Community Day Secondary School - Improving Girls' Access to Secondary Education

  • P Project/Program

? Activity Status: Unknown

Key Information

With fewer than 100 secondary schools in the 1990s, the Malawian government responded to significant demand for secondary education in 1998 by converting hundreds of skeletal Distance Learning Centers into a new type of secondary school – the "Community Day Secondary School" (CDSS). However, Community Day Secondary Schools still face significant challenges – from poorly trained teachers, to limited teaching and learning materials, to an outdated curriculum that is ill-suited to meet the needs of the economy or of the next generation of graduates. This has led to almost universally poor perceptions of the schools and by extension poor perceptions of the value of secondary education. More systemically, girls in Malawi face a number of obstacles when it comes to accessing and succeeding in school. If families can afford to send their children to secondary school, boys will usually be given preference over girls. In addition, they often are unable to see the value of a secondary education, as the national curriculum does not include applicable skills to improve livelihoods in rural Malawi. And with the only option for many being a poorly resourced Community Day Secondary School, parents often choose marriage or work for their daughters. In Malawi, less than 15% of women have any years of secondary school education, with 42% of girls married before the age of 18 – the twelfth highest rate of child marriage in the world. Without a full secondary education, girls are vulnerable to the effects of child marriage and extreme poverty – forced sex, teenage pregnancy, sexually transmitted infections, domestic abuse, and physically demanding agricultural work. Our partners have activated local stakeholders, such as community leaders, to start their own initiatives aimed at improving their local secondary schools and to enable more parents to send their girls to secondary school. We have already begun to see significant results: reduced school dropout rates, increased enrollment in secondary school, increased self-confidence of girls in the classroom, increased interest of teachers in their students' education, increased community support of girls' education, increased ability of parents to contribute to and participate in their girls' education and improvements in boys' attitudes and cooperation with girls, enabling girls to participate more freely in class activities.


Lead Implementing Organization(s)

Location(s)

Sub-Saharan Africa

Malawi

Government Affiliation

Non-governmental program

Years

1998 -

Partner(s)

Not applicable or unknown

Ministry Affiliation

Unknown

Funder(s)

Not applicable or unknown

COVID-19 Response

Unknown

Geographic Scope

National

Areas of Work Back to Top

Education areas

Attainment

  • Secondary completion

Quality

  • School-related gender-based violence
  • Teacher training

Cross-cutting areas

  • Economic/livelihoods (including savings/financial inclusion, etc.)
  • Gender equality
  • Social and gender norms and beliefs

Program participants

Target Audience(s)

Boys (both in school and out of school), Girls (both in school and out of school), Youth

Age

Not applicable or unknown

School Enrolment Status

Some in school

School Level

  • Lower secondary
  • Upper secondary

Other populations reached

  • Fathers
  • Mothers
  • Teachers - female
  • Teachers - male

Participants include

Not applicable or unknown

Program Approaches Back to Top

Community engagement/advocacy/sensitization

  • Community mobilization

Curriculum/learning

  • Gender-sensitive curricula

Life skills education

  • Gender, rights and power

Social/gender norms change

  • Engaging parents/caregivers of students or school-age children/adolescents

Teaching

  • In-service teacher training – gender-responsive pedagogy
  • In-service teacher training – pedagogy general

Women's empowerment programs

  • Empowerment training

Program Goals Back to Top

Education goals

  • Increased re-enrolment in school among out-of-school children
  • Increased secondary school enrolment
  • Increased test scores

Cross-cutting goals

  • Changed social norms
  • Improved critical consciousness
  • Increased agency and empowerment
  • Increased knowledge of rights
  • More equal power in relationships
  • More equitable gender attitudes and norms
  • Reduced school-related gender-based violence (SRGBV)