Final Term Evaluation Girl Power Programme, 2011-2015 Including in-depth case studies For the Girl Power Alliance VOLUME I – MAIN REPORT VOLUME II – COUNTRY REPORTS AND CASE STUDIES Authors: Frans van Gerwen - Marije van Lidth de Jeude - W out Visser - Dani Bender With contributions of: Donatien de Graaff - Edith Kroese - Sofía Juanes (Bolivia) - Els Rijke (Ethiopia) - Alemneh Tadele Lake (Ethiopia) Dorothy Prah (Ghana) - Shiva Paudel (Nepal) - Usha Jah (Nepal) Amsterdam,Amsterdam, 2515 April 2016 Consultancy and Programme Management Keizersgracht 452 1016 GD Amsterdam Nederland +31 (0)20 62 07 705 www.avance-impact.nl Table of contents Annex I: Country Reports on MP data collection………….……1 I.1. Bolivia……………………………………………………………………….………………1 I.2. Ethiopia.…………………………………………………………………….…………….65 I.3. Ghana……………………………………………………………………….……….….109 I.4. Nepal………………………………………………………………………….…………165 Annex II: Case Study Reports……………………………..……..210 Case I. Bolivia: Making voices of girls and boys heard in decision making…....211 Case II. Ethiopia: Making schools gender sensitive…………………………………217 Case III. Ghana: Providing a help line…………………………………………………223 Case IV. Nepal: Supporting female economic empowerment……………….…228 Case V. Global: Strengthening civil society networks……………………………...234 1. ANNEX I: Country Reports on MP data collection I.1 Bolivia “I am not yours, I am mine” FGD girls 16-19 years, CPMGA office, El Alto, 29/6/2015 Table of Contents Acronyms ................................................................................................................................ 2 1. Introduction ......................................................................................................................... 3 1.1 Country Context and Contextual Developments ................................................. 3 1.1.1 Childhood and adolescence ..................................................................................... 3 1.1.2 Protection against violence ........................................................................................ 5 1.1.3 Socio-political participation ........................................................................................ 5 1.1.4 (Post-) primary education ............................................................................................ 6 1.2 Key GPA partners in the country ............................................................................... 6 1.3 Key activities and beneficiaries since 2013 (MTR) .................................................. 7 2. Data collection process .................................................................................................. 10 2.1 Contextualization of research tools and formats ................................................. 10 2.2 Final sampling coverage, target groups and respondents ............................... 11 2.3 Bottlenecks and deviations in the data collection process .............................. 12 3. Findings on the MP protocol ........................................................................................... 13 3.1 Findings related to the four main themes/outcome results ............................... 13 3.1.1 Outcome result: Better protection against violence for G&YW ......................... 13 3.1.2 Outcome result: Enhanced socio-political participation of G&YW .................. 34 3.1.3 Outcome result: Enhanced educational opportunities for G&YW ................... 41 3.1.4 Relation between Protection, Political Participation and Education ............... 47 3.1.5 Cross-level and cross-thematic analysis of data-sets ........................................... 48 3.2 Findings related to Capabilities of partner organisations................................... 50 3.3 Findings related to CIVICUS ...................................................................................... 51 3.4 Findings related to the Learning Agenda ............................................................. 52 3.5 Findings related to the cross-country component .............................................. 54 4. Overall findings ................................................................................................................. 56 4.1 Relevance .................................................................................................................... 56 4.2 Effectiveness ................................................................................................................ 57 4.3 Sustainability ................................................................................................................ 59 4.4 Partnership development and processes of cooperation ................................. 60 4.5 Programme management and implementation ................................................ 60 5. Conclusions and recommendations ............................................................................. 60 5.1 Conclusions related to relevance ................................................................................... 60 5.2 Conclusions related to effectiveness .............................................................................. 61 5.3 Conclusions related to sustainability ............................................................................... 62 5.4 Conclusions related to quality strategic partnership and cooperation .................. 62 5.5 Conclusions related to programme management and implementation ............... 62 6. Recommendations ........................................................................................................... 63 1 Acronyms 5-C Partner organisation capabilities ADN Alianza boliviana por los Derechos de la Niñez (Bolivian Child Rights Alliance) AOP Annual Operational Plans BL Baseline BYM / B&YM Boys and Young Men C&A Childhood & Adolescence CB Capacity Building CIVICUS Civil society capacity COMONNAs Coordinadora Municipal de Organizaciones de Niñas-Niños y Adolescentes (Municipal Coordinating Body of Organizations for Girls-Boys and Teenagers) CP Child Protection CRA Child Rights Alliance CSC Country Steering Committee DNA Defensoría de la Niñez y Adolescencia (Child Defence Service) FELCC Fuerza Especial de Lucha Contra el Crimen (special police force for crime cases) FELCV Fuerza Especial de Lucha Contra la Violencia (special police force for violence cases) FES Federación de Estudiantes de Secundaria (Secondary School Students’ Federation) FGD Focus Group Discussion FTE Final Term Evaluation GBT Girls, Boys and Teenagers GBTY Girls, Boys, Teenagers and Youth GP Girl Power GPA Girl Power Alliance GPP Girl Power Programme GYW / G&YW Girls and Young Women MDG Millennium Development Goals MFS II Mede Financiering Stelsel 2010-2015 (Government co-financing fund) MP Monitoring Protocol MTR Mid-Term Review SEDEGES Servicio Departamental de Gestión Social (Departmental Social Management Service) SLIM Servicio Legal Integral para la Mujer (integral legal service for women who have been victim of violence) SRR Sexual and Reproductive Rights TIC Tecnologías de Información y Comunicación (Information and Communication Technologies) UE Unidad Educativa (Educational Entity) VIO Vice-Ministry of Equal Opportunities 2 1. Introduction 1.1. Country Context and Contextual Developments Since recently, the Plurinational State of Bolivia has gained lower-middle income status and the economy is still growing. However, it remains the poorest country of South America and significant socio-economic inequalities exist between different population groups and geographic areas. About 60% of the population live below the national poverty line and this percentage is 75% in rural areas. Indigenous communities, women and youth are particularly vulnerable to poverty.1 According to the interviewed experts, Bolivia has high levels of physical and sexual violence against women, including feminicide. In addition, it has always had an adult- centred culture: young people have neither voice nor vote. At the individual dimension they were afraid to talk and express their opinions. In many cases they didn’t even form an opinion, because they felt it was not relevant. They had a very low self-esteem. At the socio-cultural dimension their parents; teachers or other members of the community did not hear them. They were not invited to meetings and not asked about their opinion. This was even less so at the institutional dimension. By law, it is not possible for people under the age of 18 to take up a position as public official. At all dimensions this situation is even worse for the case of girls and young women, due to the patriarchal culture that persists today. However, Bolivia has undergone important changes during the GPP period, to which partners of the Bolivian GPP Alliance have all contributed to a certain extend. The GPP partners have worked on four thematic fields in this country (protection, socio-political participation, education and civil society strengthening), as well as on the issues of childhood and adolescence in general. 1.1.1. Childhood and adolescence The new law on girls, boys and teenagers (Law No. 548) approved on July 17, 2014, and its bylaws (approved in June 2015) supports Girls, Boys and Teenagers (GBT) to organize themselves and it prescribes that municipalities must allocate funds for the development and implementation of plans and programs for children and teenagers. Following the Law 548, the GBT protection agencies have changed towards a plurinational system of comprehensive protection (see figures below). The