North South Consultants Exchange
Professionals in Sustainable Development
NSCE
IMPACT STUDY OF THE
NEW HORIZONS PROGRAM IN EGYPT
Towards New Horizons Project 1999 – 2002 
03.07.2003 
Final Report
27 Yahia Ibrahim St., Apt. 4, Zamalek, Cairo, Egypt 
E-mail: nscelocal@nsce-inter.com 
Home Page: http://www.nsce-inter.com 
Tel: +20 (02) 735 1045, 736 4823, 737 0673, Fax: +20 (02) 738 3091 
The New Horizons Program is supported by USAID Cairo under Grant #263-G-00-00-00003-00 and 
the Impact Study was supported by the ENABLE Project under Cooperative Agreement No. 
HRN-A-00-00009-00. The contents of this report do not necessarily reflect the views or policies of 
USAID or CEDPA. 
ii
ACRONYMS 
AIDS Acquired Immune Deficiency Syndrome 
ASCE Adolescence and Social Change in Egypt 
ANC Antenatal Care 
BF Breastfeeding 
CDA Community Development Association 
FGM Female Genital Mutilation 
FP Family Planning 
ITRF Institute of Training and Research for Family Planning 
MCH Maternal and Child Health 
MP Menstrual Period 
NH New Horizons 
NGO Non-Governmental Organization 
ORT Oral Rehydration Therapy 
RH Reproductive Health 
SOW Scope of Work 
STI Sexually Transmitted Infection 
TB Tuberculosis 
TNH Towards New Horizons 
USAID United States Agency for International Development 
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TABLE OF CONTENTS 
SOW Scope of Work ________________________________________________ ii
STI Sexually Transmitted Infection _____________________________________ ii
1. EXECUTIVE SUMMARY ____________________________________________ 1
2. INTRODUCTION ___________________________________________________ 4
3. THE TOWARDS NEW HORIZONS GRANT____________________________ 8
4. QUALITATIVE ASSESSMENT_______________________________________ 10
5. METHODOLOGY __________________________________________________ 12
5.1 Questionnaire Design and Measures_________________________________ 12 
5.2 Sample Selection _________________________________________________ 13 
5.2.1 Beneficiaries and Non-beneficiaries Focus Groups __________________ 13
5.2.2. Interviews with Parents of Beneficiaries ___________________________ 14
5.2.3 Interviews with Male Siblings____________________________________ 14
5.2.4 Interviews with Community Leaders ______________________________ 15
5.2.5 Interviews with Facilitators______________________________________ 15
5.3 Field Work and Final Samples _____________________________________ 15 
5.4 Data Processing__________________________________________________ 17 
6. KEY FINDINGS ___________________________________________________ 17
7. FINDINGS AND GIRLS EMPOWERMENT IN EGYPT __________________ 22
7.1 Findings ________________________________________________________ 22 
7.1.1 Background of Respondents _____________________________________ 22
7.1.2 Findings on Perceptions of Education_____________________________ 24
7.1.3 Findings on Self-Esteem/Confidence______________________________ 26
7.1.4. Findings on Family Relations ___________________________________ 28
7.1.5. Findings on Decision Making ___________________________________ 29
7.1.6. Findings on Physical Mobility ___________________________________ 31
7.1.7 Findings on Nutrition __________________________________________ 32
7.1.8. Findings on Health/Hygiene_____________________________________ 32
7.1.9. Findings on Gender____________________________________________ 33
7.1.10. Findings on Reproductive Health and Marital Attitudes _____________ 34
7.2. Organizational Capacity of NGOs __________________________________ 37 
7.3. Recommendations for Program Planning ____________________________ 37 
1
Impact Study of the New Horizons Program in Egypt 
1. EXECUTIVE SUMMARY 
This report summarizes the findings of an impact study of the New Horizons (NH) 
program (11/1999-07/2002), a project undertaken by the Centre for Development and 
Population Activities (CEDPA)/Egypt with funding from the United States Agency for 
International Development (USAID). Its goal is to improve the lives of girls and young 
women through education and development strategies to empower females and to 
broaden their life options. Through its network of 144 non-governmental organizations 
(NGOs), the NH program reached 28,251 girls and young women in 16 governorates. 
The Towards New Horizons project is Phase Two of the USAID grant to support the 
New Horizons program, which began with The Partnership Project for Girls and Young 
Women (PPGYW 10/1994-10/1999) and was continued with Towards New Horizons 
(TNH 11/1999-07/2002). A follow-on project, TNH II, is planned for 8/2002-8/2004. The 
goal of these grants has been to combine national-level advocacy with community-level 
education and action programs to improve the education, health, literacy, and life skills of 
girls and young women in Egypt. 
New Horizons is a non-formal education program designed to explain and communicate 
essential information in the areas of basic life skills and reproductive health. The NH 
curriculum is comprised of two manuals with 102 sessions. The program was developed 
for disadvantaged girls and young women, ages nine to 20. Its messages are simple and 
direct and can be used with both an illiterate or literate population. 
This study assesses the changes that have resulted from NH interventions in program 
participants, in their families, and in the community. The main conclusions of this study 
are: 
ƒ The findings indicate that the NH program has a positive impact on the knowledge, 
attitudes, perceptions, and behaviors of the beneficiaries of the program. Relative to 
the non-beneficiaries, the beneficiaries have more positive attitudes and behaviors 
toward the education, health, and the status of women in the community, as well as 
greater self-confidence. 
ƒ Parents of participants have generally more positive attitudes toward the education of 
girls, the health and status of girls and women, and in regard to life options for their 
children. 
ƒ For the majority of beneficiaries, learning enhances school performance and social 
skills, as confirmed by their parents. 
ƒ For many participants, exposure to an undiscovered world and the acquisition of 
knowledge on previously unknown issues was an awakening experience, as they 
2
never had this opportunity before. This exposure gave them not only increased 
control over resources and decision making, but also tremendous self-confidence. 
Compared with non-beneficiaries, they are better able to analyze problems, find 
solutions and take responsibility for them. 
ƒ The most noteworthy and recurring benefit from the NH program appeared to be 
improved and more open communication with family members, especially with male 
members. This indicated increased self-confidence, as gender barriers had heretofore 
inhibited open communication with males. This change was disclosed by many of the 
unmarried and married female participants and their parents. 
ƒ The program has served as a vehicle for overcoming the unconscious bias of the 
beneficiaries and, to a certain extent, of the families and the community towards the 
status of women. Obvious differences in gender sensitivity between the beneficiaries 
and non-beneficiaries were found. The findings show that for both the married and 
unmarried women the New Horizons program has, for the first time in their lives, 
raised their awareness of gender issues and discrimination. 
ƒ Many beneficiaries of the program relied on traditional remedies and had no 
knowledge of health matters. The reproductive health (RH) education provided by 
the program has contributed to a better understanding and to better practices. 
Following training, participants openly discussed these issues, while non￾beneficiaries were more self-conscious and perceived these issues to be too sensitive 
to talk about.
The following main recommendations are offered: 
ƒ Many parents of the younger girls (ages 9-12) did not allow their daughters to 
participate in the reproductive health component of the curriculum, since they felt 
that it was not age appropriate. Therefore a reorientation with respect to the age 
group or to the curriculum is required.1
ƒ Although most beneficiaries are opposed to female genital mutilation (FGM), many 
find it difficult to talk about this deeply rooted tradition or to persuade others not to 
circumcise girls. Therefore it is recommended that CEDPA link with other 
community programs, focusing specifically on this issue, to help overcome this 
problem and to reinforce the New Horizons program. 
ƒ As skills training has not increased the beneficiaries’ opportunities for employment, 
further support of income-generating activities is recommended. 
ƒ The facilitators indicated that they had difficulty in obtaining the participants’ 
attention and that they had to exclude more complex subjects. Therefore more 
 
1
 Given the problems in regard to teaching the reproductive health section to younger girls (ages 9-12) 
during the initial period of the Towards New Horizons implementation, it was decided that the families of 
the younger girls could choose to not let their daughters attend the RH section of the program. 
3
attention should be given to strengthening the skills of the facilitators as moderators 
and more background information on various topics should be provided. 
ƒ Some of the Community Development Associations (CDAs) implementing the 
program need to be monitored by the larger non-governmental organizations. The 
institutional/organizational capacities of these small local organizations should be 
developed to enable them to carry out alone and sustain the program after the 
termination of support. 
4
2. INTRODUCTION 
Egyptian society can be described as a highly segregated society that assigns different 
duties and responsibilities to males and females. As a result, boys and girls are already 
socialized in their early childhood in regard to their different roles. In Egypt this 
separation of the female and male domains is based on the modesty code of women, 
which can be traced back to pre-Islamic times, and which is strongly present in current 
Islamic norms. It requires that women cover much of their body and that they exhibit the 
behaviors of bashfulness, humility, diffidence, chastity, fidelity, and seclusion. In practice 
this means that women are expected to interact as little as possible with males outside of 
their home and instead must concentrate on their domestic duties as wives and mothers. 
Although western influence has had an effect on lifestyle in many ways, the traditional 
separation of men’s and women's domains strongly prevails. 
Recently in Egypt, a number of mechanisms have been put in place to develop policies 
aimed at enhancing the status of women. As early as January 1993, the National 
Women’s Committee (now a Council) was established by a ministerial decree. Mrs. 
Suzanne Mubarak, the First Lady, has been elected as head of the Council. This indicates 
the commitment of the Egyptian Government to pay close attention to women’s issues 
and to women’s roles in furthering sustainable development. 
The existing gender gap,2
 i.e. the generally disadvantaged social, economic, and legal 
status of females in relation to their male peers in society, is shown in the enrollment 
rates of girls and boys in Egypt. The rates differ slightly from one source to another, but 
they all indicate that a gender gap exists. For example, a national survey of adolescents 
shows that during the school year 1996/1997 only 76 girls with low socio-economic 
status enrolled per 100 boys; in the higher socio-economic levels, 94 girls were enrolled 
per 100 boys.3
 Illiteracy is widespread in Egypt, especially among females and 
particularly among rural females: 39.4% of the population (29% males and 50.2% 
females) that are ten years of age or older are illiterate. Rural females have the highest 
rate of illiteracy, 63% versus 34% for urban females4
. Even though there has been a 
decline in illiteracy; the girls have not caught up with the boys. Of the population over 
ten years old, male illiteracy rates have dropped from 42.6% in 1967 to 29% in 1996, 
versus a drop in the girls' illiteracy rate from 57.2% to 39.4% during the same period.5
 
2
 For more detailed information, see Volume II, Annex II, Literature Review. 3
 El Tawila et al 2000. 
4
 Egypt Gender Indicators, National Council 2002. 
5
 Egypt Gender Indicators 2002, ref. Population Census 1996. 
5
As a result of these gender gaps, many international organizations have focused on girls’ 
empowerment through schooling. The programs have aimed at increasing girls’ 
enrollment rates and at reducing the number of girls dropping out of school. Special 
attention has been paid to previously identified constraints for girls, such as the distance 
of their homes from the school and the costs of schooling.6
Although enrollment rates and drop out rates are important indicators for successful 
programs, they tell little about the actual benefits or changes in girls' lives. Too often the 
benefits of education are taken for granted, and the context and culture into which the 
schooling is integrated, are not taken into consideration. 
Education creates opportunities for young people. However, as many studies show in 
Egypt, it doesn’t address traditional attitudes or encourage new horizons for girls.7
In general Egyptian women often have limited control over important aspects of their 
lives, including marriage and household decision-making. The Adolescence and Social 
Change in Egypt (ASCE) study8
 showed that adolescents have not changed their gender 
role expectations, and opinions regarding the traditional division of roles between 
husband and wife remain the same. However, in another study9
 women frequently 
mentioned that they participated jointly with their husband in many decisions. Violent 
treatment of women within marriage also appears not to be uncommon, and a relatively 
high proportion of female respondents justified their husbands beating them.10 
The age of girls' marriage and spouse selection are other important areas in studying the 
status of Egyptian women, particularly in rural Upper Egypt. Statistics uphold the 
premise that, the more education women obtain, the later they marry. In 1995, 25% of 
women with over seven years of education married before they were 20 years old, 
whereas 60% married after 20 years of age.11
Another gender concern relates to the impact of education and the dissemination of 
information on women’s reproductive roles and health. 
 
6
 Zaalook. 1995. CARE Egypt; 1996 World Bank Staff Appraisal Report; 1993 World Bank Staff 
Appraisal Report. USAID Egypt. www.usaid-eg.org). 7
 El Gabaly et al. 1999. 
8
 National Survey of Adolescents (9,128 adolescents and their parents) in Egypt. 1997. ASCE Study. 9
 1995 Demographic and Health Survey. Egypt. 10 1995 Demographic and Health Survey. Egypt. 11 Innocent Digest. 2000. ref. Alan Guttmacher Institute. 
6
Female circumcision is common in Egypt12 and there is still widespread support of the 
practice.13 The 2000 Egypt Demographic and Health Survey (EDHS) found that the 
female genital mutilation (FGM) prevalence rate was over 90% among all groups of 
women and in all regions of Egypt, except in the Frontier Governorates (76%). Female 
circumcision or FGM is considered by the Egyptian Government to be violence 
committed against female children without their consent. 
Research indicates that support of the practice is related to educational and regional 
factors; girls who attended school and those that live in urban areas had a more negative 
attitude towards FGM.14 The same survey found a connection between parental 
education and attitudes toward FGM. 
Survey findings give only a limited indication of knowledge by Egyptian females of 
sexually transmitted infections (STIs). The Adolescence and Social Change in Egypt 
(ASCE) Survey indicates that HIV/AIDS is the most widely known sexually transmitted 
infection. The amount of education of an adolescent was related to the extent of her 
knowledge.15 
Research findings also show that female education has a positive impact on nutrition and 
childcare. Both inadequate or unbalanced diets and chronic illnesses are associated with 
poor nutritional status; hence the importance of nutritional education of females. Varying 
factors appear to influence the nutritional status of females in Egypt. The EDHS and 
ASCE Surveys16 reveal that girls that have reached intermediate or university level 
education are less likely to be classified as stunted or thin, compared to girls with no 
schooling or with only primary school education. Moreover, education also increases 
health-seeking behavior during pregnancy17 and is of potential benefit for the future care 
of the children.18 A strong connection was also found between a child’s nutritional status 
and the educational level of the mother. 
Survey data19 from rural Egypt indicate that educational levels as well as multiple socio￾economic variables are related to contraceptive behavior. Most respondents in the ASCE 
Survey had heard the word “family planning”. However the study does not disclose 
family planning knowledge or practices of the adolescents. 
Various studies indicate existing poor sanitation practices and the importance of hygiene 
education20 and of proper use of available resources to prevent diseases and infections in 
 
12 2001 Demographic and Health Survey Egypt. Ministry of Health and National Population Council. 13 Egypt Gender Indicators. 2002. National Council of Child and Motherhood, Egypt. 14 El Tawila. et al. 2001. 
15 El Tawila. et al. 2000. 
16 National Survey of Adolescents (9,128 adolescents and their parents) in Egypt. 1997. ASCE Study. 17 2001 Demographic and Health Survey-Egypt. Ministry of Health and National Population Council. 
18 Von der Lippe. 1999; Kemprecos. et al. 1996. A Community-Based Survey in Upper Egypt 
19 Enwisle. 1989. 
20 Susan Watts et al. 1998. Integrated Hygiene Education in a Water Supply and Sanitation Program. AUC; 
Weidner, BL. 1985; Mahmoud. et al. 1995; Hegazy, AA. 1999; Galal. et al. 2001. 
7
order to improve the general health status of families. Therefore, informal education on 
these topics is important. 
The above observations21 show the need for the non-formal education of females to 
address issues that may impede equal opportunities. 
New Horizons is a program implemented by CEDPA/Cairo and funded by USAID/Cairo. 
Its goal is to improve the lives of girls and young women through education and 
development strategies, to empower females, and to broaden their life options. Girls and 
young women between the ages of nine and twenty are the beneficiaries. 
The New Horizons curriculum used in NH is comprised of two manuals with 102 
sessions that cover: 
1) Basic life skills including girls’ identity, rights, and responsibilities; nutrition, 
health, first aid, child development and rights; and environment and small 
projects. 
2) Reproductive health in adolescence, violence against women, marriage, 
pregnancy and delivery, family planning, and sexually transmitted infections. 
This document is an impact study of the effects of the New Horizons program. This 
study assesses the changes that have resulted from the project interventions on 
beneficiaries, their families, and the community. 
Section 3 “The New Horizons Program” of the impact study will give an overview of the 
NH program, its history, and contents. Section 4 “Qualitative Assessment” contains the 
rationale for the study. The methodology is described in Section 5 “Methodology”, while 
Section 6 “Key Findings” gives the findings according to the key research questions 
listed in Section 4. Section 7 “Findings and Girls’ Empowerment in Egypt” will further 
elaborate on and discuss the findings of the group discussions held with beneficiaries and 
non-beneficiaries, as well as the findings of interviews with parents, male siblings, 
facilitators, and community leaders. 
 
21 For cited research findings see the Literature Review in Volume II, Annex II. 
8
3. THE TOWARDS NEW HORIZONS GRANT 
In October 1994, the Centre for Development and Population Activities (CEDPA) 
received a five-year grant (10/1994-10/1999) from the United States Agency for 
International Development (USAID) to implement the Partnership Projects for Girls and 
Young Women (PPGYW), in collaboration with selected Egyptian NGOs. This was 
followed by a 33-month grant (11/1999-07/2002) to implement Towards New Horizons 
(TNH). The goal of these two grants was to combine national-level advocacy with 
community level education and action programs to improve the education, health, 
literacy, and life skills of girls and young women in Egypt. These two grants funded the 
New Horizons (NH) program 
To achieve this, CEDPA/Egypt chose a participatory development approach using 
Egyptian community members to develop a curriculum based on an innovative non￾formal education and training program, originally used for adolescent girls in South Asia, 
Latin America, and Africa. This approach embodies several key principles of the United 
Nations Convention on the Rights of the Child (CRC), ratified by Egypt, and signed into 
law by the United Nations in 1990: 
ƒ The Child shall have the right to freedom of expression; this right shall include 
freedom to seek, receive, and impart information and ideas of all kinds. 
ƒ States Parties recognize the right of the child to education. 
ƒ States Parties shall ensure that the child has access to information and material… 
especially those aimed at the promotion of his or her social, spiritual and moral well￾being and physical and mental health. 
ƒ Parents and children (shall) have access to education and (be) supported in the use of 
basic knowledge of child health and nutrition, the advantages of breast-feeding, 
hygiene and environmental sanitation, and the prevention of accidents. 
The resulting New Horizons program is a non-formal education program, designed to 
explain and communicate essential information in the areas of basic life skills and 
reproductive health. The program was developed for disadvantaged girls and young 
women, ages nine to 20. Its messages are simple and direct and can be used with both an 
illiterate or literate population. Currently, about 20 percent of the girls enrolled in the 
program are out of school. 
Its practical aim is to empower girls and young women to make informed life choices 
through a carefully designed program providing information and raising awareness. It is 
a practical and effective intervention, wherever girls and young women lack access to 
basic information that limits their ability to make informed life choices. The program can 
be implemented wherever a group of 20 to 25 girls and young women can gather 
comfortably for open and informal discussion: in a school, mosque, church, NGO center, 
or private home or even under a tree in a courtyard. It is both replicable and sustainable. 
9
The New Horizons curriculum is comprised of 102 carefully designed and structured 
sessions, and includes a kit of colorfully illustrated posters, two instructor’s manuals, and 
audiotapes with songs, poetry, and drama. New Horizons is comprehensive in scope and 
covers every major area of a young girl’s life. Manual One introduces identity, family 
roles, rights, and responsibilities, and provides important information on nutrition, health, 
first aid, child development, and the environment. Manual Two focuses on reproductive 
health and covers topics such as adolescence, traditional harmful practices, pregnancy, 
family planning, and protection against dangerous diseases such as AIDS. 
The program is an integrated approach to community awareness. The success of an 
information-sharing program such as New Horizons depends on parental and community 
acceptance and support. To build this support, facilitators hold introductory sessions to 
show parents how their daughter’s possession of accurate information in the areas of 
health, reproduction, and child care can result in concrete benefits to the family, such as 
healthier babies, reduction in intra-family conflict, and reduced risk of disease. In order to 
secure these benefits, participants are strongly encouraged to share information with 
family members and friends throughout the life cycle of the program. 
This curriculum allows facilitators with a secondary school level of education to easily 
and effectively implement the program. The manuals are written in simple Arabic, and 
the information is presented in a coherent and accessible format. The colorful posters 
reinforce session themes, and clearly communicate the intended messages. Training is 
practical and straightforward, and facilitators can generally be field ready within weeks. 
A Partnership Network of Egyptian and international NGOs was organized in October 
1997 to implement the New Horizons program. This network provides both capacity￾building assistance and exchange opportunities to ensure the effectiveness of the 
management and implementation of the program. 
To date, the New Horizons Program has served: 
PPGYW 
10/94-10/99 
TNH 
11/99-7/02 
Governorates 11 16 
NGOs 73 144 
Facilitators 599 785 
Beneficiaries 14,998 28,251 
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4. QUALITATIVE ASSESSMENT 
As specified in the various Terms of Reference, the purpose of this impact study of NH is 
to test the following research hypotheses. 
ƒ Girls and young women who participated in project activities are likely to 
demonstrate more positive attitudes and behaviors toward education, health, and the 
status of women in the community. 
ƒ Girls and young women who have participated in the program are likely to 
demonstrate greater self-confidence and increased communication with parents, 
family members, and others in the community. 
ƒ Families of program participants are likely to demonstrate a more positive attitude 
and behavior towards education for girls, the health of girls and women, health in 
general, the status of girls, and the life options of their children. 
According to the original Terms of Reference (May 2001), the study was to be carried out 
on the basis of a combination of group discussions and a structured questionnaire survey 
with a sample of 1,604 project participants, non-participants, parents or heads of 
households of participants, parents or heads of households of non-participants, and 
facilitators. To gain information for drafting questionnaires, 20 in-depth group 
discussions were carried out with beneficiaries, facilitators, parents of beneficiaries, and 
key community members in two NGO communities. 
The research plan and instruments were developed by experts in close cooperation with 
CEDPA and the Ministry of Education and were subsequently reviewed, translated, and 
tested by the consultants before their field implementation was to take place in five 
governorates of Egypt. 
Unfortunately, there was undue delay in obtaining governmental clearance for conducting 
the quantitative survey. Finally after almost a one-year delay, it was decided that other 
research methods for the impact study would be explored. The research methodology of 
focus group discussions and in-depth interviews was selected. 
As it turned out, the study would test three research questions focusing on greater self￾confidence, increased communication, and the demonstration of more positive attitudes 
towards the education, health, and so forth of the program participants. The study took 
place in three governorates. The findings of the focus group discussions with participants 
needed to be validated against the perceptions and views of girls and young women who 
were not exposed to the New Horizons program or to a similar program. These control 
groups are not only important for assessing the impact of the NH program on the 
participants, but also for interpreting and analyzing the findings, based on the three 
hypotheses. 
Therefore, purposeful focus group discussions with both participants and non-participants 
took place. In addition, in-depth interviews were conducted with facilitators of the NH 
11
program and with parents and male siblings. Interviews with community board members 
were also conducted to assess the NGOs’ organizational sustainability for implementing 
similar programs in the future. 
The research components were organized into structured and non-structured questions 
and translated into Arabic. As much as possible the moderator of the focus group 
discussions and the three interviewers in charge of the in-depth interviews probed for 
details of the motivation behind respondents' statements and opinions. The study team 
consisted of a female moderator with an assistant for the focus group discussions and two 
female interviewers for the in-depth interviews with facilitators, mothers, and community 
leaders. A male interviewer conducted the in-depth interviews with fathers and male 
siblings. 
The topics of investigation for the different groups are as follows. 
Focus group discussions with married and unmarried beneficiaries and non-beneficiaries 
included: 
(1) education, (2) self-esteem/confidence, (3) parent-child communication, (4) 
decision making, (5) physical mobility, (6) nutrition, (7) health and hygiene, (8) 
reproductive health, (9) gender, and (10) marital attitude and reproductive health. 
In-depth interviews with parents included: 
(1) perceptions and attitudes towards girls and young women, (2) parent-child 
communication, (3) decision making, (4) nutrition, and (5) education of girls. 
In-depth interviews with male siblings included: 
(1) communication with siblings who participated in the NH, (2) perceptions and 
attitudes towards the education of girls, and (3) gender roles within the household. 
In-depth interviews with facilitators included: 
(1) self-esteem/confidence, (2) parent-child communication, (3) decision making, 
(4) physical mobility, (5) nutrition, (6) health and hygiene, (7) reproductive 
health, (8) gender, and (9) marital attitude and reproductive health. 
In-depth interviews with key community members included: 
(1) organizational strategies for expanding programs overall, (2) organizational 
sustainability plans for girls' programming, and (3) changes in perceptions and 
attitudes of community leaders towards the status of girls and young women in 
the community. 
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5. METHODOLOGY 
 5.1 Questionnaire Design and Measures 
The research questions in conformity with the mutually adopted Scope of Work (SOW)22
were given in the previous section. Based on the detailed contents of the qualitative 
questionnaires23, guidelines were prepared to direct the discussions with each focus group 
and for the in-depth interviews with facilitators. Additional guidelines for in-depth 
interviews with parents, facilitators, male siblings, and key community leaders were 
developed in line with the requirements of the draft SOW.24 Reporting sheets for the 
researchers were developed to facilitate the compiling and analyzing of the findings. 
The guidelines are a mixture of quantitative and qualitative investigation, so as to provide 
both a quantitative representation of the responses as well as to present qualitative 
perceptions and views. All instruments were discussed and refined in collaboration with 
CEDPA. 
Pilot focus group discussions took place in September 2002 in Cairo. The outcome 
indicated that the existing focus group guidelines were too comprehensive to retain the 
participants' attendance. Hence the number of questions on general health and nutrition 
issues was reduced, while those questions more related to the testing of the three research 
questions were kept intact. Questions on economic skills were also deleted, due to the 
length of the guidelines, as well as due to the fact that earlier group discussions showed 
that most skills acquired are only used at home because of the absence of employment 
opportunities and small loan schemes in the various communities.25 
Although the draft SOW does not explicitly call for questions on female genital 
mutilation, for the purpose of future programming a few FGM-related questions were 
included in the in-depth interview questionnaires and the guidelines for the focus group 
discussions. 
Focus Group Discussions 
To obtain background characteristics of the various focus group participants, each 
respondent filled out pre-designed forms prior to the start of the group discussion. To 
gain as much quantitative information as possible, as requested in the SOW, the 
guidelines were designed in such a way that opinions could be classified by their 
frequency and marked down on standardized scales by the investigator.26 
 
22 Draft of the SOW prepared by CEDPA in June 2002, and mutually adapted. Volume II, Annex I. 23 Questionnaires for participants, non-participants, parents, and facilitators. July 2001. Both in Arabic and 
English languages. 24 Draft of the SOW prepared by CEDPA in June 2002, and mutually adapted. See Volume II, Annex I. 25 See Volume II, Annex XII, Section II, in which the community leaders confirm that beneficiaries gained 
skills that are mainly used at home; therefore the provision of loans and the addressing of marketing 
possibilities would facilitate income to the girls. 26 See Volume II, Annexes IV-VIII. 
13
Also, in order to measure individual knowledge and awareness, the participants were 
provided with pre-printed sheets of True/False statements in regard to some of the 
gender, nutrition and health issues; these questionnaires were to be filled out by each 
participant. 
For the illiterate respondents, the moderator read out the statements. Moreover, to ensure 
accuracy, the facilitator used a tape recorder to record the respondents’ perceptions and 
views. 
In-depth Interviews 
For the various in-depth interviews, structured questionnaires were developed in line with 
the draft SOW. However, the SOW only called for getting responses from community 
leaders in regard to the organizational stability of the NH program. But given the 
significance of the opinions and experiences of both parents and facilitators in this 
respect, related questions were also included for these respondents. To facilitate cross￾checking with knowledge, perceptions, and opinions of the beneficiaries and non￾beneficiaries, the questions for the facilitators were synchronized with the guidelines of 
respective focus group discussions. 
5.2 Sample Selection 
To ensure adherence to the design of the sample, a meeting with representatives of the 
concerned NGOs was organized by CEDPA. In the meeting representatives of the 
different NGOs and Community Development Associations (CDAs) were briefed about 
the procedures, including the detailed selection criteria, as they had to select the various 
respondents. 
Table 5.2 Proposed Sample Selection 
GOVERNORATE FOCUS GROUPS INTERVIEWS 
 
Unmar. 
Ben 
Married
Ben 
Unmarried. 
Non-Ben 
Married 
Non-Ben Parents
Male 
Siblings Facilitators
Key Com 
Leaders
Beni Suef 2 2 2 1 5 5 5 3 
Qena 2 2 2 1 5 5 5 3 
Alexandria 2 2 2 1 5 5 5 3 
Total 6 6 6 3 15 15 15 9 
5.2.1 Beneficiaries and Non-beneficiaries Focus Groups 
There were 6 to 8 participants in each of the different focus groups, e.g., unmarried 
beneficiaries, married beneficiaries, unmarried non-beneficiaries, and married non￾beneficiaries. Experiences with previous focus group discussions in regard to assessments 
of the NH program have shown that, within a larger group, individual statements and 
perceptions are influenced by the other group members. Thus, larger group settings will 
not mirror the range of changed/actual perceptions. Moreover, the different investigation 
techniques and methods used do not allow for a large group of participants. 
14
In each of the three Egyptian governorates in this impact study, the aim was to have the 
following groups: 
ƒ Two focus groups with eight unmarried girls of whom four had not finished school 
and four had, but where all had completed the second manual of the New Horizons 
curriculum over the period 1997-98.
ƒ Two focus groups with eight married girls of whom four had not finished school and 
four had, but all of whom had completed the second manual of the NH curriculum 
over the period 1997-98.
ƒ Two focus groups with eight unmarried non-beneficiaries of whom four had not 
finished school and four had, none of whom were exposed to the NH program or to 
other similar programs. 
ƒ One focus group with eight married non-beneficiaries of whom four had not finished 
school and four had, but none of whom were exposed to the NH program or to other 
similar programs. 
5.2.2. Interviews with Parents of Beneficiaries 
One of the target groups mandated in the CEDPA SOW was parents of beneficiaries. Due 
to the reasons cited below, this target group was divided into fathers and mothers of 
unmarried beneficiaries. 
Parents of unmarried girls were considered to be the most important informants because: 
a) Married beneficiaries mainly lived with their in-laws and had to deal with many 
restrictions regarding communication with their in-laws as was found in group 
discussions for the preparation of the qualitative survey in 2001. 
b) Findings of the previous group discussions showed that fathers and mothers of 
unmarried daughters living with them have different respective attitudes and 
perceptions, and communicate differently with their daughters. Therefore the sample 
has been adapted to take father/mother variations into account. 
The sample of this target group was aimed to be alternatively three mothers and two 
fathers, or two mothers and three fathers of different unmarried participants, per 
governorate. 
5.2.3 Interviews with Male Siblings 
Another target group of investigation is ‘male siblings of beneficiaries,’ as called for in 
the CEDPA SOW. To assess the extent to which their attitude towards their sisters/girls 
might have been influenced by the NH program, only male siblings of unmarried 
15
beneficiaries over 16 years of age were interviewed. These male siblings still lived with 
their sisters; thus an assessment of communication and gender roles in the household 
could be made, in contrast to male siblings of married beneficiaries. Moreover, many 
married beneficiaries lived with their in-laws, and male siblings consequently only had a 
distant relationship with their sisters. In each governorate, five male siblings were to be 
interviewed, according to the above criteria. 
5.2.4 Interviews with Community Leaders 
In each of these governorates, the aim was to interview three key community leaders. 
These community leaders were principally selected from board members and other 
officers of NGOs that were implementing the New Horizons program in the late 1990s. 
5.2.5 Interviews with Facilitators 
In each governorate, five NH program facilitators, who were teaching the first and second 
manual of the NH curriculum in the period 1997-98, were to be interviewed. 
5.3 Field Work and Final Samples 
As explained in the section above “Sample Selection,” the concerned CDAs and NGOs 
had to select the respondents according to the sample criteria as discussed in the 
preparatory meeting. When selected respondents did not meet the sample criteria, they 
were replaced by the moderator in consultation with the CDAs. 
The fieldwork was implemented in accordance with the following limitations and 
constraints: 
In Alexandria, the Institute for Training and Research for Family Planning (ITRFP), in 
charge of monitoring the implementation of the NH program by local CDAs, had given 
directions to the various CDAs to organize the meetings with the different respondents. 
Due to internal communication gaps, the CDAs involved were not fully made aware of 
the sample selection criteria decided by ITRFP. Consequently, two participants selected 
for the unmarried non-beneficiaries focus group were found to be facilitators in other 
‘empowerment programs.’ The CDA selected them as non-beneficiaries of the NH 
program. The moderator thanked them for their willingness to participate in the 
discussion group and did not include them in the discussion as their perceptions and 
knowledge may have been shaped by other programs. They were also not representative 
of a control group for which no exposure to the NH program or to other similar programs 
was a sampling criteria. 
Furthermore only five of the seven focus groups took place; one group of unmarried and 
one group of married beneficiaries could not be held. However, the sample for the 
unmarried beneficiaries was larger than intended. Per group, the number of participants 
was as follows: one group with five beneficiary married women, one group with ten 
16
beneficiary unmarried girls, one group with six non-beneficiary married girls, and two 
groups each with eight non-beneficiary unmarried girls. 
Unfortunately, no interviews with mothers could be held. Mothers, although contacted by 
the moderator, refused consistently to come. Furthermore only two fathers and four 
siblings could be interviewed. 
CEDPA/Cairo was informed of the situation, but, given the circumstances, could not 
rectify the situation. 
In Beni Suef: the number of facilitators, male siblings, and fathers interviewed was more 
than anticipated. The two CDAs had each selected four facilitators, five male siblings, 
two fathers, and three community leaders according to the instructions on sample 
numbers for the entire governorate. 
One of the local CDAs selected a non-representative group of unmarried beneficiaries 
that appeared not to be exposed to the NH program. However, they were replaced by a 
genuinely representative group. 
Per group, the total number of participants was as follows: two groups with seven and 
eight married girls respectively, one group with eight married non-beneficiaries, and two 
groups with respectively eight and nine unmarried non-beneficiaries. 
In Qena: one focus group of the non-beneficiary unmarried girls, selected by the CDA, 
included three participants that were moderators in literacy classes, and thus may have 
had a better understanding of gender roles. This fact has most likely influenced the 
findings in the Qena Governorate; these findings show less significant differences in 
opinions in some areas between unmarried beneficiaries and non-beneficiaries. The group 
of married non-beneficiaries selected by the CDA, needed to be replaced, as at the time 
of the group discussion the participants appeared to be mothers or close relatives of the 
girls that attended the NH classes, and thus did not conform to the set selection criteria. 
Per group, the total number of participants was as follows: two groups with seven and 
eight beneficiary married women respectively; two groups each with seven unmarried 
beneficiaries, one group with eight married non-beneficiaries, and two groups with eight 
unmarried non-beneficiaries. 
17
The final sample actually included in the study, given the above mentioned constraints, 
was as follows: 
Table 5.3 Final Sample 
GOVERNORATE FOCUS GROUPS INTERVIEWS 
Unmar 
Ben 
Mar 
Ben 
Unmar 
Non-Ben
Married 
Non-Ben Parents
Male 
Siblings Facilitators 
Key Com 
Leaders 
Beni Suef 2 2 2 1 3M&4F 10 8 6 
Qena 2 2 2 1 3M&2F 5 5 3 
Alexandria 
1 large 
group 1 2 1 2M 4 5 3 
Total 5 5 6 3 8M&6F 19 18 12 
5.4 Data Processing 
The researchers transcribed and summarized all findings obtained from the focus group 
discussions and interviews. 
6. KEY FINDINGS 
This section will summarize the key findings of the discussions and interviews, resulting 
from the three research hypotheses. 
Girls and young women who participated in project activities are likely to have more 
positive attitudes and behaviors toward education, health, and the status of women in the 
community: 
ƒ The findings of the focus group discussions in the three governorates indicated that 
the majority of participants considered education to be very important. However, 
beneficiaries had a more comprehensive view of why education was important. 
ƒ The beneficiaries showed an increased awareness of the importance of education in 
bringing about changes at a personal level, in terms of broadening the mind, 
increasing self-esteem, gaining the respect of others, and obtaining better job 
opportunities. 
ƒ The beneficiaries' opinion about education changed positively, and their school 
performance was improved. Among those girls who had dropped out of school, many 
had restarted studying. The beneficiaries' mothers became more interested in their 
daughters' education. 
ƒ While both the majority of beneficiaries and non-beneficiaries felt that university 
level education was important, a larger number of beneficiaries thought that girls 
should have a university-level education. 
18
ƒ A greater number of married beneficiaries felt that their husbands should seek their 
advice in family matters, than did married non-beneficiaries; however, in matters 
such as child rearing, both groups reported that decision making was shared. 
ƒ Most of the unmarried beneficiaries appeared to be very determined in wanting to 
have a say in the selection of husbands, the number of children to have, and the 
intended use of family planning methods. 
ƒ Most beneficiaries had an ID card and understood its importance, while only few 
non-beneficiaries had obtained an ID card. 
ƒ Increased physical mobility was a major attainment for all beneficiaries, contrary to 
all non-beneficiaries. 
ƒ The beneficiaries gained necessary knowledge in self-care and medical care for the 
family. The gained skills have given them increased access to the community. 
Building on existing values and beliefs, the information given in the NH program 
was useful in making participants aware of various health issues. 
ƒ Most beneficiaries of the program appeared to be slightly more gender aware than 
the non-beneficiaries. The beneficiaries believed that equal opportunities needed to 
be given to boys and girls, contrary to most non-beneficiaries whose responses 
supported the preferential treatment of boys. 
ƒ The non-beneficiaries underestimated their daughters’ potential and focused on their 
daughters’ future domestic roles as wives and mothers. 
ƒ The families of the beneficiaries treated them and their brothers equally, as opposed 
to the non-beneficiaries who felt that they were subordinated to the boys in the 
family.27
ƒ In contrast to most non-beneficiaries, all beneficiaries wanted to raise their children 
equally, whether boys or girls. 
ƒ After the classes, all beneficiaries showed a better understanding of their bodies and 
gave more priority to their health concerns. 
ƒ All beneficiaries were very interested in the classes on menstruation and personal 
hygiene. The knowledge gained not only removed communication barriers, but also 
contributed to more self-awareness and confidence. The unmarried beneficiaries said 
that they were more courageous in initiating discussions on such issues with their 
mothers. 
 
27 The phrasing of the translated Arabic questions is different from the English as given in Volume II, 
Annex III, Section 8. The Arabic question showing this finding was: “In your family do parents treat 
boys and girls equally?”. 
19
ƒ As a result of the New Horizons program, the beneficiaries received information for 
the first time on female circumcision or female genital mutilation. 
ƒ There were minor differences between the unmarried beneficiaries and the control 
group with respect to disapproval of the practice of FGM.28 
ƒ All facilitators were more persistent in their statements to abolish FGM. 
ƒ More unmarried beneficiaries than non-beneficiaries felt that they should have a say 
in selecting their future husbands and that they should share in the decision making 
in all family matters with their husbands. 
ƒ The vast majority of the non-beneficiaries justified beatings by husbands, in contrast 
to the beneficiaries who only justified beating as a last resort, after discussion of the 
discord.29
ƒ The unmarried beneficiaries, in contrast to the unmarried non-beneficiaries, were 
more decisive and confident in their authority to decide the number of their future 
children. 
ƒ In general, the desired number of children for unmarried beneficiaries was less than 
for the number desired by the control group. 
ƒ Beneficiaries were more knowledgeable about family planning methods and the 
importance of their use than were non-beneficiaries. 
ƒ Girls and young women who participated in project activities were likely to have 
greater self-confidence and better communication with parents and family members 
and others in the community. 
ƒ The focus group discussions disclosed increased self-esteem for both the married 
and unmarried beneficiaries. The beneficiaries’ self-esteem and confidence were not 
only reflected in the quantitative findings, but were noticed throughout the 
discussions as they expressed their opinions with confidence and clarity and in a 
convincing manner. 
ƒ The beneficiaries in general felt free to express themselves confidently in the 
presence of men or mixed groups, as opposed to the majority of the non￾beneficiaries who did not dare to talk in the presence of men.30
 
28 Fifteen of 39 of the unmarried beneficiary group vs. 22 of 49 of the control group thought FGM to be 
appropriate. 29 The quantitative findings in Volume II, Annexes VI and VII, Section 10 are different from the probing in 
the focus group discussions. 30 See Volume II, Annex III, Chapter I.2. 
20
ƒ The majority of the married beneficiaries could always express themselves before 
elders in the family and in-laws, contrary to the married non-beneficiaries who only 
could do so ‘sometimes.’ 
ƒ Contrary to the control groups, the majority of both married and non-married 
beneficiaries expressed confidence in convincing others of their point of view. 
ƒ There was a significant difference in family communications between the 
beneficiaries and non-beneficiaries of the program. There was better communication 
with beneficiaries’ in sharing personal opinions and thoughts, especially with 
husbands, than was the case in the control group. 
ƒ All beneficiaries had a better relationship with their in-laws than did the non￾beneficiaries. 
ƒ The beneficiaries hardly experienced any hindrance in expressing ideas and were 
even being consulted by most family members. 
ƒ Contrary to the non-beneficiaries, the unmarried beneficiary girls had a better 
relationship with their elder brothers. 
ƒ The community leaders found that the beneficiaries had better communication skills 
than their peers, which improved their interaction with others. 
ƒ Families of beneficiaries were likely to have more positive attitudes and behaviors 
toward education, health, and the status of girls and women, as well as toward the 
life options of their children. 
ƒ Parents came to appreciate the important role of education in girls’ lives, by noticing 
the changes in their daughters. 
ƒ The beneficiaries’ mothers became more interested in their daughters' education. 
They followed up with their daughters’ studies, a fact that may be reflected in their 
daughters' improved monthly grades. 
ƒ Parents of beneficiaries encouraged their children to make independent decisions. 
Some fathers stated that they would now give their daughters the final say in 
selecting their future husbands. Other parents revealed that they would allow their 
daughters the right to refuse the proposed husband.31 
ƒ The families of the unmarried beneficiaries treated them equally with their brothers. 
 
31 The indicator used in Section 4, Questionnaire for Parents: “ Do you allow your daughter to set money 
aside?” has proven to be an incorrect indicator for measuring the willingness of parents to have 
daughters make independent decisions, because the low income levels of the families did not permit 
them to save money. 
21
ƒ Mothers of the unmarried beneficiaries said that their daughters discussed the issues 
of marriage and reproductive health in an understanding way, demonstrating an open 
mind and a wider scope of knowledge. 
ƒ Parents, community leaders, and other people who interacted with the beneficiaries, 
discerned the distinct personalities of the beneficiaries and appreciated their mature 
behavior and respect for customs in the community. 
ƒ Parents started to realize that their daughters had other capabilities beyond getting 
married. 
ƒ The beneficiaries became role models in their community as confirmed by others32;
in fact, all the fathers expressed their desire that their other daughters could join the 
NH classes. 
ƒ The brothers of the unmarried beneficiaries acknowledged the changes in their 
sisters’ personalities, by stating that their sisters were more mature and 
knowledgeable and had valuable opinions as a result of attending the NH classes. 
ƒ Parents and people in the community appreciated the communication skills that the 
beneficiaries had mastered. 
ƒ The married beneficiaries had a better relationship with their husbands who granted 
them freedom of movement, which is uncommon in most communities. 
ƒ Most parents of the beneficiary girls gained confidence in their daughters; many of 
them found their daughters capable of properly handling different situations, and 
hence gave them more freedom. 
ƒ Parents of beneficiaries benefited from discussing with their daughters’ nutritive 
food values and proper and unhealthy nutrition habits. 
ƒ Acquired skills in first aid increased the rapport between the beneficiaries and 
community members. The community members benefited from the beneficiaries' 
knowledge of first aid, and the skills gained have given the beneficiaries increased 
access to the community. 
ƒ The beneficiaries' mothers felt more comfortable discussing reproductive health 
issues with their daughters. 
ƒ Family members, especially brothers, found it important that the girls received 
information on reproductive health. They also expressed the necessity to disseminate 
that knowledge throughout the community. 
 
32 See Volume II, Annex III, Chapter II. 
22
7. FINDINGS AND GIRLS EMPOWERMENT IN EGYPT 
The detailed descriptive and quantitative findings of each focus group and of the 
interviews are presented in annexes. Unlike a statistical analysis of only quantitative data, 
the trustworthiness of all the information gathered is difficult to express quantitatively; 
therefore the findings in this section will be mainly given in terms of representing a small 
majority/vast majority/minority and so forth. The paragraphs below correspond with the 
relevant sections of the guidelines for the focus group discussions, as well as with the 
relevant sections of transcribed focus group findings.33 
7.1 Findings 
This section will further elaborate on and discuss the outcome of the focus group 
discussions held with the beneficiaries and non-beneficiaries, as well as findings of the 
interviews with the parents of beneficiaries, facilitators, and community leaders. 
7.1.1 Background of Respondents 
The following tables present background information on the various respondents. The 
first two tables give a comparison of the distribution of the participants in the focus 
groups by age, educational background and educational levels of the husband for the 
married respondents, and of fathers for the unmarried respondents. Looking at the age 
distribution, the actual range of beneficiaries was broader than the intended program age 
range of 9-20. However for the purposes of this study, the age ranges between the 
beneficiaries and non-beneficiaries corresponded. The educational levels of husbands/ 
fathers between the beneficiary and non- beneficiary groups did not vary considerably. 
Table 7.1.1 Married Beneficiaries and Non-Beneficiaries 
Married Beneficiaries Married Non-Beneficiaries 
Number 35 22 
Age 16-35 15-35 
Education The majority received medium 
education 
The majority received medium 
education, 2 high education 
Additional Skills All received additional skills 1/3 of the sample received 
additional skills 
Husband’s 
Education 
3 high education 
23 medium education 
9 non-educated 
3 high education 
13 medium education 
6 non-educated 
 
33 See Volume II, Annexes III-XII transcribed findings of focus group discussions. 
23
Table 7.1.2 Unmarried Beneficiaries and Non-Beneficiaries 
Unmarried Beneficiaries Unmarried Non-Beneficiaries 
Number 40 49 
Age 13-23 13-26 
Education & 
additional skills 
The majority received medium 
education and additional skills 
The majority received medium 
education and additional skills 
Father’s Education 1 high education 
22 medium education 
15 uneducated 
2 don’t know 
1 high education 
27 medium education 
15 uneducated 
6 don’t know 
Father’s 
Employment 
26 working 
2 unemployed 
4 retired 
8 dead 
31 working 
7 unemployed 
6 retired 
5 dead 
Mother’s Education 26 non educated 
13 medium education 
1 don’t know 
35 non educated 
11 medium education 
3 don’t know 
Mother’s 
Employment 
4 working 
34 unemployed 
2 dead 
2 working 
43 unemployed 
4 dead 
Table 7.1.3 Facilitators 
Number: 18
Age 21-32
Educational level: 8 vocational school
Marital Status: 9 unmarried 
8 married 
1 divorced
Father’s Education 1 high education 
12 medium education 
5 uneducated
Father’s 
Employment:
7 working 
1 unemployed 
4 retired 
6 dead
Mother’s Education: 2 high education 
5 medium education 
11 uneducated
Mother’s 
Employment:
5 working 
13 not working
24
Table 7.1.4 Fathers 
Number: 8 
Age: 50 to 52 years old 
Educational Level 7 have been to school and 
received intermediate education. 
Wife’s Education 2 intermediate education, 2 
literacy classes and 4 uneducated
Working Status: 7 are working and 1 is retired. 
Wife’s Working 
Status 
3 wives are working and 5 are 
not. 
7.1.2 Findings on Perceptions of Education 
Perceptions of the importance of education for girls were primarily measured by 
questions addressing whether and how education affected a girl's life/future and what 
level of education girls should have versus boys in the community. The findings of the 
focus group discussions in the three governorates indicate that all married and unmarried 
beneficiaries34of the program considered education to be very important for girls. 
While the non-beneficiaries found it difficult to express the advantages of education, the 
majority of the beneficiaries appeared to be very outspoken, showing an increased 
awareness of the importance of education. While the primary advantage of education 
indicated by the majority of non-beneficiaries was limited to improved guidance of their 
children as part of their roles as mothers, both the beneficiaries and facilitators of the 
program affirmed that education will also bring about changes at a personal level, in 
terms of broadening the mind, increasing self-esteem, gaining respect from others, and 
better advanced educational and job opportunities.35
As one participant from Alexandria stated: 
"Education is not limited; it is not only schooling but gives you the 
motivation to stay always updated such as wanting to learn computer 
skills and explore the internet." 
Another unmarried beneficiary from Qena commented, 
"Educated women think in a different way and are more ambitious. 
Educated women can read the letters from migrant husbands thus can 
keep secrets, can read prescriptions, and can find their way in other 
cities, if divorced can rely on themselves. They are more understanding 
to their husbands and children and ensure better life and future for the 
 
34 Only two of the 22 married non-beneficiaries and 31 of the 49 unmarried non-beneficiaries affirmed that 
if a girl didn’t get an education it would affect her life. 
35 See Volume II, Annex III, Chapters I.1.1, I.1.2 and I.1.3 for details.
25
family. They will feel equal to their husbands so their husbands will 
treat them with respect." 
Other participants cited various problems resulting from being illiterate, e.g. throwing an 
old paper away to later discover it was a son's birth certificate; buying expired household 
goods, etc. In addition, the unmarried beneficiaries stated that education would increase 
their chances of finding a good husband. 
All beneficiaries expressed the belief that they came to realize the importance of 
education while attending the NH classes. The majority of girls who attended school 
confirmed an increased interest in education, as confirmed by their improved school 
attendance, increased motivation in doing homework, and improved performance. Some 
of the girls who had dropped out of school started studying again and re-enrolled and 
obtained certificates. 
One example is Soad, a beneficiary in Alexandria, who had stopped going to school 
before attending NH classes. After realizing the importance of education, she studied 
from home, joined an institution for computer studies, and became certified. She was 
working, studying, and doing household chores all at the same time. 
Another indicator of the increased importance accorded to education was the desire for 
higher education. In response to how much education a girl should have, no strong 
differences between the beneficiaries and non-beneficiaries of the program were found.36
Both groups considered higher education for girls to be important. Thirty-one of the 35 
participants in the married beneficiaries group, and 17 of the 22 participants in the 
married non-beneficiaries group stated that girls should have a university education, or as 
much education as they wanted. The majority of respondents in the unmarried focus 
groups agreed as well (32 of 40 beneficiaries and 32 of 49 non-beneficiaries). While both 
the majority of beneficiaries and non-beneficiaries felt that university level education was 
important, a larger number of beneficiaries thought that girls should have a university 
level education (71% vs. 54%). 
However, only the beneficiaries were able to express their belief in the great importance 
of education by stating that, regardless of any constraints, they would give their children 
better educational opportunities than they themselves had.experienced. The importance 
given to education was also proven by the fact that some beneficiaries started teaching in 
the "Literacy Classes." 
Parents realized the important role of education in girls’ lives, and noticed the changes in 
their daughters as a result of the NH classes. Parents said that they expected their 
daughters to become valuable community members.37
 
36 See Volume II, Annexes IV-VII, Section I. 
37 See Volume II, Annex III, Section II paragraph II.1.3, II.2.3,.and II.3.3.on perceptions and attitudes in the 
transcript of interviews. 
26
Also, the beneficiaries’ mothers became more interested in their daughters' education; 
they monitored their studies, which may have been reflected in their daughters’ improved 
grades. The majority of parents surveyed felt that secondary or university education 
should be the minimum level of education that should be given to girls. Secondary 
education was considered to be the minimum requirement for all but three of the 
respondents (Table 7.1.5).
Table 7.1.5 Minimal Level of Education for Girls 
 Fathers N=8 Mothers N=6 
Read & write 
Primary 1 
Preparatory 1 
Secondary 3 4 
University 3 1 
Don't know 1 
The brothers of the beneficiaries also felt that education was important for their sisters. 
All 19 respondents answered “yes” to the question of whether education was important 
for their sisters. They cited reasons, including the widening of their sisters’ scope of 
knowledge, their being better mothers, it being their right, improving their social status 
and future, and so on. Fourteen of the brothers felt that secondary (9) or university 
education (5) was the minimal education that girls should receive. This was only a 
slightly lower number than the number of boys that felt that secondary (9) or university 
(8) was the minimal education that should be given to boys. 
The NH classes have contributed to an increased realization of the importance of 
education by beneficiaries, their parents and brothers. 
7.1.3 Findings on Self-Esteem/Confidence 
The focus group discussions disclosed increased self-esteem of both the married and 
unmarried beneficiaries. Beneficiaries' self-esteem and confidence were not only 
reflected in the quantitative findings, but were noticed throughout the discussions; 
opinions were expressed confidently, clearly, and in a convincing manner. Self￾confidence was measured by the ability to express oneself in front of beneficiaries’ peers 
of the same and opposite sex, elders in their family and in-law family (if married), ability 
to persuade others, and having future plans/goals. 
The beneficiaries had an easier time expressing themselves in front of a group of their 
peers. In response to how easy it was to express themselves, 72% (54 of 75) of 
beneficiaries stated that it was easy most of the time vs. only 34% (24 of 71) of non￾beneficiaries. Married beneficiaries were particularly noteworthy in their reported ease in 
expressing themselves in front of their peers; 33 of the 35 respondents expressed ease. In 
27
addition the discussions revealed that a greater number of the beneficiaries felt freer to 
express themselves in the presence of men or in mixed groups than did non￾beneficiaries.38
Contrary to most of the unmarried non–beneficiaries,39 the beneficiaries found it easier to 
express themselves to the elders in their family. About 60% of the married beneficiaries 
could express themselves 'always' to the elders in the family and to their in-laws, while 
the vast majority of the married non-beneficiaries only ‘sometimes’ dared to speak in the 
presence of their families. However, the expression of non-beneficiaries’ views within 
the in-law family circle was restricted to accepted family codes. 
As Affaf, a married participant from Qena, explained: "If I cannot express myself 
freely, I won't be a role model for my daughter." 
As mentioned above, other indicators to assess increased self-esteem were the perceived 
ability to persuade others, and the ability to do things that others of their age could not 
do. Contrary to the control groups, the majority of both married and unmarried 
beneficiaries felt that they were able to convince others of their point of view;40 they did 
not feel powerless or subordinated to circumstances, but were able to set individual goals. 
While a number of participants in the non-beneficiary groups responded that they did not 
feel that they had the ability to persuade people at all, all of the participants in the 
beneficiary group, with the exception of one, felt that they could persuade others, either 
sometimes or most of the time. As for being able to do things that other girls of their age 
could not do, only a minority of girls in any of the focus groups responded positively. 
However, those married beneficiaries that did express this confidence cited their ability to 
discuss the new things that they learned in NH classes, such as needlework, designing 
and sewing clothes, talking in the presence of men, and going out to the Community 
Development Association. Unmarried participants cited getting high marks at school, 
good communication skills, being neat and nice looking, among other things. 
The last indicator used to assess increased self-esteem is having a life plan. In contrast to 
the non-beneficiaries, most unmarried beneficiaries knew what they would like to be in 
the future.41 Fifteen of the 40 unmarried beneficiaries would like to be both mothers and 
to have jobs. 
 
38 See Volume II, Annex III, Chapter I.2. 
39 Of the 49 unmarried non-beneficiaries, 25 could not express themselves to the elders in their family at 
all; 17 could sometimes, and only six could most of the time. Of the 40 unmarried beneficiaries, two 
could not at all; 22 could sometimes and 16 most of the time express themselves in front of elders in the 
family. 40 Of the 49 unmarried non-beneficiaries, only six thought that they could persuade people most of the time, 
and 30 thought that they could only sometimes, and the balance not at all. Of the 40 unmarried 
beneficiaries, 16 thought that they could persuade people most of the time, while 24 responded 
sometimes. 41 Of the 49 unmarried non-beneficiaries, 31 did not know exactly, three wanted a job, and 11 wanted to be 
mothers. Of the 40 unmarried beneficiaries, one did not know, four wanted a job, 20 wanted to be 
mothers and 15 wanted both to be mothers and to have jobs. 
28
Parents, community leaders, and people who interacted with beneficiaries discerned a 
difference in the beneficiaries and in their mature behavior while respecting the customs 
of the community. Parents came to realize that their daughters had other capabilities 
beyond getting married. The majority of parents (seven of the eight fathers and four of 
the six mothers) felt that their daughters were more outspoken after participating in NH. 
As one mother explained: "NH is like good seeds and now we enjoy the results."
The interviews revealed that the beneficiaries became role models in their community. In 
response to the question of whether the community respected that girls made their own 
decisions after the NH classes, 10 of the 12 key community leaders said “yes.” All of the 
leaders felt that the girls had changed after attending NH classes. 
As one community leader said: 
“After the NH, girls change for the better, they are supported by their 
fathers, and are honored with their success. The change is clearly seen 
by all the community members and also by some parents that now 
encourage their daughters to join the NH classes.” 
The NH program has contributed to increased self-esteem in beneficiaries. This enables 
them to communicate clearly and confidently with others 'most of the time.’ They are also 
able to persuade others of their opinions. Their mature and more confident personalities 
are well accepted by the community. 
7.1.4. Findings on Family Relations 
The nature, intensity and frequency of communication with various family members were 
used as indicators in assessing family relationships. Most questions focused on facing 
difficulties, or in not communicating with the husband or in-laws.
The findings reveal significant differences in family relations between the beneficiaries 
and non-beneficiaries of the program. Though the quantitative data show that the 
majority of married women in the non-beneficiary group reported that they did not have 
any difficulties in communicating with their husbands, the transcript of the focus group 
discussions42 indicates that most married beneficiaries appeared to have a better 
relationship in sharing personal opinions and thoughts with their husbands than did the 
control group. The married beneficiaries faced some marked relational restrictions with 
their husbands, illustrated by the fact that these women felt powerless to deal with a 
rejection of their opinions. With respect to relationships with their in-laws, the findings 
show that all beneficiaries had a better relationship than did the non-beneficiaries with 
their in-laws. 
 
42 See Volume II, Annex III, Chapter I.3. 
29
The findings also demonstrate that unmarried beneficiaries had better family relations 
than did the control group, which was confirmed by the facts that these beneficiaries 
stated that they hardly experienced any hindrance in expressing themselves, in being 
listened to, and in even being consulted by most of their family members.43
The findings of the focus groups44 also reveal that contrary to the non-beneficiaries, the 
unmarried beneficiaries had a better relationship with their elder brothers, when 
‘discussing personal issues,’ which is taken as an indicator. In Alexandria and Qena 
Governorates, half of the beneficiary unmarried girls versus only a few of the non￾beneficiary group talked with their brothers about personal matters. 
The brothers of the beneficiaries45 acknowledged the change in their sisters’ personalities 
claiming that their sisters were more mature and knowledgeable and had valuable 
opinions after attending the NH classes. Also the interviews with community leaders and 
parents confirmed more valuable interactions; they appreciated the communication skills 
that the beneficiaries had mastered.
The NH program has contributed to better communication with their families and also to 
beneficiaries’ increased self-confidence in expressing their opinions. Moreover, parental 
remarks indicated appreciation of the gained skills and the acknowledgement of a more 
open social relationship with their daughters. 
7.1.5. Findings on Decision Making 
The indicators associated with decision making include amongst others: whether the 
girls/young women determine what they wear; whether they feel that their 
parents/husbands seek their advice; whether they feel that they have a say in decisions on 
personal and family matters, and whether they have identity cards. 
The overwhelming majority of the married beneficiaries reported having sole control in 
choosing the clothes that they bought, versus married non-beneficiaries (eight chose 
alone, 12 jointly with others; and for two women, others decided). 
 
43 Of the 49 unmarried non-beneficiaries, 17 had difficulties in communicating with their parents; 17 did 
not; seven did sometimes, and 10 gave unclear responses. Of the 40 unmarried beneficiaries, eight had 
difficulties, 25 had no difficulties, and seven had difficulties sometimes. 44 See Volume II, Annex II Chapter I.3 for more in depth information. After probing questions, these 
findings are different from the quantitative findings that showed that of the 49 unmarried non￾beneficiaries 11 talked to brothers; 17 not at all; and 21 gave unclear answers. Of the 40 unmarried 
beneficiaries, 10 talked to brothers, 11 not; and 19 gave unclear answers; but probing the unclear 
answers revealed that contrary to the non–beneficiaries, the beneficiaries did talk more with their 
brothers. 45 See Volume II; Annex III, Chapters I.1.3, I.2.3, and I.3.3. 
30
There are also other findings that support the hypothesis that the beneficiaries are more 
decisive individuals than those in the control group. In terms of wanting to be consulted 
by family members, a greater number of the married beneficiaries vs. married non￾beneficiaries felt that their husbands should seek their advice in family matters. Of the 22 
married non-beneficiaries who responded, eight said that their ‘husbands should always 
seek their advice,’ one said ‘no,’ seven said ‘sometimes,’ and six ‘did not know.’ In 
contrast, of the 35 married beneficiaries who responded, 24 said that ‘their husbands 
should always seek their advice,’ and the remainder said 'sometimes.' 
Similarly, a greater percentage of unmarried beneficiaries than unmarried non￾beneficiaries felt that their families should seek their advice on family matters. Of the 25 
beneficiaries who responded clearly, all said that their families should seek their advice, 
while only half of those unmarried non-beneficiaries that responded agreed (15 yes, 14 
no). Moreover, when asked how to involve girls in decision making in the family, nine of 
the unmarried non-beneficiaries responded that there was no need to involve girls in 
family decision making. 
The majority of the unmarried beneficiaries reported receiving positive responses in 
sharing their opinions with their parents, contrary to most non-beneficiaries who claimed 
‘not to be heard’ by family members. The desire to be involved in decision making and 
the feeling that one's opinion was worthy may indicate increased assertiveness in 
communication, rather than passivity and dependence on the judgment of others. 
In addition, contrary to the non-beneficiaries, most unmarried beneficiaries appeared to 
be very determined in having a say in the selection of husbands and in the number of 
children that they would have. 
Marked differences can be seen between unmarried beneficiaries and non-beneficiaries as 
to whether they can influence some decisions that affect their lives, notably marriage and 
childbearing. Thirty-nine of the 40 unmarried beneficiaries believed that they could 
influence the choice of their future husbands, versus only 31 of the 49 unmarried non￾beneficiaries. The difference was greater with respect to childbearing. Only two of the 
unmarried beneficiaries felt that they could not influence the decision as to the number of 
children that they would have, versus 20 of the unmarried non-beneficiaries. 
‘Having an ID card’ serves to support the aim of being able to make independent 
decisions. While most beneficiaries had an ID card46 and understood the importance of it, 
fewer of the non-beneficiaries had obtained an ID card. 
 
46 Of the 49 unmarried non-beneficiaries, only three had an ID card, 25 did not; and 11were unclear on the 
subject; while of the 40 unmarried beneficiaries, 16 had an ID card, 14 did not; and of the 10 unclear 
answers, most were in the process of getting such card. 
31
Beneficiaries cited similar advantages of having an ID: “Without the presence of 
husband or father we can open bank accounts and vote.” 
In Alexandria, for example, whereas 90% of unmarried beneficiaries had or were in the 
process of getting an ID card, none of the unmarried non-beneficiaries had an ID card -- 
though they acknowledged the importance of such a document. Many stated that their 
parents were only willing to pay for an ID card for their brothers. 
The NH program has contributed to an increased ability of the beneficiaries to decide 
independently in personal matters, a fact supported by many parents. Some fathers even 
stated that they would now give their daughters the final say in selecting future husbands; 
and other parents revealed that they would allow their daughters the right to refuse the 
proposed husband. 
7.1.6. Findings on Physical Mobility 
The freedom to move about and the places women are allowed to go and how leisure time 
is being spent were used as indicators in assessing the physical mobility of the 
beneficiaries. According to the transcript of the focus group discussions, increased 
physical mobility was a major attainment for many beneficiaries.47 
 
Freedom of movement did vary between the focus groups in the three governorates. In 
Alexandria, married women, whether beneficiaries or not, were free to move about 
everywhere, usually to accomplish their household needs, but sometimes also to visit 
friends or parents. In Beni Suef all married beneficiaries reported moving about freely, 
because their husbands had confidence in them. Married non-beneficiaries seemed to 
have more restrictions; they could go out alone to visit parents, to the market, to Maternal 
and Child Health centers, but were otherwise more confined to the home. Similarly in 
Qena, married beneficiaries had more freedom of movement. Married non-beneficiaries 
could go freely to health centers, to visit parents or sick relatives, and to weddings, but 
could not visit friends or neighbors; half of these women were not allowed to go to the 
market. 
In considering freedom of movement as a dimension reflecting decision-making power, 
the increased mobility of many married beneficiaries is evidence of increased decision 
making power and of a better relationship with their husbands as the traditional primary 
decision makers. 
When comparing the unmarried groups, many beneficiaries seemed to enjoy more 
freedom in movement than did non-beneficiaries, who often had to be accompanied by 
relatives. Beneficiaries explained that because their parents had gained confidence in 
their daughters’ ability to properly manage different situations, they were granted more 
autonomy to visit friends or to join school or other trips. 
 
47 See Volume II, Annex III, Chapter I.5; this transcript gives more specific findings, contrary to the 
quantitative outcomes. 
32
Half of both unmarried beneficiaries and non-beneficiaries did not have any leisure time, 
and with respect to how they spent their leisure time, both groups tended to stay indoors. 
The majority of both married beneficiaries and non-beneficiaries did not have any leisure 
time at all. 
The transcript of the focus group discussions indicates that participating in the NH 
program not only provided an opportunity to escape their socially restricted 
environment, but also contributed to greater freedom of movement for many 
beneficiaries. 
7.1.7 Findings on Nutrition 
The outcomes of the discussions and the assessment form filled out by the participants 
themselves do not show differences in eating habits between the beneficiaries and the 
control group. However, further questioning revealed that the beneficiaries were more 
knowledgeable than non-beneficiaries regarding healthy foods and their nutritive value. 
In Beni Suef and Qena, food intake seemed to depend on whether the family had cattle 
and chickens, how often the local market was held, and household income. 
Parents stated that their daughters shared information on nutrition with them. 
This finding indicates that having nutrition knowledge does not necessarily mean 
practicing good eating habits, as eating patterns appear to have socio-economic 
dimensions. 
7.1.8. Findings on Health/Hygiene 
The focus group discussions reveal that both married and unmarried beneficiaries of the 
program, as well as the facilitators themselves, have learned a great deal in regard to 
health issues, such as, menstruation, nutrition, circumcision, reproductive health, first aid, 
and hygiene. The gained knowledge appears to be instrumental in self-care and medical 
care for the family; i.e. women with menstrual pain recognized the pain and its origins 
and took remedial action. 
As a result of their newly acquired first aid skills, the girls have gained increased access 
to the community.48 In addition, many beneficiaries stated that their perceptions of health 
issues have changed. 49
 
48 Most community leaders stated that the community has benefited in particular from the first aid skills 
acquired by the girls. 49 See Volume II, Annex III, Chapters I.9 and I.10. 
33
In regard to the True/False statements used to assess health knowledge on some issues,50
no remarkable differences between the beneficiaries and non-beneficiaries of the program 
were found. However, the beneficiaries appeared to be somewhat more aware of hygienic 
practices.51
The facilitators mentioned that during classes, it became clear that cultural values and 
practical understanding greatly influenced the adoption of new ideas. Building on 
existing values and beliefs, the information given in the NH program was useful in 
making participants aware of the various health issues. 
7.1.9. Findings on Gender 
In order to assess changes concerning beneficiaries' opinions on gender roles, some of the 
indicators used included: the treatment of girls and boys and its causes, the motivation in 
raising children differently, and True/False statements on the equality of boys and girls in 
terms of capability. 
For most beneficiaries as well as for non-beneficiaries, the main reason for the different 
treatment of boys and girls was cultural influences. Fewer respondents found ignorance 
or illiteracy to be a cause. 
Except for the outcome of the True/False section, the discussions disclosed differences 
between the perceptions of the beneficiaries and non-beneficiaries. Most beneficiaries 
appeared to be slightly more gender aware, or at least more outspoken, than were the 
non-beneficiaries.52 
In contrast to most non-beneficiaries, all beneficiaries wanted to raise their children, 
whether boys or girls, equally and differently from the way that they had been raised.53
Among the non-beneficiaries group, some respondents wanted to raise their children 
equally, but felt restricted by traditions and thus felt incapable of doing so. 
The majority of both married and unmarried beneficiaries stated that equal opportunities 
need to be given to boys and girls concerning: freedom to move around at any time and 
anywhere, education, jobs, selection of clothes, ways of spending leisure time, age of 
marriage, and sharing their opinions in family matters. 
 
50 See Volume II, Annexes IV-VII, Section 7. 
51More beneficiaries agreed with the statements that washing hands before eating and after toilet use and 
flies caused infectious diseases. More beneficiaries than non-beneficiaries disagreed with the statement: 
‘skin infections can be prevented by avoiding eating lemon.’ 52 See Volume II, Annex III, Chapter I.8. 
53 Only two of the 22 married non-beneficiaries, half of the 49 unmarried non-beneficiaries, 20 of the 35 
married beneficiaries and 35 of the 40 unmarried beneficiaries stated that they would like to raise their 
children differently from the way that they had been raised. 
34
It is noteworthy that the discussions revealed that for the married non-beneficiaries it 
became clear that they underestimated the capabilities of their daughters, and that they 
had heretofore focused on their daughters’ domestic roles as wives and mothers. 
Another key finding which is interesting to note is that most unmarried beneficiaries 
mentioned that their families treated them equally to their brothers, while the non￾beneficiaries felt that they were subordinated to the boys in their families. 
In the discussions it became clear that the beneficiaries mainly reflected on their own 
early socialization, being programmed to perform certain roles such as household 
chores, as these were still considered to be the woman’s responsibility. However, the NH 
program has given them the opportunity to rethink their social roles.
7.1.10. Findings on Reproductive Health and Marital Attitudes 
Questions guiding the discussions on reproductive health issues included: knowledge of 
reproductive health, persons from which information is received, with whom particular 
RH issues are discussed, contraceptive use, opinion on female circumcision, desired age 
of female marriage, influencing one's own marriage age, future husband, and desired 
number of children. 
For the married groups additional questions were included on wife beating and on 
husbands sharing in household chores and child-rearing. 
The discussions revealed that the pain and discomfort originating from women’s 
reproductive and sexual roles were -- before the NH classes -- accepted as the very 
essence of womanhood. After the classes, all beneficiaries said that they understood their 
bodies better and gave more priority to their health concerns. However, a number of 
beneficiaries, both married and unmarried, were still unable to explain what was meant 
by reproductive health when asked during the focus group (five of the married and 18 of 
the unmarried beneficiaries). 
A key finding of the group discussions was the importance given by all beneficiaries to 
the classes on the menstrual cycle and personal hygiene. Notably, although most 
unmarried beneficiaries had heard about menstruation from their mother, the facilitators 
at the NH gave them the information that they really wanted. All married beneficiaries 
stated that they would discuss the particulars of menstruation with their daughters, while 
the non- beneficiaries found it difficult to do so.54 
 
54 See Volume II, Annex III, Chapter I.9. 
35
About half of the married beneficiaries and also the same number of married non￾beneficiaries reported using family planning methods. But in contrast to the non￾beneficiaries, the vast majority of the married beneficiaries discussed reproductive health 
issues with their husbands.55 
Contrary to the unmarried non-beneficiaries, almost all of the unmarried beneficiaries 
intended to use contraceptives when they got married (39 of the beneficiaries and 20 of 
the non-beneficiaries).56
During the discussions the unmarried beneficiaries were more open in talking about 
reproductive health issues. The unmarried beneficiaries appeared to be more 
knowledgeable than the control group on family planning methods and the importance of 
their use. Also, in contrast to the non-beneficiaries, the unmarried beneficiaries seemed to 
be more courageous in initiating discussions on reproductive health issues with their 
mothers. Although the quantitative findings show hardly any difference between the two 
groups in discussing the various RH issues with mothers,57 further probing revealed that 
the non-beneficiary groups felt that communication on these issues with mothers was 
restricted and they could not openly express their feelings. 
The beneficiaries’ readiness to discuss these sensitive issues showed that the knowledge 
gained not only removed communication barriers, but also contributed to more self￾awareness and confidence. 
Female circumcision appeared to be a deeply rooted tradition. For many beneficiaries it 
was the first time that they received information on circumcision. The facilitators 
discovered that beliefs concerning the basis of this practice were difficult to change. 
The findings of the discussions revealed that, in contrast to only a few married 
beneficiaries (8 of 35), many unmarried beneficiaries (24 of 40) believed that the practice 
of female circumcision should be ended, as it was painful for women and caused 
psychological problems. Almost half of the unmarried non-beneficiaries believed 
circumcision to be inappropriate, but most married non-beneficiaries (17 of 22) believed 
that it was a good practice. 
However, in the Qena Governorate, far less than half of both unmarried and married 
beneficiaries were convinced that circumcision/FGM should be ended; they believed that 
it was a good practice that needed to be preserved. 
Of the beneficiaries opposed to FGM, a large portion, especially those who were 
unmarried, still thought that their daughters needed to be circumcised. Community and 
family pressure to conform to behaviors that characterized womanhood were given as 
reasons. 
 
55 Twenty-nine of the 35 married beneficiaries versus 14 of the 22 married non-beneficiaries discussed 
these issues with their husbands. 56 Thirty-nine of the 40 unmarried beneficiaries and 20 of the 49 unmarried non-beneficiaries. 57 See Volume II, Annexes IV and V, Section 9, findings of questionnaire filled out by each individual. 
36
Moreover, some of those beneficiaries opposed to female circumcision still found it 
difficult to convince their families not to circumcise their younger sisters or cousins. But 
if these women were supported by campaigns/programs directed towards the community 
and parents, they said that they could contribute in preventing circumcision at least for 
their younger sisters or neighbors' girls. On the other hand, half of the unmarried non￾beneficiaries believed that circumcision was important and necessary for girls and would 
like to have their daughters circumcised.
All facilitators are more adamant in their desire to abolish FGM. None of them will allow 
their daughters to be circumcised. 
Family members, especially brothers, think that it is important that girls receive 
information on reproductive health. They also expressed the necessity of disseminating 
that knowledge in the community. 
There is no difference between the beneficiary groups and non- beneficiary groups in 
regard to the girls' preference for the ideal age of marriage. 
However, umarried beneficiaries are more adamant about whether they could influence 
the choice of their future husbands than are the non- beneficiaries. Moreover, less than 
half of the non-beneficiaries, but all of the unmarried beneficiaries, consider that they 
have the authority to decide on the number of their future children. 
There is a difference58 between the beneficiaries and the non-beneficiaries with respect to 
defending being beaten by husbands. The vast majority of the non-beneficiaries justified 
beatings by husbands, in contrast to the beneficiaries who only justified beating as a last 
resort after discussion of the dispute. Both groups cited various justifications for beating: 
refusing to have intercourse, neglecting children, talking to other men. However, the 
reasons given varied between the focus groups in the three governorates. In Alexandria 
all group members said that husbands should not beat their wives for burning food or 
talking to other men, while in Qena and Beni Suef talking to other men was considered to 
be a justified reason for being beaten by husbands. 
On the question of sharing household chores with the husband, there was hardly any 
difference of opinion between the beneficiaries and the non-beneficiaries; both groups 
considered this to be important.
 
58 See cross tabulation in Section 6 of this report. 
37
Classes on reproductive health were appreciated by the beneficiaries and their families 
and led to increased awareness of female health concerns and personal hygiene. The 
increased awareness has contributed to the removal of communication barriers related to 
issues of family planning between married beneficiaries and their husbands, as well as 
between unmarried beneficiaries and their mothers. 
FGM proved to be a complicated issue, since it was an ingrained tradition. While all 
facilitators expressed their disagreement with the practice, around half of the 
beneficiaries experienced difficulties in confronting and or convincing community 
members of its harmful effects. 
Unmarried beneficiaries were more determined to pursue their right to select their own 
husband. Beneficiaries proved to be more informed about family planning methods.
7.2. Organizational Capacity of NGOs 
Launching the program through Community Development Associations (CDAs) has 
contributed to the program's success. CDAs are logical partners because many of them 
work directly with the poor sections of society. 
The findings of the interviews with community board members revealed that the majority 
had been contacted by a larger NGO. All stated that they needed additional support. They 
expected the larger NGOs to extend their assistance in building their capacity to 
effectively implement the NH program. 
All Community Development Associations interviewed expressed their need to meet 
other CDAs, in order to exchange experiences with the NH program. They found it 
necessary to meet others to discuss constraints and achievements. In addition, they 
expressed the need to promote the program to other CDAs. 
7.3. Recommendations for Program Planning 
ƒ Except for the first aid skills, most skills acquired are only used at home due to the 
lack of employment opportunities or income-generating schemes in the various 
communities. Therefore, efforts to integrate facilitating mechanisms for income￾generating activities into NH are recommended. 
ƒ Many parents of young girls did not allow their daughters to participate in the RH 
component of the curriculum, since they felt that reproductive health topics were not 
culturally accepted and that they were inappropriate. The findings of the discussions 
with parents and community members illustrate that education by facilitators on 
reproductive health issues is perceived as problematic. In particular the ‘sexual 
organs and circumcision’ are considered to be too sensitive and shameful to be 
discussed prior to marriage. However, menstruation and puberty are acceptable 
38
topics. Consequently, adaptations of the reproductive health module may be required 
or a reorientation of the age group.59 
ƒ The opinions of beneficiaries regarding the tools and communication methods used 
by the program should be assessed to make further adaptations and improvements. 
ƒ As ‘keeping the girls’ attention’ and ‘skipping topics with which the facilitators did 
not feel comfortable’ were given as major constraints, more attention should be given 
to the capacity building of facilitators, mainly in terms of moderation skills and more 
background information on various topics. 
ƒ Not only gender-based but also other multi-factorial determinants that affect 
participation in NH were at stake at the start of the program. Since the demand for 
continuation of the NH is high, it is recommended that the new program be launched 
through a community meeting, in which beneficiaries and facilitators can participate 
to prevent possible dropouts. In addition, orientation evenings with parents and 
community leaders should be held throughout the program area to overcome major 
impediments to the full involvement of girls. 
ƒ A necessary but complicating factor is that often the small local associations need to 
be coordinated by larger NGOs. The institutional/organizational capacities of small 
CDAs should be developed to make them capable of carrying out and sustaining NH 
by themselves in the future, after the termination of support. 
ƒ A SWOT (strengths, weaknesses, opportunities, and threats) analysis together with 
the local CDAs and NGOs is recommended as a first step in this process. 
ƒ Coordination with other local NGOs that are working on issues similar to those of 
NH, such as the Egyptian Association for the Prevention of Harmful Practices, or the 
FGM Committee, would be very useful. The Egyptian Association has vast 
experience in communicating its information and possesses simple tools for that 
purpose. 
ƒ The intervention could be expanded to boys/brothers, as the findings indicate a 
tremendous demand expressed by this group. 
 
59 See footnote 1. 
39
VOLUME II * 
Annex I Draft SOW 
Annex II Literature Review 
Annex III Description of All Group Discussions and Interviews 
Annex IV Guideline/Questionnaire Beneficiaries Unmarried; Tabulation of 
Quantitative Questions 
Annex V Guideline/Questionnaire Non-Beneficiaries Unmarried; Tabulation of 
Quantitative Questions 
Annex VI Guideline/Questionnaire Beneficiaries Married; Tabulation of Quantitative 
Questions 
Annex VII Guideline/Questionnaire Non-Beneficiaries Married; Tabulation of 
Quantitative Questions 
Annex VIII Background Information Participants’ Group Discussions 
Annex IX Guideline/Questionnaire Facilitators; Tabulation of Quantitative Questions 
Annex X Guideline/Questionnaire Parents; Tabulation of Quantitative Questions 
Annex XI Guideline/Questionnaire Male Siblings; Tabulation of Quantitative 
Questions 
Annex XII Guideline/Questionnaire Community Leaders; Tabulation of Quantitative 
Questions 
* Available from CEDPA/Egypt