3. TESFA – Background
• TESFA means ‘Hope’
• Married girls fall through the
programming cracks!
• Ever-married adolescent girls below 18
and Community influencers/social
gatekeepers
• Launched in 2010; adapted for and
informed ASRH programs
• Scale up - currently underway
May 15, 2019 3
Addis Ababa
(Capital City)
4. TESFA Model
SRH Core Components
• Peer-delivered SRH
curriculum, including
training on
communication and
negotiation skills
Economic Empowerment (EE)
Core Components
• Peer-delivered training on
financial literacy and
management based on Village
Savings and Loans Association
model
• Group-based savings
• Income generating activities
(IGA)
Base Program Components
• Peer solidarity groups
• Bi-monthly meetings
Community Engagement
• Community groups of key
stakeholders and gatekeepers
• Social Analysis & Action
dialogues
• Community champions for
adolescents’ SRH and EE
5. 29%↑ in health facility visits (10% control)
Changed social norms: ↑ joint decision making,
↓ of GBV and early marriage
72%↑ savings of their own (12% control)1
100% of groups surveyed (196) continued meeting
after the end of the project2
TESFA Results
4 years after implementation, the TESFA model had both been sustained and replicated
to reach more girls!
1TESFA End line results, 2013 – Randomized Control Study
2 TESFA ex-post evaluation – after 4 years, 2017
(5% control)
7. TESFA+: Beyond
Business as Usual
• TESFA+ harnesses 7 years of implementation
to design and test a more impactful and
scalable version of the TESFA model
• We are currently doing this through
formative research and co-design with the
girls, communities, and partners
• This will result in a TESFA+ model that CARE
will then implement and test over 2.5 years in
Ethiopia – expanding learning and program to
other 7 countries.
8. TESFA+: Four Phases for Graduating Impact
May 15, 2019
8
Learn from girls
and communities:
• What are the
essential
elements of
success?
• What facilitates
self-replication?
• How can we
enhance the
model?
Amplify
successful
components and
test new
prototypes
developed by
adolescent girls
themselves
Develop a robust
design, including
Theory of Change
and comprehensive
learning
components
Provide proof of
effectiveness – both
evidence on if the
TESFA+ model self-
replicated; as well as if
it impacted key SRH
and economic
empowerment
outcomes.
9. Phase I - Formative Research Approach
TESFA+ Scale Up InvestigationTESFA+ Investigative Research
Conducted
with who?
Why?
• Peer orgs
• Gov’t
stakeholders
• Partner orgs
Glean how to
handover the
model and
implement it at
scale
Conducted
with who?
Why?
• TESFA Girls
• Husbands
• Community
groups
Glean how to
enhance the
model to make it
more sustainable
and scalable
Findings and
insights to
inform the
design and
handover of
TESFA+
10. Phase II - Human Centered Design (HCD) Approach
New Model &
Prototypes
Design
Insights
Gov’t
How might
we questions
Journey Maps
Design
Insights
SAA
How might
we questions
Journey Maps
Design
Insights
Girls
How might
we questions
Journey Maps
Designing the Solution with End Users: Primary HCD Methods Used
“How Might We….?”
We used this method to reframe our problems as
opportunities by writing and answering “how might we
questions”.
E.g., How might we encourage TESFA girls to create and lead
new groups?
Journey Mapping
This method compiles a series of user goals and actions into
a timeline skeleton around a persona to flesh out user
thoughts and emotions to create a narrative and generate
design insights.
E.g., Journey map of Helen, a graduated TESFA member,
starting a new TESFA group
Insights from HMW questions
inform journey maps
HCD cascade approach to design the new model and prototypes
11. Successful components:
• VSLA – EE key motivator for
sustainability and replication.
• Value for solidarity and friendship
through girls’ groups
• TESFA girls recognized as role models
in the community
• Support from husbands and
community/SAA groups.
• Integrated program – addressing
multiple needs of girls – push for
collaboration across sectors
New prototypes:
• Graduation/recognizing old TESFA
girls/women – as mentors for new girls
groups. Role model approach – story
telling and roleplaying
• Rebranding SAA and developing
marketing strategy - government
uptake. Develop an accreditation or
license approach for SAA facilitators
• Targeting scalers as end users –TESFA
Facebook success story exchange
targeting gov’t workers
• Religious institutions against child
marriage
Phase II – Co-design Insights
12. • Phase II – Amplify successful
components and test new prototypes
developed by adolescent girls
themselves
• Phase III - Develop a robust design,
including Theory of Change and
comprehensive learning components
• Phase IV: Provide proof of
effectiveness - Launch a research-
based TESFA+ model and test
effectiveness.
Next steps for TESFA+
May 15, 2019 12
14. Resources
TESFA model brief -
http://www.care.org/sites/defa
ult/files/tesfa_2_pager_screen.
pdf
TESFA+ Investigtaive
Research Summary -
https://www.care.org/sites/def
ault/files/letter_tesfainvestigati
veresearchbrief_screen.pdf
TESFA evaluation: summary
of the evidence by ICRW -
http://www.care.org/sites/defa
ult/files/documents/TESFA%20F
inal%20Evaluation.pdf
TESFA ex-post evaluation
(brief and full report) -
http://www.care.org/sites/defa
ult/files/tesfa_ex-
post_final_report_sept-
2017.pdf
Points of Contact: Feven Mekuria, Feventassaw.Mekuria@care.org; Ryan Derni, Ryan.Derni@care.org
15. Group Discussion
Palladium
1. Are there any real life examples of
where you’ve used SDGs framing for
advocacy?
2. Could the FP-SDGs model be
applied/leveraged in any countries in
which you work?
3. How could the FP-SDGs model be
improved in order to speak to the
interests of decision-makers in your
geographies?
TESFA
1. What are best practices and
approaches when facilitating a
government handover of an
intervention?
2. What are ways to maintain the quality
and core components of an
intervention that replicates on its own?
Optional
• Tips of scaling multisectoral/integrated
programming – what are the entry points
or platforms?
Notes de l'éditeur
We have about 7 years of implementation experience
With this background and in an effort to address the multiple challenges, the TESFA model was designed with two main components
Girls – peer based solidarity groups are built (14-19 year olds)--- to receive not only the Village Savings and Loan Association but also age and context appropriate SRH, life skills training, issues related to Gender Based Violence and IGA. ++++++Safe spaces ….
On the other hand, the Community engagement with gatekeepers – was guided by the Social analysis and action model (SAA for critical reflection, dialogue and community action)
[The community group sessions were facilitated by elected community members and focusing on gender and social norms that drive both child marriage and the challenges faced by married girls.] ++++++social support ….
Curriculums – Girls (VSLA, SRH, Life skills) and community (SAA – for critical reflection and action) – with a 12 months cycle per each group
Timeline – 12 months – phase in and phase out
families and communities joint action – joint decision making, reduction of GBV and early marriage
more girls had savings of their own (compared to 12% in control)1
https://youtu.be/iYXBdLF4NPQ
So with these findings and insights the TESFA+ initiative is designed and launched to design and test A SCALABLE AND MORE IMPACTFUL
There were a series of three back to back workshops with original TESFA girls, SAA participants and government stakeholders that followed a progressive format by which each workshop used human centered design approaches to identify design insights. These design insights informed the human centered design approach for the following workshop participants so that by the end of the workshop we had identified the main elements of the new TESFA model and the prototypes. We conducted many participatory exercises for the co-design process, but the main two human centered design approaches we used were how might we questions and journey maps.
How Might We Questions
We used this method to reframe our problems as opportunities by writing and answering “how might we questions”. Our problems and questions were informed by the findings from Phase I formative research.
E.g., How might we encourage TESFA girls to create and lead new groups?
Journey Mapping
This method compiles a series of user goals and actions into a timeline skeleton around a persona to flesh out user thoughts and emotions to create a narrative and generate design insights.
E.g., Journey map of Helen, a graduated TESFA member, starting a new TESFA group
Using Human Centered design, in close collaboration with the innovations team, co-design workshop was conducted with girls, community groups and government partners
Co-design workshop - Phase II – to help Amplify successful components and test new prototypes
Visible changes in participants lives – motivation for others to join + Huge demand to share their stories with others and support others
Girls’ interest to be formally recognized and support other younger girls
Active engagement of community groups to support TESFA girls
Integrated program – attracts the attention of multiple sector offices of the government – push for collaboration across sectors
Religious institutions teach against child marriage – develop a manual with reference to scripture
Some of the ideas so far…..
Role model approach for girls – TESFA girls want to be role models/mentors for other girls
Story telling and experience sharing – TESFA girls are excited to share their journey and experiences with others
Use of Media/communication platforms – to amplify the voice, stories, successes and learnings across the region/country
Networking across girls groups, links with WDAs and other existing groups and structures …..
****Our hypothesis is that social capital acts as a kind of social ‘bank’ that is accumulated over time and from which people are drawing, in order to take social risks – like delaying marriage. We think this may therefore be a critical component of the model and lever for sustainable and scalable change!!!
*****We’re excited to explore the power of social capital and connectivity between girls. (listening to girls, what and how they want this program to be to better serve their aspirations)!!! - girls have requested further, inter-group connectivity.)