Supporting the Transition of Adolescent Girls through Enhancing Systems (STAGES)

  • P Project/Program

A Active

Key Information

The STAGES project (Supporting the Transition of Adolescent Girls through Enhancing Systems) will help some of Ethiopia’s poorest and most vulnerable girls receive a quality education, improving their lives and transforming their future. Wolaita Zone is a densely-populated and deeply remote region in the south of Ethiopia, with rugged road networks and limited access to electricity and running water. The school system struggles to deliver quality education and support, and there is a critical shortage of secondary schools. Girls encounter discrimination and competing challenges from early in their lives, from domestic burdens to inadequate sanitary protection, the prioritisation of boys’ learning and early marriage and childbearing. This project will ensure girls are ready to learn by improving their self-esteem and self-confidence as well as thier performance in school. With our partners, we will transform schools into safe and inclusive spaces where all girls can learn free from harm. Girls will complete their education with the confidence and lifeskills to make their own choices and move forward to further education or sustainable livelihoods, whilst influencing the broader community. This project is fully aligned with the National Girls’ Education Strategy and working through government partners will ensure activities are truly sustainable. STAGES builds from our earlier girls’ primary education programme, which achieved major impact in girls’ lives.

Lead Implementing Organization(s)
Location(s)

Sub-Saharan Africa

Ethiopia

Activity URL

https://girlseducationchallenge.org/projects/project/supporting-transition-of-adolescent-girls-through-enhanced-systems-stages/

Government Affiliation
Government-affiliated program
Years

2017 - 2024

Partner(s)

Ministry Affiliation
Unknown
Funder(s)

COVID-19 Response
Unknown
Geographic Scope
Sub-national
Meets gender-transformative education criteria from the TES  
Unknown
Areas of Work Back to Top
Education areas
Attainment
  • Primary completion
  • Primary enrollment
  • Primary to secondary transition
  • Secondary completion
Other skills
  • Financial literacy
  • Social and emotional learning
Quality
  • School quality
  • School-related gender-based violence
  • Teacher training
Cross-cutting areas
  • Adolescent pregnancy/childbearing
  • Early/child marriage
  • Gender equality
  • Menstrual hygiene management
  • Social and gender norms and beliefs
Program participants

Target Audience(s)

Boys (both in school and out of school), Girls (both in school and out of school), Youth

Age

Not applicable or unknown

School Enrolment Status

Some in school

School Level

  • Lower primary
  • Upper primary
  • Lower secondary
  • Upper secondary
Other populations reached
  • Fathers
  • Mothers
  • Other community members - female
  • Other community members - male
  • School administrators
  • Teachers - female
  • Teachers - male
Participants include

Not applicable or unknown

Program Approaches Back to Top
Life skills education
  • Social and emotional learning (SEL) skills building
Menstrual hygiene management
  • Educating girls about menstruation
Reducing economic barriers
  • Financial literacy training
School-related gender-based violence
  • Anti-violence policies and codes of conduct
  • Training of school personnel (including teachers)
  • Violence prevention curriculum/activities for students
Teaching
  • In-service teacher training – pedagogy general
Women's empowerment programs
  • Leadership training
Program Goals Back to Top
Education goals
  • Curricula, teaching and learning materials are free of gender-bias and stereotypes
  • Education sector plans, budgets, policies, and data systems are more gender-equitable
  • Gender parity and non-discrimination are promoted at all subjects/education levels
  • Improved social and emotional learning/skills and mindsets
  • Increased school completion (general)
  • Increased school enrolment (general)
  • Teachers and learners have the knowledge and skills to promote gender equality
Cross-cutting goals
  • Changed social norms
  • Increased agency and empowerment
  • Increased employment/job-related skills
  • More equitable gender attitudes and norms
  • Reduced adolescent pregnancy/childbearing
  • Reduced child marriage
  • Reduced school-related gender-based violence (SRGBV)