Empowering young female teachers to create inclusive learning environment for marginalised girls Fiona Morrell Fundraising 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 Literacy SRH

WHO IS REPONSIBLE?

MITIGATING THE DRIVERS AND IMPACT OF POOR SRH Informed parents / teachers Access to services and products Implementation of Marriage Act Informed parents / teachers Access to services and products Implementation of Marriage Act DRIVERS IMPACT Re-enrolment policy Child care support Supportive schools and communities Re-enrolment policy Child care support Supportive 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 attitudes Head 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 attitudes Head 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 attitudes Head 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 YOU Andres O. Navarrete Tariq T. Omarshah Marieke van Egmond GEC team, teachers and participants For further information please contact: Fiona Morrell Theatre for a Change UK