KEEPING GIRLS IN SCHOOL USING NON-FORMAL EDUCATION
Challenge: Adolescent girls dropping out of school in large numbers.
Girls dropping out of school is commonplace among the villages within D2D’s catchment area and reflects a nation-wide problem. Often adolescent girls are influenced by family and peers to marry or have a baby early in attempts to secure financial and social stability, but in reality, this often perpetuates an ongoing cycle of poverty as girls do not complete the education needed to lift themselves out of this cycle.
Findings: Driscoll, C.E (2016) Determined to Develop: Factors Contributing to a Girl’s Decision to Drop Out of School in the Chilumba Catchment Area of Malawi
Early marriage and pregnancy are known contributing factors for girls dropping out of school early in the Chilumba area of the Karonga district in Malawi. Consequently research in this study sought to determine additional reasons as to why girls drop out of school early in this area. Face-to-face private interviews were conducted with adolescent girls from four local schools, NGO Determined to Develop’s senior Girls Club, and surrounding villages over an eight week period. Respondents comprised of both school attending girls and girls who had dropped out from school, of which the latter was found to be faced with poverty-related challenges in particular. Such daily challenges reported by girls included a lack of basic needs such as clothes, food, soap, and money including school fees, a lack of parental support, and harassment and infidelity from men. Peer-pressure, lack of self-esteem and domestic issues were also reasons for dropping out. Girls who had dropped out of school generally felt this had been their only option within their personal circumstances and believed that marriage, or getting pregnant in the hope of being proposed to, could provide greater financial stability despite being able to recognize the importance of education. Orphans felt the impact of these challenges considerably more. The study concludes that only when a girl’s basic necessities are met can she thrive in school and non-formal education programs, which are recommended to allow girls to build confidence and a support network within a safe space. Analyzed data in this study was also used to construct a two year non-formal education curriculum for Determined to Develop’s Girls Club.
Solution: Non-Formal Girls Education Curriculum
D2D has developed a two year holistic non-formal education curriculum (NFEC) for three age groups of girls, offering an overall six year plan from ages 13-18, to be delivered at weekly Girls Club meetings. Lessons are delivered in a safe female-only space where girls can exchange ideas in a fun and collaborative learning environment. The curriculum is currently being piloted in D2D’s weekly primary and senior Girls Clubs meetings, with a goal to have the finalized version complete in 2020.
The two-year curriculum targets three age groups of girls, offering an overall six year non-formal education plan for ages 13-18. It is interactive, engaging, and promotes life skills which can empower girls to resist societal pressures that may negatively impact their education, health and wellbeing. Lessons cover a wide range of topics including reproductive health, goal setting, public speaking, leadership, and confidence building. This curriculum is meant to compliment the formal education that each of the girls receive in school, including the Malawian Life Skills Curriculum.