015; a similar number to Uruguay and Lebanon, 33 Tunisia and far higher than the three deaths per 100,000 34 Cuba 35 Japan in Poland, Greece and Finland. 36 Montenegro 37 Mongolia 38 Uzbekistan 39 Trinidad and Tobago 40 Bosnia and Herzegovina 41 Hungary 42 Slovakia 43 Malta Most countries are struggling to 44 Albania achieve gender parity among MPs, 45 Bolivia 46 Armenia regardless of the size of their 47 Vietnam economy. Only three of the countries 48 Chile 49 Rwanda with the highest proportion of female 50 Maldives MPs are high income countries – 51 Ukraine Sweden, Finland and Spain. Rwanda 52 Moldova 53 Qatar tops the table with 64% of female MPs, 54 Barbados followed by Bolivia and Cuba. In 55 Turkey 56 Mexico contrast, only 19% of MPs in the USA 57 Tajikistan are women, and only 29% in the UK. 58 Jordan 59 Kyrgyzstan 60 Sri Lanka 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 Index score – Increasingly worse to be a girl

24 6 GIRLS’ OPPORTUNITY INDEX 25 9 0.

8 0. Brazil

7 0.

The worst places to be a girl are amongst the poorest in the These countriesworld. have extremely high rates of deprivation indicators.across all focus must They urgently on ensuring that policy and practice rights. girls’ uphold 6 0.

Child marriage and adolescent fertility are worryingly high in too many countries, pushing the rankings.them down upper-middle-income an country,is yet is only slightly higher in the index than the low-income fragile state Haiti. of .5 0

4 0. Some low income countries demonstrate income low Some that change is possible. Nepal is performing relatively well compared to its peers. This is due in part to its relatively good lower-secondary school completion rate for girls, which, at 86%, Nepalis similar could to Spain’s. However, advance further, particularly through a focus on child marriage and maternal mortality.

3 0.

2 0.

1 0. Index score – Increasingly worse to be a girl

0 nican Republic nican ongo land nesia temala al ucia zania pt a alvador nea-Bissau iname otho lippines lawi mibia nduras yana mbodia orgia meroon bouti sta Rica lombia te d’Ivoire te ntral AfricanRepublic erbaijan mbia e Gambia utan uguay rkina Faso nuatu lize nya nama pua New Guinea kistan go uatorial Guinea uatorial o Tome ando Tome Principe lomon Islands uth Sudan ria ru men banon negal caragua maica ribati mor Leste mbabwe erra Leone ozambique auritania ali adagascar iger igeria aiti hana ganda uinea abon an aq fghanistan had omoros ongo razil urundi enin angladesh ritrea thiopia aos udan iberia omalia waziland Samoa El S Pe Ge St L Phi Ki Ti Az Ir Ja Na Indo Co Co Nep Pa Dji Pa Ca Indi Ho Le Ur Sy Sur Bh Thai Gu Egy Ni Ir So Be Ke Se Domi Sa Va G L B E E Gua Pa H S B S Zi Les B Za To C A M Ye G Tan Eq U Ca Si M Ce C N M So Bu DR C Cô Ma Gui B M Th C S L N G

4 8 0 0 4 6 8 8 4 7 9 9 2 2 3 5 6 7 7 5 0 9 9 2 1 1 6 1 61 6 6 6 6 66 67 6 63 7 74 7 7 7 7 7 92 8 8 8 9 9 8 83 8 85 8 78 7 8 8 7 9 9 9 9 93 9 95

100 103 101 102 111 108 109 112 114 105 107 110 113 104 106 118 115 116 117 122 121 123 124 119 120 125 144 135 137 139 142 143 136 138 140 141 127 131 132 133 134 130 128 129 126 26 EVERY LAST GIRL • • • • • are: index the of basis the form that indicators The of data. coverage country good and targets SDG with alignment included indicators for selecting criteria Other barriers. political and fromeconomic well as as norms discriminatory entrenched from deeply stem which rights, girls’ of violations extreme most the of some the into provide insights that issues identify we to have sought index, asingle in life in back girls are holding that barriers of range full the to capture impossible is it While potential. their fulfil to and ownlives their control to opportunity their world over – the countries in girls of situation the of asnapshot provides Index Opportunity Girls’ The WORLD THE AROUND SITUATIONS GIRLS’ OF A SNAPSHOT details of methodology and data coverage. and data of methodology details for further 27) (page note technical See regions. geographical and groups allincome across countries for 144 data includes Index Opportunity Girls’ The

Lo (see 18). page rights girls’ affect that issues to paid being attention more linkedto been has parliament in MPs female of proportion A higher grow up. they when roles leadership political on taking girls of likelihood the and life public in women’s –of prevalence absence –or the voices Wo to. access have girls that services health of quality the into indicator this providesof healthcare, insights standard possible best the to and survival to right Ma (see 11). page stigmatisation social and poverty entrenched fromeducation, exclusion in resulting take –often lives girls’ that course the affects profoundly themselves children still Ad own lives. over control and their autonomy limited girls’ and power imbalances reflecting children’s of often violations rights, Ch that many girls drop out of the system. the of out drop girls many that school secondary to fromprimary transition the during is it and receive, must all children that level education of minimum basic the Lower empowerment. economic and mobility social as such outcomes poor linkedto is and girls for off opportunities shuts education of Lack wer-secondary school completion for girls: for girls: completion school wer-secondary olescent pregnancy: becoming mothers while olescent mothers pregnancy: becoming ild marriage: one of the most extreme extreme most the of one ild marriage: ternal mortality: an extreme violation of the the of violation extreme an mortality: ternal men in parliament: this provides this into insights in parliament: men ‑ se condary school completion represents represents completion school condary in the Girls’ Opportunity Index, below Algeria Algeria below Index, Opportunity Girls’ the in 32 position at is it HDI, the 8in number at ranks world’s economy, the biggest USA, the While ranking. the down USA and Canada UK, the as such countries pulled have also factors These rate. fertility adolescent high relatively and MPs women of low proportion its owes to This largely (HDI). Index Development Human UNDP’s the 2in number as position its with contrasts which Index, Opportunity Girls’ the in ranked is 21 for example, Australia, expected. be might than worse considerably perform countries well as should. they as performing are countries rich all Not maternal mortality. and marriage child reducing on afocus through advance could further, particularly Nepal Spain’s. to similar is However, 86%, at which, lower good relatively its to part in due is This its peers. to well compared relatively performing that is country low-income another is Nepal 118 respectively. Tanzania and Burundi 107 at neighbours and its with compared index, 49 at is it the in a result, As countries. low-income other with compared preventing child marriage and adolescent pregnancy well in comparatively doing also is and world, the in MPs female of proportion highest the has Rwanda, for are example, achievable. improvements their ranking and significant that demonstrating boosting areas, in some strides significant made have ranking the of bottom the at those to similar development levels economic of with countries that newsis good The possible. is Change household. in the as well as education, and health in rights girls’ uphold practice and policy that ensuring on urgently focus must ranking the of bottom the at All countries average. on year a birth gives girls five in adolescent were one 18, and they before were married women Niger, In 76% ofindicators. for example, young selected all across the of deprivation of rates high have extremely countries These Africa. sub-Saharan in countries are all low-income index the of bottom the at countries 20 The world. the in countries poorest the are agirl be to places worst The SHOW? INDEX OPPORTUNITY WHAT GIRLS’ THE DOES ‑ se condary school completion rate for girls, for girls, rate completion school condary A number of high-income high-income of Anumber 6 GIRLS’ OPPORTUNITY INDEX 27 Source WHO, UNICEF, UN Population Fund, BankWorld Group, and the UN Population Division Division, UN Population Population World Prospects UNICEF using Demographic and Health Surveys, Multiple Indicator Cluster Surveys, AIDS Indicator Surveys, Reproductive Health Surveys, and surveys.other household for Institute UNESCO Statistics Inter-Parliamentary Union Indicator Maternal mortalityratio per estimate, (modeled births) live 100,000 Adolescent fertility rate (births per 1,000women ages 15–19) Percentage of women aged 20 to 24years who were first married or in union before age 18 Lower-secondary school completion rate, female (% of relevant age group) Proportion of seats held by women in national parliaments (%) MISSING DATA MISSING The index comprises countries 144 which had recent 2006 data the for (from five and onwards) indicators. Many high income OECD countries do not collect or publish data on indicators such as lower-secondary school completion and child ensure that themarriage. index included To a sufficient number of OECDcountries we ascribed the same to values those countries that lacked data on these two indicators. OECD countries with missing child marriage data ascribed were a value of 0 as those with data of less had a value than 1%. For secondary lower completion, countries with missing data ascribed were for the value average high-income OECD countries – 96.7%. ADJUSTMENTS DATA lower-secondaryAvailable completion data is calculated in terms gross – the total number of children completing schooling divided by the number of children in the This age group. implies relevant that in some cases the country may exceed value 100% because some children who graduate may be younger or older than the statutory age and consequently there may be more graduates than the actual number of children in the To age group. correct this, for cases in a few where country value exceeded 100% capped we it at 100%. INDICATORS AND SOURCES AND INDICATORS construct the indexTo took we commonly five used indicators, which also are part of the SDG monitoring framework. The actual data were obtained from the most reliable public sources, including UN agencies Bank. and the World OBJECTIVE OF THE INDEX The objective of the Girls’ Opportunity Index is to rank countries according to the opportunity that girls to have shape their futures and reach their full potential. GIRLS’ OPPORTUNITY INDEX – TECHNICAL NOTE Child marriage and adolescent fertility are countries,worryingly many in high pushing them down the rankings. A number of countries in Latin America performing are worse on these indicators than they education for are and maternal mortality. The Dominican Republic and Brazil are both – cases point in upper-middle-income countries, which at positions are respectively 92 and 102 in the index, only slightly higher than Haiti. Both Dominican Republic and Brazil high adolescent have fertility and child marriage rates. Most countries are struggling to achieve gender parity among MPs, regardless of the size of their economy. Only three of the countrieswith the highest proportion of female MPs high-incomeare countries – Sweden, Finland and Spain. tops the Rwanda table with of64% female MPs, by Bolivia followed and Cuba. In contrast, of membersonly 19% of Congress in the USA are women, and only 29% of members of Parliament in the UK. and Kazakhstan. This is explained women’s by low representationadolescent parliament in high and fertility and maternal mortality rates compared with other countries in its income Fourteen group. women died per 100,000 births live in the USA in a similar number to2015; Uruguay and Lebanon, and far higher than the three deaths per 100,000 in Poland, Greece and Finland. 28 EVERY LAST GIRL we used the following formula: following the we used 1. ascale on from0to standardisation indicator For are ratios) each we others standardised while rates are some (ie, scales different on are measured which indicators five comprises index the that Given STANDARDISATION Where: X for all countries indicator value the of minimum the is Min for all countries indicator value the of maximum the is Max value actual the X is X st st is the standardised value standardised the is –Min)/(Max –Min) =(X for those two indicators we reversed the formula: we reversed the indicators two for those performance, better lower value the case implies each in so that indicators standardised between To true. is consistency opposite ensure –the MPs women of share and completion school secondary –lower- for two and performance, bad implies value –ahigher mortality maternal and fertility adolescent marriage, –child indicators three For by 5. Lower scores indicate performance. better standardised scores of each indicator and dividing the summing by score derived was index The weight. equal an ascribed was indicator Each AGGREGATION METHOD X st = (X –Max)/(Min –Max) =(X Endnotes

EXECUTIVE SUMMARY 18 Source: Own calculations based on Save the Children’s Groups- based Inequality Database (GRID). 1 UNICEF (2014) Ending Child Marriage: Progress and prospects, UNICEF, New York. http://data.unicef.org/corecode/uploads/ 19 ibid document6/uploaded_pdfs/corecode/Child-Marriage-Brochure- 20 Plan (2013) The State of the Worlds Girls 2013. http://www.plan- HR_164.pdf uk.org/assets/Documents/pdf/BIAAG_2013_Report_In_Double_ 2 UNICEF (2013) Female Genital Mutilation/Cutting: A statistical Jeopardy_ENG.pdf overview and exploration of the dynamics of change. http://data.unicef. 21 Ibid. org/corecode/uploads/document6/uploaded_pdfs/corecode/FGMC_ Lo_res_Final_26.pdf 22 Unicef (2015) Child Marriage, Adolescent Pregnancy and Family Formation in West and Central Africa, p. 11 3 UN Women (2015) Infographic: Violence against women. http://www.unwomen.org/en/digital-library/multimedia/2015/11/ 23 UNICEF (2014) A study on early marriage in Jordan 2014. infographic-violence-against-women http://www.unicef.org/mena/UNICEFJordan_EarlyMarriageStudy 2014(1).pdf 4 WHO (2014) Adolescent Pregnancy: Factsheet. http://www.who.int/ mediacentre/factsheets/fs364/en/ 24 Girls Not Brides (2016) Child Marriage and Humanitarian Crises. http://www.girlsnotbrides.org/wp-content/uploads/2016/05/Child- 5 ibid marriage-and-humanitarian-crises-June-2016.pdf 6 World Bank Adolescent Girls Initiative (2008–2015). 25 Marcus (2014) Poverty and violations of children’s right to protection http://www.worldbank.org/en/programs/adolescent-girls-initiative in low- and middle-income countries: A review of the evidence. 7 UNGEI (2006) Girls Too! Education for all. http://www.ungei.org/ https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications- resources/files/Ungeifactsheet_Nov06.pdf; https://www.usaid.gov/ opinion-files/9309.pdf letgirlslearn 26 Women’s Refugee Commission (2016) A Girl No More: The 8 UNICEF (2015) Girls education and gender equality. Changing Norms of Child Marriage in Conflict, p.6 http://www.unicef.org/education/bege_70640.html 27 World Vision UK (2013) Untying the Knot. http://www.wvi.org/ 9 Mason, H. (2016) A second chance at school for pregnant teenagers world-vision-united-nations/publication/untying-knot in Ebola-affected Sierra Leone. http://www.unicef.org/infobycountry/ 28 Save the Children (2015) Too Young to Wed, The growing problem sierraleone_91037.html of child marriage amongst Syrians In Jordan 10 ILO (2016) Statistics and indicators on forced labour and trafficking. 29 Girls Not Brides (2016) Child Marriage and Humanitarian Crises. http://www.ilo.org/global/topics/forced-labour/policy-areas/statistics/ http://www.girlsnotbrides.org/wp-content/uploads/2016/05/Child- lang--en/index.htm marriage-and-humanitarian-crises-June-2016.pdf 30 Save the Children (2015) Choices, Voice, Promises. 1 INTRODUCTION: GIRLS LEFT BEHIND https://www.k4health.org/sites/default/files/cvp_brief_2015_ 00000002_0.pdf 11 Save the Children (2014) Engendering transformational change: Save the Children gender equality programme guidance and toolkit. 31 The Global Partnership to End Violence Against Children recognises http://resourcecentre.savethechildren.se/sites/default/files/documents/ child marriage as a form of violence. genderequalitytoolkit_es_20final.pdf 32 UN Human Rights Council Resolution Strengthening efforts to 12 This conceptual framework draws on Kabeer’s (2011) definition of prevent and eliminate child, early and forced marriage on Thursday empowerment as “the expansion in people’s ability to make strategic 13 July 2015. life choices in a context where this ability was previously denied to 33 UNGA69 Child Early and Forced Marriage Resolution was adopted them”. Kabeer. N. 2001 Reflections on the measurement of women’s by the UNGA on 21 November 2014. The full resolution can be empowerment. Sida Studies No. 3. NovumGrafiska AB: Stockholm. accessed here http://www.who.int/pmnch/media/events/2014/child_ 13 Kabeer (2011) MDGs, social justice and the challenge of intersecting marriage.pdf?ua=1 inequalities. Centre for development policy and research Policy Brief 34 African Common Position on the AU Campaign To End Child No 3, March 2011. Marriage in Africa http://pages.au.int/sites/default/files/CAP%20on%20 Ending%20Child%20Marriage%20-English_0.pdf 2 FREE FROM CHILD MARRIAGE 35 UCLA (2013) World Policy Center, Changing Children’s Chances, 14 Source: Save the Children New Findings on Child Policy Worldwide. 36 15 Girls not Brides (2016) What is the impact? http://www.girlsnot UNFPA (2012) Marrying Too Young: End child marriage. brides.org/what-is-the-impact/ https://www.unfpa.org/sites/default/files/pub-pdf/MarryingTooYoung.pdf 37 16 UNFPA (2016) Child Marriage. http://www.unfpa.org/child-marriage UNFPA (2014) Analisis legilativo comparado sobre embarazo adolescente y matrimonio temprano. http://countryoffice.unfpa.org/ 17 Girls Not Brides (2016) Dominican Republic. http://www.girlsnot honduras/drive/ANALISISLEGISLATIVOCOMPARADOSOBRE brides.org/child-marriage/dominican-republic/ EMBARAZOADOLESCENTEY.pdf

29 30 EVERY LAST GIRL Future – Innovation for Every Child. New York: UNICEF UNICEF York: New Child. Every for –Innovation Future social-protection-programmes-practice-experiences-south-asia http://resourcecentre.savethechildren.se/library/putting-child-sensitive- Asia. South from Experiences practice: into programmes adolescent/topics/maternal/adolescent_pregnancy/en/ United Nations Population Nations Fund. United York: New World’s Population. the of State pregnancy. adolescent motherhood_final_web.pdf http://www.unfpa.org/sites/default/files/pub-pdf/Girlhood_not_ 2015, UNFPA Pregnancy’, Adolescent Preventing Motherhood. not ‘Girlhood in cited (2008) M. &O’Connell, K. Le, McNary, S., conference.pdf Empowers_Girls_Education_Proceedings_of_Virtual_MHM_ http://www.unicef.org/wash/schools/files/WASH_in_Schools_ India-on-Delaying-Marriage-for-Girls.pdf http://www.icrw.org/files/publications/Knot-Ready-Lessons-from- Girls. for Marriage Delaying on India from Lessons Ready: org/sites/default/files/media_asset/JC2746_en.pdf http://www.unaids. Africa’. in epidemic AIDS the of end the Fast-Track maternal_child_adolescent/epidemiology/adolescence/en/ 59 58 57 56 55 54 53 52 51 50 49 48 AN 3 47 46 45 44 43 42 41 40 39 38 Economic, Social and Cultural Rights), E/C.12/GC/22, 4 March 2016 4March E/C.12/GC/22, Rights), Cultural and Social Economic, on Covenant International 12 the of (article health reproductive policyanalysis/files/Child_Marriage_and_the_Law(1).pdf Future – Innovation for Every Child. New York: UNICEF UNICEF York: New Child. Every for –Innovation Future org/publications/state-world-population-2013 files/dossier/gmr_2013-4.pdf 15. https://www.unesco.nl/sites/default/ Pg. all, for quality Achieving html http://www.unicef.org/publications/index_83078. 2015. Report Progress on Women Research for Center International DC: shows. Washington, evidence in-girls-edu/whatworksingirlseducation1.pdf?la=en http://www.brookings.edu/~/media/Press/Books/2015/what-works- Future – Innovation for Every Child. New York: UNICEF UNICEF York: New Child. Every for –Innovation Future files/odi-assets/publications-opinion-files/7724.pdf https://www.odi.org/sites/odi.org.uk/ pregnancy. early prevent to girls Adolescent pregnancy, WHO, http://www.who.int/maternal_child_ Winthrop, R. (2016) ‘What Works in Girls Education’ Education’ Girls in Works ‘What (2016) R. Winthrop, UNICEF (2015) Committing to Child Survival: A Promise Renewed. Renewed. APromise Survival: Child to Committing (2015) UNICEF General Comment No. 22 (2016) on the Right to sexual and and sexual to Right the on (2016) 22 No. Comment General Ibid What marriage: child end to (2011) Solutions al. et Malhotra Ibid WHO (2016) WHO http://www.who.int/ Adolescent epidemiology. health UNICEF (2014) State of the World’s Children 2015: Reimagine the the Reimagine 2015: World’s Children the of State (2014) UNICEF Gupta, S., Mukherjee, S. Singh, R. Pande and S. Basu (2008) Knot Knot (2008) Basu S. and Pande R. Singh, S. Mukherjee, S., Gupta, UNAIDS (2015) ‘Empower young women and adolescent girls: girls: adolescent and women young ‘Empower (2015) UNAIDS ODI and Save the Children (2012) Charting the future. Empowering Empowering future. the Charting (2012) Children the Save and ODI UNFPA (2013) Motherhood in Childhood: Facing the challenge of of challenge the Facing Childhood: in (2013) Motherhood UNFPA Teti, L., O., S. Oberlander, M., Papas, M., Bentley, M., Black, UNFPA (2013) State of World Population, 2013. http://www.unfpa. 2013. Population, World of (2013)State UNFPA UNICEF (2014c) State of the World’s Children 2015: Reimagine the the Reimagine 2015: World’s Children the of State (2014c) UNICEF UNICEF (2014) State of the World’s Children 2015: Reimagine the the Reimagine 2015: World’s Children the of State (2014) UNICEF EFA Global Monitoring Report (2014) Teaching and Learning: Learning: and Teaching (2014) Report Monitoring Global EFA Save the Children (2016) Putting child-sensitive social protection protection social child-sensitive Putting (2016) Children the Save UNICEF (2008) Child Marriage and the Law. http://www.unicef.org/ Law. the and Marriage Child (2008) UNICEF Source: Save the Children the Save Source: UNICEF (2012) WASH in Schools Empowers Girls’ Education. Education. Girls’ Empowers Schools in WASH (2012) UNICEF

FREE TO ACCESS GOOD-QUALITY SEXUAL SEXUAL TO GOOD-QUALITY ACCESS FREE D REPRODUCTIVE HEALTH SERVICES

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FREE TO SPEAK OUT AND INFLUENCE INFLUENCE AND OUT TO SPEAK FREE CISIONS

ENDNOTES 31

UN Committee on the Rights of theChild, General Comment No.19 Stakeholder Group on Ageing (2015) Indicators for SDGs – Independent Expert Advisory Group on a Data Revolution(2014) Pathways of women’s empowerment Op. Cit. (2011) Government of Sierra Leone. (2013). Let girls be girls, not mothers! Dornan, and Woodhead, P. M. (2015) How inequalities develop Tadros, M. Women Engaging (2011) Politically: Beyond Magic Save the Children and the Centre for Children’s Rights (2016) Global Giving (2016) Save the Children Empowering Girls Klugman et al (2014) Op. Cit. Data joint 2x ‘A announcement on implementation of Agenda 2030 Save the Children andthe Centre for Children’s Rights (2016) A world that counts: mobilising the data revolution for sustainable development. New York: United Nations. Children Speak Out – Summary of researchwith childrenon their civil and political rights accelerating progress towards gender equality’ 2016, available May 17, at http://data2x.org/action4genderdata/ (accessed 2nd August 2016). National strategy for the reduction of teenage pregnancy. in Bangladesh. https://www.globalgiving.org/projects/women- Bangladesh. in empowerment-bangladesh/reports/; https://www.povertyactionlab.org/ http://www.3ieimpact. evaluation/empowering-girls-rural-bangladesh; org/media/filer_public/2013/07/19/girls_empowerment_in_bangladesh_ delhi.pdf through childhood: life course evidence from the Lives Young cohort study. Innocenti Discussion Papers no 2015-01. 109 http://mswgca.gov.sl/attachments/Documents/Sierra_Leone_National_ Strategy_for_the_Reduction_of_Teenage_Pregnancy.pdf 110 100 101 102 103 104 105 106 107 108 99 Children Speak OutSummary – of research with children on their civil and political rights. Bullets and Motorways. Pathways Policy Brighton: Paper. Pathways of EmpowermentWomen’s RPC. disaggregation of data b age 2, March 2015. (2016) on public budgeting for the realization of children’s rights (art.4) Marcus and Harper (2015) Op. Cit; Plan International (2014) Op. Cit. Weis, J., Feeney, M., Moore, K. and Bedford, J.2015 Social exclusion Bedford K., Sharkey, A. (2014) ‘Local barriers and solutions to Marcus, R. and Harper, C. (2015) Social norms, gender norms and Pells Op. Cit. (2011) Plan International The 2014 state of the world’s girls 2014: Pathways Plan International (2014) Op. Cit. Pells Op. Cit. (2011) Horner, L. and Stokes, R. (2012) Advancing equality in women’s

3ie (2013). www.3ieimpact.org/media/filer/2013/02/25/11_2_3ie_ (2013). 3ie Pathways of Empowerment Women’s Empowerment: (2011) A Ibid. Marcus, R. and Harper, C. (2014) Op. Cit. Marcus, R. and Page, E. (2014) Changing discriminatory norms These, and further examples, can be found in Klugman et al. (2014) journey not a destination. Brighton: IDS, Pathways of Women’s Empowerment RPC. improve care-seeking for childhood pneumonia, diarrhoea and malaria in Kenya, Nigeria and Niger: A Qualitative Study’. PLoS ONE 9(6): e100038. Op. Cit. 91 89 90 87 88 85 86 84 98 96 97 95 94 93 92 to Woking: power. Plan International & Pells Op. Cit. (2011) participation and influence in public life through the post-2015 framework. Submission to the UN Women and UNICEF Addressing Inequalities Global Thematic Consultation, November 2012. and its impact on health and nutrition: a literature review. London: Save the Children/Anthrologica. conference_presentation.ppt affecting adolescent girls through communication activities: a review ODI. London: evidence. of adolescent girls: a brief guide Research and Practice Note. London: ODI EVERY LAST GIRL

Free to live, free to learn, free from harm

This report looks at how we can help promote gender equality and get power where it belongs – in the hands of every last girl.

It explores three key barriers that hold girls back – and that we focus on in our work: • child marriage • poor access to good-quality services – including health and education • girls’ lack of a voice in private and public spheres.

These three barriers are violations of girls’ rights. They also pose formidable obstacles to progress in other areas of development.

In addition, our Girls’ Opportunity Index sheds light on levels of gender discrimination around the world, and highlights the countries where girls’ rights are most at risk.

Every Last Girl, the second report in our Every Last Child series, also identifies three specific Guarantees to Girls. These three guarantees will help governments reach the girls who are furthest behind – such as those who live in fragile and conflict-affected states, those who are on the move as refugees, those in the poorest countries and in disadvantaged regions, and those who face multiple forms of discrimination.

Together, through realising the three Guarantees to Girls, we can ensure girls are free to live, free to learn and free from harm.

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