AGENCI


Organisation Déclarante:Aga Khan Foundation Canada
Budget Total ($CAD):$ 17,100,000
Délai d’exécution: mars 3, 2019 - juillet 31, 2024
Statut: Actif
Coordonnées: Avery Carter
[email protected]

Profils des Partenaires et Bailleurs de Fonds


Organisation Déclarante


Aga Khan Foundation Canada

Organisations Participantes


  • ONGs

    • Aga Khan Foundation Uganda
    • Entraide universitaire mondiale du Canada (EUMC)

Bailleurs de fonds (Contribution budgétaire totale)


  • Gouvernement et secteur public

    • Affaires mondiales Canada (93.00%)
  • ONGs

    • Entraide universitaire mondiale du Canada (EUMC) (3.00%)
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Endroit


Pays - Allocation Budgétaire Totale


Ouganda - $ 8,379,000.00 (49.00%)

Syrie - $ 4,617,000.00 (27.00%)

Canada - $ 4,104,000.00 (24.00%)

Soudan du Sud - $ 0

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Domaines d'Intervention


Santé - Allocation Budgétaire Totale


Systèmes de santé, formation & infrastructure (20.00 %)

Santé des adolescents (10.00 %)

Autre - Allocation Budgétaire Totale


Éducation (60.00 %)

Droits de la personne, plaidoyer & mobilisation du public (5.00 %)

Développement économique & autonomisation (5.00 %)

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Description


AGENCI is a four-year project to empower adolescent girls and female youth pursuing an education in crisis-affected areas of South Sudan, Syria, and Uganda. It is a joint initiative of AKFC and World University Service of Canada (WUSC), with financial support from the Government of Canada as part of the G7 Charlevoix declaration on quality education for girls, adolescent girls, and women in developing countries.

The project focuses on two critical moments in a girl’s life, when she is most at risk of dropping out of the education system. The first is in adolescence, during the transition between primary and secondary school. The second is the transition to adulthood, from secondary school to vocational training or employment.

AGENCI will reach 148,218 adolescent girls and female youth aged 10 to 24. It will address the gender, social, cultural, and economic barriers they face in accessing education and making pivotal life decisions. It will also improve their equitable learning outcomes in formal or non-formal upper primary school, secondary school, and skills-training programs.

AGENCI is working in two of the most fragile, conflict-affected countries in the world: South Sudan and Syria. The program is also implemented in Uganda, a crisis-affected country hosting over one million South Sudanese refugees. In all three countries, AGENCI will reach marginalized adolescent girls and female youth who are refugees, internally displaced persons (IDPs), and the most vulnerable members of the communities where they live.

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Population Cible


Genre et âge: Unspecified
Population Ciblée Directement: 14,128
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Extrants


Unspecified

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Résultats & Indicateurs


Résultats Attendus


The specific interventions supported by WUSC in South Sudan, and by AKFC in Uganda and Syria, will be based on the needs, priorities, and realities of each context. Activities include:

Responding to specific barriers and educational needs identified by adolescent girls, female youth, community members, and educational stakeholders, determined through gender analyses conducted in the three countries.

Addressing the root causes of inequality by challenging and transforming structural barriers and entrenched social norms, attitudes, and power relations that impact girls’ ability to access and benefit from education.

Implementing a combination of both innovative and tested interventions including media campaigns, community outreach, girls’ and boys’ clubs, flexible response funds, and mentorship programs.

Working with education stakeholders to provide training and support, ensuring that teachers and educational leaders have the skills, resources, data, and information they need to provide girls with safe, quality, gender-responsive, and inclusive learning environments

Résultats Obtenus


A major focus of year one has been on developing the curriculums and methodology for the life skills curriculums, which is necessary for building up the confidence and providing necessary skills to adolescent girls and female youth to take charge of their own lives. Each country has partially or fully drafted a version of the life skills curriculum to meet their contextual needs and has identified schools/ non-formal education spaces, facilitators and a roll out methodology for this to take place in year 2. Contingency planning, such as outdoor sessions have also been factored in in case Covid 19 risks continue.

Furthermore, safety and protection of adolescent girls and female youth remained a big priority for the AGENCI project team. Uganda successfully rolled out training on psychological support for girls to teachers and caregivers, whereas in South Sudan, a mechanism for enlisting community protection groups to assist girls during these difficult times was established and will be rolled out in year 2. The aim of these activities is to ensure that girls have the resources to combat the difficult situations that they have had to face in the past year, and connect them to referral pathways for continued support that is beyond the scope of the AGENCI project. In Syria, the curriculum was finalised during the reporting period and will be rolled out in Year 2. The project has focused on devising, revising and contextualizing teacher training and facilitator training modules and training roll out methodology and plans. In South Sudan, Uganda and Syria teacher training modules have been under development. In South Sudan, this will be the first formal secondary education teacher training module developed and handed over to MoGEI. In Uganda this has included the introduction of Values Based Education modules at the request of UN agencies and other stakeholders in the region. Whereas in Syria, this has included a reassessment tool that has been developed to assess skills and qualifications of teachers, which will help them customize the training according to their needs.

Across the three countries the teacher training approach focuses on building basic classroom management, gender responsive and inclusive pedagogical approaches, including the provision of psychosocial support. Through these training modules and approaches, the capacity of teachers will be improved and make school and non-formal education systems more gender responsive for adolescent girls and female youth.

Indicateurs


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Sous-projet


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