Empowering Girls in Zambia
SoGreen has launched its first projects in partnership with local grassroots organizations in Zambia, ensuring secondary education of marginalized girls who otherwise would not be afforded that opportunity.
Despite making progress towards the UN Sustainable Development Goals (SDGs), Zambia still faces challenges in terms of SDGs 4 Quality Education and SDG 5 Gender Equality, with only 27% of girls graduating from secondary school (UNICEF, 2019) and 29% of girls already married by the age of 18 (UNICEF 2020). There is an interlinkage between ensuring girls’ access to education and preventing child, early and forced marriage as well as teenage pregnancy. A host of Zambia-based organizations are experts at running programs that ensure the education of girls, whereby empowering communities, preventing child marriages and teenage pregnancies.
SoGreen is taking the necessary steps to prepare its projects for verification against ÍST TS 92:2022. The technical script ÍST TS 92:2022 is used for planning and managing GHG projects, following requirements outlined in ÍST EN ISO 14064-2, which cover, e.g., monitoring and documenting GHG performance, and ensuring data quality. It also includes additional principles and requirements not found in ÍST EN ISO 14064-2, e.g., for additionality and registration. The process of validation and verification must follow the guidelines set forth in ÍST EN ISO 14064-3.
Sustainable Development Goals Impact
Increasing the education levels girls greatly reduces rates of child marriage and teenage pregnancy, which has the effect of reducing the incidence of infant and maternal mortality. Childbirth and pregnancy-related complications are among leading causes of death for girls in low-income countries.
Mothers' education levels also affect their children. For example, children of mothers under the age of 18 have a higher risk of dying before the age of five and of being malnourished. Educated mothers tend to be more informed about nutrition and health, including the importance of vaccinations.
Girls' education supports targets 3.1, 3.2 and 3.7.
Not only do increased girls education levels reduce emissions in the long run, they are also a fundamental adaptation measure. As education levels increase, communities’ ability to cope with the negative consequences of climate change also increase (see ND-GAIN Index).
Education supports targets number 13.1, 13.3 and 13.b.
Girls' education strengthens economies and reduces inequalities, as educated women are more likely to participate in the formal labor market. Poverty decreases with the increased level of education of women, as societies with increased resilience and less deprivation are more likely to give all individuals the opportunity to fulfill their potential.
Girls' education supports target number 8.6.
Education opens up important opportunities for children, and for girls in low-income countries, who have even fewer opportunities than boys, education is crucial. Education provides girls with knowledge and awareness of their rights, which leads to their empowerment and ability to fulfill their ambitions and make decisions on important issues affecting their own lives. Children of educated mothers are also more likely to do well in school than children of uneducated mothers.
Ensuring the education of girls specifically supports targets number 4.1, 4.5, 4.6 and 4.7.
Education affects the life course of girls in many ways. It helps reduce harmful practices, which are rooted in unequal gender norms and characterized by strong negative stereotypes. Girls who drop out of school early are more likely to marry or have children early, before they are physically and emotionally ready to become wives and mothers.
Other risks faced by girls and women relating to lack of education include violence in intimate relationships and lack of agency in household decisions. Girls who benefit from education are more likely to have sexual and reproductive health knowledge.
Education supports targets number 5.1, 5.3 and 5.6.
Education reduces inequalities within societies and between regions. The projects increase flow of capital from the Global North to the Global South, to communities where the need is greatest and where people are most vulnerable to the negative effects of climate change.
Education supports targets 10.3 and 10.b.
Want to collaborate with us?
We are looking for future partners with ambitious sustainability strategies and a long-term vision. If that is you or your company, please get in touch!
Send us an email at sogreen@sogreen.is or use the form on the page.