Social and Behavior Change Communication SummitAddis Ababa

February 8 – 10, 2016

Harnessing the power of communication to realize girl’s education in Malawi: tackling social cultural barriers and exploring opportunities in communities

Background Analysis• Poor girls’ school transition rates at

10% to 30% (Levin & Sayed 2005).

• 50% of young women are involved in early marriages.

• Adolescents and new mothers (15-24 years) contribute half of new infections, have high fertility rates and face increased risks for gender based violence (Malawi Youth Data sheet,2013).

Prisca (front left) during girls retreat at Nkhande primary school

The before and after picture in drop out ratesDistrict 2011/2012 2012/2013 2013/2014 Overall

Boys Girls Total Boys Girls Total Boys Girls Total Boys Girls Total Chikwawa 8.3 12.4 10.1 4.1 9.8 6.6 6.5 6.9 6.6 6.1 9.2 7.5 Mangochi 6.2 6.2 6.2 4.4 7.7 5.8 3.9 4.4 4.1 4.6 6.0 5.2 Nsanje 14.8 13.8 14.3 10.5 10.5 10.5 2.6 7.3 4.8 8.7 10.2 9.4 Thyolo 3.0 4.3 3.6 1.3 4.4 2.8 3.4 3.5 3.5 2.6 4.0 3.3 Total 6.5 7.4 7.0 4.0 7.0 5.3 4.1 5.0 4.5 4.7 6.3 5.4

Evidence for Action….

Key: 2011/2012 figures represent baseline while 2013/2014 represent end line.

A secondary school leaner from Mangochirole modelling during open day

 

Readmitted girl and a best girl achiever being awarded at Chinguwo primary school

 

C4D Strategy: Why we want to change?Social cultural factors to tackle at community level

Primary participants’ group: parents and caretakers- Little value placed on girls’ education, value marriage than education- Limited interest in schools- Deep rooted gender inequalities- Poor knowledge on available services- Low level of education- Burden of HIV&AIDS on family- Lack of role models- Parents’ preference boys’ education    

Primary participants’ group: children and young people (girls and boys 11-24 years old)- Limited self - confidence & assertion- Feeling of responsibility in front of family, committed to support family - Limited interest in schools.- Peer pressure – girls envy their friends.- Long distance to schools      

Secondary participants’ group: traditional and religious leaders, - Initiators and creators for false adulthood among girls. - Value marriage than education. - Limited involvement in education for children process (schools)- Burden of

HIV&AIDS on communities.

    

Tertiary participants’ group: government officials at district and community level - Shortage of female teachers- School related gender based violence- Gender insensitive teaching methods- Inadequate school facilities- Lack of

secondary school places

  

 

Affecting creating an enabling environment for a girl child to enjoy her rights to education, protection, development & participation

Secondary participants’ group: Teachers and school managers. - Custodian of knowledge in community- Most & common critical player in promoting education- Misbehavior of teachers resulting in absenteeism, sexual affairs with school girls, etc- Teachers’ insensitive gender teaching methods- Lack of extra-

curricular activities for girls.

      

… C4D strategy

To increase retention and transition rates to next grade in upper primary (Standards 5- 8) in low performing districts of

Mangochi, Nsanje, Thyolo and Chikwawa, by at least 10%, by 2014 at 84 schools

Educate, Engage and Empower girls (individual level)

Sensitize, motivate and mobilize community structures (community level)

Promote child friendly practices (institutional level)

Advocate for effective implementation of re-admission policy

…contributing to quantitative results

Boys Girls Boys Girls Boys Girls2012 2013 2014

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

140.00%

160.00%

180.00%

52.46% 47.54% 54.38% 45.62% 54.11% 45.89%

6.50% 7.40%4.00%

6.98%4.06%

4.95%

34.43% 43.00% 45.00% 56.00%34.10%

59.30%

51.88% 48.12%51.08% 48.92%

55.29%

44.70%

Implications of C4D interventions

Overall enrolment rate Overall dropout rate Overall selection rate Re-enrolment rate

…contributing to change: attitudes and practices

Way Forward1. Strong family

values can only be achieved with educated girl.

‘Educated Girl – Wealthy Family’‘Educated Girl – Healthy Family’

2. National dialogue with

traditional and religious leaders on social norms

encouraging girls’ education

3. Teach in Way that Encourage

Girls to achieve & discourage gender

stereotypes.

Social partnership for girls’

education with traditional

leaders, government,

business community, media and civil society.