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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
GEC team, teachers and participants
For further information please contact:Fiona Morrell
Theatre for a Change [email protected]
