Breaking barriers Improving Girls’ education Hope and Totality

This project funded by Global Affairs Canada with a maximum contribution of $11 100 949 will be implemented over four years (2019-2023) in Sudan Myanmar and Niger by ADRA Canada and its partners Sick Kids Centre for Community Mental Health Stromme Foundation Salanga and ADRA Norway. The initiative will contribute to improving equitable education for the most vulnerable girls and women especially those out of school in their communities in fragile remote and conflict-affected areas. The project strives to provide them with pathways for inclusive and equitable primary education accelerated learning and training that will enable them to have more equal access to livelihood opportunities usually dominated by males. This will be achieved through: increased community-led actions in breaking multi-dimensional barriers to gender equal education for vulnerable girls and women; improved availability of inclusive innovative gender and climate-responsive education systems integrating psychosocial support for vulnerable out of school girls and women and; increased access to gender-responsive environment-sensitive market-driven learning opportunities for livelihood and life skills among vulnerable out of school girls and women. The initiative includes “Teachers Establishing Education Services” an innovative sustainable community-based solution that enables inclusive localized primary education for the most vulnerable out of school children particularly girls. This is achieved by identifying and training teachers living in targeted communities to provide community-based education in the local language and adapted to the local context and securing community ownership and support (e.g. communities providing lodging and food and stipend for teachers).

The expected outcomes of this project include: (1) increased community-led actions in breaking multi-dimensional barriers to gender equal education for vulnerable girls and women in targeted fragile areas of Myanmar Niger and Sudan; (2) improved availability of inclusive innovative gender and climate-responsive education systems integrating psychosocial support for vulnerable out-of-school (OOS) girls and women in targeted fragile areas of Myanmar Niger and Sudan; and (3) increased access to gender-responsive environment-sensitive market-driven learning opportunities for livelihood and life skills among vulnerable OOS girls and women in targeted fragile areas of Myanmar Niger and Sudan.