Empowering Girls Through Skateboarding in Ethiopia – BORGEN Magazine

 

Report on Ethiopian Girl Skaters and its Contribution to Sustainable Development Goals

1.0 Introduction

This report examines the impact of Ethiopian Girl Skaters, a grassroots organization in Addis Ababa, on the advancement of the United Nations Sustainable Development Goals (SDGs). The organization utilizes skateboarding as a tool for social change, focusing on the empowerment of young women and girls. By providing free skate lessons, academic support, and mental health services, Ethiopian Girl Skaters directly addresses key development challenges in Ethiopia, with a significant emphasis on SDG 5 (Gender Equality), SDG 4 (Quality Education), and SDG 3 (Good Health and Well-being).

2.0 Organizational Profile and Mission

2.1 Background

Founded in 2019 by Sosina Challa, Ethiopian Girl Skaters was established to create a safe and supportive community for girls in a context where skateboarding was male-dominated and social norms often restrict female participation in public and sporting activities. The organization confronts prevailing gender stereotypes that confine women to domestic roles and challenges the perception of skateboarding as an unsuitable activity for girls.

2.2 Core Objectives and Activities

The primary mission is to empower young girls by building confidence, fostering leadership skills, and encouraging educational attainment. The organization’s activities are designed to provide holistic support:

• Provision of free, weekend skateboarding lessons for girls of all ages.
• Implementation of mental health workshops to build resilience and emotional well-being.
• Academic support through tutoring and mentorship programs to prevent school dropouts.
• Creation of a safe community space where girls can develop a sense of belonging and mutual support.

3.0 Alignment with Sustainable Development Goals (SDGs)

3.1 SDG 5: Gender Equality

Ethiopian Girl Skaters is a direct catalyst for achieving gender equality. The organization’s work addresses several targets within SDG 5:

1. Challenging Social Norms: By encouraging girls to participate in a public, male-dominated sport, the organization actively dismantles restrictive gender stereotypes. This is critical in a country where, according to UNICEF, approximately 40% of girls are married before the age of 18.
2. Empowerment and Leadership: The program fosters confidence and resilience, equipping girls with the skills to advocate for themselves. This contributes to increasing female participation in all spheres of life, supporting the progress seen in female political representation (41.3% of parliamentary seats in 2023).
3. Creating Safe Spaces: The initiative provides a secure environment, which is a crucial step in eliminating all forms of discrimination and violence against women and girls in public and private spheres.

3.2 SDG 4: Quality Education

The organization places a strong emphasis on ensuring inclusive and equitable quality education. Its “One Stone, Two Birds” program is specifically designed to keep girls in the educational system.

• Reducing Dropout Rates: With only 34% of Ethiopian girls enrolled in secondary education in 2015 and approximately 10% in university, the academic and emotional support provided is vital. The program helps university students avoid dropping out, directly contributing to Target 4.3 (equal access to tertiary education).
• Developing Life Skills: The philosophy that skateboarding teaches perseverance (“you fall, but then you learn how to get back up”) instills a crucial life skill that supports academic consistency and achievement.

3.3 SDG 3: Good Health and Well-being

The program promotes both physical and mental health, aligning with SDG 3.

• Mental Health Support: The provision of mental health training and workshops is a core focus, addressing the psychological well-being of young people.
• Physical Activity: Skateboarding offers a form of regular physical exercise, promoting healthy lifestyles among young girls.

3.4 SDG 10 and SDG 11: Reduced Inequalities and Sustainable Communities

By targeting a marginalized group, Ethiopian Girl Skaters contributes to SDG 10 (Reduced Inequalities). Furthermore, the organization’s future goal of building a dedicated skatepark for girls aligns with SDG 11 (Sustainable Cities and Communities), specifically Target 11.7, which aims to provide universal access to safe, inclusive, and accessible green and public spaces.

4.0 Challenges and Future Outlook

4.1 Prevailing Challenges

The organization faces several obstacles that hinder its expansion and impact:

• Social Resistance: Persistent gender stereotypes and social pressure from families and communities remain a significant barrier.
• Lack of Infrastructure: The absence of safe, dedicated skateparks forces participants to use streets, raising safety concerns for girls and their families.
• Resource Constraints: As a grassroots initiative, the organization relies on donations and volunteers to sustain its operations.

4.2 Strategic Future Goals

The leadership of Ethiopian Girl Skaters has outlined a clear vision for the future:

1. Infrastructure Development: The primary goal is to construct a dedicated skatepark exclusively for girls, ensuring a safe and encouraging environment.
2. Program Expansion: The organization aims to establish formal skateboarding academies that integrate skate training with life-skills education.
3. Fostering Talent: A long-term objective is to develop the skills of Ethiopian female skaters to a competitive level, creating new role models and opportunities.

5.0 Conclusion

Ethiopian Girl Skaters serves as a powerful model of a community-led initiative effectively advancing multiple Sustainable Development Goals. Through the accessible medium of skateboarding, the organization is making tangible contributions to gender equality, quality education, and the health and well-being of girls in Addis Ababa. Its focus on building resilience, confidence, and community addresses the root causes of gender inequality, demonstrating that sport can be a potent vehicle for sustainable development and social empowerment.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

SDG 5: Gender Equality

• The article’s central theme is empowering girls in Ethiopia to challenge traditional gender norms and stereotypes through skateboarding. It discusses the social pressure on girls to “be at home, not skating in the streets” and how the organization Ethiopian Girl Skaters pushes back against these gender stereotypes.

SDG 4: Quality Education

• The article highlights the educational challenges girls face in Ethiopia, citing that many “leave school early to support their families.” The organization directly addresses this by providing “academic support,” tutoring, and a program called “One Stone, Two Birds,” which helps girls stay in school. It also provides statistics on low secondary and university enrollment for girls.

SDG 3: Good Health and Well-being

• The organization provides “mental health support,” “mental health workshops,” and “emotional support” to its members. This focus on well-being is crucial, as the co-founder notes, “Our main focus is mental health training.”

SDG 1: No Poverty

• The article explicitly mentions SDG 1, stating that “gender inequality remains a root cause of poverty.” By empowering girls with confidence, education, and life skills, the initiative indirectly tackles poverty by creating opportunities for economic and social advancement.

SDG 11: Sustainable Cities and Communities

• The article mentions the organization’s dream of building a “dedicated skatepark for girls” because the current practice of skating in the streets “isn’t always safe.” This directly relates to the need for safe, inclusive, and accessible public spaces for women and children.

2. What specific targets under those SDGs can be identified based on the article’s content?

SDG 5: Gender Equality

• Target 5.1: End all forms of discrimination against all women and girls everywhere. The organization’s work directly confronts the social discrimination and stereotypes faced by girls who choose to skate, a sport “long associated with boys.”
• Target 5.3: Eliminate all harmful practices, such as child, early and forced marriage. The article mentions that “around 40% of Ethiopian girls were married before turning 18.” By keeping girls in school and empowering them, the program works to prevent early marriage.
• Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership. The program builds “confidence, leadership, and a sense of belonging,” equipping girls with the skills to become leaders in their communities.

SDG 4: Quality Education

• Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education. The organization’s efforts to keep girls in school through tutoring and support directly contribute to this target, especially given the low secondary enrollment figures cited.
• Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university. The program’s support for university students helps them “avoid dropping out,” addressing the low university enrollment rate for young women mentioned in the article.
• Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education. The entire educational focus of Ethiopian Girl Skaters is aimed at closing the gender gap in Ethiopian education.

SDG 3: Good Health and Well-being

• Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being. The provision of “mental health workshops” and “emotional support” directly aligns with the goal of promoting mental health and well-being.

SDG 11: Sustainable Cities and Communities

• Target 11.7: By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities. The desire to build a “dedicated skatepark for girls” because skating in the streets “isn’t always safe” is a direct call to action for this target.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Indicators for SDG 5 (Gender Equality)

• Indicator 5.3.1: Proportion of women aged 20-24 years who were married or in a union before age 18. The article provides this exact data point, stating the proportion “remains pretty high, 54,4” and also that “around 40% of Ethiopian girls were married before turning 18.”
• Indicator 5.5.1: Proportion of seats held by women in national parliaments and local governments. The article cites that in 2023, “women held 41.3% of parliamentary seats.”

Indicators for SDG 4 (Quality Education)

• Implied Indicator for Gender Parity in Education: The article provides several statistics that measure gender disparity in education. These include: “only 34% of Ethiopian girls were enrolled in secondary education in 2015,” “only about 10% of young women are enrolled in university,” and “29,6% of young girls are still out of school.” These figures can be used to track progress towards eliminating gender disparities.

Implied Program-Level Indicators

• The article mentions metrics that the organization itself could use to measure its impact, which serve as grassroots indicators of progress. These include: “More than 4,000 girls have tried skateboarding through the program,” “35 active members,” and “55 involved in tutoring and university support activities.”

4. SDGs, Targets and Indicators Table

SDGs	Targets	Indicators
SDG 5: Gender Equality	5.1: End all forms of discrimination against women and girls. 5.3: Eliminate harmful practices like child marriage. 5.5: Ensure women’s full participation and leadership opportunities.	Proportion of women aged 20-24 married before age 18 (Article cites “54,4%”). Proportion of seats held by women in national parliaments (Article cites “41.3%”).
SDG 4: Quality Education	4.1: Ensure all girls complete secondary education. 4.3: Ensure equal access to tertiary education. 4.5: Eliminate gender disparities in education.	Percentage of girls enrolled in secondary education (Article cites “only 34%”). Percentage of young women enrolled in university (Article cites “only about 10%”). Percentage of young girls out of school (Article cites “29,6%”).
SDG 3: Good Health and Well-being	3.4: Promote mental health and well-being.	Implied: Provision of mental health workshops and support services by the organization.
SDG 1: No Poverty	Addressing poverty by tackling its root causes, such as gender inequality.	Female-to-male labor force participation rate (Article cites “87.05%”).
SDG 11: Sustainable Cities and Communities	11.7: Provide universal access to safe and inclusive public spaces.	Implied: The need for safe public recreational spaces, highlighted by the goal to build a skatepark because streets “aren’t always safe.”

Source: borgenmagazine.com