Empowering young female teachers to create inclusive learning environment for marginalised girls...

Empowering young female teachers to create inclusive learning environment for marginalised girls

17.09.2015

Fiona MorrellFundraising and Grants Manager

THEATRE FOR A CHANGE

We empower women and girls, particularly in their sexual and reproductive health

THE GIRLS’ EDUCATION CHALLENGE PROJECT

• 350 trained female Agent of Change teachers• 225 rural Primary School in Central and Southern

Malawi• 9,000 girls engaged in Girls’ Clubs• 6,750 community members engaged in Listening

Clubs • CPD for teachers• Evaluated by One South

PROJECT HYPOTHESIS

Through improving the sexual and reproductive health related knowledge,

attitudes and practices of marginalised girls, more girls will enrol in school, more will stay

in school, and their literacy and numeracy outcomes will significantly improve.

• One South ran a time fixed effects regression model on cross-sectional panel data for 1,147 in-school and out-of-school girls.

• Significant impact on literacy, improved EGRA score of 3.5.

• Highly significant impact on attendance, 10% additionality.

• Highly significant impact on enrolment with 92% of treatment school girls re-enrolled compared with 52% of control school girls.

SIGNIFICANT FINDINGS

SELF ESTEEM

SELF ESTEEM

Literacy

SRH

WHO IS REPONSIBLE?

MITIGATING THE DRIVERS AND IMPACT OF POOR SRH

Informed parents / teachers Access to services and productsImplementation of Marriage Act

DRIVERS

IMPACTRe-enrolment policy

Child care supportSupportive schools and communities

GOVERNMENT COMMUNITYACCESS

TEACHING QUALITY

Reading affinity of girls is a significant predictor of improved literacy outcomes for girls

Individual’s experience and

attitudes

Teacher training

TEACHING QUALITY

Reading affinity of girls is a significant predictor of improved literacy outcomes for girls

Individual’s experience and

attitudesHead teachers

and PEAs

Teacher training

TEACHING QUALITY

Reading affinity of girls is a significant predictor of improved literacy outcomes for girls

Individual’s experience and

attitudesHead teachers

and PEAs

Teacher training

Classroom size

TEACHING QUALITY

Reading affinity of girls is a significant predictor of improved literacy outcomes for girls

Individual’s experience and

attitudesHead teachers

and PEAs

Teacher training

Classroom size

Gender

WHOSE LEARNING FOR WHOSE DEVELOPMENT SHOULD BE PRIORITISED?

Girls

Peers

Family

Community

Chief

Health worker / SHNs

Rural clinic

Teacher

Head teacher

PEAs / SHNs

Health Ministry

Ministry of Education

Girls

Peers

Family

Community

Chief

Health worker / SHNs Rural clinic

Teacher

Head teacher

PEAs / SHNs

Health Ministry

Ministry of Education

Girls

Peers

Family

Community

Chief

Health worker / SHNs Rural clinic

Teacher

Head teacher

PEAs / SHNs

Health Ministry

Ministry of Education

WHERE CAN SUSTAINABLE CHANGE BE CATALYSED?

WHOSE LEARNING FOR WHOSE DEVELOPMENT SHOULD BE PRIORITISED?

THANK YOUAndres O. Navarrete

Tariq T. OmarshahMarieke van Egmond

contact@one-south.org

GEC team, teachers and participants

For further information please contact:Fiona Morrell

Theatre for a Change UKfiona.morrell@tfacafrica.com