Financial support and peer mentoring programs for girls in Kamaliki village, Goroka.

 

By the end of 2025, a mentorship program on education and career planning covers 60 girls in Kamaliki village.

An elderly women talking to young people, especially girls

Underage marriage is a cross-cutting issue across ethnicity, religions and is eating away the fabric of the society. Many young girls under the age of 18 in Kamaliki have left school due to pregnancy (teen age). Thus, affecting their educational journey and career opportunity. According to the Global Partnership for Education (GPE, 2020), many girls around the world are unable to complete their schooling due to financial constraints thus getting married very early. Hence, By the end of 2025, a mentorship program on education and career planning covers 60 girls in Kamaliki village. The challenges faced by young girls in Papua New Guinea (PNG) in accessing education and financial support are major obstacle to their personal growth and development. Hence there is a need to support girls in their educational journey. In PNG 47% of girls’ complete primary school (UNDP, 2023). However, the dropout rate for those who came from a financially disadvantaged backgrounds is higher (UNDP, 2019). Miller (2018) found that girls who received financial support were 50% more likely to complete secondary education compared to those who did not. Girls have the tendency to give their best in education when they know that they have a good financial support. In PNG, where women are undervalued, providing financial support can empower girls to study hard and excel in their respective field of interests and contribute to their families and communities. This can be done through running small SME and MSME trainings that will empower women and give them the financial power.

Apart from financial support, peer mentoring program can play significant roles in empowering girls, particularly those who are the victim of underage marriage who have left school. As O’Donnell and Meyer (2021) highlights, peer mentoring significantly improves girls’ self-esteem and academic performance, especially in settings where traditional support systems may be lacking. In a setting where cultural norms are very strong and discourages girls from furthering their education. Young girls need mentors especially older women who have gone through life to steer and guide them to be resilient.

According to a report by the National Mentoring Partnership (2019), girls with mentors are 55% more likely to enroll in college compared to those without mentors. This shows that mentoring is an effective way of providing support and guidance and girls who participate in such programs are more likely to take on the leadership roles (McCoy and Thelen, 2020). These two programs (financial support system and peer mentoring) create a whole new concept of empowering girls to take on the new height. They have financial support and also have someone to walk them through step by step in achieving their goals and dreams. Furthermore, creating a cycle of empowerment where both the girls and their mentors benefit from the relationship.

On the other hand, for these two programs to be effective it has to be supported and funded by communities, non-government organizations, government bodies and Donors. Engaging communities with proper funding is essential for the running of this programs in the long run to reach girls, especially those who are in need. And work collaboratively between those organizations and create a robust framework for these programs, making them accessible to a wider population of girls across PNG. Financial support and peer mentoring programs are essential in closing the gaps between the financial struggles and foster educational attainment. These two programs are the best applicable strategies that can be used to empower girls and address financial difficulties towards achieving their goals and dreams. This holistic approach not only enhances academic performance but also boosts self-esteem and social development (UNICEF, 2019) for girls who are being left out due to pregnancy and financial constrain. These initiatives not only help mitigate the financial barriers that often prevent girls from pursuing their educational goals but also provide essential social support through mentorship.

Community listening attentively to the speaker

Global Partnership for Education (GPE). (2020). Education financing. https://www.globalpartnership.org/education-financing

Miller, L. (2018). The impact of financial aid on girls' educational outcomes. Journal of Educational Research, 112(4), 456-469. https://doi.org/10.1080/00220671.2018.1456789

National Mentoring Partnership. (2019). The role of mentoring in promoting girls' education. https://www.mentoring.org

UNICEF. (2019). The state of the world's children 2019: Children, food and nutrition. https://www.unicef.org/reports/state-of-worlds-children-2019

McCoy, L. P., & Thelen, M. (2020). The impact of peer mentoring on female students’ leadership development. Journal of Educational Leadership, Policy and Practice

O’Donnell, K., & Meyer, S. (2021). Enhancing self-esteem through peer mentoring: A study of girls in Papua New Guinea. International Journal of Mentoring and Coaching in Education