Introduction
Why this curriculum?
The Danish Refugee Council Lebanon (DRC Lebanon) and the Women’s Refugee Commission (WRC) identified a gap in their programming for, and with, adolescent girls. During the initial phase of implementing tailored “safe space” programming for different groups of adolescent girls (e.g., younger, older, in-school, out-of-school, married), field teams and girls themselves routinely requested more engagement with fathers. The initial program phase (2014-2015) engaged mothers but did not include a structured and complementary set of group sessions for male caregivers. Based on the input from staff and adolescent girls, DRC Lebanon and WRC conducted a mapping of relevant resources that had been used in Lebanon and in other similar settings.1 The mapping noted that a context-specific curriculum that engaged male caregivers in positive parenting and in child marriage prevention did not exist. Additionally, most curricula for use in Lebanon did not adequately include a step-by-step outline for use by humanitarian staff (or male mentors) who oversee programs. Since 2016, DRC Lebanon has incorporated this resource into subsequent phases of its girl-centered interventions in Lebanon. Grounded in a concerted effort to be inclusive of the most vulnerable adolescent girls, these interventions have focused on building the protective assets of girls, strengthening their capacities, and mitigating their vulnerabilities to child marriage. The interventions’ monitoring and evaluation plan now includes documenting changes in men’s attitudes and behaviors; data collection and analysis are ongoing and will inform subsequent shifts and adaptations to the curriculum.
Who should use this curriculum?
The primary audience for this curriculum is staff at DRC Lebanon; it was developed to equip staff with a step-by-step roadmap for engaging fathers of adolescent girls in a structured, complementary, and meaningful way. The secondary audience is humanitarian and development actors who are implementing non-formal educational programming for, and with, adolescent girls in Lebanon. DRC Lebanon and WRC recognize that other actors in Lebanon, and in the region, may benefit from this resource. Conversations at working groups within Lebanon, for example, have recently focused on how to more effectively engage men and boys. As a result, our aim is to share from our field experiences. We encourage colleagues to use and adapt these modules, many of which have been adapted from materials developed by other international NGOs. We also encourage your engagement with us in this work. DRC Lebanon and WRC will continue to share insights from its partnership, including monitoring and evaluation results.
Why engage male caregivers?
Male caregivers, especially fathers, have a profound influence in the lives of girls. Whether positive, negative or lacking, male caregivers exert considerable impact on girls’ development and opportunities. As a result, targeted programming for girls should identify opportunities to strategically engage fathers in being champions for their daughters’ safety and well-being. Research affirms that engaging male caregivers matters; when fathers adopt more equitable viewpoints about their daughters and when they become more positively involved in their lives, this involvement is associated with increased school participation and achievement and with elevated self-esteem. Therefore, when engaged, male caregivers can become champions for girls’ participation in formal education and non-formal educational programming that can build their capacities and mitigate their risks, including risk of child marriage. This work should complement, not detract, from an intentional and equitable focus on adolescent girls.