Global Girls Education Initiative

Global Girls' Education Fellowship and Certificate Course

Teach For All offers a virtual, web-based Global Girls’ Education Fellowship for staff, alumni, and participants of network partners seeking to significantly deepen their expertise in girls’ education best practices. Through this fellowship, participants will develop their expertise as girls’ education practitioners through interactive online modules, group video calls, and engagement with experts in the field. They will also have an unparalleled opportunity to connect with a diverse, global cohort of like-minded advocates who share their conviction and will be working over their lifetimes to improve outcomes for girls and women.

Applications for the 2020 cohort have closed. Please check back here for more updates on the next set of offerings.

WHO IS THIS FOR?

GLOBAL GIRLS’ EDUCATION COURSE

For the first time, Teach For All will offer its comprehensive Girls’ Education Course to anyone from the network. While you will still need to complete the course during the established Fellowship period (August - October 2020), you may do so at your own pace and in any order.

The course will include assessments to help you track your learning. You will also be invited to join our Girls’ Education Facebook group, and will receive emails about upcoming webinars and external events that you can opt into joining. At the end of the course, you will receive a Certificate of Completion.

Network members who are passionate about girls’ education but cannot commit to the full fellowship requirements are strongly advised to apply to the course track.

GLOBAL GIRLS’ EDUCATION FELLOWSHIP

The Fellowship track is the more intensive option. In addition to completing the online course, Fellows will be required to:

Attend or watch a minimum number of webinars throughout the fellowship
Complete a final project, the scope of which can vary based on Fellow interest and capacity (for example, Fellows could create an instructional resource or video that doesn’t take much time, or use their experience to launch a larger project or initiative. Given the current global environment, virtual projects or initiatives are perfectly acceptable).
Participate in a cohort to foster a sense of community amongst peers. These cohorts will have regular discussion sessions around the course content, webinars, and projects. The ability to join cohort discussion sessions is essential to successful completion of the fellowship.

Please carefully consider which option is right for you. When completing the application, you will need to indicate which track you will pursue. Note that those selected as Fellows can change to the certificate track (though doing so is discouraged as it disrupts the experience for other Fellows), while certificate track participants will not be able to move to the fellowship. This is to ensure that all Fellows receive the complete, cohesive experience.

TIME COMMITMENT

The 2020 Global Girls’ Education Fellowship will run from August 24 - October 30 (dates subject to adjustment). Those completing projects will have additional time based on the scope of their intended project.

Achieving the certificate will require 1-2 hours per week to go through the online course.

Successful completion of the Fellowship will require 2-4 hours per week for the online course, webinars, and hour-long discussion sessions. All calls will be scheduled in advance, and webinars will be recorded so that Fellows unable to join can watch at a later time. Discussion sessions will be held every 2-3 weeks and attendance is required.

CONTENT

The course modules cover topics in gender equity and girls’ education. For Fellows, webinars and discussion sessions will provide deeper insights into how to apply the principles from the course in your daily work, and provide additional insights as you work on your projects.

All who complete either the course or the Fellowship can expect to learn how to increase gender equity in their classrooms and schools, support girls to lead, and become a change agent in their community for transforming gender norms, expectations, and outcomes.

The preliminary list of topics includes:

Overview of Girls’ Education—Challenges and Solutions
Reducing Barriers to Access—Health, Safety, Wellbeing
Addressing Negative or Limiting Attitudes About Gender (including working with boys, men and communities)
Classroom Pedagogical Change for Gender Equity
Sexual Health, Power, and Relationships
Girls’ Empowerment (including socioemotional learning, skills, STEM, and girl-led interventions)

Contributors

The 2019 Fellowship featured expert contributions from the following speakers:

Adefunke Ekine, Deputy Director (Research and Innovation) at Tai Solarin University of Education
Richa Gupta, Founder of the Labhya Foundation
Nicole Haberland, Senior Associate, Population Council
Bosede Ogidan, Cofounder of Child Support Initiative and Teach For Nigeria ‘17
Dr. Stephanie Psaki, Director of the GIRL Center, Population Council
Dr. Urvashi Sahni, Cofounder and Executive Director of Study Hall Educational Foundation
Michelle Tjeenk Willink, Curriculum Manager, Aflatoun International

WHAT PEOPLE ARE SAYING

Fellows have shared that the course and webinars provided them with a high level of insight, leading them to make changes in their classrooms and communities. Read below for some of the Fellows’ reflections:

“My biggest learning was that of how to implement solutions to tackle issues regarding girls' education. The resources, discussion with my peers and sessions by other educators opened up a whole new world of possibilities which will help me in my practice as an educator for years to come.”

“I've been able to apply what I've learnt in this Fellowship to programme development discussions in my current workplace. For example, in a strategy planning session for a programme focused on getting girls into STEM, I was able to reference material from this Fellowship.”

“I invited an external group to do an FGM workshop with a select group of my y7 (11/12 year old) pupils. More reserved pupils were chosen to develop their leadership skills. They then put together a workshop for the rest of their peers. They were mature in their handling of the difficult subject matter and felt empowered whilst raising awareness to their peers and other staff members. The feedback was incredible and staff were taken aback by their maturity and delicacy in handling issues raised. They created a safe environment that encouraged conversations.”

“I wasn't comfortable enough to talk about girls things like pads etc. But after attending a few sessions here I designed one short discussion within my cluster in a meeting. I also organized a residential learning and sisters shared their period pains and others. I think I won their trust applying my learnings from Global Girls' Education Fellowship.”