Our Work in Education
Through the Adolescent Girls Education Project (AGILE) we are working in an effort to encourage
and motivate communities and adolescent girls to explore educational goals and opportunities, attain
desired learning outcomes and make informed beneficial life decisions. Do for Children’s education
programming has a strong foundation of holistic approaches that are aimed at increasing educational
attainment, improve quality of education, enhancing gender equality, promoting empowerment, and
good governance. The model of engagement which Do for Children and communities are using is focusing on changes at four levels; working with frontline providers (health and education); community engagement; building learner agency and enabling the environment
Do for Children strives to ensure that education is available and accessible to all children. Every child must be able to access and complete inclusive, quality early childhood, basic, and secondary education. We are working with communities in Malawi to engage in constructive household and community conversations, these reflective discussions help unearth root causes that hamper children's education. For example, communities in Dowa shared that girls can have seven times higher household workloads than boys of the same age. Due to this kind of practice, girls either miss classes or arrive late at school, missing critical learning hours.
What We're Learning
At Do for Children, we believe that by nature, children are always willing to learn, however, they face daunting barriers to access education, especially girls. Do for Children is working tirelessly to address the root causes of these challenges in an effort to open and increase learning opportunities. Some of these barriers include hunger, lower social status, chores, early marriage, cultural beliefs, social norms, school safety, poverty and sanitation.
Using our gender-synchronized approaches, we will continue identifying and dealing with unique barriers that prevent children particularly girls from attending schools, we have a model that capitalizes on working with men and boys to help identify and address such barriers. This kind of engagement builds equitable environments through which all students can learn, thrive and grow.