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 Change Outcome Indicators Outputs 450 female teachers trained as AoCs Inputs / Activities 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 held Community members attend meetings and listening clubs Home visits to marginalised (incl. out of school) girls’ houses made by AoC and team Open Days held at schools to encourage parents to attend Community listening clubs established AoC mobilises support from school/ Mothers Groups/ parents etc. Output Indicators 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