"This paper presents results from a three-arm randomized controlled trial in Zambia with a sample of nearly 1200 adolescent girls enrolled in Grade 7. Selected primary schools (N=36) were randomly assigned within each of three districts to one of three arms: 1) e-readers, which girls could take home
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, provided within a safe space group platform plus community engagement activities; 2) safe space groups plus community engagement activities; and 3) control. The intent-to-treat estimates indicate that girls in the e-reader arm scored significantly better on two basic literacy assessments as well as non-verbal reasoning compared with girls in the control arm." (Abstract)
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"Our paper focuses on case studies of artistic, creative and political participation by young feminists and civil society groups in Jordan, Morocco, Tunisia and the UAE. Central questions uncover the intersecting significance of class, gender and new media in young MENA citizens’ participation; th
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e connections between mediated cultural production and political intervention; and the role of structural barriers for online community and agency. Our conclusions challenge the notion that the democratic ethos of civic participation networks has burgeoned since digitization, and highlights that digital tools and online spaces work more effectively for youth with existing offline economic power and/or cultural capital." (Abstract)
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"Los medios escolares son espacios socioeducativos que no solo ayudan a enriquecer las trayectorias educativas de las y los jóvenes que los transitan, sino que también posibilitan la ampliación de experiencias de aprendizaje que trascienden el aula. Un estudio de grabación, un control de radio,
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un set de filmación, una computadora o un celular también pueden ser una oportunidad para expandir los horizontes de la enseñanza y el aprendizaje; un lugar que profundice la participación y el intercambio intergeneracional, que da lugar a otros saberes y múltiples modos de abordarlos. A través de esta serie de publicaciones buscamos brindarles a las y los directivos, docentes y talleristas que quieran participar de esta propuesta las herramientas necesarias para construir e implementar un proyecto de medios en sus escuelas." (Página 7)
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"The EU Support to Democratic Governance in Nigeria (EU SDGN) project funded by the EU employed a ‘social media first’ approach to strengthen the political knowledge, understanding, discussion and efficacy of young (18-24 years) women and men across all 36 states and FCT in Nigeria. High-impact
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social media content in the form of infographics, short factual films, still photographs, short drama skits and Public Service Announcements were produced and posted under the EU SDGN project (and MI-VotE project) across our BBC Media Action Arewa (Hausa) and Naija (English) Facebook and Instagram platforms to share balanced information on electoral and political processes, role model political participation, and engage young Nigerians in social issues that matter to them. The project also strengthened the capacity of media organisations across Nigeria to provide more trusted, accurate and balanced social media content that meets audience needs." (Page 1)
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"What do we know about the gender digital divide for girls? To date, there is little research on gender differences in digital access for children under the age of 18. These disparities in usage limit women’s access to the full range of opportunities offered by digital. However, the limited data a
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vailable does indicate a similar pattern of lower access and use for girls, as for women. In countries with data, girls aged 15–19 years were less likely than boys to have used the internet in the past 12 months, and they also had lower mobile phone ownership. The greatest disparities were in South Asian countries. For instance, rates of internet use among boys were double those of girls in Nepal, and quadruple those of girls in Pakistan. Phone ownership was almost 30% higher among boys in Nepal, Pakistan, and Bangladesh. Weekly access to information media was also substantially lower among adolescent girls in Nepal, India, Afghanistan and Timor-Leste. Boys use far more digital platforms and services for a much wider range of activities than girls, and they are more likely to use the internet. Roughly 46% of boys use the internet on their phones, compared to 27% of girls. Another study, by Girl Effect and the Vodafone Foundation, found boys are 1.5 times more likely than girls to own a mobile phone and 1.8 times more likely to own a smartphone. More than half (52%) of girls borrow mobile phones if they want digital access, compared to 28% of boys. As for adult women, this gender gap in access is echoed in digital use overall. As the digitization of economies expands, economic and social growth will increasingly depend upon people’s ability to use technology. While some jobs require very advanced digital skills, most jobs and daily activities need basic digital literacy to engage with a digital economy. Without increased digital adoption and use, girls will have fewer employment opportunities and will face additional barriers to workforce participation." (Pages 6-7)
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"A clustered randomized trial in two states of India examines alternate strategies to reduce child marriage, increase girls' education and change gender attitudes. GPs were randomized into four treatment and one control group in a 1:1:1:2:2 ratio. The GP level intervention from November 2012 deliver
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ed to treatment groups i) A Full Package, comprising mass-media, training and community mobilization programs; ii) a Training Package comprising a combination of mass media and a training program at the block level; iii) a Community Mobilization Package comprising a combination of mass-media and a community mobilization program; iv) and an only Mass Media program. Data from 2,542 households seven years after the start of the program shows that the intervention made significant improvements in impact indicators on girls' education and incidence and age at marriage. As compared to the control GPs, the Full Package intervention increased the age at marriage for girls aged 13-25 on an average by 6.5 months and their education by 9 months. The Full Package also increased the percentage of girls enrolled in school by an additional 9% over the level that control group achieved (92% in Full Package vs 83% in Control Group). The program impacts were similar after controlling for stratification and other household and GP level characteristics.
We found that the intervention made an outcome indicator - gender attitudes - more progressive; GP with Full Package had a 0.407 standard deviation (equivalent to approximately 16%) higher gender attitude index than control GPs (p < 0.01). The measure of attitudes is an index of aggregated indices on gender equality, education, marriage, mobility and knowledge. Attitude change was larger for education and mobility indices. For example, the households in the Full Package had 0.26 and 0.33 standard deviations more positive attitude towards girls’ education and mobility than control GPs. We did not find any significant effect on attitudes pertaining to marriage and girl’s work and responsibility. There is little change in norms related to gender roles within the home and education has mostly been perceived as a vehicle for better management of the home, rather than for empowering women to work and be independent." (Summary)
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"The Girls Online (GO!) Cybersafety project (GO! Cyber) aims to equip young women and girls with the skills and resources to participate meaningfully and safely in cyberspace. The project is implemented by CARE Vanuatu and Sista with the support of Australia’s Cyber and Critical Tech Cooperation P
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rogram and ABC International Development. The GO! Cyber project started with a series of co-design workshops, supported by Portable Design Studio, with young women aged between 18-30 years old to understand how young women and girls navigate cyberspace. While there have been interventions to enhance cyber safety in Vanuatu in recent years, there is little research to understand the experiences and behaviours of young women and girls in cyberspace. The guiding principle of the GO! Cyber project is recognising young women as experts of their own experience, so they led the identification and exploration of cyber safety rights, experiences, and issues. The young women then proposed contextually relevant, needs-based and practical solutions for their online safety, which included a series of informative videos and this booklet." (Why this booklet, page 6)
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"In our nationally representative survey, respondents were asked which values from a list they felt were most important to their lives. The three that came out top were health, education, and support from parents. Keeping their family in good health (62% very important) and having an education for t
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hemselves or their family (60% very important), are priorities for young people aged 15-30 years old. This is closely followed by having support from parents – 59% said it is very important to them." (Page 1)
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"BBC Media Action surveyed 2000 young people (aged 15–29) in four regions and the city administration of Addis Ababa in May 2021. The study highlighted differences in young Ethiopians’ attitudes towards work and saving, education, traditional gender and cultural norms, and youth participation in
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decision making and in community life. Analysis was used to split the sample into five groups, reflecting the different profiles of young people in Ethiopia. Each group differs in how far they participate in civic life, their attitudes towards traditional gender and cultural norms, and the barriers that they face around employment and accessing various services. BBC Media Action researchers conducted further analysis to understand the key demographics of each group, as well as their motivators and barriers to employment, accessing services and civic participation. They then used data from qualitative research to create illustrative profiles for each group." (Page 1)
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"Embracing an international perspective encompassing the Global North and Global South, chapters explore expressions and performances of youth and young adults as shifting and entangled, in and through the clothed body, gender, sexuality, race, artistic and pedagogical making practices, in spaces an
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d places, framed by new materialism, social media, popular and material culture. The overarching emphasis of the collection is on youth and young adults’ strategies for engaging in and with the world, becoming a someone, and belonging, in settings that include a juvenile arbitration program, an artist community, high schools, universities, families and social media." (Publisher description)
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"In the rapidly changing news ecosystems of emerging economies, news outlets are struggling to remain relevant and build loyal relationships with youth audiences (18 to 35 years old). As youth populations continue to grow in low-and-middle income countries, it is critical for independent media organ
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izations to understand and respond to the changing news habits of younger generations. A snapshot of youth news consumption habits in Colombia, Ghana, Indonesia, Mexico, Nigeria, and Thailand highlights that the predominance of smartphones, and increasing access to the internet and social media, is fundamentally altering how youth access, interact with, and value independent news. Youth audiences tend to access news through their smartphone, relying more on social media algorithms and news aggregators than loyalty to particular news brands. Youth generally do not feel that the traditional, mainstream news media reports on issues that are important to them, preferring to access a wider variety of news alongside other kinds of information and entertainment. Despite relying on social media for news, youth are wary about whether the information they see on the internet is true. There is a tension between the convenience social media provides for accessing news and its propensity to amplify misinformation and increase political polarization." (Key findings)
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