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Schoolgirls, Nepal Students at the Kamrun Nessa Government Girls School, Dhaka, Bangladesh. Credit: ADB

How we work

GAGE’s conceptual framework takes a broad approach that pays careful attention to the interconnectedness of what we call ‘the 3 Cs’: Capabilities, Change strategies and Contexts: 

Capabilities: GAGE is tracking changes over time in adolescents’ capability development and the ways in which their capability outcomes and experiences are gendered;

Change strategies: GAGE has a strong focus on assessing the ways in which creating long-term and sustainable change in girls’ lives requires simultaneous interventions aimed not only at girls themselves, but also at their families and communities and the services on which they depend;

Contexts: GAGE is exploring the ways in which girls’ local and national environments shape their lives—and also the types of programmes through which change could be supported.

Our 3 Cs framework recognises that adolescent girls at different stages in life face different needs and constraints. For example, 10-year-old girls need time to play while 19-year-old girls may need help parenting their own toddlers. Similarly, an unmarried 15-year-old girl studying at an urban secondary school is likely to have very different needs than a married 15-year-old girl living in a remote rural village. Both need the support of friends and family and may face gender-based violence, but programmes aimed at helping them achieve their goals need to be built on a recognition of not just the similarities they share—but their differences.

Bangladesh schoolgirls

Capabilities

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Ethiopia girl

Change strategies

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Nepali schoolgirls

Contexts

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