The power of education to catalyse change: PEAS

• In Event: All does mean ALL: Supporting girls and young women to be visible, enter education spaces and participate in decision making

Proposal

Secondary education is not just a human right, but a powerful catalyst for social change and sustainable economic growth. Secondary schools across sub-Saharan Africa can have a transformational potential, particularly in the lives of adolescent girls. Providing a safe, high-quality secondary education is our best chance to give adolescents the skills they need to confidently choose their next step, advocate for their rights, and participate in society.
Every child, regardless of their gender, background, or circumstance, should be able to access a high-quality education. But in the contexts where PEAS works, not enough secondary schools exist and, where they do, many students – particularly girls – face barriers that prevent them from attending and completing school. That’s why PEAS schools reserve 50% of their places for girls and keep their fees low to reach the most marginalised students. We invest in robust safeguarding systems to keep our students safe, and train teachers with the pedagogies they need to create gender-inclusive classrooms. Evidence shows that girls at our schools feel safer, learn faster, are more confident and better equipped for life after school than their peers at other schools.
When given the right support, all students can become agents of change in their lives, their communities and beyond. Skills such as resilience, critical thinking, problem-solving, negotiation and communication strengthen students’ agency and give them confidence to pursue a post-secondary pathway of their choice. Through our Life Skills and Livelihoods Programmes in Uganda and Zambia, our students are equipped with skills and knowledge to help them negotiate challenges and productively participate in society, such as sexual and reproductive health, mental health, and a range of 21st century skills. Evidence shows that students made improvements in communication skills (94.2%), study skills (92.5), and decision-making skills (90.9%) (GEC-T, 2021)
We recognise that girls face specific gendered barriers to skills development, and so we’re providing targeted support to female students to help build their agency. Our Girls’ Clubs, which provide a forum for students to discuss sensitive issues, have been effective in empowering girls with socioemotional skills for self-esteem, self-reliance, decision-making and responsible living. Additionally, PEAS’ Senior Woman Teachers, trained to oversee the physical and emotional welfare of female students, play a significant role in empowering girls and creating a safe learning environment.
To deliver safe, high-quality education we need strong, autonomous school leaders who can be held to account. At PEAS, we know that our school leaders are uniquely placed to drive change in their schools. They understand the challenges students face in and outside the school and have strong links with the community. We empower leaders to create transformative school environments for all students, for example by developing School Improvement Plans (SIP) using evidence from annual inspections and drawing in perspectives from the school community, including the Board of Governors.
Through PEAS’ robust approach to school environment, school leaders are supported to create inclusive learning environments that empower young people with the skills and confidence they need to advocate for change.

Author

• Jenny Groot, Promoting Equality in African Schools PEAS