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AGSP - Mentoring
Resource Guide
 The
Africa Education Initiative - AMBASSADORS
GIRLS SCHOLARSHIP PROGRAM (AEI-AGSP)
Girls' Mentoring Resource Guide was
originally conceived to provide activities,
information, and ideas to those men
and women who provide mentoring to
the girls in the program. The Resource
Guide targets scholarship recipients
from ages 10 and older. It was designed
to offer these girls the skills,
knowledge, and ability to navigate
everyday life and to prepare for
a healthy adulthood. In 2007, however, USAID announced
the expansion of the program to reach
vulnerable boys with scholarships
and mentoring. Much of the content
in these lessons is equally applicable
to boys. For example, boys have just
as great a need as girls to understand
human reproductive systems, career
questions, or how to resist peer
pressure. The sessions on topics
such as gender and the importance
of girls' education can also help
boys by enabling them to play a more
positive and supportive role in their
families and communities. New supplementary
materials are being developed that
provide suggestions for adapting
these materials for boys. New modules
will address some topics not covered
in the Resource Guide or expand on
certain key issues included here.
Although the activities in the present
Resource Guide are certainly adaptable
for boys or mixed groups, the original
language that refers to participants
as girls has been preserved. Finally, while
this book is aimed at mentors, it
is also a useful tool for those in
organizations who are seeking to
train mentors or other youth leaders.
(2009)
Download
AGSP - Mentoring Resource Guide,
English (PDF,
22.50 MB)
Download
AGSP - Mentoring Resource Guide,
French (PDF,
22.65 MB)
Download
AGSP - Mentoring Resource Guide,
Portuguese (PDF,
22.21 MB)
Formal and Nonformal
Education: Exploiting the Synergy
Between them for the Benefit of Both—World
Education's Integrated Education
Strengthening and Adult Literacy
Program in Mali
 World
Education developed a literacy program
to ensure the availability of quality
formal education in Mali, and support
children pursuing an education. To
strengthen the community's understanding
of its role in supporting these efforts,
World Education established a nonformal
adult basic education program. After
seven years, the synergy between
the two systems spread from individual
communities to the national level.
With this study, World Education—with
support from the United Nations Educational,
Scientific, and Cultural Organization
(UNESCO)—highlights
the links between the two education
systems for those embarking on literacy
programs. (2005)
Download
Formal and Nonformal Education:
Exploiting the Synergy Between
them for the Benefit of Both (PDF,
1.22 MB)
The Girls' and Women's
Education Policy Research Activity
(GWE-PRA)
 The
Girls' and Women's Education Policy
Research Activity (GWE-PRA),
implemented by World Education in
cooperation with the Harvard Graduate
School of Education and the Education
Development Center, was initiated
to provide a better understanding
of the constraints facing girls'
and women's education and to identify
creative approaches for addressing
them. Longitudinal studies were carried
out in Bolivia, Honduras, and Nepal
to measure the developmental impact
of integrated literacy and basic
education programs that combine literacy
with health and other areas. More
specifically, these studies examined
changes in knowledge, attitudes and
practices of women on indicators
of social and economic development
related to economic participation,
health, nutrition, community involvement
and civic participation. Additionally,
in Bolivia, World Education provided
technical assistance to four local NGOs in
developing, implementing and monitoring
an integrated approach to adult education.
In Peru, World Education and a local
women's organization conducted a
six-month study that examined factors
affecting the school dropout rate
of adolescent girls in rural areas,
focusing specifically on the effects
of menarche on girls' participation
in school. The findings of these
studies are providing decisionmakers
with information to make more informed
decisions about educational programs
and policies and to increase educational
opportunities for girls. (2001)
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