The Malala Fund

“Ziauddin yousafzai, board member and co-founder, is the father of malala yousafzai, board member and co-founder.”

“After the form 990 is prepared by the malala fund's independent audit firm, it is reviewed by the management. A final version of the form is presented to the board of directors prior to filing. The form 990 is filed with the irs following final sign off by the board of directors.”

“Every year, all malala fund board members, officers and employees in decision-making positions must sign an official statement affirming that each person has received, read and understands the organization's conflict of interest policy and fully agrees to comply with the policy. Board members, officers and key employees must disclose in writing any and all items of actual or potential conflicts of interest and this list becomes widely available to all board members and the employees necessary to track and enforce compliance. Whenever any director, officer or key employee of the organization becomes aware that the malala fund is considering a transaction that could potentially create a conflict of interest, he or she is obligated to notify the board and to disclose all material facts relating to their interest in the transaction. Malala fund representatives are not permitted to be involved in decisions that could raise conflict of interest concerns, either perceived or actual.”

“Per malala fund's compensation policy, in determining the compensation level for the ceo of the organization and other covered persons, the board of directors must defer to comparability data demonstrating the reasonableness of a proposed compensation level. This data must include documentation of compensation levels paid by similarly positioned organizations for functionally comparable positions and can be pulled from independent reports and/or information obtained from irs form 990 filings of comparable organizations. The board must document how it reached its decision regarding compensation of the ceo and similarly covered persons, including the data on which it relied. The most recent evaluation of the ceo's salary by the board took place in october 2019. In january 2022, the organization engaged an external to evaluate our ceo compensation policies and practices. Malala fund implemented a new policy based on that firm's recommendations effective in the 2022-2023 fiscal year. Malala fund employee salaries are benchmarked against multiple independent surveys from similar organizations with the objective of ensuring competitive compensation that is still reasonable and in keeping with malala fund's status as a charity. In july 2024, malala fund's leadership and human resources staff performed a formal review of compatibility data along with help from an outside consultant to inform the salary scales and benefits of all other malala fund staff. This project was to ensure equity across all country offices in terms of compensations, benefits, and opportunities for growth.”

“The malala fund's governing documents, conflict of interest policy and audited financial statements are available to the public upon request. Its audited financial statements are also available on the organization's website.”

“Pakistan delivering policies to expand education access and strengthen learning: in pakistan, our partners are advocating for policies that reduce education costs for families and make it easier for girls to access and complete secondary school, especially in rural areas. - continuous advocacy by blue veins and other ecn members including thar education alliance and institute of social and policy sciences (i-saps) contributed to the khyber pakhtunkhwa (kp) government announcing free school transportation for girls in 2025. The services target girls in grades 6-8 living 1.5 km away or more from school in 10 provincial districts, and aim to reduce dropout rates in underserved regions. Since 2022, ecn partners have been engaging with and advocating to the kp government to tackle girls' education barriers in rural areas and implement specific recommendations, including rolling out free transportation services. - during a convention with key policymakers, 45 fellows from teach for pakistan directly contributed to the development of the new federal foundational learning policy, aimed at strengthening the reading and basic math skills of students in federal regions, and a teacher training course. By bringing insights from their classrooms into policy discussions, these educators sparked systemic improvements to teacher quality and early learning. Foundational literacy and math skills are critical to keeping girls in school and ensuring they complete their secondary education. Afghanistan expanding alternative learning for afghan girls: with secondary education still banned for girls in afghanistan, our partners are delivering creative, flexible alternatives that help adolescent girls continue learning and plan for the future. - education bridge for afghanistan (eba) blends live virtual classes with downloadable lessons and in-person testing hubs, so students can keep learning even with limited internet access. In just one year, eba scaled their programme to reach over 10,000 girls, providing structure, peer connection and internationally recognised certification for grade 12 graduates. - rahela trust launched a new programme for 100 girls in grades 11-12, pairing structured online classes with skills-building workshops and one-on-one mentorship by afghan women professionals. Designed to restore connection, confidence and learning, the programme also supports transitions to higher education. Brazil advocating for inclusivity in national education policy: our partners are leading advocacy efforts to protect and advance inclusive, race- and gender-responsive education policy in brazil. - acao educativa strengthened coalitions resisting school militarisation, produced legal advocacy tools and helped influence the national debate on teacher protections. - campanha nacional pelo direito a educacao played a key role in blocking efforts to divert public education funding from core needs such as teacher salaries and school infrastructure, and pushed for a more inclusive, participatory process in the drafting of brazil's new national education plan. Both organisations also shaped global conversations on education justice and teacher rights. They provided input to u.n. Special rapporteurs on issues including gender and technology, academic freedom and the negative impacts of school militarisation on inclusion and equity. Ethiopia securing resources for girls' education through local advocacy: our partners are advocating to increase resources for underserved girls' secondary education through sub-regional advocacy. - positive action for development (pad) in ethiopia's east hararghe zone championed policy, finance and social norm shifts leading to a historic first: a specific allocation for girls' education in the sub-regional budget. This directly funded basic provisions including school supplies and menstrual kits for girls most in need. Complementing this policy win, pad's door-to-door outreach supported 177 girls who were out of school to re-”