ASPIRE Annual Report: Fiscal Year 2015

The activity aims to improve the educational outcomes and health of girls in Malawi, with a focus on upper primary school students. The period of performance for the activity was December 17, 2014, to September 30, 2015. Reading skills for girls in upper primary school improved significantly during the reporting period. According to the activity's monitoring and evaluation data, the proportion of students scoring above 40 percent in reading skills increased from 24 percent to 43 percent. This improvement was attributed to the implementation of reading systems for students, particularly girls in Standards 4-8, which included training for teachers and students on gender-sensitive teaching materials. Adoption of positive sexual and healthcare-seeking behaviors among youth aged 10-19 also increased during the reporting period. The activity's data showed that the capacity of teachers and district trainers to provide comprehensive sexual and reproductive health education to youth increased, resulting in a higher adoption of risk mitigation and pregnancy prevention behaviors. Additionally, provisions for HIV-positive students were delivered, and school-based strategies to safeguard the girl child were adopted or operationalized. Key structural and cultural barriers for girls aged 10-19 decreased during the reporting period. The activity's data showed that engagement and accountability by communities to support improved educational outcomes for girls and boys increased, resulting in higher utilization of successful and sustainable performance-based financing mechanisms to support girls in completing secondary school. Access to adequate water, sanitation, and hygiene (including menstrual hygiene management commodities) also improved, and school-based strategies to safeguard the girl child were adopted or operationalized. The activity's monitoring and evaluation data were used to track progress against planned activities, and the results were used to inform future programming. The activity's integration with other programs and initiatives was also an important aspect of the reporting period, with a focus on ensuring that the activity's goals and objectives were aligned with those of other stakeholders. The activity's management issues and challenges were also addressed during the reporting period, with a focus on ensuring that the activity's resources were used efficiently and effectively. The activity's priorities for the next reporting period included continuing to improve reading skills for girls in upper primary school, increasing adoption of positive sexual and healthcare-seeking behaviors among youth aged 10-19, and decreasing key structural and cultural barriers for girls aged 10-19. The activity's success stories, including the return of drop-out students to school, were also highlighted in the report. The activity's participants, including community development assistants, community agents, and other stakeholders, were also recognized for their contributions to the activity's success. Overall, the ASPIRE activity made significant progress during the reporting period, with improvements in reading skills, adoption of positive sexual and healthcare-seeking behaviors, and reduction of key structural and cultural barriers for girls aged 10-19. The activity's data and results were used to inform future programming and ensure that the activity's goals and objectives were aligned with those of other stakeholders.