Malala Fund
Founded by activist and Nobel laureate Malala Yousafzai, we champion every girl’s right to 12 years of free, safe, quality education.
Programs and results
What we aim to solve
Traditional approaches aren't cutting it. At this moment, more than 120 million girls are out of school. Even more are in school but not learning. That's why Malala Fund is focused on accelerating progress challenging systems, policies and practices so all girls can access 12 years of free, safe, quality education. Inspired by Malala and Ziauddin's activist roots, Malala Fund believes that local educators and advocates provide the greatest insight, innovation and energy needed to address barriers that keep girls out of school in their communities. Through our Education Champion Network, we invest in their work so they can scale their efforts and leverage their collective power to create broader change to make it easier for all girls to learn.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Investing in local education activists
Inspired by Malala and Ziauddin Yousafzai’s roots as local activists in Pakistan, we established the Malala Fund Education Champion Network to identify, invest in and scale the work of promising local advocates and educators.
Over the course of a three-year grant, Education Champions implement ambitious and targeted projects and participate in advocacy campaigns to change local and national policies that hinder girls’ education access.
Malala Fund supports Education Champions in Afghanistan, Brazil, Ethiopia, India, Lebanon, Nigeria, Pakistan and Turkey.
To learn more about Malala Fund's Education Champion Network, please visit: malala.org/champions
Advocacy
We’re working for 12 years of free, safe, quality education for every girl. We advocate — at local, national and international levels — for resources and policy changes needed to give all girls a secondary education.
We meet with heads of state and high-level officials — people with the power to shift critical resources towards education — and ask them to increase their investment in girls’ futures.
We believe girls should speak for themselves — that’s why we bring young education activists to high-level conferences to tell leaders what they need to learn and achieve their potential. We created Assembly, a digital publication and newsletter, as a platform for girls' voices.
Our Education Champions spearhead campaigns to promote girls’ education in their communities, countries and regions.
To learn more, please visit: malala.org/advocacy.
Amplifying girls’ voices
We believe girls should speak for themselves — that’s why we bring young education activists to high-level conferences to tell leaders what they need to learn and achieve their potential. We created Assembly, a digital publication and newsletter, as a platform for girls' voices.
Malala began blogging about girls’ education at age 11. Today, she helps other girls tell their stories with Malala Fund. Through Assembly, Malala Fund is helping girls and young women around the world to share their thoughts, challenges and accomplishments — and for all of us to learn about this new generation of leaders.
To learn more, please visit: assembly.malala.org
Research
Our team conducts pivotal research on the impact of girls’ secondary education on our world to influence policy and funding decisions.
To explore our research on why girls’ education is the world’s best investment, please visit: malala.org/research
Where we work
Photos
Our results
How does this organization measure their results? It's a hard question but an important one.
Number of local educators and activists in our Education Champion Network
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth, Women and girls
Related Program
Investing in local education activists
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Context Notes
Cumulative total number of local educators and activists supported by Malala Fund who spearhead campaigns to promote girls education in their communities, countries and regions.
Number of students reached
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Context Notes
Cumulative total number of students reached by Malala Fund's investments, programmes, partners and successful campaigns for policy changes.
Our Sustainable Development Goals
Learn more about Sustainable Development Goals.
Goals & Strategy
Reports and documents
Download strategic planLearn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
Malala Fund is working for a world where every girl can learn and lead. With more than 130 million girls out of school today, we are breaking down the barriers that hold them back.
We are realistic about the work ahead. We know there are no straight lines or overnight solutions to getting all girls in school and learning.
By 2025, we want to see a substantial increase in well-educated girls in the countries where we work, improved and better-financed education systems and communities that offer girls equal opportunities to learn and actively support their ambitions.
Thematic Goals:
1. Challenge social norms that limit girls’ potential
2. Increase investment in girls’ education
3. Improve education quality
Operational Goals:
1. Develop a global network of education advocates
2. Deliver tangible change in targeted geographies
3. Amplify girls’ voices and their advocacy efforts
For more information about Malala Fund's goals and the details of our approach, read our strategic plan.
What are the organization's key strategies for making this happen?
Through our Education Champion Network, we invest in local educators and advocates — the people who best understand girls in their communities — in regions where the most girls are missing out on secondary school.
We advocate — at local, national and international levels — for resources and policy changes needed to give all girls a secondary education. The girls we serve have high goals for themselves — and we have high expectations for leaders who can help them.
We believe girls should speak for themselves and tell leaders what they need to learn and achieve their potential. We amplify girls’ voices and share their stories through Assembly, our digital publication and newsletter.
What are the organization's capabilities for doing this?
Our Education Champion Network supports the work of education activists in Afghanistan, Brazil, Ethiopia, India, Nigeria, Pakistan, Turkey and Lebanon. These local leaders understand the challenges girls face in their communities and are best placed to identify, innovate and advocate for policy and programmatic solutions.
In Afghanistan: recruiting female teachers and eliminating gender discrimination to increase the number of girls enroled in school.
In Brazil: ensuring schools reach the most marginalised girls, educating teachers on gender discrimination and training young women to speak out for their rights.
In Ethiopia: making schools safer and more accommodating for girls, mobilising governments and communities to address barriers to education and improving girls’ access to education through advocacy.
In India: expanding access to free secondary school through advocacy, mentorship programmes and re-enrolment campaigns.
In Nigeria: helping girls who live under the threat of Boko Haram go to school and campaigning for new policies that support education for every girl.
In Pakistan: fighting for education funding, building schools for girls and training young women to advocate.
What have they accomplished so far and what's next?
In Afghanistan, grantee Watch on Basic Rights Afghanistan Organization (WBRAO) worked with the Ministry of Hajj and Religious Affairs to develop sermons and promotional materials that support girls' education and rights. The ministry disseminated the speeches and printed material to nearly 5,000 mosques across Afghanistan to improve social perceptions of girls' education.
In the Quilombola territories of Brazil, grantee Centro de Cultural Luiz Freire (CCLF) worked with the municipality of education to help repair school transportation vehicles and increase their circulation through the Quilombola territories to bring more girls to school.
In India's state of Bihar, grantee Azad India Foundation enrolled 1,200 out-of-school girls in remedial education classes. The grantee organization used Malala Fund's girl advocate guide to teach girls public-speaking and how to advocate for their right to learn.
In Lebanon, three Malala Fund grantees joined forces to develop a remedial education programme that prepares Syrian refugee girls to pass the brevet exam, a required test to enter upper secondary school in Lebanon.
In Nigeria, grantee Centre for Girls' Education (CGE) provided 418 out-of-school girls with classes in literacy, numeracy and life skills, which helped 86% of them enroll in full-time public school. As a result of their success, the organization is now working to help replicate the model at a girls' centre in Niger.
In Pakistan, as a result of grantee Blue Veins' advocacy work, the provincial government in Khyber Pakhtunkhwa significantly increased funding levels for girls' education - the single largest allocation for girls' education in the province's history, which will go towards reconstruction, establishment and rehabilitation of girls' schools in the area.
In Turkey, grantee Mavi Kalem worked with 85 teachers to implement standards in classrooms to improve over 11,000 Syrian refugee students' continuity in education.
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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How is your organization using feedback from the people you serve?
To identify and remedy poor client service experiences, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals
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Which of the following feedback practices does your organization routinely carry out?
We collect feedback from the people we serve at least annually, We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive
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What challenges does the organization face when collecting feedback?
It is difficult to find the ongoing funding to support feedback collection, Staff find it hard to prioritize feedback collection and review due to lack of time
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
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Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
Malala Fund
Board of directorsas of 09/19/2024
Malala Yousafzai
Lynn Taliento
Malala Yousafzai
Ziauddin Yousafzai
Françoise Kpeglo Moudouthe
Susan McCaw
Modupe Adefeso-Olateju
Pearl Uzokwe
Vanessa Nakate
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes -
Board performance
Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes
Organizational demographics
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
The organization's co-leader identifies as:
Race & ethnicity
No data
Gender identity
No data
Transgender Identity
No data
Sexual orientation
No data
Disability
No data