GIRLS IN RESEARCH

AND LEARNING
FRAMEWORK
Biruh, Brooke, Fallon, Nathan,
Poppy, and Hannah
SEEKING
FUNDS
FOR A
PILOT
PROGRA
M IN
ORISSA,
INDIA
+ =
Prana
ti
12 year old girl
Frequently absent from school
Low income family
Lack of resources for school
Cultural preference of boys
Brothers get priority for schooling
and other resources
Threat of sexual violence (on
the way to and back from
school)
Gender based violence (within
household)
Cultural pressure to marry
young
Has aspirations not to be
married young, and be
independent
Affected by presence/actions of
different networks
3-PHASE FRAMEWORK
Share
After the interventions are carried out,
the stakeholder teams will present the
results of their efforts to the girls who
will then create multi-media projects to
be presented to the wider
community. Bringing girls back into the
process and allowing them to define
how they want the results to be
presented, will give the girls ownership
of the project and more recognition in
their community.
LEARN
In this phase, girls identify the
main issues affecting their lives by
participating in various engaging
and energetic activities. The
stories told and products created
will give a strong voice to the
voiceless, providing a strong base
for intervention design.
ACT
Building on the data produced in Phase 1,
multi-disciplinary project stakeholders will
consult each other as well as expert sources to
inform their interventions. This combination of
testimony, knowledge and expertise will be the
foundation for well-informed, thoughtfully-
designed interventions carried out by
stakeholder teams. The interventions will begin
affecting the lives of girls soon after their
implementation.
0
1
CARE brings together girls to discuss their
experiences, concerns and hopes.
0
7
Teams design interventions.
0
2
Guided by J-PAL researchers, participating
girls generate information about their lives.
0
8
Teams present interventions to
participating girls and ask for feedback
and recommendations.
0
3
CARE and J-PAL compile the girls data
into a report for community actors.
0
9
J-PAL consults and trains teams to
evaluate impact of their intervention.
0
4
CARE identifies, gathers, and organizes
community actors based on shared area of
work.
1
0
Teams implement and evaluate
interventions with guidance from J-PAL or
CARE.
0
5
Teams consult with J-PAL researchers to
digest and understand how to use the report
and available literature to create interventions
that address Girl Effect goals.
1
1
Teams report findings and outcomes of
interventions.
0
6
Pool and share information gathered
between teams. Share successes.
1
2
Participating girls create peer-appropriate
materials in order to share effects of
interventions with peers and community at
large.
IMPACT
Offers space for girls to voice their opinions
Girls gain confidence through
ownership of the interventions
Girls will benefit from the
interventions that truly reflect
their own needs
Change community perceptions
towards girls
Improve capacitates of CBOs and local
government: legitimacy, funding,
effectiveness
SCALE
Pilot program
Framework is specific to the
Girl Effect philosophy
Other organizations can apply
this framework to programs
addressing the Girl Effect
Successful interventions implementer under the GRL Framework
would attract more funding, which can facilitate organizational
growth
Training and workshops give legitimacy to local CBOs, increasing
the funding opportunity for programs addressing girls issues
Government policies can increase awareness of the Girl Effect
model

THANK YOU!