Table 1 Panel A. Summary of programmes
Adolescent Girls Empowerment Program (AGEP) | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
1 | Austrian, Soler-Hampejsek, Behrman, et al., 2020 | Adolescent girls 10–19 in urban and rural Zambia | Zambia | Adolescent girls 10–19 in urban and rural Zambia | Adolescent Girls Empowerment Program (AGEP) | Health voucher for general wellness and SRH services; adolescent-friendly savings account; financial education | Mentor-led girl groups (“safe spaces”) with curricula delivered about SRH, HIV, life skills and financial education | Weekly for 2 years; Arm 1 was weekly meetings; Arm 2 was weekly meetings with health voucher; Arm 3 was weekly meetings, health voucher, savings account; Arm 4 was control (no interventions) |
Adolescent Girls Initiative-Kenya (AGI-K) | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
2 | Austrian, Soler-Hampejsek, Kangwana, et al., 2021 | Adolescent girls in urban and rural Kenya | Kenya (Nairobi and Wajir) | Adolescent girls 11–14 (at baseline) in urban and rural Kenya; must be residing in study area and not enrolled in boarding school | Adolescent Girls Initiative-Kenya (AGI-K) | Education: cash and in-kind (school fees, school kits) transfers conditional on school enrollment of the girl Wealth creation: financial education and savings and activities | Violence prevention: committees developed action plans and a proposed budget to address violence-in Kibera, new resource centers or libraries for girls; in Wajir, improving primary schools Health: health and life-skills training led by a trained female mentor | 2 years |
3 | Austrian, Soler-Hampejsek, Kangwana, et al., 2022 | 11–14 year old girls + whole community was targeted for violence prevention dialogue | Kenya (Wajir) | Girls 11–14 years + community members | Adolescent Girls Initiative-Kenya (AGI-K) | CCT (condition = education) and financial literacy training on wealth creation; savings activities | Community dialogue about inequitable gender norms as violence prevention, group meetings for health and life skills curricula; weekly mentor-led group meetings covering health, life skills, financial education curricula and savings activities | 2 years |
4 | Kangwana, Austrian, Soler-Hampejsek, 2022 | AGYW | Kenya | Girls 11–14 years | Adolescent Girls Initiative - Kenya | Conditional cash transfer (education) and savings activities (wealth). | Community dialogues on unequal gender norms and their consequences (vIolence prevention), health and life skills training (health), and financial literacy training. | 24 months |
Biruh Tesfa (Bright Future) | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
5 | Erulkar, Ferede, Girma, et al., 2013 | Out-of-school girls ages 10–19 in slum areas of urban Ethiopia | urban areas in Ethiopia (Addis Ababa, Gondar, and Bahir Dar) | Adolescent girls 12–19 years | Biruh Tesfa (Bright Future) | financial literacy curriculum | Group meetings; Life skills covered self-esteem, communication, gender/power dynamics, rape, coercion, menstruation, reproductive autonomy, STI/HIV, counseling, and testing, as well as optional literacy component | 30 months of implementation; curriculum is approximately 30 hours |
Bridges to the Future & BridgesPLUS | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
6 | Kivumbi, Byansi, Ssewamala, et al., 2019 | Female adolescent orphans who lost one or bother parents to AIDS, lived within a family, and were enrolled in grad 5 or 6 of government aided primary school | Uganda | Adolescent girls 10–16 years | Bridges to the Future | Used data from Bridges to the Future Study - bolstered standard of care as well as an economic empowerment intervention comprising of a child development account and workshops on financial management and microenterprise development | Mentorship with peer mentors throughout the intervention period | Not specified |
DREAMS (to include Sauti Project) | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
7 | Birdthistle, Kwaro, Shahmanesh, et al., 2021 | AGYW 15–24 years old | Gem, Kenya & uMkhanyakude, South Africa (DREAMs sites) | Adolescent girls and young women 15–24 years | DREAMS | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | Not specified |
8 | Birdthistle, Carter, Mthiyane, et al., 2022 | AGYW 15–22years in Nairobi slum settlements; AGYW 13–22 years in rural KwaZulu-Natal | Nairobi, Kenya & rural KwaZulu-Natal, South Africa | Adolescent girls and young women 13–22 years | DREAMS | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | Not specified |
9 | Chabata, Hensen, Chiyaka, et al., 2021 | Young women aged 18–24 who sell sex | Zimbabwe | Young women 18 to 24 years | DREAMS | DREAMS package was delivered through several implementing partners in the two cities; services available included social protection, life skills, education and vocational training. | DREAMS package was delivered through several implementing partners in the two cities; services available included gender-based violence prevention and care, and HIV prevention, including condom promotion and distribution, an offer of PrEP combined with community empowerment and adherence support for those at highest risk of HIV. Community-based activities aimed to increase demand for and uptake of PrEP and the DREAMS package more generally, and to support PrEP adherence. | 24 months |
10 | Floyd, Mulwa, Magut, et al., 2022 | AGYW aged 13–22 | Kenya and South Africa | Adolescent girls and young women 13–22 years | DREAMS | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | Up to 4 years in Kenya; Up to 2 years in South Africa |
11 | Gourlay, Floyd, Magut, et al., 2022 | AGYW 13–22 years | Kenya (Gem and Nairobi), South Africa (uMkhanyakude) | Adolescent girls and young women 13–22 years | DREAMS | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | 2 years (2016–2018, 3 years post-DREAMS baseline implementation |
12 | Govender, Beckett, Reddy, et al., 2022 | AGYW aged 12–22 | South Africa | Adolescent girls and young women 12–22 years | DREAMS-like interventions (DREAMS and other similar interventions) | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | 1 year |
13 | Kuringe, Christensen, Materu, et al., 2022 | Out-of-school AGYW | Tanzania | Adolescent girls and young women 15–23 years | DREAMS (Sauti project) | cash transfer quarterly | 10-hour sessions of social and behavior change communication | Not specified |
14 | Mathur, Heck, Kishor Patel, et al., 2022 | AGYW enrolled in DREAMS | Kenya, Malawi & Zambia | Adolescent girls and young women 10–24 years | DREAMS | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | 24 months |
15 | Mthiyane, Baisley, Chimbindi et al., 2022 | AGYW aged 13–22 | South Africa (rural) | Adolescent girls and young women 13–22 years | DREAMS | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | Not specified |
16 | Mulwa, Osindo, Wambiya, et al., 2021 | AGYW participating in DREAMS | Kenya | Adolescent girls and young women 15–22 years | DREAMS | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | 24 months |
17 | Pelletier, Derado, Maoela, et al., 2022 | Pregnant AGYW attending antenatal clinics | Lesotho | Adolescent girls and young women 15–24 years | DREAMS | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | 4 years |
18 | Van Heerden, Sausi, Oliver, et al., 2020 | AGYW & their caregivers - in DREAMS and not | Lesotho | Adolescent girls and young women 10–24 years + their caregivers | DREAMS | Social asset building: internal lending communities (savings-led microfinance); financial education and entrepreneurship training; job placement. Caregiver intervention: opportunity to participate in internal lending community. | Adolescent-friendly health services, referrals & linkages to services, community service provision days (events to make community members aware of services). Caregiver intervention focused on capacity building for caregivers, building parenting skills. | 2 years (in Lesotho - began in 2015); study took place 8 months after onset of intervention |
19 | Wambiya, Gourlay, Mulwa, et al., 2023 | AGYW aged 13–22 | Kenya and South Africa | Adolescent girls and young women 13–22 years | DREAMS | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | DREAMS core packages include strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | Not specified |
Empowerment and Livelihood for Adolescents (ELA) | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
20 | Bandiera, Buehren, Burgess, et al., 2020 | Adolescent girls 14–20 participating in BRAC clubs in urban and rural Uganda | Uganda (urban and rural settings) | Adolescent girls 14–20 years | Empowerment and Livelihood for Adolescents (ELA) | vocational skills training through a series of courses on income-generating activities (e.g., hairdressing, computing, etc.) with focus on establishing small-scale enterprises. Supplemented with financial literacy courses (budgeting, etc.). Two years after intervention started, limited microfinance was offered to girls in half of treatment areas (very low take-up). | life skills (given by community mentors close in age or BRAC staff) and include courses on SRH, menstruation, pregnancy, STIs, HIV awareness, family planning, and rape; also include conflict management and negotiation skills along with practical legal knowledge (e.g., bride price, child marriage, and VAW). | 2 years |
21 | Buehren, Goldstein, Gulesci, et al., 2017 | AGYW | Tanzania | Adolescent girls (age range not specified) | Empowerment and Livelihood for Adolescents (ELA) | livelihoods training (education on IGAs), financial education. Microcredit services (provided to half of the girls’ clubs - only older adolescents) & financial literacy training | adolescent development centers (girls clubs, meant to be safe spaces), life-skills training (SRH, family planning, etc.), and sensitization meetings with the parents and village elders | Approximately 1–1.5 years (not clearly specified) |
Girl Empower | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
22 | Özler, Hallman, Guimond, et al., 2020 | Adolescent girls 13–14 years | Liberia | Adolescent girls 13–14 years | Girl Empower | GE: cash to start savings account, a savings book and a cash box ($2 per month for a total of $16 during the eight-month implementation).GE+: caregivers of program participants received of a payment of $1.25 for each of the 32 regular sessions that the adolescent girl attended (maximum $40). | GE & GE+: weekly meetings with female mentors, aged 20 to 35, for a total of 39 weeks in safe spaces designated by community. 2 mentors per group (130 mentors in total) to facilitate 32 weekly sessions based on a life skills curriculum, covering: Sense of self; Feelings and emotions; Social networks; Protection and safety; Financial literacy; Reproductive Health; Leadership and Empowerment; and Setting life goals. Additional 7 weeks of meetings to prepare community action event & graduation ceremonies. Caregivers: 8 monthly facilitated sessions to reinforce content & encourage protection of girls in their communities. | 46 weeks |
The SHAZ (Shaping the Health of Adolescents in Zimbabwe) Project | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
23 | Dunbar, Maternowska, Kang, et al., 2010 | Adolescent female orphans in semi-urban Zimbabwe | Zimbabwe | Orphaned adolescent girls and young women < 20 years | SHAZ! | Access to microcredit loans ($51–87 USD), business training/mentoring, skill-building (e.g., making soap) workshops. Loan repayment in 3–9 months at 30% interest. | Life-skills education - HIV, SRH knowledge and skills, and issues related to gender, culture, physical/sexual violence | 6 months: Life skills were 10 sessions; Business training was 4 days. |
24 | Dunbar, Kang Dufour, Lambdin, et al., 2014 | Adolescent female orphans (16–19 y/o) out of school, HIV-uninfected, not pregnant, living in high-density urban area | Zimbabwe (Chitungwiza) | Adolescent girls and young women 16–19 years | SHAZ! | Vocational training, guidance counseling and a micro-grant (100 USD) and financial literacy education | HIV and sexual and reproductive health screenings; conducted life skills curriculum (Drawing on Stepping Stones and CDC Zimbabwe Talk Time) which included HIV/STI and reproductive health; relationship negotiation; strategies to avoid violence; and identification of safe and risky places in the community; and home-based care training | 6 months (on average) |
Suubi | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
25 | Curley, Ssewamala, Nabunya, et al., 2016 | AIDS-orphans (lost one or more parents due to AIDS) in Uganda between ages 11 and 17 | Uganda | Adolescent girls 11–17 years | Suubi | Family based economic component: workshops that focus on financial education, asset building, and career planning; 2) mentorship from near-peers to reinforce learning; and 3) a joint CDA in both the child’s and caregiver’s name | Monthly mentorship (received by treatment only), support and counseling from faith-based organizations in the target community plus school supplies (received by treatment & controls) | Not specified |
26 | Ssewamala, Ismayilova, McKay, et al., 2010 | Adolescents who lost 1+ parents from AIDS & were enrolled in school | Uganda | Male and female adolescents ~ 13 years | SUUBI | Matched CSA and 12 1–2-hour workshops over a 10-month period focused on asset building and financial planning, including topics related to asset-building strategies, including saving, education, and small business development | Standard of care: counseling and educational related supplies (including textbooks), health education (including AIDS-focused education) provided through a nationwide school-based curriculum, monthly mentoring on future planning and life options | 10 months |
27 | Ssewamala, Nielands, Waldfogel, 2012 | Adolescent orphans, having lost one or both parents to HIV/AIDS, enrolled in the last 2 years of primary school | Uganda | Male and female adolescents 10–16 years | SUUBI | Comprehensive microfinance intervention comprising matched savings accounts, financial management workshops & small business classes | Standard of care: counseling and educational related supplies (including textbooks), health education (including AIDS-focused education) provided through a nationwide school-based curriculum, monthly mentoring on future planning and life options | 5 years (2012–2017) |
28 | Ssewamala, Brathwaite, Neilands, et al., 2023 | Adolescent girls | Uganda | Adolescent girls 14–17 years | Suubi | 1-to-1 matched savings youth development account (YDA) | Evidence-based family strengthening intervention designed to enhance youth behavioral health | 2 years |
Suubi-Maka Project | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
29 | Jennings, Ssewamala, Nabunya, 2016 | Adolescent orphans (lost one or bother parents to AIDS) in the last 2 years of primary schooling & were living within a family, & their caregivers | Uganda | Male and female adolescents 10–17 years + their caregivers | Suubi-Maka Project | Financial education, and a matched CSA held in the adolescent orphan’s name (match limit equivalent to US$10 a month), financial education & mentoring | Usual orphan care services (counseling services, school lunch, and scholastic materials (textbooks and uniforms)) plus monthly mentoring (both control and treatment groups received orphan care + mentoring) | 12 months |
30 | Karimli & Ssewamala 2015 | Adolescent orphans, having lost one or both parents to HIV/AIDS, enrolled in the last 2 years of primary school, and living within a family setting | Uganda | Adolescent girls < 18 years | Suubi-Maka Project | Suubi-Maka: [1] a matched savings account (Child Savings Account – CSA) held in the adolescent’s name with his/her parent/guardian as a co-signatory in a recognized financial institution. Any of the adolescent’s family members, relatives, or friends were allowed to contribute towards the CSA. The account was then matched with money from the intervention program. The match cap was an equivalent of US$10 a month per family or US$200 for the 20-month intervention period. The match rate was 2:1. Participant & their guardians attended four training sessions on financial management covering microenterprise development principles, working with financial institutions, savings and investment, and goal-specific training focused on particular businesses (e.g., chicken rearing). | Suubi-Maka: control group received enhanced usual care for orphans in the study region, which consisted of counseling, food aid (school lunches), scholastic materials (textbooks and notebooks), and mentorship. | 20 months |
31 | Ssewamala, Karimli, Torsten, et al., 2016 | Adolescents orphaned by AIDS in the last 2 years of primary school | Uganda | Male and female adolescents 12–16 years | Suubi-Maka Project | Family-level economic strengthening intervention in the form of a matched Child Savings Account (Suubi-Maka treatment arm) - matched by up to $10USD/family/month for 12 months. Participants also received 10 1–2 hour microenterprise development workshops on starting family-based income-generating activities & financial management (including how to save money) | Standard of care (counseling, school uniforms, school lunch, notebooks, and textbooks), “bolstered” with mentorship from a near-peer | 1 mentorship meeting/month for 12 months |
32 | Tutlam, Filiatreau, Byansi, et al., 2023 | AIDS-orphaned adolescents | Uganda | Male and female adolescents 12–16 years | Suubi Maka | Family-level economic strengthening intervention: family-level income-generating projects (micro-enterprises) believed to enhance economic stability, reduce poverty, and enhance protective family processes for youth orphaned by AIDS; and monetary savings for educational opportunities for AIDS-orphaned children; matched savings account of $10/month | Adult mentors to children | Not specified |
Suubi4Her | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
33 | Filiatreau, Tutlam, Brathwaite, et al., 2023 | AGYW | Uganda | Adolescent girls 14–17 years | Suubi4Her | Bank account open in name of participant and 1:1 matched savings program | Provided a safe setting for multiple families to gatherand directly discuss family challenges, shared experiences, adolescent mental health challenges, and potential strategies formitigating these challenges. | 12 months |
Women First and Go Girls! | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
34 | Burke, Field, González-Calvo, et al., 2019 | 13–19-year-old girls (13–17 years at intervention start) | Mozambique | Adolescent girls and young women 13–19 years | Women First and Go Girls! | Women First, using Go Girls! curriculum: trains women to sell products door-to-door in their communities. Included business education followed by the sale of items included in a business “kit”. Participants were expected to re-pay the program for the kits with a portion of their sales to receive the next kit, with the remainder of their revenue considered profit to be spent or saved. Also included accumulated savings and credit associations to encourage saving. | Used the full Go Girls! curriculum and a locally-tailored gender-based violence (GBV) curriculum to encourage social empowerment and reduce adolescent girl participants’ vulnerability to HIV. The intervention also had the goal of encouraging girls to stay in school. | 5 years (but start dates and implementation methods varied across communities due to logistic constraints) |
Women of Worth (cash plus) | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
35 | Naledi, Little, Pike, et al., 2022 | AGYW 19–24 years | Cape Town, South Africa | Adolescent girls and young women 19–24 years | Women of Worth (cash plus) | Cash transfer of R300 ($22) paid after attendance at each session | “Care” interventions: [1] 12 facilitator-led, group skills building sessions to address a range of SRH/HIV determinants, [2] support services, including psychosocial services and [3] fixed (government) and mobile (non-governmental) YFHS with the promotion of HIV testing, contraception services, antiretroviral treatment and HIV pre-exposure prophylaxis referral. | 12 sessions, 1:45 min each, to be completed anywhere from 10 weeks to 12 months. (Total duration 18 months - May 2017-December 2019) |
Ujana Salama: Cash Plus Model for Safe Transitions to a Healthy and Productive Adulthood | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
36 | Chzhen, Prencipe, Eataama, et al., 2021 | Adolescents aged 14–19 at baseline living in households receiving government cash transfer | Tanzania | Male and female adolescents 14–19 years | Ujana Salama: Cash Plus Model for Safe Transitions to a Healthy and Productive Adulthood | Livelihoods training (12 weeks), 9 months of mentoring, and productive grant (80 USD) | Life-skills training (including HIV prevention and treatment, gender, violence; 12 weeks) and supply-side strengthening of adolescent friendly HIV and SRH servicesnd linkages to existing SRH and HIV services for adolescents | 2-hour weekly sessions over a 12-week period for livelihoods and life skills training and then mentoring phase over 9 months (2x per month) |
37 | Palermo, Prencipe and Kajula, 2021 | Adolescents aged 14–19 at baseline living in households receiving government cash transfer | Tanzania | Male and female adolescents 14–19 years | Ujana Salama: Cash Plus Model for Safe Transitions to a Healthy and Productive Adulthood | Livelihoods training (12 weeks), 9 months of mentoring, and productive grant (80 USD) | Life-skills training (including HIV prevention and treatment, gender, violence; 12 weeks) and supply-side strengthening of adolescent friendly HIV and SRH services and linkages to existing SRH and HIV services for adolescents | 2-hour weekly sessions over a 12-week period for livelihoods and life skills training and then mentoring phase over 9 months (2x per month) |
38 | Prencipe, Houweling, van Lenthe, et al., 2022 | Adolescents aged 14–19 at baseline living in households receiving government cash transfer | Tanzania | Male and female adolescents 14–19 years | Ujana Salama: Cash Plus Model for Safe Transitions to a Healthy and Productive Adulthood | Livelihoods training (12 weeks), 9 months of mentoring, and productive grant (80 USD) | Life-skills training (including HIV prevention and treatment, gender, violence; 12 weeks) and supply-side strengthening of adolescent friendly HIV and SRH services and linkages to existing SRH and HIV services for adolescents | 2-hour weekly sessions over a 12-week period for livelihoods and life skills training and then mentoring phase over 9 months (2x per month) |
39 | Ranganathan, Quinones, Palermo et al., 2022 | Adolescents aged 14–19 at baseline living in households receiving government cash transfer | Tanzania | Male and female adolescents 14–19 years | Ujana Salama: Cash Plus Model for Safe Transitions to a Healthy and Productive Adulthood | Livelihoods training (12 weeks), 9 months of mentoring, and productive grant (80 USD) | Life-skills training (including HIV prevention and treatment, gender, violence; 12 weeks) and supply-side strengthening of adolescent friendly HIV and SRH service and linkages to existing SRH and HIV services for adolescents | 2-hour weekly sessions over a 12-week period for livelihoods and life skills training and then mentoring phase over 9 months (2x per month) |
40 | Waidler, Gilbert, Mulokozi, et al., 2022 | Adolescents aged 14–19 at baseline living in households receiving government cash transfer | Tanzania | Male and female adolescents 14–19 years | Ujana Salama: Cash Plus Model for Safe Transitions to a Healthy and Productive Adulthood | Livelihoods training (12 weeks), 9 months of mentoring, and productive grant (80 USD) | Life-skills training (including HIV prevention and treatment, gender, violence; 12 weeks) and supply-side strengthening of adolescent friendly HIV and SRH service and linkages to existing SRH and HIV services for adolescents | 2-hour weekly sessions over a 12-week period for livelihoods and life skills training and then mentoring phase over 9 months (2x per month) |
Unnamed Intervention | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
41 | Austrian & Muthengi, 2014 | Adolescent girls 10–19 in low-income areas of Kampala, Uganda | Uganda | Adolescent girls and young women 10–19 years in low-income areas of Kampala, Uganda | None specified | 1) financial education + savings accounts and 2) savings account only | Safe spaces group meetings with reproductive health education and social asset building (with community mentors 20–35 y/o) | Safe spaces mentorship was weekly for 30–90 minutes; reproductive health lessons were 30 sessions; lasted 12 months |
42 | Hegdahl, Musonda, Svanemyr, et al., 2022 | Adolescent girls in grade 7 | Zambia (rural) | Adolescent girls in Grade 7 | None specified | Month cash transfer to the girls, yearly cash transfer to their parents/guardians, school fee coverage | Six community and parent meetings per year on the benefits of girls’ education and postponement of early marriage and child bearing; and youth clubs every second week (36 in total) providing CSE for the participants and boys in the same class | 2 years |
43 | Tozan, Capasso, Sun, et al., 2019 | Adolescents orphaned by AIDS | Uganda | Male and female adolescents 10–16 years | None specified | Incentivized savings account [Child Development Account (CDA)] with either a 1:1 match rate (Bridges) or 2:1 match rate (BridgesPLUS). All participants in Bridges and BridgesPLUS received: three sessions on financial literacy and management (FLT), including how to save, budget and support asset accumulation & six sessions on income generating activities | Standard of care for OVC (counseling by community priests and school supplies) plus eight sessions of peer mentorship | 5 years (2012–2016) |
Panel B. Summary of Programmes: Qualitative Studies | ||||||||
DREAMS (to include Sauti Project) | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
1 | Chimwaza-Manda, Kamndaya, Pilgrim, et al., 2023 | Very Young Adolescents (VYA) | Malawi | Adolescent girls 10–14 years: one sample participating in DREAMS Girls Only Clubs (N = 23) and comparative sample was girls who were not in clubs, in region where DREAMS was not implemented (n = 20) | DREAMS: Girls Only Club | DREAMS core packages includes strengthening families of AGYW economically (including cash transfers or education subsidies); specific components evaluated not specified | Multisectoral package of interventions including strengthening existing HIV testing, prevention, and linkage to care interventions and the introduction of evidence-based interventions for gender-based violence, family and caregiving, social asset building; specific components evaluated in this study not specified | Not specified |
2 | Gangaramany, Balvanz, Gichane, et al., 2021 | AGYW 15–23 years, their influencers (mothers & partners), and financially empowered women 20–30 years | Tanzania | Adolescent girls and young women 15–23 years, their influencers (mothers and partners), and financially empowered women 20–30 years | DREAMS (Sauti Project) | Sauti Project WORTH+ intervention: includes entrepreneurial training, mentorship, and savings and loan groups to equip women with the necessary skills to plan their economic development more efficiently and cash transfers (SIM card, $31 USD/3 months for 18 months. | Sauti Project standard intervention package: community-based HIV testing and counseling; behavioural interventions, including peer-led education sessions to promote health-seeking behaviors by improving negotiation, self-efficacy, and condom-use skills and BCC | 18 months; cash every 3 months, 10 hours of BCC education |
3 | Gichane, Wamoyi, Atkins, et al., 2020 | Out-of-school adolescent girls and young women | Tanzania | Adolescent girls and young women 15–23 years | DREAMS (Sauti Project Worth+) | Sauti Project WORTH+ intervention: includes entrepreneurial training, mentorship, and savings and loan groups to equip women with the necessary skills to plan their economic development more efficiently and cash transfers (SIM card, $31 USD/3 months for 18 months. | Behaviour change and communication group peer-led sessions that discussed topics such as TIV AND STI prevention, gender-based violence, family planning, negotiation skills, self-efficacy/agency skills, condom skills and health seeking. | 10 hours BCC training; cash transfer every 3 months for 18 months |
4 | Manda, Pilgrim, Kamndaya, et al., 2021 | Adolescent girls participating in girls’ clubs | Malawi | Adolescent girls 12–14 years | DREAMS | DREAMS project/girls club with topics related to socioeconomic approaches for caregivers, food security and nutrition, back to school support | DREAMS project/ girls club with topics related to social asset building, HIV testing, condom information, screening for case management, post violence care, access to contraceptive information & services | 24 months |
5 | Pettifor, Wamoyi, Balvanz, et al., 2019 | Out-of-school adolescent girls and young women enrolled in DREAMS | Tanzania | Adolescent girls and young women 15–23 years | DREAMS (Sauti Worth+) | Cash transfers of approximately USD 31 were provided every 3 months for 18 months to AGYW who attended at least 10 hours of a behaviour change and communication (BCC) curriculum. Girls AGYW who completed the BCC curriculum and received cash were offered to to participate in a small group financial literacy and individual savings and loan programme called WORTH+. | DREAMS project Sauti: 10 hours of BCC curriculum | 12 months |
6 | Wamoyi, Balvanz, Atkins, et al., 2020 | AGYW participating in DREAMS CT programme (Sauti project) | Tanzania | Adolescent girls and young women 15–23 years | DREAMS (Sauti Project) | Cash transfer of TZS 70,000 ($ 31) delivered via SIM cards on mobile phones provided by Sauti project every 3 months over an 18-month period, combined with WORTH+ economic empowerment intervention comprised of financial literacy education, individual and group savings and loan, and entrepreneurship skills. | BCC package provided education on HIV and other STI prevention, gender-based violence prevention, family planning, condom use, negotiation skills, self-efficacy/agency skills, and promoted health-seeking behaviors. | 18 months |
7 | Wamoyi, Balvanz, Gichane, et al., 2020 | AGYW participating in DREAMS CT programme (Sauti project) | Tanzania | Adolescent girls and young women 15–23 years | DREAMS (Sauti Project) | Cash transfer of TZS 70,000 ($ 31) delivered via SIM cards on mobile phones provided by Sauti project every 3 months over an 18-month period, combined with WORTH+ economic empowerment intervention comprised of financial literacy education, individual and group savings and loan, and entrepreneurship skills. | BCC package provided education on HIV and other STI prevention, gender-based violence prevention, family planning, condom use, negotiation skills, self-efficacy/agency skills, and promoted health-seeking behaviors. | 18 months |
Girls Empowerment Programme (GEP) | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
8 | Berry, Kuriansky, Little, et al., 2013 | Adolescent girls and young women 17–22 years who showed potential in becoming community leaders | Lesotho | Adolescent girls and young women 17–22 years who showed potential in becoming community leaders | Girls Empowerment Programme (GEP) Camp | Half day training on income generating activities based on ILO programme, including topics on: generating your business idea; starting the business; and improving the business. Information on financial support was also provided. Half (n = 19) of the girls attended a subsequent 2-week workshop in income-generating activities. | Outward Bound Camp; psychosocial and life skills for girls’ empowerment including information on HIV/AIDS prevention. | 1 week long camp; 1/2 day training module for income-generating activities |
Research Initiative to Support the Empowerment of Girls (RISE) | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
9 | Milimo, Zulu, Svanemyr, et al., 2021 | AGYW in school enrolled in RISE intervention | Zambia | Adolescent girls and young women 14–17 years | Research Initiative to Support the Empowerment of Girls (RISE) trial | School fees (grade 8–9), writing materials, and $3 monthly grant for AGYW & $35 monthly grant for AGYW caregivers | Youth club meetings every 2 weeks for AGYW (provided comprehensive sexual and reproductive health education to adolescent males and females in and out of school). The; community dialogue meetings every 2 months for caregivers (focused on the benefits of education for adolescent females and the postponement of early pregnancy and marriage). | 24 months |
Women First and Go Girls! | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
10 | Burke, Packer, González-Calvo, et al., 2019 | Adolescent girls 13–19 years | Mozambique | Adolescent girls and young women 13–19 years in rural Mozambique | Women First and Go Girls! | Women First, using Go Girls! curriculum: trains women to sell products door-to-door in their communities. Included business education followed by the sale of items included in a business “kit”. Participants were expected to re-pay the program for the kits with a portion of their sales to receive the next kit, with the remainder of their revenue considered profit to be spent or saved. Also included accumulated savings and credit associations to encourage saving. | Used the full Go Girls! curriculum and a locally-tailored gender-based violence (GBV) curriculum to encourage social empowerment and reduce adolescent girl participants’ vulnerability to HIV. The intervention also had the goal of encouraging girls to stay in school. | 6 years (but start dates and implementation methods varied across communities due to logistic constraints) |
11 | Lenzi, Packer, Ridgeway, et al., 2019 | Girls aged 13–17 (particularly orphans/vulnerable children) | Mozambique | Adolescent girls and young women 13–17 years | Women First and Go Girls! | Trained girls to sell products such as homemade cakes, cooking oil, and soap door-to-door in their communities | Go Girl!, an intervention of 15 facilitator-led sessions covered topics such as harmful gender norms for boys and girls, how to communicate with adults and partners, puberty and pregnancy prevention, HIV prevention, staying in and returning to school, preventing unwanted advances, planning goals, and assessing values, money and gifts | Not specified |
Unnamed Intervention | ||||||||
# | Author, year | Target Population | Location | Population: Age & Sex | Intervention Name | Intervention: Economic Component | Intervention: Life skills, Health, Behavioural, or Other Component | Duration of Intervention |
12 | Banda, Svanemyr, Sandøy, et al., 2019 | Youth in five rural schools and surrounding communities in Monze and Pemba districts of Zambia. | Zambia (Southern Province) | Purposive sampling of youth participants in communities receiving economic, community, and youth club components of RISE trial) & community members | None specified | Monthly cash transfers and school fees for participating girls | Community meetings and youth clubs (for girls) to provide SRH education, life skills (HIV, family planning, pregnancy, menstruation, negotiation, conflict resolution, management skills, legal knowledge on women’s issues), recreational activities, with female mentors | Intervention was 2 years and qualitative data were collected 14 months into the trial. |
13 | Mason, Zulaika, van Eijk, et al., 2022 | AGYW attending secondary day school | Kenya | Adolescent girls and young women (age range not specified) | None specified | Cash transfer (KES1500 per school term), conditional upon 80% or greater attendance of school | Menstrual cup use + puberty and hygiene education (e.g., SRH knowledge and menstrual hygiene) | 5 years |
14 | Sitienei & Pillay, 2019 | Orphans & vulnerable children (OVC) selected from a community-based organization (CBO) | South Africa | Orphaned male and female adolescents 10–18 years | None specified | School fees and assisting the caregivers with obtaining grants from the government. | Psychosocial support/mentoring, healthcare, life skills training, and transport. | 2 years |
15 | Skovdal, 2010 | Caregiving children for parents with HIV/AIDS | Kenya | Male and female adolescents 12–17 years | None specified | Children are given cash or provided with items (e.g., chickens) for their activities | Children split into clubs & trained to develop action plan, project management, & book keeping skills | 21 months |