Opportunities for Girls’ Empowerment through Active Engagement of Men and Boys in Youth-led Clubs
Tuesday, June 26, 2018
9 A.M. to 10 A.M. (EDT)
On the day of the event, you can join the webinar here.
Globally, there are 1.8 billion young people ages 10 to 24, representing roughly a quarter of the world’s population. Adolescence and young adulthood are critical development periods during which adolescents and young people undergo many biological, cognitive, social, and psychological transitions. It is also a time when gender socialization crystalizes, reinforced socially and culturally by conventional gender norms related to being a woman or a man. In many societies, these norms shape the decisions that adolescents and young people make and often heighten vulnerability and risk, especially for girls, with a direct impact on their health and well-being. Rigid gender norms can have profound negative impacts for girls and boys, particularly for girls’ aspirations and opportunities. Norms can contribute to gender-based violence; child, early and forced marriage; limitations on reproductive control; and exclusion from education, employment, and decision-making. This webinar will highlight key components to gender norm change within their programs and discuss how youth-led clubs can advance gender equality.
Recognizing the influence of gender inequitable norms on health outcomes, youth development practitioners across low and middle-income countries increasingly advocate for integrating a gender perspective into health programming with the goal of changing gender norms. But how can we incorporate gender in our work with young people, and start to change harmful norms? And to what extent can the evidence warrant scaling-up?
The Gates Foundation-funded Women and Girls in the Center for Development projects foster critical examination of inequalities and gender roles, norms and dynamics, while simultaneously strengthening positive norms that support gender equality and an enabling environment. In this webinar, we will discuss lessons learned, challenges, and opportunities for girls’ empowerment and positive gender norm change through the engagement of men and boys within youth-led clubs based on the experiences of the 4H positive youth development program in Ghana and SWAGAA in Swaziland.
Lindiwe Mhlanga, Project Manager, Swaziland Action Group Against Abuse (SWAGAA)
Bonginkosi Ndlangamandla, Boys for Change Project officer/ MenEngage-SD Coordinator, Swaziland Action Group Against Abuse (SWAGAA)
Philomena Edem Hotor, Gender Specialist, 4-H Ghana
Ofosu Asamoah, Assistant Director, 4-H Ghana
Sekina Mahama, Member and Former Vice-President of Maase Junior High School 4-H Club
Chisina Kapungu, YouthPower Learning's Co-Champion for Gender and PYD Community of Practice, and
Natacha Stevanovic-Fenn, Sociologist, Violence, Rights and Inclusion at the International Center for Research on Women
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Name: Philomina Edem Hotor
Organization: 4-H Ghana
Position: Gender Specialist
Project: Fifth-H-Her Project: Empowering Girls Through 4-H’s Methodology of Learning by Doing
Philomina Edem Hotor has great passion working with young people. Her interest led her to support 4-H Ghana in positive youth development since 2010. In her current position as a Gender Specialist, she is involved in researching, developing and coordinating 4-H Gender Mainstreaming programs in 25 districts in Ghana.
She also coordinates and facilitates gender empowerment dialogues and special trainings for girls on Sexual Reproductive Health Rights (SRHR) for school and community 4-H clubs.
Philomina holds a Master’s in Public Health from the Royal Tropical Institute, Amsterdam-Netherlands, and a Bachelor of Arts in Social Work from the University of Ghana.
Name: Ofosu Asamoah
Organization: 4-H Ghana
Position: Assistant Director
Project: The Fifth H: Her- Empowering Young Girls through 4-H’s Methodology of Learning by doing
Ofosu Asamoah is currently an Assistant Director of 4-H Youth Development in Ghana where he focus on Program design and Results Measurement. He previously served as Monitoring & Evaluation Officer on Girls Empowerment Project and Coordinator of the Enterprise School Garden Project at 4-H.
Prior to 4-H, he was a Griot participant of the “Growing Solutions to end Hunger: The Hunger and Agriculture Griots Project” by ONE Campaign and World Food Programme. Ofosu is a YALI Fellow of the Young African Leaders Initiative, Emerging leaders Program at the YALI Regional Leadership Centre for West Africa, Accra.
He received a B.Sc. in Agriculture from University of Cape Coast Ghana, Certificates in Environmental Health and Sanitation Management and Monitoring and Evaluation from GIMPA School of Business Ghana, and Certificate in Results- Based Project Management for Development Organizations from PM4DEV, Washington D.C.
Name: Sekina Mahama
Organization: 4-H Ghana
Position: Member and Former Vice-President of Maase Junior High School 4-H Club.
Sekina Mahama is a young female 4-H member and a Former Vice-President of Maase Junior High School 4-H Club in the Eastern Region of Ghana. Having developed a passion for agriculture through 4-H school-based agriculture enterprise project, she became the only female member to introduce container gardening into her household and community. Her parents changed perception about her when she started earning and sending money home from her projects. Her mother followed her to the school and learned about 4-H and the Enterprise School Garden Project and later became active in the parent teacher association. Sekina was elected as Vice-President by a boy’s majority 4-H club. She used her leadership position and the skills she learned from 4-H trainings to encourage other girls to sign up. Sekina suffered a teenage pregnancy at the final year of Junior high school and was placed under guidance and counselling of 4-H Gender Specialist. She received a small grant from 4-H to develop her agriculture project and raised money to continue her education to the Senior High. Sekina is speaking to girls in 4-H about teenage pregnancy and rights. She wants to become a teacher and use 4-H school gardens as tool to empower her students.