P2 UK AID MATCH PROPOSAL FORM This completed form will provide detailed information about your proposal and will be used to assess your proposal and inform funding decisions. It is very important you read the UK Aid Match Guidelines for Applicants and related documents before you complete this proposal form to ensure that you understand and take into account the relevant funding criteria. How: You must submit a Microsoft Word version of your proposal and associated documents using the templates provided, by email, to UKAidMatch@dfid.gov.uk. The form should be completed using Arial font size 12. We do not require a hard copy. When: All documentation must be received by the published funding round deadlines. Documents received after the deadline will not be considered. What: You should submit the following documents: (all templates are on the UK Aid Match web page: www.gov.uk/uk-aid-match. 1. Narrative Proposal: Please use the form below, noting the following page limits:

Sections 3 – 7 : Maximum of 15 (fifteen) A4 pages. For applications for projects which will work in more than 1 country, you may use an additional 2 pages for each additional country (ie. an application for working in 3 countries can be a maximum of 19 pages). Section 8 : Maximum of 3 (three) A4 pages per partner

NOTE: Please complete section 8 information for your own organisation AND for each partner organisation involved in delivering your project. Please do not alter the formatting of the form and guidance notes. Proposals that exceed the page limits or that have amended formatting will not be considered. UK Aid Match funded projects that are up to £2 million in value must only work in one eligible country. UK Aid Match funded projects with a total value of over £2 million can work in up to 3 eligible countries. For proposals to work in more than one country or in different regions within a country, you will need to include information about each country/region where the project context, beneficiaries, approach or the expected results are different. This is to enable your proposal to be assessed within each of the contexts you plan to use UK Aid Match funds in. 2. Logical framework and activities log: Please refer to the UK Aid Match Log-frame guidance and use the Excel log-frame template provided. 3. Project budget: Please use the template provided and refer to the UK Aid Match Guidance for Applicants (G1), the Budget Template Guidance (G3), and all tabs on the budget template. You also need to provide detailed budget notes (in the budget template) to justify the budget figures. For proposals to work in more than one country or in different regions within a country: Where there are substantial differences in the costs of the project in different countries or regions within a country, you need to include these in the budget and provide an explanation for the differences.

4. Risk register/matrix: This should include the main risks related to the project and how you will manage these risks. Please use your own format for this. 5. Project organisational chart / organogram: All applicants must provide a project organisational chart or organogram which includes all the implementing partners and explains the relationships between them. Implementing partners are defined as those that manage project funds and play a prominent role in project management and delivery. The chart should also include other key stakeholders. (Please use your own format for this). 6. Communications Plan: You will also need to complete a Communications Plan and submit this with your application. The plan is comprised of two parts (communications plan and activity timetable). You must also include final written evidence of commitment from your communications partner(s). 7. Cross-cutting issues: Your proposal must explain how it will achieve good value for money and inclusion of marginalised people or groups who live in the project location(s). It should demonstrate how you have determined that the proposed project would offer optimum value for money and that the proposed approach is the most economic, effective and efficient way of addressing the identified problems. It should explain how the proposal will meet the needs of the target population equitably including how it will address any barriers to inclusion of people/groups which are in the project location(s) including in relation to gender, age, disability, HIV/AIDs and other relevant categories depending on the context (eg. caste, ethnicity etc.) 8. Capacity building, empowerment and advocacy: If your proposal includes capacity building, empowerment and/or advocacy objectives it must explain how they contribute to the achievement of the project's outcome and outputs. Please explain clearly why your project includes these elements and what specific targets you have identified. Refer to the Guidance for Applicants (G1) for advice on this. Before submitting your application, please ensure that you have included all relevant documents by completing the table at section 9.

UK AID MATCH PROPOSAL FORM

SECTION 1: INFORMATION ABOUT THE APPLICANT

1.1 Lead organisation name Camfed International

1.2 Contact person Name: Katie Smith Position: Director of Operations Email: .org Tel:

SECTION 2: BASIC INFORMATION ABOUT THE PROJECT

2.1 Project title Empowering young women to prevent the early marriage of vulnerable girls in rural Zambia.

2.2 Country(ies) where project is to be implemented

Zambia

2.3 Locality(ies)/region(s) within country(ies)

Luapula Province: Samfya, Mwense, Mansa districts; Western Province: Sesheke, Kalobo, Lukulu, Sioma districts; Northern Province: Mbala, Mpulungu, Kasama, Mungwi and Chilubi districts; Muchinga Province: Nakonde, Mafinga, Isoka districts.

2.4 Duration of grant request (in months)

30 months

2.5 Project start date (month and year)

July 2018

2.6 Total project budget? In GBP sterling

£1,032,339

2.7 How much do you expect your appeal to raise? What percentage is this of the total project/programme budget?

£500,000 48%

2.8 Please specify the % of project funds to be spent in each project country

100% Zambia

SECTION 3: PROJECT DETAILS

3.1 ACRONYMS For words which you would normally use acronyms for, please write these words in full the first time you use them, followed by the acronym in brackets, and use the acronym after that. Where you feel that it would be useful to provide an explanation of any acronym, please add these here.

CAMA: Camfed Alumnae Association – a network of young educated rural women based in rural Communities; CDC: Community Development Committee – chaired by the DEBS and bringing together a wide range of government and civil society stakeholders to deliver educational improvements; CSO: Civil Society Organisation; DOS: District Operations Secretariat – district-based Camfed staff member; DEBS: District Education Board Secretary (MoGE official); MoGE: Ministry of General Education; MSG: Mother Support Group; PEO: Provincial Education Officer (MoGE official); SBC: School Based Committee – school level group including (government-employed) teachers and head teachers, parents (including PTA members) and students; SRH: Sexual and Reproductive Health

3.2 PROJECT SUMMARY: maximum 5 lines Please provide a brief project summary including the overall change(s) that the initiative is intending to achieve and who will benefit. Please be clear and concise and avoid the use of jargon (This should relate to the outcome statement in the logframe).

The project will enable 16,738 marginalised girls in rural areas of Zambia who are at high risk of early marriage to continue their education at their local secondary schools. They will benefit from the mentoring support of a network of young women school graduates who will join with local government and community authorities to uphold girls’ rights and ensure they have the necessary support to attend school and succeed.

3.3 PROJECT RATIONALE (PROBLEM STATEMENT) Describe the context for the proposed project, by considering the following questions. What specific aspects of poverty is the project aiming to address? What are the causal factors leading to poverty and/or disadvantage? (If applicable) what gaps in service delivery have been identified and how has your proposal considered existing services or initiatives? Which specific groups/people do you expect to benefit? Why and how were these groups chosen? How does the proposal fit with national/regional development plans and with other efforts (eg. of governments, donors, the private sector) to address the development challenges which your proposal aims to address? How does it fit with activities of other development actors? Why has the particular project location(s) been selected and at this particular time?

This project aims to address the complex and interrelated causes of child marriage in rural Zambia. Across the world, child brides are more likely to live in rural areas, come from poorer households and have less schooling1 - girls with secondary schooling are up to six times less likely to be married early than those who have little or no schooling2. Within rural Zambia, restrictive gender norms and high levels of poverty make early marriage both a cause and effect of girls’ drop-out from school. Zambia has some of the highest rates of rural poverty and child marriage in the world. Recent economic progress has not translated into improved quality of life for rural communities: despite a decade of strong economic growth, rural poverty rates increased between 2000 and 2010. 73% of the population in Western province, 64% in Northern and 61% in Luapula, live in extreme poverty3. Social norms de-valuing both girls’ education and women’s participation in the formal labour force can mean that, particularly in poor households, girls are not prioritised in a household’s education investment decisions, often leading to the girl dropping out of school. Within this context, the imperative to earn money can translate into pressures to engage in transactional sex, exposing girls to the risk of pregnancy and HIV/AIDS. Early marriage can seem the only or best available option, and is often used as a coping strategy by struggling families, with parents marrying their daughters early in the belief that this will help relieve the families’ economic burden. Girls who marry young are more likely to drop out of school, when

1 Center for Global Development, ‘Girls Count, A Global Investment and Action Agenda’, 2008 2 International Center for Research on Women, Too Young to Wed: Advocacy Toolkit’, 2006 3 Zambia: MDG progress report 2011, UNDP

the common factor linking improved outcomes for young rural women in Zambia across the board is education. Women who have completed secondary school are more likely to be in waged employment, participate in decision-making, take up a leadership role, and to own a business 4. However, 42% of Zambian women aged 20-49 report having married before age 18, compared to 4.2% of men5. While nationally, the practice appears to be on the decline, urban-rural disparities mean significant challenges remain, particularly in the rural areas this project will target: in Muchinga, one of the target provinces this project the proportion of women aged 20-49 who report having being married before age 18 is 60%6. When girls do go to school, they face structural challenges in the education system that often force them to drop out, and point them back towards early marriage. As well as the direct costs of going to school, these include a lack of female teachers in rural schools, meaning poor support and few role models, narrow curricula that ill-equip girls for life after school, gendered classrooms and discrimination, and the risk of sexual and physical violence at or on the way to school. Because early marriage limits young married girls’ skills, resources, knowledge, social support, mobility, and autonomy, they often have little power in relation to their husband, putting them at greater threat of domestic violence and risky early pregnancies7. Without an education, child brides are less able to earn a safe and adequate income that would lift them and their families out of poverty. Furthermore the lack of power and decision-making autonomy can have a significant influence on economic decisions – where women do have decision-making power and their priorities are reflected in how household resources are allocated, household expenditures on key areas such as education and health tend to be higher8. Ultimately, constraining women’s and girls’ voice and agency contributes to losses in productivity and has long-term effects for global development goals9. The Government of Zambia recognises this challenge, and in 2013 launched a national campaign to end child marriage, focusing on the role of traditional leaders and changes in laws and policies from local level up. In 2016, it developed a National Strategy on Ending Child Marriage, was developed (supported by UNFPA-UNICEF through the Global Programme to Accelerate Action to End Child Marriage) to guide this process. The strategy seeks to facilitate positive change in existing harmful social and gender norms in order to reduce the incidence of child marriage, and includes a clear focus on the central role of education and school-based interventions10. The UNFPA-UNICEF programme will continue its support to the Zambian government over the next 10 years, first focussing on the strengthening of institutions and systems and building a strong evidence base for effective interventions at scale, and later bringing in a broader number of key actors, accelerate change and focus on strengthened political support, policies and frameworks. The timing of this Aid Match project is ideally positioned to feed into that evidence base to inform the second phase of the programme. While reform of the legal and policy framework is a necessary element of eliminating child marriage, multiple research studies11 have found that regulations and oversight need to be accompanied by an aware and supportive public and empowered children. Interventions to eradicate child marriage are most powerful when they: empower girls with information, skills and support networks; enhance the accessibility and quality of formal schooling for girls; and offer economic support and incentives for girls and their families to keep girls in school or marry later12. Under this project Camfed will work with and through existing government and civil society structures to tackle the demand and supply side problems in the education system that contribute to high levels of child marriage in the target districts. It will empower educated young women through training, mentoring and access to finance, to provide the targeted support vulnerable girls need to stay in school, including coaching in life skills and SRH awareness, at the same time as making their own transition to a secure, economically independent adulthood. These young women will fill the ‘role model gap’ in schools, and help reset expectations and norms for girls in their communities. The project will also place young women at the centre of a community-based advocacy strategy against child marriage, engaging traditional leaders, parents and the wider community to come together to protect and uphold girls’ rights.

4 The World Bank, ‘World Development Report 2012: Gender, Equality and Development’, Zambia DHS, 2010 5 Zambia DHS, 2010 6 Zambia DHS, 2010 7 National Bureau of Economic Research, ‘Women’s Empowerment and Economic Development’, 2011 8 IFPRI, ‘Household Decisions, Gender, and Development’, 2003 9 World Bank, ‘Empowering Women and Girls for Shared Prosperity, 2014. 10 Zambia National Strategy for Ending Child Marriage, 2016. http://zambia.unfpa.org 11 Parsons et al, ‘Economic Impacts of Child Marriage: A Review of the Literature’, 2015 12 Ibid

3.4 TARGET GROUP (DIRECT AND INDIRECT BENEFICIARIES) Who will be the DIRECT beneficiaries of your project, where direct means those benefiting at outcome level? Describe the direct beneficiary groups, and state how many people are expected to benefit, differentiating between male and female beneficiaries where possible, as well as other sub-groups. Also explain how you have calculated the beneficiary numbers.

DIRECT:

a) Description of groups:

1) Adolescent girls in Grades 8 to 12 of 85 partner schools, marginalised by virtue of gender, rurality and poverty, and at risk of early marriage. 2) Adolescent girls identified as particularly vulnerable who have recently dropped out or are at risk of dropping out of school and judged by local school and district level partnerships to be at risk of child marriage including girls affected by long-term illness or disability[1]. 3) Young women from poor or vulnerable backgrounds, recently graduated from secondary school in marginalised rural communities in 15 districts and previously supported through school by Camfed.

b) Number of beneficiaries:

1) 16,738 marginalised adolescent girls, calculated on the basis average enrolments in Grades 8 to 12 across the 85 partner schools plus additional girls who are supported to re-enrol in school 2) Of those, 6346 particularly vulnerable adolescent girls (including approximately 500 disabled girls[2]), will receive additional, targeted support. 3) 215 young educated women (including 15 core trainers) members of the CAMA alumnae network of educated rural young women, trained to deliver life skills sessions and community based advocacy and in return receiving access to kiva loans and financial training to start local businesses. Total: Female (16,953) Male (0)

Who will be the indirect (wider) beneficiaries of your project intervention and how many will benefit? Please describe the type(s) of indirect beneficiaries and then provide a total number.

INDIRECT:

a) Description 1) Boys across grades 8-12 of the 85 target schools; the peers of the adolescent girls at the centre of the project. 2) Parents and guardians, particularly of the most vulnerable girls in the 85 target schools, but also more broadly across the 15 rural districts, reached through community engagement meetings and day to day outreach activities of the trained school graduates. 2) School management teams of the 85 partner schools, made up of head teachers, bursars, PTA representatives and local traditional leaders, engaged by trained school graduates in conducting their weekly school sessions 3) Senior chiefs and village head men across 15 rural districts 4) Family members of the 215 trained young women, indirectly benefitting from increased financial security as the young women set up businesses using business loans. 5) Members of the wider CAMA network benefitting from strengthened capacity and profile of the network across 15

[1] Girls will be identified by Camfed’s existing network of community activists using a comprehensive set of marginality criteria. A recent evaluation of Camfed’s programme found that of those girls supported by Camfed, 31% self-reported a disability, 52% were orphans, 26% were in an elderly-headed household and 42% were in a female-headed household. [2] Ibid

districts and engaged in generating additional support for girls at risk of early marriage.

b) Number 1) 17,595 boys across grades 8-12 in the 85 partner schools, benefiting from a more supportive school environment with an assumed 30% joining the sessions run by trained school graduates 2) 6346 parents and guardians (one per girl, through a combination of 30 district level engagement meetings each with an average 175 participants, and direct outreach by the trained graduates, assumed 50% male, 50% female) 3) 1275 members of school management teams (approximately 15 per school, estimated two thirds male) 4) 100 traditional leaders (15 Senior Chiefs at district level and 85 village head men at school level, assumed male) 5) 1,144 family members (based on an average rural household size of 5.2, 50% male, 50% female) [3] 6) 3,370 young women members of CAMA, based on current district membership Total: Female (7,498) Male (22,332)

3.5 POTENTIAL PROJECT IMPACT Please describe the anticipated impact of the project in terms of poverty reduction. What changes are anticipated for the beneficiary target groups identified in 3.4 (both direct and indirect beneficiaries) within the lifetime of the project?

Within the lifetime of the project, we anticipate the improved retention at secondary school of 16,738 marginalised adolescent girls who would otherwise be at high risk of school drop-out and early marriage in 15 rural districts of Zambia. This includes the hardest-to-reach girls, including those affected by disability. We will see an improvement in girls’ progression rates between school years in the target schools, and a reduction in early marriage as a cause or consequence of school drop-out among girls. We anticipate increased knowledge among girls regarding their rights, and increased awareness among all stakeholders regarding the risks and consequences of child marriage, leading to an increase in the level of support generated locally to support girls in education. The longer term benefits to the girls who are reached through the project relate to the informed, empowered life choices that they are in a position to make as a result of their secondary education combined with the additional SRH and life skills education. This includes increased earning potential which is widely documented as a benefit stemming from secondary education (see World Bank analysis in 2002 which stated that one additional school year can increase a woman’s earnings by 10-20%, for example). It is highly likely that by supporting these girls to remain in school, the project will lead to an increase in their future earnings, thus reducing the likelihood that her and her family will live in poverty. More broadly, the 2011 GEM report estimated that each additional year of schooling raises average annual gross domestic product growth by 0.37%13. For the young women school graduates leading interventions in school and in the community, and based on our experience from a similar model implemented by Camfed in Tanzania and Zimbabwe, we anticipate that within the lifetime of the project, these young women will gain the skills, experience and knowledge to take a significant step towards economic independence, and that a high proportion will secure a BTEC qualification as a result of their engagement in the programme, increasing the possibility of securing a place in further education or employment. As a result of their involvement in the project, the young women will take up positions of local leadership or influence, providing important role models for younger girls, and supporting the longer term shift in gender norms.

[3] Republic of Zambia Central Statistical Office, 2015 Living Conditions Monitoring Survey 13 GEM Report, Education Counts, Towards the Millennium Development Goals, 2011

For boys attending the in-school life skills sessions, we anticipate an increased awareness of and a greater respect for the rights of their vulnerable female peers. Within the lifetime of the project, this is likely to contribute towards the increased retention of girls in school, and a reduction in school related gender based violence, which in turn will lead to girls feeling safer and better able to participate in school. Evidence from a similar project in Tanzania and Zimbabwe also suggests the life skills sessions will lead to an increase in learning outcomes across boys and girls, marginalised and less marginalised. Through the project, parents and guardians, school management bodies and traditional leaders, reached through the actions of the trained school graduates, will gain knowledge and understanding of the challenges faced by and opportunities available to adolescent girls and have greater capacity to respond to them. School management will engage with trained secondary graduates to better understand and respond to the needs of vulnerable girls, including through more consistent implementation of the school re-entry policy. Parents and guardians in particular will have greater awareness of child protection issues more broadly and greater visibility of the roles and responsibilities of the different stakeholders involved at district level, increasing the likelihood that child protection issues more broadly, and child marriage specifically, is identified as an issue of concern and reported to authorities. Traditional leaders will have greater awareness of the value of girls’ education and the dangers of child marriage, and will be supported to implement by-laws at community level that punish those condoning/supporting child marriage; by-laws that are likely to contribute significantly to the increased retention of girls in school.

3.6 DESIGN PROCESS Describe the process of preparing this project proposal. Who has been involved in the process and over what period of time? How have the intended beneficiaries and other stakeholders been involved in the design? What lessons have you drawn on (from your own and others’ past experience) in designing this project? Please describe the outcomes achieved and the specific lessons learned that have informed this proposal.

Project design has been led by young women and rural communities, including through collaboration and consultation at national review meetings, and through their work at the frontline of delivery of Camfed’s wider programme. It has been further informed by Camfed’s engagement with the Ministry of Education and Ministry of Gender and by independent evaluations of Camfed’s interventions in Zambia and in other countries in the region.

Camfed Zambia currently operates in 42 rural districts, identified in partnership with the MoGE in order to maximise effectiveness and cover gaps in service provision. Camfed has been working under a MoU with the MoGE since 2004. The 15 districts in which the project will take place were identified based on high levels of school drop-out and low progression rates among girls. The 85 schools selected are all existing Camfed partner schools, located in poor rural communities and whose catchment areas are predominantly from poor families.

CAMA was established in Zambia in 2007 when the first cohort of Camfed supported students graduated secondary school. Since then the network has matured to become a nationwide self-governed network, with democratically elected CAMA leaders at national and district level. CAMA committees have played a key role in identifying the risks and pressures girls face in relation to early marriage which have informed the design of this project and will underpin a context-specific and context-appropriate response. This has included qualitative surveys conducted with CAMA members, girls, parents and teachers in 2016.

Community ownership of Camfed’s programmes means that every element of this project has been developed in partnership with beneficiaries and key stakeholders (men and women). A bottom up annual planning process ensures that a range of stakeholders, including traditional leaders, parent support groups, teachers and district officials, feed into programme planning and review (see Section 7 for further details on the local partnership infrastructure).

The Aid Match project design is informed by evaluation findings of Camfed’s programme in Tanzania and Zimbabwe which showed that the combination of financial support and the delivery of life skills and outreach sessions by the school graduates, were critical in preventing girls from dropping out of school. Through the Aid Match project we intend to target girls in Grades 8-12 of secondary schools, when girls

are most vulnerable to the threat of child marriage. In Muchinga province, the project will be implemented in districts neighbouring those reached under GEC-T and we will maximise opportunities to build efficiencies between the two projects and benefit from cross learning, for example combining review meetings.

The project will also draw on lessons from both Tanzania and Zimbabwe in supporting young women in the management of loans to start small businesses process, for example extending the loan application process from one month to three months to allow more time for the assessment of the young woman’s business plan as well as her circumstances in order to decide upon an appropriate loan size and the level of loan management training that she requires.

Camfed recognises that programming that seeks to turn around accepted gender norms, without sufficient integration of all stakeholders and influencers in project design and delivery can create unintended risk and harm to beneficiaries. It can also ignore that poor boys face particularly barriers of their own. The project therefore deliberately engages men and boys as implementers and clients from the outset: from design stages through to delivery to programme monitoring, it will bring the full range of stakeholders who influence girls’ lives and outcomes together, in support of the project aims.

3.7 PROJECT APPROACH Please provide details on the project approach proposed to address the problem(s) you have defined in section 3.3. Why do you consider this approach to be the most effective way to achieve the project outcome? Please justify the timeframe and scope of your project and ensure that the narrative relates to the logframe and budget.

The project creates a virtuous cycle in empowering young rural women to successfully transition from school to economic independence, and in turn to support vulnerable girls in their communities to stay in school, learn, and escape early marriage. It capitalises on an existing local partnership infrastructure in rural areas at the centre of which is CAMA, the Camfed alumnae association, an empowered and growing network of young women who have graduated from secondary school with Camfed’s support and who have first-hand experience of the challenges girls face. This means that the approach is cost-effective, locally embedded, and has the potential to be scaled to other districts and school communities. The project incorporates a set of interlinked interventions to provide a comprehensive approach to tackle the complex and interrelated factors that underpin the high incidence of child marriage among girls in Zambia. The focus is on adolescent girls in impoverished rural areas who are at high risk of dropping out from secondary school. It directly complements other Camfed interventions which are supporting girls to make the transition from upper primary to secondary school: (i) Young women school graduates are trained to deliver a bespoke life skills curriculum in rural secondary schools to support the school retention, participation and success of marginalised girls at risk of early marriage

Young women school graduates will sign up to an 18-month commitment to work in their local secondary schools to deliver life skills sessions that incorporate an SRH curriculum and core skills that relate to self-efficacy, critical thinking and self-esteem. These sessions will be delivered to all children in a class and incorporate pedagogical approaches to ensure that the most marginalised girls fully participate. 200 young women will take on this role in 85 secondary schools reaching over 22,000 children, including 16,738 marginalised girls. These young women will undergo a comprehensive training programme delivered at provincial level by a core team of trainers who then provide regular refresher training, review and oversight. These core trainers are recruited through a competitive process and are drawn from the CAMA network.

The incentive scheme that underpins the 18-month commitment to this role by young women is centred on the provision of interest-free loans to enable them to start local businesses, for which they receive additional training and wraparound support, on the basis that their volunteering is recognised in lieu of financial interest. These loans are provided through Camfed’s partner, online micro loan provider, Kiva, and are managed with the support of CAMA committees backstopped by Camfed Zambia district secretariats.

The effectiveness of this approach – both in improving girls’ participation in school and in opening up opportunities for school graduates – has been proven in Tanzania and Zimbabwe where it has been implemented by Camfed since 2013. The young women who take up this role in their local schools provide a valued source of inspiration and support to marginalised girls, and represent important role models, which is of particular significance in a context where there are few female teachers at secondary school level and the majority are deployed from outside the local area. The unique qualification of CAMA members to support vulnerable girls to escape child marriage is captured in a quote from an independent evaluation of a similar programme in Tanzania, undertaken by CIDT “They are closer to the students, so the students are more likely to confide in them and are (in the majority of cases) extremely well regarded by the students (both girls and boys). They understand the issues that challenge girls in the communities, and often know each and every story behind marginalised girls in their community. They are more approachable on issues related to abuse and child protection in general. They provide strong role models for these girls”.

(ii) Girls who are identified as being critically vulnerable to early marriage, either having dropped out from school or at high risk of doing so, are provided with additional material support to stay in school

The young women school graduates who are volunteering in their local schools are themselves from highly marginalised backgrounds and are sensitised to the particular challenges that girls face. They are also from the local community and are familiar with the home situation of school students. Their presence in schools provides the opportunity for an early warning system in identifying girls who may be at particular risk of school drop-out, and their familiarity in the community enables them to make follow up home visits. These visits provide the opportunity to identify especially marginalised girls who need additional support to attend school, including those who may be affected by disability or those from child-headed households.

This support is responsive to the particular needs a girl may face, and may include support for school-going costs or assistance in finding safe accommodation near the school if the distance from home is too far to walk each day. It is provided in combination with psycho social support and counselling from trained school graduates and teacher mentors, alongside additional engagement with girls’ parents or guardians where needed. The infrastructure of local partners, which includes cross-sectoral committees (see Section 3.6 for further detail) provides an extensive support network for school graduates to draw on where this additional support is needed, including established processes for administering funds for school-going costs.

Importantly, this is where the “triple match” concept comes in. We’ll be able to demonstrate how young women and their communities can raise additional resources on top of those provided through UKAID match to support girls who are at risk from school drop-out. Young women who are part of the CAMA network have demonstrated their commitment and ability to raise additional resources to support children in their community to go to school (on average two children per CAMA member). This project empowers young women to step up this additional support, meaning that the UKAID match will be matched again by the resources raised by young women in their communities in support of girls. Examples are highlighted in the attached communications plan, including Alice Saisha in Samfya district who is herself now directly supporting 11 children.

(iii) School communities take action to address the issue of early marriage

The infrastructure of local partnerships that underpin this project, and that draw together local civil, school and government authorities alongside parents and young people, provide the opportunity for a joined-up, cross-sectoral approach in school communities and across districts to raise awareness and reinforce children’s rights.

Traditional chiefs will be a key target group in the outreach and advocacy in communities to address early marriage. Camfed has successfully worked with Chiefs to promote girls’ education, including in the development of by-laws to address early marriage. Under this project, Camfed will draw on key champions among Senior Chiefs and village leaders who will work with their counterparts in the target districts to extend the adoption and implementation of by-laws, and reinforce child protection in school communities.

Through working with DEBS and school leadership, we will advocate for the implementation and monitoring of the school re-entry policy, to ensure this is systematically adopted across schools in

rural areas. This will form part of the wider approach to tackle girls’ risk of school drop-out and early marriage, and to promote a school culture in which every case of drop-out is followed up.

(iii) Young women are recognised as important advocates and champions on the local and national stage to address the issue of early marriage

This project positions young women who have themselves successfully overcome challenges to complete school, as the experts in understanding the support needed for girls to continue their education and avoid early marriage. It also positions them as a source of inspiration and role models for girls in their communities and beyond. Additional advocacy training will be provided to the 200 young women working in local schools, as well as the wider CAMA network, in enabling young women to join forces with local authorities in driving an effective campaign against early marriage, and demonstrating by example the futures that education can unlock.

The young women who successfully complete the 18-month commitment to deliver the life skills sessions in schools to a recognised pedagogical standard, will receive a BTEC qualification. This will provide them with an important incentive as a stepping stone to further education and employment, and also raise their status in the eyes of schools and communities, thereby reinforcing the value of girls’ education.

At the local level, young women will access new platforms and join decision-making bodies alongside local authorities to further promote girls’ education and advocate against early marriage. An example of the potential success of this approach is illustrated in Muchinga District, where the Chief has provided 200 hectares to Camfed to enable young women in CAMA to start local businesses in recognition of the value of the approach to support girls’ education and promote young women’s leadership. This provides a strong indication of the local resources that will be unlocked through this project and the recognition being afforded to young women’s leadership.

In liaison with national partners, we will identify opportunities for young women to access platforms as part of the National Strategy on Ending Child Marriage, to promote a positive message on the transformative potential of girls’ secondary education as an alternative pathway to early marriage.

The timeframe for the project to set for 30 months to cover the training programme for young women, enable continued support for girls through at least 2 years of secondary school, and provide the opportunity to embed activities in schools for the longer term.

3.8 SUSTAINABILITY AND SCALING-UP How will you ensure that the benefits of the project are sustained? How will costs of any posts or maintenance of infrastructure provided by the project be paid for after project funding finishes? Please provide details of any ways in which you see this initiative leading to other funding or being scaled up through work done by others in the future.

This project is designed to maximise value for money by creating a ‘virtuous cycle’ through which educated young women support the next generation of girls to avoid early marriage and pregnancy and complete their own education. In this way young women, through both their time volunteered to the programme and their own fundraising activities, will provide a third ‘match’ to initial project funding and the UKAID match, to multiply the returns on the initial investment for thousands more girls in rural communities. As a network of young women who were themselves identified and supported by their communities and Camfed to attend school, they are committed to providing the same opportunities to vulnerable young girls facing similar backgrounds of poverty and marginalisation. Last year alone, CAMA members in Zambia provided support to 7734 children to go to secondary school, while community partners supported an additional 4921. By investing in this network of young women school graduates, we release that potential and multiply the number of girls who benefit. Independent evaluations of Camfed’s programmes in Zambia, Zimbabwe and Tanzania (2016) found that Camfed’s approach of combining an embedded local infrastructure for the delivery of interventions in school and communities with strong partnerships with government at all levels, provided an important foundation for scaling and ‘to an extent’, sustaining activities. Our proposed project builds on this approach with a particular focus on the issue of early marriage, and incorporates greater outreach in communities, including with traditional leaders, to further catalyse a level of social and systemic change that will be sustained beyond the life of the project. The project will be delivered through the existing CAMA network at community, district and national level, thereby leveraging existing capacity and thus increasing efficiency. Training of recent school

graduates will be led by CAMA members who are based in the districts and communities. This means they are well placed to deliver cost-effective training and ongoing support that would otherwise be prohibitively expensive to deliver, given Zambia’s large size and low population density. The CAMA network is set to grow significantly over the next 3 years, with more than 3,000 girls supported at secondary school by Camfed set to graduate from school, joining a CAMA network now numbering 9455 secondary school graduates, stretching across rural Zambia. The potential for future scaling of the programme and reaching hundreds of thousands of vulnerable girls is therefore considerable. Camfed’s close partnership with government structures will allow Camfed to draw on Ministry resources, e.g. venues and vehicles, in project delivery, and will ensure that to the extent possible, the project is embedded into existing school and district structures for sustainability. In order to maximise the engagement of both the Ministry of General Education (MoGE) and the Ministry of Gender in this project, Camfed Zambia will closely involve both Ministries in the roll out of the project, not least through joint monitoring visits to review project delivery. The project is also positioned in full complement to other ongoing interventions to support to girls in the transition from primary to secondary, which includes Camfed’s project under the Girls’ Education Challenge operating in 3 districts. While these interventions are operating in different districts, we will ensure that lessons/practices are shared across districts with a view to future replication of project activities. The project will benefit from Camfed Zambia’s leading role in key national advisory bodies including the Zambia National Education Commission (ZANEC) and the Gender and Equity Committee; the MoGE and Ministry of Gender frequently seek Camfed Zambia’s contribution to and review of national policies on education, gender and child protection, which provides an important opportunity to bring through lessons from the project. Importantly, the project is positioned within the wider framework of the National Strategy on Ending Child Marriage, which will potentially open up future funding opportunities at national level for the extension and scale-up of activities. Through its membership of ECM, Camfed Zambia will be well positioned to influence and coordinate with Zambia’s wider Child Marriage strategy implementation, and planning for the next phase of the Global Programme to Accelerate Action to End Child Marriage.

3.9 SCALING YOUR PROJECT UP OR DOWN How will you expand or reduce the scope of the project if your appeal income is different from what you have estimated it will be?

If the appeal income is higher than estimated, we shall increase the number of graduates trained and the number of schools in which the programme will take place – continuing to work on the basis of two graduates on average per school. If the number of schools is increased to the extent that the project has extended to all target secondary schools within a district, the project will be expanded to a new district. Districts will continue to be selected on the basis of the level of need according to the level of drop out from secondary school among girls, and the presence of the CAMA network and therefore pool of suitable applicants to take up the formal role of working schools. There are currently 9455 members of CAMA in Zambia, and Camfed Zambia already partners with 1080 schools across 23 districts, so the potential for scale up – while continuing to capitalise on the existing community partnership structures already in place – is considerable. The Ministry of General Education is highly supportive of wider roll-out of the programme. If the appeal income is lower than estimated, we shall reduce the number of school graduates trained at the same time as limiting the project to a smaller number of districts in order maintain an adequate local support network for those young women taking part in the programme.

SECTION 4: PROJECT RISKS AND MITIGATION

4.1 How does your organisation approach the identification and management of risks associated with the delivery of a project? What systems and processes do you have in place? Please also include with your application a separate risk register/matrix showing the risks associated with your proposed project and how you will mitigate them, for which you should use your own format.

Camfed International and all Camfed national organisations, including Camfed Zambia, maintain detailed organisational risk registers comprising external and internal risks, and mitigation strategies

reflecting relevant context. Overall risk management is the responsibility of the Camfed International Board, exercised through the Chief Executive, and is cascaded through the entire structure up to and including district partners and beneficiaries. All downstream risks are classified as either Strategic, Operational, Financial, Governance/Compliance or External. The identification of risk involves both a pro-active approach and a retrospective review of events. When risks are identified, each one is analysed in order to assess the likely impact, the likelihood of this impact occurring and how often it is likely to re-occur. When evaluating risks, consideration of the existing controls in place for that risk and, more importantly, the adequacy and effectiveness of those controls will form part of the assessment. Where possible downside risk assessment is done that quantifies the “worst case” scenario of the potential impact. Monitoring and escalation is mapped to reflect the roles and responsibilities of each in the structure. A combination of risk probability (red, amber, green), risk rating and risk appetite to determine “avoid, transfer, limit or accept” determines reaction and turnaround period required through the escalation framework. Risk registers maintained by Camfed International and Camfed Zambia are reviewed quarterly by the Camfed International Board and Executive Team and inform the Internal Audit plan for the subsequent twelve months. Responsibility and further actions are assigned to the relevant member of the Senior Management Team, who collectively review and update the Risk Register twice a year. The following processes/systems are in place to underpin the process of risk identification, management and review in addition to those described above:

Master Co-operative agreement in place between Camfed International and Camfed Zambia

Monthly financial reporting from Camfed Zambia to Camfed International

Biweekly review meetings between Camfed International and Camfed Zambia projects;

Weekly Executive Team meetings to review programme and strategy;

Operations and HR manuals outlining policies and procedures including on fraud, anti-bribery and corruption, and financial controls, shared across all staff and reviewed annually;

Strict financial control procedures such as segregation of duties; setting tiered authorisation limits; strict budgetary controls including monthly expenditure assessments and approvals; regular office and field based internal audits and the assessment of the internal audit reports by Camfed Executive team and the Finance and Audit Committee.

Annual, unannounced external audit of all Camfed organisations

Child Protection Policy: a strict statement of principles and procedures that applies to all employees, partners, and any other person/organisation that comes into contact with children and vulnerable young adults.

A project risk register aligned with Camfed International and Camfed Zambia’s organisational risk registers is included with this application.

4.2 ENVIRONMENT AND CLIMATE CHANGE What are the opportunities and the risks of the project in relation to environmental sustainability and climate change? Please specify what overall impact (positive, neutral or negative) the project is likely to have on the environment and climate change. Where relevant, please also specify what impact the environment and climate change are likely to have on the project. In each case, what steps have you taken to assess any potential impact? Please note the severity of the impacts and how the project will mitigate any potentially negative impacts, as well as how it will make use of opportunities to increase the positive impacts.

The overall impact of the project on the environment and climate change is likely to be positive. By supporting girls to remain in school for longer and reducing early marriage, the project will help to slow population growth (in Africa, IIASA estimates that improved education could lead to 1.8 billion fewer people by 210014) leading in the longer term to reduced environmental damage. A recent report international report stated ‘the cheapest, most cost-effective mechanism for reducing emissions… is education, or more specifically girls’ education, that is far more likely to result in lower carbon emissions than a shift to renewables, improved agricultural practices, urban public transport, or any other strategy now being contemplated’ (Kharas, H. Brookings Institution, 2016). A 2010 World Bank

14 International Institute for Applied Systems Analysis (IIASA), 2010.

study found that educating young women may be one of the best climate change disaster prevention investments in addition to providing high social rates of return in overall sustainable development15. In addition to supporting girls’ education, this project will also contribute to environmental sustainability through the businesses that the young women school graduates establish in their local communities with the support of the interest-free loans. An emphasis will be on agricultural businesses focused on sustainable farming practices; the training programme for young women setting up businesses will include input from 13 CAMA members who have previously participated in Earth University’s programme to study agricultural sciences and natural resources management. This will include a focus on resilient farming practices to counter the impact of erratic weather patterns, with a view to these practices being adopted more widely in the project communities as a result of being showcased in young women’s businesses.

SECTION 5: MONITORING, EVALUATION, LESSON LEARNING This section should clearly relate to the project logframe and the relevant sections of the budget.

5.1 How will the performance of the project be monitored? Who will be involved? What tools and approaches are you intending to use? What training is required for partners to monitor and evaluate the project?

Project monitoring and data collection will be led by a network of trained community activists (including members of the CAMA network), supported by a team of M&E specialist staff within Camfed Zambia, who will make quarterly support visits to the project districts. Data against school and community-level indicators will be collected in specially designed forms using mobile technology and uploaded to Camfed’s cloud-based programme database, held in Salesforce: using this approach Camfed collects comprehensive data at the level of the individual girl against 57 key performance indicators, including retention, progression, and completion. Information about the progress of young women trained under the project on the support they provide to girls at school, their work with schools and communities to advocate against child marriage, and the impact of their own training and access to loans, will be collected on a monthly basis through the submission of paper based forms to the Core Trainers supporting their work. Additional components of the M&E strategy include:

Routine monitoring of CAMA meetings and activities, collected by the CAMA District Committee

Pre and post surveys to monitor the quality of the training sessions

Pre and post surveys of students attending sessions run by young women in schools to measure changes in their understanding and knowledge about their rights regarding child marriage and where to seek help and support if at risk of child marriage

Termly classroom observations of young women’s session delivery in schools, led by Core Trainers using a tool piloted by Camfed in Tanzania and Zimbabwe and adapted under this project for the Zambian context

An internal baseline and end-of-project review, led by trained community stakeholders. The end-of-project review will employ a number of quantitative and qualitative tools including questionnaires and focus group discussions with girls, young women, teachers and community members.

Community activists trained in data collection by Camfed are already based in the target districts; during the project timeline they will receive additional support with new tools and refresher training as relevant; Core Trainers will be trained in classroom observation and data collection as part of their initial training; enumerators for the baseline and end-of-project study will be selected and trained in the use of quantitative and qualitative tools in Y1 and Y3 respectively, with enumerators retained for both studies where possible.

5.2 Please use this section to explain the budget allocated to M&E. Please ensure there is provision for baseline and on-going data collection and an end of project review. If you think there is a case for undertaking an independent mid-term review of the project, or a final independent evaluation (eg. if the project is testing a new approach, or working in a

15 Adaptation to Climate Extremes in Developing Countries, World Bank, 2010

particularly difficult or sensitive context, or is high value), please include costs for this in your budget.

The budget allocated for ongoing monitoring of project delivery is £118,706:

£18,528 will fund the training of local enumerators and a baseline survey conducted in the first three months of the project to collect information on indicators which are currently to be confirmed – following the survey all assumptions and indicators will be reviewed.

£79,190 will fund ongoing district-level data collection, including: monthly monitoring of school-level activities led by young women; regular collection of school-level data including girls’ progression rates; oversight of the low-cost loan programme for young women led by CAMA District Committees. As described in 5.1 this is volunteer stakeholder-led and backstopped by quarterly support visits by national staff. Included within the cost of each training session is the implementation of pre and post training surveys in order to capture information about the participants and to measure achievements in terms of their knowledge, understanding and skills being covered through each training session.

£20,988 will cover the cost of an end-of-project review which will include school- and community-based surveys to assess the impact of the project on attitudes to early marriage and girls’ education, girls’ outcomes at school, and changes in the trajectory and opportunities for young women trained under the programme and their households and communities.

5.3 Please explain how the learning from this project will be incorporated into your organisation and disseminated, and to whom this information will be targeted (e.g. project stakeholders and others outside of the project). If you have specific ideas for key learning questions to be answered through the implementation of this project, please state them here.

For Camfed, the ‘who’ and the ‘how’ of data collection are important in order to combat the often extractive and disempowering nature of evaluation. Community stakeholders are intentionally involved at every stage of gathering, analysing and using information to ensure that the project outcomes are owned in communities, and that stakeholders are able to use and act upon findings. Learning will be deployed widely internally and externally through the life of the project to improve implementation and to inform strategies for replication and scale. Camfed International and Camfed Zambia will use regular project calls to discuss emerging learning. Camfed Zambia’s AGMs, at district and national level, which bring together community, district and national level stakeholders, will be key opportunities to share learning with a wider audience. Together with the Centre for Research for Equitable Access and Learning at the University of Cambridge Camfed is conducting ongoing analysis of the impact and value-for-money of interventions at programme and individual level, and learning from this project will inform that partnership. There are several key audiences for data sharing: (1) Community members who will use data to build their capacity and agency; (2) Regional learning within Camfed – so that community activists and Camfed staff in Zimbabwe, Ghana, Malawi and Tanzania can deploy learning and insights from this initiative across the region; (3) Zambian government departments (Ministry for General Education, Ministry of Gender). Camfed will also share learning about what works with (4) the wider international development sector, including organisations working on combatting child marriage, rural livelihoods, gender equality and financial service providers. Finally, (5) the British public will be kept engaged and informed about the impact their donations have made through updates shared through Camfed’s communications partners.

SECTION 6: EXPERIENCE/TRACK RECORD

6.1 What is the value added of your organisation in delivering the proposed intervention? What is your organisation’s track record in delivering similar interventions in similar contexts for a similar cost? Please include the details of the development results achieved. If your organisation has not delivered this type of intervention before, what learning/evidence underpins your proposal?

Between 2008 and 2011, Camfed Zambia and Camfed Zimbabwe partnered with the Goldman Sachs 10,000 Women Initiative, with oversight from Camfed International, to support approximately 450

secondary school graduates with intensive leadership and entrepreneurship training, with a total budget of $3.5m (approx. £2.7m). By the end of the project, 75 new businesses were created and 40 existing businesses were strengthened. The number of young women who felt that parents had a right to give their children away in marriage dropped from 21% to 6%. The project uncovered a number of challenges, a key one being the lack of credit for those seeking to set up a new business from scratch. This learning, and the training content went on to inform our partnership with Kiva loans and the training delivered to young women applying for the loans. Camfed also has the ability to draw on learning and experience accrued through our programme in Tanzania and Zimbabwe, where recent school graduates returned to local schools to support marginalised children in their studies and deliver a life skills and wellbeing programme – gaining access to interest–free loans through Kiva. The programme has since been extended to Ghana. A total of 4,332 young women have been trained to date across the three countries, reaching over 250,000 children with weekly sessions. In 2015, through their activism and using the training and leadership capacity built through the project, these young women returned a total of 4,563 students who had dropped out to school. The project mid-line and end-line surveys showed an increase in retention and improved learning outcomes. Aid Match offers the opportunity to integrate and scale these interventions across 15 districts in Zambia. The CAMA network is central to Camfed’s model and will be integral to the Aid Match project. As local experts, empowered through Camfed’s long-term support, CAMA brings unique capacity and experience to support the piloting and spread of innovation. Aid Match offers the opportunity to maximise the contribution that CAMA can make in driving transformative change, as an important platform for youth engagement. Camfed’s long-term, apolitical and integrated partnerships with governments enable Camfed to influence policy at all levels. Notable advocacy achievements include the official adoption by the MoGE in Zambia of Camfed’s child protection guidelines for national rollout across all schools.

SECTION 7: PROJECT MANAGEMENT AND IMPLEMENTATION

7.1 PROJECT MANAGEMENT Please outline the management arrangements for this project.

Camfed Zambia has responsibility for project implementation and management of project funds. District Operations Secretariats (DOSs) – a single member of Camfed staff based in each district – will be the first point of contact for programme implementation and monitoring on the ground, responsible for managing funds locally and ensuring smooth project management. The DOS is positioned to provide support, as well as a link to other districts and the Camfed national team, for the community (CDC) structures leading programme delivery and monitoring, which include a broad representation of stakeholders, such as district level government officials, traditional leaders and headteachers, social services, parents, and young women and students themselves. As the programme’s frontline experts, these stakeholders will lead the expansion and implementation of activities based on their unique understanding of local context, challenges and opportunities. CAMA members will also be important members of the implementation team, applying their direct understanding of the barriers that stand in the way of girls’ education and progression to economic independence to programme delivery. Core Trainers and trained young women, supported by CAMA district and national level leadership, will work alongside the DOSs to lead programme delivery, organising training sessions and meetings, liaising with school leadership to arrange in-school sessions and activities and maintaining good working relationships with school staff and community members. Camfed national office staff will support DOSs, CAMA and district structures in project delivery, providing overall strategy and activity planning, financial oversight, data collection and monitoring, as well as engagement with national level government. In total, the Camfed staff required to deliver the project represent a FTE of 19.5. In Zambia this includes time for 10 National Office staff members, 15 DOSs (one per district), and 15 young women selected and employed as Core Trainers under this project (1 per district. Six Camfed International staff based in the UK will support the project, equivalent to 0.5 FTE. The implementation of the programme will be the

responsibility of Camfed Zambia’s Head of Education, supported by five additional members of the Programmes team, with overall programme oversight provided by the National Director. Locally, implementation will be managed by the DOSs in the 15 target districts. Monitoring and evaluation of the project’s impact and results will be led by Camfed Zambia’s Head of Impact, supported by one additional members of the Impact team and an IT officer to assist with data analysis, as well as community stakeholders trained in data gathering. Camfed Zambia’s Head of Finance will be responsible for overseeing the accountability and transparency of the programme’s finances. A driver will also provide administrative support to the programme, for example, on monitoring visits. Camfed International staff will provide support to Camfed Zambia Camfed International will provide oversight and technical support, including in reporting, systems, partner management and data management. It will apply learning from across the five countries in which Camfed operates, and utilise experience gained from managing strategic partnerships with a range of donors such as the European Commission, USAID and the Norwegian Agency for Development Cooperation. Bi-weekly governance calls are currently held between Camfed International and Camfed Zambia to review and track overall programme progress, providing an early warning system for issues or challenges that may mean additional support is required to maintain progress and achieve project milestones. The National Director of Camfed Zambia sits on Camfed’s international Executive Team, alongside National Directors of all other Camfed national organisations, plus the the CEO, CFO, Regional Directors and Director of Operations. Camfed International and Camfed Zambia will work together within these governance structures to deliver the project and report on progress and impact

7.2 NEW SYSTEMS, INFRASTRUCTURE, AND/OR STAFFING Please outline any new systems, infrastructure, and/or staffing that would be required to implement this project. Note that these need to be considered when discussing sustainability and project timeframes.

This project will leverage Camfed’s existing financial management and programme management systems (Financial Force and Salesforce) and will be led by Camfed’s skilled, highly trained permanent staff and existing network of partner schools and community stakeholders. Core Trainers will be recruited and receive travel and meal allowances to cover their participation in the project but no new systems, infrastructure or staffing will be required for this project.

7.3 COLLABORATION AND COORDINATION WITH OTHER DEVELOPMENT ACTORS How will you coordinate project implementation with other development actors and ensure no duplication of effort (including with other DFID funded activities)? How will you work with local/national government and private sector providers?

Camfed’s working relationship with other government ministries, NGOs, and with DFID in Zambia will ensure that there is no duplication of effort. Camfed Zambia’s position in national and governmental education and child protection steering groups means that Camfed is actively coordinating with development actors at the highest level. Camfed Zambia works with government and NGO actors (including others implementing in-school programmes for girls such as FAWEZA and Restless Development) in its role in the Project Coordinating Committee, the Gender Thematic Committee at Zambia National Education Coalition (ZANEC), and the Ministry of General Education’s Gender and Equity Committee and Child Protection Sub-committee. Camfed Zambia is also a member of the Zambia Ending Child Marriage NGO Network (and on the organising committee that hosted the first symposium on ending child marriage) and will remain closely involved with the implementation and evolution of the Government of Zambia’s National Strategy on Ending Child Marriage. This project has been carefully designed to ensure it complements and builds on Camfed Zambia’s existing DFID funding through the GEC-Tr programme (see section 3.6 above). Ongoing engagement with DFID, and strong governance oversight of by Camfed International through weekly governance calls and monthly executive team meetings, will maximise efficiencies and learning across all Camfed/DFID projects.

SECTION 8: CAPACITY OF APPLICANT ORGANISATION AND ALL IMPLEMENTING PARTNER ORGANISATIONS (Max 3 pages each) Please copy and fill in this section for your organisation AND for each implementation partner

8.1 Name of Organisation Camfed International

8.2 Address St Giles Court, 24 Castle Street, Cambridge CB3 0AJ

8.3 Web Site www.camfed.org

8.4 Registration or charity number (if applicable)

1029161

8.5 Annual Income Income (original currency): £27,157,844 Income (£ equivalent): £27,157,844 Exchange rate: 1.0 Start/end date of accounts (dd/mm/yyyy) From: 01/01/2015 To: 31/12/2015

8.6 Number of existing staff 42 (full/part time)

8.7 Proposed project staffing staff to be employed under this project (specify the total full-time equivalents - FTE)

Existing staff 0.5 FTE

New staff 0

8.8 Organisation category (Select a maximum of two categories)

Non-Government Org. (NGO) Local Government

Trade Union National Government

Faith-based Organisation (FBO) Ethnic Minority Group or Organisation

Disabled Peoples’ Organisation (DPO) Diaspora Group or Organisation

Orgs. Working with Disabled People Academic Institution

Other... (please specify)

8.9 A) Summary of expected roles and responsibilities, AND B) Amount (and percentage) of project budget which this partner will directly manage.

A): Camfed Zambia will lead the implementation of the project. Camfed International will have responsibility for providing technical support on:

Financial oversight – providing support for robust financial tracking, training, budgeting and reporting.

Grant Management - providing technical support on grant compliance.

Monitoring & Evaluation (M&E) – providing technical support to develop and refine a monitoring system.

ICT –providing training on using mobile phone technology for data collection and developing the related database platform.

Advocacy and communications – sharing findings with partners internationally, including advocacy networks

Funding – ensuring matched funding is in place, and leveraging funding to extend the project. B) Oversight of total budget and costs incurred internationally of £67,690 (7%)

8.10 EXPERIENCE: Please outline this organisation's experience and track record in relation to its roles and responsibilities on this project (including technical issues and relevant geographical

coverage). What development results has this organisation achieved which are relevant to this proposal (ie for similar interventions in similar contexts for a similar cost)? Please include details of this organisation’s capacity to deliver and learn from evaluations, where possible including an example. Please list any external evaluations of this organisation’s work (relevant to the proposed project) which have been completed and whether they are available.

Camfed International has extensive experience in supporting Camfed’s national offices to implement projects that deliver results for vulnerable children and marginalized rural communities in sub-Saharan Africa. In its role providing technical support to all of Camfed’s national offices, Camfed International will be able to channel learning from the experience of the programme in other countries to benefit Camfed Zambia, including lessons and recommendations from external evaluations. We would draw, for example, on our experience of supporting the delivery of Camfed’s programme in Tanzania, Zimbabwe and Ghana, in which recent school graduates have returned to local schools to support marginalised children, using lessons and recommendations from this to help inform planning and implementation of this project in Zambia. The evaluation of this project are available. A midline evaluation of a DFID GPAF project in Ghana found that although the project was aimed at disabled children not many were being directly reached. In response Camfed adapted the programme through increased community familiarisation and disability tests in mainstream schools. Experience of support to project delivery would be further bolstered by the long-standing experience of Camfed International’s staff, particularly our CEO, Lucy Lake. Lucy joined Camfed in 1993 and has led the development of Camfed’s programmes to become a recognised model of investment in girls' education. Lucy was a founding member of the Global Advisory Committee of the United Nations Girls’ Education Initiative (UNGEI), and represented Camfed as Co-Chair from 2006-08.

8.11 FUND MANAGEMENT: Please provide a brief summary of this organisation's recent fund management history. Please include source of funds, purpose, amount and time period covered.

Camfed International receives grants on behalf of our national offices in sub-Saharan Africa, including Camfed Zambia, and provides technical support in their management. Significant recent grants across all of Camfed’s partner countries include the following: UK Department for International Development: Girls’ Education Challenge (Step Change Window) – Increasing girls’ enrolment and retention in secondary school and improving learning outcomes through tailored life skills and wellbeing sessions delivered by young women in Tanzania and Zimbabwe; £29,314,269; 4 years (2013-17) PEPFAR – USAID: DREAMS Innovation Challenge – Supporting the retention of girls in secondary school and addressing rates of HIV/AIDs in Malawi; $2,450,000; 2 years (2016-18) The MasterCard Foundation: Supporting the most academically gifted girls in Ghana and Malawi to pursue secondary and tertiary education and equipping young women to transition from school to entrepreneurship, employment or further study; $37,999,908; 10 years (2016-26) The Queen’s Trust: Supporting the retention of girls in secondary school through the launch of the Learner Guide programme in Ghana and expansion in Tanzania; £1,000,000; 3 years (2014-16) Human Dignity Foundation: Supporting a reduction in child marriage in Malawi through investing in young women’s leadership and livelihoods; $2,225,157; 4 years (2016-20)

8.12 CHILD PROTECTION (for projects working with children and youth (0-18 years) only) How does this organisation ensure that children and young people are kept safe? Please describe any plans to improve the organisation's child protection policies and procedures for the implementation of this project.

For Camfed, the protection of vulnerable children and young people is its core principle. Camfed International has, in collaboration with national Camfed organisations including Camfed Zambia, developed a comprehensive Child Protection Policy and Code of Practice that is embedded in all project planning and at every stage of programme delivery, to ensure children and vulnerable young adults are protected from harm and experience safe learning environments. The Camfed International Child Protection Policy and Code of Practice is a strict statement of principles and procedures that applies to all employees, partners, sub-contractors, Board members, volunteers, and any other person or organisation that may come into contact with children and vulnerable young adults; all are required

to read and sign the policy on first employment/partnership, a requirement written into employment and partner contracts, and all staff are required to renew their commitment to the principles of the Child Protection Policy annually. Camfed’s recruitment process across all national offices includes consultation with a minimum of two referees about the suitability of candidates for the role, including working with children and vulnerable adults; similarly, due diligence checks applied to all new partners include assessment of shared values and willingness to adhere to the Child Protection Policy. The Child Protection Policy is reviewed annually by the Camfed International Executive Team and Camfed International Board.

8.13 FRAUD: Has there been any incidence of any fraudulent activity in this organisation within the last 5 years? How was the fraud detected? What action did your organisation take in response? How will you minimise the risk of fraudulent activity occurring?

No incidence of fraudulent activity has taken place.

8.14 DUE DILIGENCE: How has your organisation assessed the capacity and competence of this organisation to deliver the proposed intervention and to manage project funds accountably? What is your assessment of their capacity and what is the evidence to support this? How will your organisation manage the risks of under-performance and financial mis-management by this organisation throughout the lifetime of the project?

Camfed uses rigorous systems for monitoring and accountability that underpin the scaling of support for marginalised girls and empower communities to take action based on relevant data. Our bespoke Information Management System – held in Salesforce – enables us to track data both at the level of the individual as well as wider economic and social change, in order to improve our programmes and build our capacity. In 2015, Camfed completed the integration of the Salesforce database with our finance system through the implementation of FinancialForce, uploading 10 million records of historical data. This major organisational achievement, implemented across seven countries, enables us to continuously monitor the direct reach and cost of activities, increasing organisational efficiency, transparency and accountability by providing accurate real-time data to teams across Camfed organisations. Data about Camfed’s programmes is cascaded upwards to Camfed’s Executive Team and Board who are able to judge the effectiveness of our programmes in line with expectations and past results, thereby ensuring our programmes are developed in line with highly accountable and transparent feedback. Financial management at Camfed is guided by the Financial Guidelines section of Camfed’s Operations Manual, a reference document whose provisions apply equally to all Camfed national offices and other Camfed partners. The Manual standardises internal processes to avoid deviations and mitigate risk, and serves as a tool for financial good practice. It sets out clearly defined limits and procedures under which the Executive Director’s authority over all financial transactions may be delegated and includes guidelines on financial management principles and policies, bank and cash, planning and budgeting, accounting systems, risk management, grant-making and management, financial reports and audit.

SECTION 8: CAPACITY OF APPLICANT ORGANISATION AND ALL IMPLEMENTING PARTNER ORGANISATIONS (Max 3 pages each) Please copy and fill in this section for your organisation AND for each implementation partner

8.1 Name of Organisation Camfed Zambia

8.2 Address Plot 19011, Off Parliament Road, (P.O. Box 51354), Lusaka, Zambia

8.3 Web Site www.camfed.org

8.4 Registration or charity number (if applicable)

RNGO 101/0019/13

8.5 Annual Income Income (original currency): ZMW 32,241,319 Income (£ equivalent): £1,988,600 Exchange rate: 16.2132

Start/end date of accounts (dd/mm/yyyy) From: 01/01/2015 To: 31/12/2015

8.6 Number of existing staff 38 (full/part time)

8.7 Proposed project staffing staff to be employed under this project (specify the total full-time equivalents - FTE)

Existing staff 4 FTE

New staff 15 (all part-time Core Trainers drawn from the CAMA network)

8.8 Organisation category (Select a maximum of two categories)

Non-Government Org. (NGO) Local Government

Trade Union National Government

Faith-based Organisation (FBO) Ethnic Minority Group or Organisation

Disabled Peoples’ Organisation (DPO) Diaspora Group or Organisation

Orgs. Working with Disabled People Academic Institution

Other... (please specify)

8.9 A) Summary of expected roles and responsibilities, AND B) Amount (and percentage) of project budget which this partner will directly manage.

A): Camfed Zambia will lead the implementation of the project. Camfed International will provide oversight and technical support.

- Programme oversight and relationship management with Zambian ministries - Liaison with schools and acting as intermediaries between school and district committees - Facilitation of training sessions - Liaising with CAMA district committees and CAMA leadership - Monitoring and Evaluation - Financial management - Driving B): £964,649 (93%)

8.10 EXPERIENCE: Please outline this organisation's experience and track record in relation to its roles and responsibilities on this project (including technical issues and relevant geographical coverage). What development results has this organisation achieved which are relevant to this proposal (ie for similar interventions in similar contexts for a similar cost)? Please include details of this organisation’s capacity to deliver and learn from evaluations, where possible including an example. Please list any external evaluations of this organisation’s work (relevant to the proposed project) which have been completed and whether they are available.

Camfed Zambia is established in four provinces and 42 of the most marginalized, rural districts and has more than 15 years’ experience in planning and delivering projects designed to build community support around the most vulnerable children. This project would sit within an existing programme of activities, aligned with Camfed’s strategic plan, and would build on knowledge, experience, and lessons learnt from across Camfed’s partner countries in Africa, facilitated and supported by Camfed International, as laid out in Section 6 above, as well as building on direct project experience delivering similar interventions in Zambia, with proven results. For example, under a grant of €840,000 from Irish Aid, Camfed Zambia has worked with national and district level government officials to mainstream child protection policies, supporting the creation and distribution of 4,000 child protection focussed education communication materials, facilitating regular quarterly meetings of the national Child Protection subcommittee, and supporting girls with litigation costs to ensure resolution of abuse cases.

Work under this grant has also led to the adoption and roll-out of Camfed’s child protection guidelines for schools as national policy. External evaluations of Camfed Zambia’s work – such as our programme under GEC-I referred to in Section 6 – are available. The midline evaluation of the project highlighted that despite English being the language of instruction for the tracked cohort of students, English proficiency was an additional constrain to attainment, therefore an additional intervention was introduced to help teachers boost English teaching following the midline. Like Camfed International, Camfed Zambia will also particularly utilise the experience and expertise of its staff, in particular Dorothy Kasanda, National Director for Camfed Zambia, and Angeline Murimirwa, Regional Executive Director for Camfed Malawi, Tanzania, Zambia and Zimbabwe. Dorothy has been an Executive Director for Camfed since 2016, prior to that as Director of Partnership, and sits on the national Child Protection subcommittee in Zambia. Angeline was one of the first young women to receive support from Camfed to attend secondary school, and became a founding member of CAMA. An international speaker, Angeline has been elected onto the Board of the National Youth Council and represents Camfed on the UNAIDS Gender Task Force.

8.11 FUND MANAGEMENT: Please provide a brief summary of this organisation's recent fund management history. Please include source of funds, purpose, amount and time period covered.

Camfed Zambia implements a wide range of activities to realise the programme in line with Camfed’s strategic aims and receives funding from a variety of sources including statutory bodies, corporate entities and grant-making trusts and foundations. Significant recent grants are outlined below: UK Department for International Development: Girls’ Education Challenge (Innovation Window) – Introducing child-centred pedagogy for the improvement of children’s learning outcomes; £3,023,814; 4 years (2013-17) British Council Zambia: Promoting the retention of girls in secondary school and the accountability of stakeholders under the Zambia Accountability Programme (ZAP); £673,925; 16 months (2015-17) Irish Aid: Mainstreaming child protection in schools and supporting girls’ learning outcomes and access to education; €840,000; 3 years (2015-17) Education Development Center – USAID: Supporting girls to access secondary education and improving reading outcomes through educational resources; $3,769,140; 4 years (2012-16) Dubai Cares: Mainstreaming continuous assessment in schools through training of government officials and teachers at national and district level; $489,773; 2 years (2016-18) Fossil Foundation: Supporting girls to access secondary education and providing young women with access to business loans for entrepreneurship; $600,00; 2 years (2015-16) Genesis Charitable Trust: Training young women in business skills and providing grants to help them transition to productive livelihoods; £1,213,932; 5 years (2012-17) Prudential: Supporting girls to access secondary education; £238,923; 4 years (2017-20)

8.12 CHILD PROTECTION (for projects working with children and youth (0-18 years) only) How does this organisation ensure that children and young people are kept safe? Please describe any plans to improve the organisation's child protection policies and procedures for the implementation of this project.

As outlined above, Camfed Zambia has, in collaboration with Camfed International, developed a robust and comprehensive Child Protection Policy and Code of Practice that is embedded in project planning and at every stage of programme delivery. The inclusive, representative nature of the community infrastructure that will deliver the project interventions in Zambia, and its integration with district and national education structures, means that the Child Protection Policy is firmly positioned within and influences the wider child protection system, including government, civil society, religious and traditional stakeholders. Stakeholders are trained in the implementation of the policy, including prevention of abuse, the ability to identify and monitor vulnerable children, including those who experience abuse, and refer them to appropriate services in a timely and appropriate manner. Schools and local activists are linked to existing child-protection referral systems to ensure that concerns and cases reported by children are acted upon and services provided, and provides a reference point where these services do not exist. A National Resource Team including national and local level child protection advocates (victim-friendly police officers, traditional leaders, District Education Officers, and

others) will support implementation of child protection measures and support the consolidation and scale of best practices, to ensure a regional community of consistent good practice and continuous improvement. Camfed’s Child Protection Policy has been adopted by the Zambian government as an example of best practice and Camfed has reviewed and advised on the National Child Protection Guidelines based on this, which are currently being rolled out across Zambia. Under this project, Camfed Zambia intends to capitalise on this, setting up or supporting existing community-level child protection committees. These would liaise with CDCs and SMCs and ensure that schools have child protection strategies and policies in place, underpinned by the national guidelines, and that schools and communities are able to effectively deal with issues of abuse.

8.13 FRAUD: Has there been any incidence of any fraudulent activity in this organisation within the last 5 years? How was the fraud detected? What action did your organisation take in response? How will you minimise the risk of fraudulent activity occurring?

No incidence of fraudulent activity has taken place.

8.14 DUE DILIGENCE: How has your organisation assessed the capacity and competence of this organisation to deliver the proposed intervention and to manage project funds accountably? What is your assessment of their capacity and what is the evidence to support this? How will your organisation manage the risks of under-performance and financial mis-management by this organisation throughout the lifetime of the project?

As described above, Camfed Zambia uses rigorous systems for monitoring and accountability; programmatic data is integrated with financial information for greater efficiency and transparency, allowing accurate data on expenditure and impact to be viewed in real-time. In common with all Camfed’s national offices, Camfed Zambia is staffed by experts in a broad range of fields, including education and economic empowerment programmes, child protection, finance, M&E, IT and advocacy, who are united by a shared commitment to Camfed’s mission and vision. All Camfed Zambia staff are Zambian nationals, including women from backgrounds of rural poverty who bring a nuanced understanding of the local context for rural girls and women to their roles. Management and governance is supervised by a national Board of Trustees, as well as by the Board of Camfed International, who are responsible for ensuring that all activities fall within agreed charitable objectives, setting strategic direction and agreeing the financial plan, and who have overall fiduciary responsibility. Furthermore, regular office- and field-based internal audits are a key component of financial controls across the coalition of Camfed partners, which also include procedures such as segregation of duties, setting tiered authorisation limits, and strict monthly budgetary controls. Internal audit reports are conducted by an Internal Audit Team led by the Head of Internal Audit, who reports quarterly to the Finance and Audit Committee. The Finance and Audit Committee Chair reports to the wider Board. The scope of monitoring and internal audit ranges from efficacy of operations, the veracity of reported expenditure, the reliability of accounting records, prevention and investigation of fraud, safeguarding assets, compliance with laws and regulations, and grant requirements.

SECTION 9: CHECKLIST OF PROPOSAL DOCUMENTATION

Please check boxes for each of the documents you are submitting with this form. All documents must be submitted by e-mail to: ukaidmatch@dfid.gov.uk

Mandatory Items Check Y/N

Proposal form (sections 1-7) Y

Proposal form (section 8 - for applicant organisation and each partner or consortium member)

Y

Project Logframe Y

Project Budget (with detailed budget notes) Y

Risk register/matrix Y

Project organisational chart / organogram Y

Communications Plan - 2 documents: C1 (communication plan form) and C2 (communications activity timetable)

Y

Written evidence of confirmed appeal communications partnership(s), e.g. an email or letter (one for each)

Y

Updated November 2016