Impact: Improved life chances for marginalised girls in Malawi

AoC trained in learner-centred participatory teaching methods,

SRH needs of girls, literacy, numeracy and life skills,

psychosocial support and CP

Assumptions

AoC teachers identified and recruited

• Girl friendly learning environments created

• AoCs have knowledge and skills to run high quality, girl friendly workshops

• AoCs have knowledge and skills to embed literacy and numeracy in teaching practice

• Girls have increased access to contact time with trained female teachers

• Girls have increased access to participatory numeracy and literacy activities

AoCs fully integrate literacy, numeracy and confidence-

building activities into teaching (incl. Girls Clubs)

Currently girls don’t feel included

- Low confidence- Low participation

Participation = beneficial to learning

outcomes

If girls like school they will achieve more at school in terms of

literacy, numeracy/ life skills

Increased attendance leads to higher grades

Girls do not attend because they are afraid

of abuse at school

Girls receive more tailored support due to lower student / teacher

ratio’s (clubs)

AoC teachers have sufficient confidence & interpersonal skills to engage communities

AoC teachers receive support from schools /

someone else

Parents feel alienated by physical school environment which

leads to lack of support for girls’ education

Sexually active girls have access to

contraception and parents/ schools allow

teaching on SRH

Parents allow girls to cut down time spent on

chores/ IGAs

Teaching curriculum developed

Learning: 7830 marginalised girls supported by GEC that have increased their learning (including literacy, numeracy, self-efficacy and self-confidence)

Theatre for a Change – GEC Project Theory of ChangeO

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450 female teachers trained as AoCs

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Training of AoC teachers

Girls clubs/ AIDS Toto/ Listening

+ Holiday clubs

225 clubs established(1 per target school)

(28 in school girls + 10 out of school girls)

(1.5 hour per week) + AIDS Toto

- Teachers have ability to teach literacy and numeracy in participatory and interactive ways- Girls’ demonstrate increased participation and confidence at school

- Parents and communities have a more supportive attitude towards girls attending school / education- Schools are safer and friendlier for girls

Girls and learners identified and recruited

Workshop curricula developed

3 broadcasts aired per month in term time

(X attendance)

Attendance: Number of marginalised girls who have stayed in school (or equivalent) through the life cycle of the project (as defined by enrolment, attendance and drop out data)

• Girls have greater awareness of their gender and sexual rights

• Girls report enjoying school• Girls have higher confidence

to interact with boys• Boys are more sensitive

towards girls needs and rights

• Girls have SRH knowledge• Girls are more confident to

attend during menstruation• Girls increase participation in

co-ed environments across school

• Parents are more open to discussing education aspirations with their children

• Parents have increased knowledge around SRH and gender rights

• Parents have a better knowledge of education opportunities for young parents

• Parents feel more confident about being in a school environment

• Parents more aware of girls potential and achievements at school

Community sensitisation/ mobilisation/ listening clubs

Community meetings heldCommunity members attend meetings and listening clubsHome visits to marginalised

(incl. out of school) girls’ houses made by AoC and teamOpen Days held at schools to encourage parents to attend

Community listening clubs established

AoC mobilises support from school/ Mothers Groups/

parents etc.

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School based activities

• Increased awareness of who to report abuse to amongst club participants

• Schools are more child friendly and safe

• Girls are more confident that their rights will be protected in schools

• Girls feel safe at school• Teachers have knowledge of

reporting mechanisms• Boys and girls participate

more equally in class• Teachers have positive

attitudes towards girls participation in class

• Teachers demonstrate skills to involve girls in class

• Teachers have improved understanding of positive discipline

Schools have active child policy and procedures in place

Club participants take part in CPP workshops

Teachers trained by AoCs in inclusive learning environments

and Child protection

Child protection policies put in place by school management