Project profile — Protective Learning and Nurturing Environments for Girls Education (PLANE)


UNICEF - United Nations Children's Fund (41122)
2019-09-13 - 2023-09-30
Global Affairs Canada
NGM Americas

Country / region 

• Honduras (35.00%)
• Guatemala (35.00%)
• El Salvador (30.00%)


• Primary education:
Primary education (11220) (15.00%)
Basic life skills for youth (11231) (15.00%)
Early childhood education (11240) (15.00%)
• Education: Lower secondary education (11260) (15.00%)
• Population Policies/Programmes And Reproductive Health: Population policy and administrative management (13010) (20.00%)
• Government And Civil Society, General: Ending violence against women and girls (15180) (20.00%)

Policy marker 

• Gender equality (principal objective)
• Environmental sustainability (cross-cutting) (not targeted)
• Participatory development and good governance (not targeted)
• Trade development (not targeted)
• Biodiversity (not targeted)
• Climate change mitigation (not targeted)
• Climate Change Adaptation (not targeted)
• Urban issues (significant objective)
• Desertification (not targeted)
• Children's issues (principal objective)
• Youth Issues (principal objective)
• Disaster Risk Reduction(DRR) (not targeted)
• Indigenous Issues (significant objective)
• Disability (significant objective)
• Nutrition (significant objective)
• ICT as a tool for development (not targeted)


The project “Protective Learning and Nurturing Environments for Girls Education" (PLANE) aims to address the individual barriers that girls face in and out of school in El Salvador, Guatemala and Honduras. This is done by ensuring that they have access to a safe space that offers them protection and safety, both physically and psychologically, as well as opportunities for learning. The project also aims to ensure young and adolescent girls who are out-of-school, at-risk of dropping-out, internally displaced and returned migrants, have access to continue their learning, uninterrupted, by providing flexible, relevant and alternative learning opportunities. An essential component to the method is that alternative learning leads to recognized certificates and enables re-integration into formal schooling or safe employment. While young and adolescent girls are the focus of the project, the policies and many activities that benefit girls, may also support boys : such as well-trained teachers, inclusive and gender-responsive teaching methods that work for all students, a high-quality and relevant curriculum, and a focus on ensuring safe and secure learning environments for all children and adolescents. Project activities include: (1) setting-up physically-safe learning spaces; (2) establishing and strengthening safe spaces that offer opportunities to support the social and emotional wellbeing of girls through the provision of trained staff, peer exchanges, links and referrals to protective services, and alternative learning; and (3) empowering girls to seek available support services and to know and realize their rights. This project is expected to reach 180,600 persons under the age of 18 (126,420 girls and 54,180 boys), and 31,326 teachers, Ministry of Education officials, and education committee members.

Expected results 

The expected outcomes for this project include: (1) increased equitable access for girls and adolescent girls* to safe, protective, inclusive and relevant learning environments; (2) increased equitable access by girls and adolescent girls* to flexible, relevant and quality alternative learning opportunities; and (3) strengthened education systems, inclusive policies, flexible strategies and financial resources that uphold safe, inclusive and quality education for girls and adolescent girls*. *includes marginalized girls and adolescent girls: with disabilities; internally displaced, migrants or refugees; lesbian, gay, bisexual, transgendered and intersex (LGBTI); and young mothers.

Results achieved 

Results achieved as of December 2021 include: (1) Girls and adolescents* have increased their capacities to access protective learning opportunities in the community; (2) girls and adolescents have increased their capacities to access alternative, flexible, relevant learning modalities that lead to certification; (3) communities with high incidences of violence have improved their knowledge, awareness and skills to address violence, threats, and gender-based violence related to school against students and teachers; (4) 135 schools implemented changes to create welcoming spaces to respond to the specific needs of girls and adolescents, including facilities for menstrual hygiene and for psychosocial attention, and retrofitting to prevent violence; (5) trained 19,093 teachers and facilitators to provide mental health and psychosocial support; (6) 7,034 adolescents reported positive changes in their ability to cope with crisis and promote resilience; (7) trained 719 educators and facilitators on flexible learning. Also implemented educational bridging and alternative education modalities; and (8) trained 18,115 educators, facilitators, family members, local authorities and community organizations on protective mechanisms and resilience-building activities for adolescents and youth.

Budget and spending 

Original budget $0
Planned disbursement $0
Country percentages by sector
Type of finance Aid grant excluding debt reorganisation
Collaboration type Bilateral
Type of aid Project-type interventions
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