Girls Achieve Power (GAP) Year: Building Health, Social and Educational Assets for Empowering Girls at Critical Time of Adolescent Transition
GAP Year is a programme aimed at building health, social and educational assets for empowering girls at critical time of adolescent transition. In 2019, GAP managed get 1 273 learners to complete the endline survey in Khayelitsha (Western Cape), translating to 86.5% follow up rate from baseline. GAP Year hosted four wellness events in Soweto and Tembisa with GAP Year participants and their parents, with 175 accessing HTS services. This programme successfully completed GAP two afterschool intervention in 6 schools in Gauteng, reaching 786 learners. It achieved to collect the preliminary analysis of endline quantitative survey data from 14 schools in Khayelitsha.
GAP Year presented to key DBE stakeholders at National, Provincial and District levels. Linkage to care was strengthened through facility engagements, promoted drop in boxes and wellness events. Also, GAP Year participated in the Women and Girls at the Center of Development webinar on curriculum development.
About GAP Year
Adolescence is a crucial developmental period for girls, a time in which they may either acquire or lose critical social assets. Literature reveals an increase in vertical funding for adolescent girls and young women. The GAP Year intervention, therefore, scrutinized and reviewed series of adapted constructs of program activities across published theories and articles  to develop the whole girls’ approach framework which is aimed at improving adolescent girls’ assets as they progress through education. Unlike boys, adolescent girls face structural, social, health and educational barriers such as teenage pregnancy, early and forced marriages, HIV/STI`s, and therefore are more likely to drop out of school. . The GAP Year study is aligned to the national campaign “SHE Conquers” cardinal objectives and other international initiatives particularly those that relate to national school programmes including (1) decreasing HIV infection among adolescent, (2) decreasing of teen pregnancies, (3) integrated access to care and treatment, (4) keeping girls in school, (5) increasing reported experiences in GBV and (6) adolescent economic empowerment. GAP year is also aligned to the National Department of Education policy on HIV, STIs and TB, along with the National School Safety Framework. The study, therefore aims to generate an evidence base around the impact of asset-building approaches for adolescent girls that can be utilized by policy makers and to strengthen programme responses.
Western Cape and Gauteng
Grade 8 learners, school administrators, educators, prinicipals, coaches and learner’ parents/guardians, health care workers and Thuthuzela centers, Departments of Education and health
Dr Saiqa Mullick, Principal Investigator and Nicolette Naidoo, Co-Principal Investigator
Bill and Melinda Gates Foundation
Partners and Collaborators
Sonke Gender Justice
Department of Basic Education
Gauteng Department of Education (GDE)
Western Cape Education Department (WCDE)
Department of Health
Department of Social Development
Wits RHI Youth and Community Advisory Boards
1. Magida A, Adeagbo OA, Mullick S, Naidoo NP, Yah CS. The use of soccer based Human Immunodeficiency Virus (HIV) and Sexual and Reproductive Health (SRH) education interventions among adolescents in sub-Saharan Africa: A scoping review. Abstract submitted to Public Health Association of South Africa | Conference 2016.
2. Yah, CS., Naidoo, NP, Magida, A., Mullick, S. Girls Achieve Power: Building Health, Social and Educational Assets for Empowering Girls at Critical Time of Adolescent Transition: A Trial Protocol.
Presentations and Conference Abstracts:
1. Stakeholder presentations on GAP year to National and Provincial Departments of Education and Health
2. Magida A, Adeagbo OA, Mullick S, Naidoo NP, Yah CS. The use of soccer based Human Immunodeficiency Virus (HIV) and Sexual and Reproductive Health (SRH) education interventions among adolescents in sub-Saharan Africa: A scoping review. Poster presented at Public Health Association of South Africa | Conference 2016.
3. Nicolette Naidoo - Implementing an innovative peer led health promotion and education intervention to empower in and out of school youth. Satellite Session at HEAIDS conference, June 2017
4. Magida A, Naidoo NP, Yah CS, Nukeri, C, Gubesa, T and, S, Mullick. Perceived school and community safety: insights from adolescent boys and girls in Soweto and Khayelitsha. Poster presented at SAAIDS, 2017
5. Ayanda Magida, Nicolette Naidoo, Clarence Yah, Saiqa Mullick. Reality through the lens of adolescent girls: using formative research to involve and engage adolescent: ’ girls in the conceptualization of the GAP year program – Abstract accepted to IAAH conference in Delhi, October 2017
6. Ayanda Magida, Nicolette Naidoo, Clarence Yah, Saiqa Mullick. Black is beautiful and white is common”: adolescent girls’ perceptions of self and body image. Abstract accepted to IAAH conference in Delhi, October 2017
1. Eiraldi R, K.M., Jawad AF, Fishman J, Glick HA, Schwartz BS, Cacia J, Wandersman A, Beidas R., A hybrid effectiveness-implementation cluster randomized trial of group CBT for anxiety in urban schools: rationale, design, and methods. Implement Sci, 2016. 11.
2. Roman NV, F., J.M. , The prevalence of intimate partner violence in the family: a systematic review of the implications for adolescents in Africa. Family practice, 2013. 30(3): p. 256-65
Latest Update: 21 Augiust 2020
For more on GAP Year please email email@example.com