2014 – 2015 TTC and Primary Results September 2015 Jenny Benton Head of Monitoring, Evaluation and Learning

o This presentation shows the results from Teacher Training Colleges and Primary Schools for the academic year 2014 – 2015 o All 6 TTCs are present and within each all 40 core-group members were surveyed with the endline questionnaires o Additionally 20 members from each group were tested for their ability to demonstrate correct condom use and key behavioural skills o Within the Primary School programme there are two sets of results discussed, the endline questionnaire conducted by TfaC which include results from two Primary Schools from each district and an independent qualitative impact assessment of the primary school programme which took place in 16 primary schools and involved a range of methods designed to assess the behaviour and understanding of learners through observation of workshops, focussed work groups and individual interviews Introduction

TTC Endline Results

Overall SRH knowledge has improved across all TTCs with males slightly ahead of females overall however, females have made greater increase overall (17% compared with 15%) Machinga achieved the highest percentage point change with an average of 29%. In line with the trends of attendance at TTCs women are generally performing slightly lower than men and this will be a key focus the coming year, with TOs planning extra one to ones and support for their female students NB: See appendix for questions that determine overall SRH knowledge and base sizes Men Women

Overall SRH Rights attitude and knowledge has also improved hugely across all TTCs. In terms of understanding their rights, again men score slightly higher but women have made better progress than men with a higher percentage point change overall St Josephs had the highest percentage point change overall with an average 43%. Understanding of sexual rights is a key element to all of TfaCs work and the TTCs have shown considerable progress towards positively changing the attitudes of the students they work with NB: See appendix for questions that determine overall SRHR knowledge and base sizes Men Women

The number of people able to use the both the male and female condom correctly has increased considerably over the year Correct use is defined as completing all 8 steps on the male condom process and 9 of the female St Josephs does not allow condom demonstration due to religious restrictions at the school Baseline 0% % of people able to correctly use both the male and female condom Despite the improvement from baseline level, given the importance of this skill in ensuring safer sexual practice and protection from STIs and pregnancy, a bigger focus will be made next year to make sure that all members of the core group are able to complete all of the individual steps of both condoms Men Women

% of people able to say no to unwanted sex % of people able to negotiate condom use Baseline (all) 13% Baseline (all) 3% Ability is defined as completed 10 or 11 steps of negotiating unwanted sex or 9 or 10 of condom use checklist NB: Only 4 TTCs took part in the baseline in 2014 so comparable TTCs are included here Again there have been considerable improvements in the ability of students to show key behaviour skills, particularly in Machinga and Karonga. Of some concern though is the poor performance of female students in the ability to say no to unwanted sex. As highlighted earlier TOs will now give female students additional one to one sessions where needed to ensure they have the confidence and ability to express their rights effectively Men Women Men Women

Primary Impact Assessment and Endline Results

Learners have acquired comprehensive and accurate knowledge Learners have developed the ability to collectively work with other learners in a cooperative equalitarian manner to achieve common goals Learners have developed the power within to assertively reflect on their goals and on the behaviour they should follow to achieve them INDIVIDUAL CHANGE GROUP CHANGE Facilitators behaviour is the key indicator to whether or not learners will achieve and absorb the behavioural skills we want to see Qualitative Impact Assessment indicated that the Primary Schools programme is a success overall in providing learners with key knowledge, attitude and behavioural skills

Primary endline questionnaire results show clear and strong improvement, in particular when viewed against control schools that have seen little or no change from baseline BaselineEndline% ChangeControl Endline score All 60%79% 19% 58 % Boys 61%80% 19% 56 % Girls 58%77% 19% 55 % Lilongwe50%91% 41% Kasungu59%90% 31% St Josephs59%74% 15% Machinga54%63% 9% Karonga68%76% 8% Blantyre67%74% 7% Additionally again in line with the impact assessment it is Kasungu and Lilongwe schools that score highly overall, highlighting the importance of considering the whole experience of workshops when it comes to students retaining information and being able to apply their knowledge correctly NB: See appendix for questions that determine overall SRHR knowledge and base sizes

o There has been clear and strong improvement in both Primary Schools and TTCs o In particular Primary Schools have seen a significant improvement this year and provides a positive affirmation of the changes that were made to this programme at the beginning of the year o Interestingly the TTCs that performed well, tended to score less well in their primary school work and vice versa. Moving forwards it will be important for TOs to ensure that they are managing their workload well and dedicating time to each part of the programme to achieve overall success o The impact assessment at the Primary School highlighted key lessons for TfaC regarding the importance of the selection and training of our facilitators going forwards, supporting our renewed focus on high quality facilitation and the importance of maintaining the foundations of the TfaC methodology o As the curriculum changes in the new academic year, to cover full sexual and reproductive health topics, we will also review and revise our monitoring and evaluation systems to ensure that we have a full understanding impact Conclusions

Appendix

Questions asked to determine teachers demonstrate knowledge, attitudes and practices that protect their own sexual and reproductive health (Yes / No answers) A person can reduce their risk of getting HIV by using a condom every time they have sex A person can get HIV through witchcraft The risk of HIV transmission can be reduced by having sex with only one faithful, uninfected partner HIV can be transmitted through kissing All people who have HIV look thin and sick Would you buy fresh vegetables from a shopkeeper or vendor if you knew that this person had HIV Do you think children living with HIV should be able to attend school with children who are HIV negative Have you ever taken an HIV test? Have you taken an HIV test in the last 6 months? When you last tested, did you find out your HIV status? If you had sex in the last 6 months, did you use a condom the last time you had sex? How often did you and your partner use condoms in the last 6 months? Female condoms can be inserted up to 8 hours before sex Condoms can slip off the man and disappear inside the woman's body If a girl suggested using condoms to her partner it would mean she didn't trust him It would be to embarrassing for someone like me to buy condoms A boy can suggest to his girlfriend that he use a condom The lubricant on condoms causes cancer Condoms have tiny worms inside them I would refuse to have sex with someone who is not prepared to use a condom A woman cannot get pregnant the first time she has sex The oral pill is an effective method of preventing pregnancy Women can sometimes get pregnant through kissing or touching Withdrawal is an effective method of preventing pregnancy A woman is most likely to get pregnant if she has sex half way between her periods Masturbation causes serious damage to your health TTC SRH Questions

Questions asked to determine teachers understand, embody and promote sexual and gender rights (Yes / No answers) Sometimes a boy has to force a girl to have sex if he loves her A man is 40 years old. He wants to marry a girl from your village who is 15. Does she have the right to refuse to marry him? A man comes home to find his wife sleeping instead of cooking dinner. Is he allowed to hit her? A boy will not respect a girl who agrees to have sex with him In Malawi, it is legal to dismiss a woman for refusing to sleep with her boss It is acceptable to have sex when the teacher makes the advance Is it acceptable to have sex when the learner dresses provocatively It is acceptable to have sex when the learner agrees to exchange sex for a good mark It is acceptable to have sex when the teacher and learner are in love TTC SRHR Questions

Questions asked to determine children demonstrate improved knowledge, attitudes and practices that protect their own sexual and reproductive health (Yes / No answers) A person can reduce their risk of getting HIV by using a condom every time they have sex A person can get HIV through witchcraft The risk of HIV transmission can be reduced by having sex with only one faithful, uninfected partner HIV can be transmitted through kissing All people who have HIV look thin and sick If a girl suggested using condoms to her partner it would mean she didn't trust him It would be to embarrassing for someone like me to buy condoms A boy can suggest to his girlfriend that he use a condom Condoms are not necessary when you know the person well Male condoms can be washed and reused Condoms can protect you against STIs A girl cannot get pregnant the first time she has sex The oral pill is an effective method of preventing pregnancy Girls can sometimes get pregnant through kissing or touching Primary SRHR Questions