MALI GIRLS LEADERSHIP AND EMPOWERMENT THROUGH EDUCATION (GLEE)

OCTOBER 2018-SEPTEMBER 2019 ANNUAL REPORT SUBMISSION DATE: OCTOBER 30, 2019

WINROCK INTERNATIONAL

LIST OF ACRONYMS Term/Acronyms Meaning ABR Adolescent Birth Rate ACF Action Contre la Faim AE Teaching Academy (Académie d’Enseignement) AME Mothers’ Association (Association des Mères d’Élèves) APE Parents’ Association (Association des Parents d’Élèves) ARH Adolescent Reproductive Health ASACO Association de Santé Communautaire ASC Accelerated Schooling Center BCC Behavior Change Communication CAA Community Asset Appraisal CADDE Support Unit for the Decentralization and Deconcentration of Education (Cellule d'Appui à la Décentralisation et à la Déconcentration de l'Éducation) CAP Educational Animation Center (Centre d’Animation Pédagogique) CCN Country Nationals CFA West African franc CGS School Management Committee (Comité de Gestion Scolaire) CLA Collaborating, Learning, and Adapting CNSC Conseil National de la Societé Civile CO Contracting Officer COP Chief of Party COR Contracting Officer’s Representative CPHDA Center for the Promotion of Human Rights and Development in Africa CSCOM Community Health Center (Centre de Santé Communautaire) CSRef Referral Health Center (Centre de Santé de Référence) DCOP Deputy Chief of Party DEF Basic Education Diploma (Diplôme d’Études Fondamentales) DNDS Direction Nationale du Developpement Social DNEF Direction Nationale de l’Enseignement Fondamental DNEN Direction Nationale de l’Enseignement Normal DRACPN Direction Régionale de l’Assainissement et de Contrôle des Pollutions et Nuisances EDC/PACEN Education Development Center/Programme d’Appui à la Consolidation de l’Education au Nord EiE Education in Emergencies EMMP Environmental Mitigation and Monitoring Plan EPRP Emergency Preparedness and Response Plan ESSR Education à la Santé Sexuelle et de la Reproduction FGC Female Genital Cutting FP Family Planning GAAS Groupe d’Animation et Action au Sahel—Mali GBV Gender-Based Violence GLEE Girls Leadership and Empowerment through Education GOM Government of Mali

3| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV HWS Handwashing Station IEE Initial Environmental Examination IFM Institut de Formation des Maîtres INGO International Non-Government Organization LOE Level of Effort LOP Life of Program MEDIK Projet d’Evacuation des mères de Kayes MEN Ministry of Education (Ministère de l’Éducation Nationale) MHM Menstrual Hygiene Management MOU Memorandum of Understanding MPFEF Ministry for the Advancement of Women, Children, and the Family (Ministère de la Promotion de la Femme, de l’Enfant, et de la Famille) MSHP Ministry of Health and Public Hygiene (Ministère de la Santé et de l’Hygiène Publique) NGO Non-Government Organization NORAD Norwegian Agency for Development Cooperation OCHA United Nations Office for the Coordination of Humanitarian Affairs OMAES Œuvre Malienne d’Aide à l’Enfance du Sahel PMP Performance Monitoring Plan PTA Parent-Teacher Association RERA Rapid Education and Risk Assessment RH Reproductive Health RNA Rapid Needs Assessment RO Regional Officer SBCC Social Behavior Change Communication SCOFI Girls’ Education Division of the National Ministry of Education (Scolarisation des Filles) SERAT Sexual Education Review and Analysis Tools SMS Short Message Service SNV Organization Néerlandaise de Developpement SPGBV Physical and Gender-Based Violence SRGBV School-Related Gender-Based Violence SRH Sexual and Reproductive Health SSAP Accelerated Learning Program (Stratégie de Scolarisation Accélérée/Passerelle) TLM Teaching and Learning Materials TOC Theory of Change TOT Training of Trainers UN United Nations UNICEF United Nations Children’s Fund US United States USAID United States Agency for International Development USG United States Government WASH Water, Sanitation, and Hygiene WI Winrock International YA Youth Ambassador

4| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV CONTENTS EXECUTIVE SUMMARY 9 PROGRAMMATIC HIGHLIGHTS 9 INTRODUCTION 11 OVERVIEW/BACKGROUND AND OBJECTIVES 12 ACTIVITIES UPDATE BY IR AND SUB-IR 13 PLANNED ACTIVITIES FOR THIS REPORTING PERIOD BY IR AND SUB-IR 16 COMMUNITY ENTRY 16 MONITORING, EVALUATION, QUALITY ASSURANCE AND REPORTING 16 COLLABORATE WITH USAID AND OTHER PARTNERS 16 MANAGEMENT AND IMPLEMENTATION 17 OBJECTIVE 1: DECREASED KEY BARRIERS OF ADOLESCENT GIRLS TO ACCESS QUALITY EDUCATION 17 SUB-RESULT 1.1: LEARNING SUPPORT OPPORTUNITIES FOR GIRLS INCREASED 17 SUB-RESULT 1.2: TEACHING IS MORE RESPONSIVE AND RELEVANT FOR ADOLESCENT GIRLS 18 SUB-RESULT 1.3: COMMUNITIES AND FAMILIES SUPPORT GIRLS' EDUCATION 18 OBJECTIVE 2: IMPROVE SAFETY OF ADOLESCENT GIRLS IN SCHOOLS AND THEIR COMMUNITIES 18 SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS ADOPTED IN SCHOOL AND COMMUNITIES 18 SUB-RESULT 2.2: EFFECTIVE REPORTING AND REFERRAL MECHANISMS FOR SRGBV ESTABLISHED 19 OBJECTIVE 3: INCREASE KNOWLEDGE AND ADOPTION OF POSITIVE HEALTH BEHAVIORS AMONG ADOLESCENT GIRLS 19 SUB-RESULT 3.1: POSITIVE HEALTH BEHAVIORS ADOPTED BY ADOLESCENT GIRLS 20 SUB-RESULT 3.2 ADOLESCENT GIRLS’ KNOWLEDGE OF AND ACCESS TO HEALTH SERVICES 20 SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED 20 ACHIEVED DURING THIS REPORTING PERIOD 21 SIGN MOUS WITH MEN, MSPH AND MPFEF 21 SUBMIT YEAR 3 (OCTOBER 2019 – SEPTEMBER 2020) WORKPLAN IN NEW FORMAT) 21 CRUCIAL LEGAL AND OPERATIONAL REQUIREMENTS 21 HUMAN RESOURCES 21 BUDGET REALIGNMENT 23 MANAGEMENT AND IMPLEMENTATION 23 COMMUNITY ENTRY 26 OBJECTIVE 1: DECREASED KEY BARRIERS OF ADOLESCENT GIRLS TO ACCESS QUALITY EDUCATION 27 SUB-RESULT 1.1: LEARNING SUPPORT OPPORTUNITIES FOR GIRLS INCREASED 27 FACILITATE/RUN ACCELERATED SCHOOLING CENTERS 29 SUB-RESULT 1.2: TEACHING IS MORE RESPONSIVE AND RELEVANT FOR ADOLESCENT GIRLS 36 SUB-RESULT 1.3: COMMUNITIES AND FAMILIES SUPPORT GIRLS' EDUCATION 41

5| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV OBJECTIVE 2: IMPROVE SAFETY OF ADOLESCENT GIRLS IN SCHOOLS AND THEIR COMMUNITIES 43 SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS ADOPTED IN SCHOOL AND COMMUNITIES 43 SUB-RESULT 2.2: EFFECTIVE REPORTING AND REFERRAL MECHANISMS FOR SRGBV ESTABLISHED 49 SUB-RESULT 2.3: PERCEPTIONS OF SAFETY IN COMMUNITIES AND SCHOOLS IMPROVED51 OBJECTIVE 3: INCREASE KNOWLEDGE AND ADOPTION OF POSITIVE HEALTH BEHAVIORS AMONG ADOLESCENT GIRLS 52 SUB-RESULT 3.1: POSITIVE HEALTH BEHAVIORS ADOPTED BY ADOLESCENT GIRLS 52 SUB-RESULT 3.2 ADOLESCENT GIRLS’ KNOWLEDGE OF AND ACCESS TO HEALTH SERVICES 61 SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED 66 ACTIVITIES PLANNED BUT NOT ACHIEVED 72 OBJECTIVE 1: DECREASED KEY BARRIERS OF ADOLESCENT GIRLS TO ACCESS QUALITY EDUCATION 72 SUB-RESULT 1.1: LEARNING SUPPORT OPPORTUNITIES FOR GIRLS INCREASED 72 OBJECTIVE 2: IMPROVE SAFETY OF ADOLESCENT GIRLS IN SCHOOLS AND THEIR COMMUNITIES 73 SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS ADOPTED IN SCHOOL AND COMMUNITIES 73 OBJECTIVE 3: INCREASE KNOWLEDGE AND ADOPTION OF POSITIVE HEALTH BEHAVIORS AMONG ADOLESCENT GIRLS 73 SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED 73 CHALLENGES/DIFFICULTIES ENCOUNTERED (TECHNICAL, MANAGERIAL, FINANCIAL) AND PROPOSED SOLUTIONS 73 RESILIENCE 75 CROSS-CUTTING SOLUTIONS 76 GENDER 76 YOUTH 78 SCIENCE, TECHNOLOGY, INNOVATIONS, AND RESEARCH (STIR) 79 ENVIRONMENTAL COMPLIANCE/CLIMATE RISK MANAGEMENT 79 MEXICO CITY (IF APPLICABLE) 80 PRIVATE SECTOR ENGAGEMENT/PPP 80 SUSTAINABILITY/LOCAL CAPACITY DEVELOPMENT 80 POLICY AND GOVERNANCE SUPPORT 81 COLLABORATION, PARTNERSHIPS, COMMUNICATIONS/EVENTS 81 COLLABORATION WITH MEN AND AE/CAPS 81 MINI LAUNCH OF USAID MALI/GLEE PROJECT IN KAYES 83 COLLABORATION WITH USAID 83 MONITORING, EVALUATION AND LEARNING 84 PROJECT BASELINE 85

6| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV DATA COLLECTION TOOL DEVELOPMENT 86 AMELP AND M&E MANUAL DEVELOPMENT 86 GLEE STAFF TRAINING ON AMELP 87 MONITORING ACTIVITIES 87 ASC QUALITY ASSURANCE PLAN DATA COLLECTION 88 MSI ASSESSMENT OF THE PROJECT M&E SYSTEM 89 USAID MONITORING MISSION AND DATA QUALITY ASSESSMENT 89 RISK MANAGEMENT AND SECURITY 90 PLANNED ACTIVITIES/EVENTS FOR NEXT QUARTER 94 MONITORING, EVALUATION, QUALITY ASSURANCE AND REPORTING 94 CLA 95 COLLABORATE WITH USAID, OTHER PARTNERS, AND IMPLEMENTATION 95 COMMUNITY ENTRY 96 OBJECTIVE 1: DECREASED KEY BARRIERS OF ADOLESCENT GIRLS TO ACCESS QUALITY EDUCATION 96 SUB-RESULT 1.1: LEARNING SUPPORT OPPORTUNITIES FOR GIRLS INCREASED 96 SUB-RESULT 1.2: TEACHING IS MORE RESPONSIVE AND RELEVANT FOR ADOLESCENT GIRLS 96 SUB-RESULT 1.3: COMMUNITIES AND FAMILIES SUPPORT GIRLS' EDUCATION 97 OBJECTIVE 2: IMPROVE SAFETY OF ADOLESCENT GIRLS IN SCHOOLS AND THEIR COMMUNITIES 97 SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS ADOPTED IN SCHOOL AND COMMUNITIES 97 SUB-RESULT 2.2: EFFECTIVE REPORTING AND REFERRAL MECHANISMS FOR SRGBV ESTABLISHED 97 SUB-RESULT 2.3: PERCEPTIONS OF SECURITY IN COMMUNITIES AND IMPROVED SCHOOLS 98 OBJECTIVE 3: INCREASE KNOWLEDGE AND ADOPTION OF POSITIVE HEALTH BEHAVIORS AMONG ADOLESCENT GIRLS 98 SUB-RESULT 3.1: POSITIVE HEALTH BEHAVIORS ADOPTED BY ADOLESCENT GIRLS 98 SUB-RESULT 3.2 ADOLESCENT GIRLS’ KNOWLEDGE OF AND ACCESS TO HEALTH SERVICES 98 SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED 99 MANAGEMENT AND IMPLEMENTATION 99 ANNEXES 101 EMMR (IF APPLICABLE, FOR ANNUAL REPORT ONLY) 101 AMELP UPDATE (INCLUDING THE PERFORMANCE INDICATOR TRACKING TABLE) 102 INDICATOR TABLE FOR USAID/MALI PARTNERS REPORTS 103 GEOGRAPHIC INFORMATION SYSTEM DATA REPORTING 114 SUCCESS STORIES 115 TRAINING REPORTS 117 SITE VISIT REPORTS 117 LESSONS LEARNED 118 ENVIRONMENTAL REVIEW FORM FOR GLEE SUB GRANTS 120

7| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV

PROGRAM OVERVIEW/SUMMARY

Program Name: Mali Girls Leadership and Empowerment Through Education (GLEE)

Activity Start Date and End Date: April 11, 2018 – April 10, 2021 (Base period)

Name of Prime Implementing Winrock International Partner:

Contract Number: 72068818C00001

IntraHealth International, Œuvre Malienne d’Aide a L’Enfance du Sahel (OMAES), Name of Subcontractors/Sub Groupe d ’Animation, Action, au Sahel-Mali (GAAS-Mali), Center for the awardees: Promotion of Human Rights and Development in Africa (CPHDA)

Total Estimated Cost $15,000,000 USD (Base Period)

Major Counterpart Organizations Government partners: MEN, MPFF, MSHP

Geographic Coverage Kayes and Mopti, Mali. Main project office in Bamako, Mali. (cities and or countries)

Reporting Period: October 1, 2018 – September 30, 2019

8| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV EXECUTIVE SUMMARY This annual report covers the Girls Leadership and Empowerment through Education (GLEE) project activities conducted between October 1, 2018 and September 30, 2019. With the majority of the operational start-up activities complete, this past year focused on the beginning of programmatic activities to achieve each of GLEE’s three objectives. Two key milestones included: the project official launch in Mopti with the participation of Winrock Senior Vice President of Programs and chaired by Mali Minister of Education and the project mini launch in Kayes in March 29, 2019 to coincide with the celebration of International Women’s Day and launch of the project school fee payment activity chaired by USAID/Mali Acting Director of Education. Since the project launch GLEE has worked in close collaboration with the MoE through the CAP/AE at local level and DNEF at central level to identify 272 primary and secondary schools, review and adapt curricula and training materials, co-facilitate training, and conduct joint supervisory visits. The signing of MoUs with CGS (Comité de Gestion Scolaire) and ASACOs (Association de Santé de Communautaire) formalized partnerships with these key education and health entities at the local level and clearly outlined roles and responsibilities for the CGS members and health agents from the ASACOs related to GLEE project activities. Adolescents and youth in GLEE communities play important roles in the implementation of project activities; specifically, GLEE mentors support objective one and two and GLEE peer educators and youth ambassadors support objective three activities. This past year GLEE has focused on training and building their capacity to assume leadership roles to support GLEE’s work under each of the objectives. Despite the six-month long teacher’s strike and persistent insecurity in one of its two regions, 2,112 female learners successfully completed their course at GLEE Accelerated Schooling Centers and 17,221 female learners in GLEE’s 272 formal schools received services to support their education and adoption of positive health behaviors. This section below outlines the key programmatic results achieved during the reporting period.

PROGRAMMATIC HIGHLIGHTS Between October 2018 and September 2019, GLEE achieved the following results:

Objective 1: • Establishment of 133 ASCs (equipping of centers with materials and furniture, training and placement of facilitators) for the 2018-2019 school year

• Distribution of Teaching and Learning Materials (TLMs) to children in 133 ASCs to support their attendance

• Monitoring of the 133 ASCs by the GLEE staff • Supervision of the 133 ASC facilitators by the CAPs (Centres d’Animation Pédagogique) • Final evaluation of learners in 126 ASCs across Kayes and Mopti • 2,969 learners (2,112 girls) transferred from ASCs to formal schools in Kayes and Mopti • Mobilization of 156 communities in Kayes and 183 in Mopti to identify potential candidates to host 204 new Accelerated Schooling Centers (ASCs) for the 2019-2020 school year • Professional development training of 240 teachers and school administrators

9| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Training of 230 ASC facilitators for 204 targeted ASCs • Promotion of girls’ retention through the payment of school fees to the 272 CGSs • Development the Annual Program Statement (APS) approved by the COP

• Advertisement of the APS within the school networks and local media and distribution to the 272 GLEE partner CGS

• Screening the 141 applicant CGS and selection of 49 CGS for in-kind grants

• Pre-award assessment and notification of the 49 CGS to receive in-kind grants pending USAID approval

• Training of 25 Mentors trainers

• Validation of the Mentoring guide by the MEN and the National Civil Society Council

• Training of 252 mentors in Kayes and Mopti who serving all GLEE schools • Monitoring of 416 mentoring sessions in Mopti and 557 mentoring sessions in Kayes conducted by the GLEE mentors Objective 2: • Design and distribution of the incident boxes and hotline poster to the 272 GLEE schools for reporting cases of gender-based violence • Adoption of the school code of conduct by the APE, AME, and CGS • Overseeing the implementation of the school code of conduct through close monitoring by the Association de Parents d’Elèves (APE), Association de Mères d’Elèves (AME), and CGS and identification of adolescent girls and boys trained to monitor its implementation • Establishment of the GBV reporting and referral system in the GLEE 272 partner schools • Ensuring psychosocial support services are accessible to Gender Based Violence (GBV) victims (students and teachers) at GLEE schools and adapted to their needs Objective 3: • Validation of the Youth and Adolescent Education Module on Health and Reproduction curriculum by the MEN, MOH and USAID • Youth and Adolescent Education Module on Health and Reproduction curriculum introduced in 272 schools, 42 CSCOMs (Association de Santé Communautaire) and 7 CSRef (Centre de Santé de Référence) • Training of 345 community actors on life skills including 271 teachers, 56 health workers, 1 CSRef school health focal point, and 13 CAP advisors

10| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Training of 128 peer educators and 48 Youth Ambassadors (YA) in leadership, peer education and life skills • Signature of 272 MOUs between CGS and ASACO in Kayes and Mopti region with approval by mayors • Training of 96 health workers on gender, GBV and adolescent reproductive health • Celebration of Menstrual Hygiene World Day on May 28, 2019 at Kayes and Mopti • Situational analysis of 118 latrines at Kayes (46) and Mopti (72) • Provision of handwashing facilities at 240 schools

INTRODUCTION USAID/Mali’s Girls’ Leadership and Empowerment through Education (GLEE) project seeks to increase access to education for adolescent girls (10-18 years) and enable them to obtain greater educational attainment. This annual report covers GLEE activities conducted between October 1, 2018 and September 30, 2019. We applaud the efforts of the government through negotiation with religious and traditional leaders to agree to end the teachers' strike which nearly compromised the school year so that classes could resume and finally sit for the final examinations. Two key milestones included: the project official launch in Mopti with the participation of Winrock Senior Vice President of Programs and chaired by Mali Minister of Education and the project mini launch in Kayes in March 29, 2019 to coincide with the celebration of International Women’s Day and launch of the project school fee payment activity chaired by USAID/Mali Acting Director of Education. Since the project launch GLEE has worked in close collaboration with the MoE through the CAP/AE at local level and DNEF at central level to identify 272 primary and secondary schools, review and adapt curricula and training materials, co-facilitate training, and conduct joint supervisory visits The signing of MoUs with CGS (Comité de Gestion Scolaire) and ASACOs (Association de Santé de Communautaire) formalized partnerships with these key education and health entities at the local level and clearly outlined roles and responsibilities for the CGS members and health agents from the ASACOs related to GLEE project activities. Adolescents and youth in GLEE communities play important roles in the implementation of project activities; specifically, GLEE mentors support objective one and two and GLEE peer educators and youth ambassadors support objective three activities. This past year GLEE has focused on training and building their capacity to assume leadership roles to support GLEE’s work under each of the objectives. Despite the six-month long teacher’s strike and persistent insecurity in one of its two regions, 2,112 female learners successfully completed their course at GLEE Accelerated Schooling Centers and 17,221female learners in GLEE’s 272 formal schools received services to support their education and adoption of positive health behaviors

The USAID/Mali GLEE project, led by Winrock International, is being implemented by a consortium of four partners, CPHDA, GAAS, IntraHealth and OMAES. Community engagement and school support activities are implemented by CPHDA in the Kayes region and GAAS Mali in the Mopti region. OMAES is responsible for accelerated schooling centers and teacher professional development activities in both regions and IntraHealth is responsible for reproductive health and WASH activities in both regions.

11| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV OVERVIEW/BACKGROUND AND OBJECTIVES Adolescent girls in Mali confront a host of barriers to educational access. Although enrollment rates for boys and girls rose during the last 20–30 years, a gender gap has persisted nationally, with girls enrolled at a lower rate (63.4% gross enrollment rate in lower primary school) than that of boys (74.8%). Moreover, overall enrollment rates for boys and girls fell after the politico-security crisis of 2011–2012, when many schools closed, and people fled to other areas of Mali (including Mopti) and abroad. Although the numbers of enrolled children have since risen nationally, the percentage of girls has not returned to its previous level.

These barriers are rooted in poverty, educational quality, and gendered socio-cultural norms including SRGVB. SRGVB is rooted in a web of social institutions and actors: children, families, communities, schools, institutions, and the laws and socio-cultural norms that govern them. In Mali, some elements of the Code de la Famille, customary law, and socio-cultural norms are harmful to girls and their education. Some strategies and policies to safeguard girls from SRGBV exist in Mali, but they suffer from: 1) a lack of input and buy-in from civil society, particularly at the level of the circle and below, in the development of the teachers’ code of ethics and the failure to officially validate and publicize it; 2) insufficient training for teachers on gender and positive/nonviolent forms of discipline; and 3) lack of awareness of legal texts prohibiting certain kinds of violence in school and of the process for lodging a complaint.

There is a mutually reinforcing relationship between adolescents’ health and their educational attainment. Quality education is particularly effective in empowering women to make decisions that improve their health and that of their families. Access to education, in turn, is impacted by girls’ health status, particularly regarding childbearing. The adolescent birth rate (ABR) in Mali is 188 live births per 1,000 girls aged 15–19, compared to the global average of 50 and the West and Central African average of 129. Adolescents in rural areas with only a primary school education have ABRs 1.6 and 2.3 times higher than those in urban areas or with a secondary or higher education, respectively. Moreover, the ABR varies internally, with Kayes leading the country at 255/1,000 while Mopti’s ABR was 146/1,000 in 2006.

Per USAID guidance, GLEE is increasing access to education for adolescent girls by providing services that advance its three objectives: 1) decrease key barriers faced by adolescent girls to access quality education; 2) improve safety of girls in schools and their communities; and 3) increase knowledge and adoption of positive health behaviors of adolescent girls.

In line with USAID’s Education Strategy, GLEE is contributing to elements of Goal 1 (Result 1.3) but focuses primarily on Goal 3: provide substantial training to teachers to improve children’s learning, to school managers to improve transparency and accountability, and to parents and community members to support girls’ access to learning and hold local schools accountable. GLEE supports at least four of the results of the USAID Mali Country Development Cooperation Strategy (CDCS) across all four development objectives; and activities are contributing to achieving 12 of the objectives and activities of the current 2015–2017 action plan of the Division of Girls’ Education (SCOFI) of the Government of Mali’s (GOM’s) Direction Nationale de l’Enseignement Fondamental (DNEF).

12| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV ACTIVITIES UPDATE BY IR AND SUB-IR

Objective 1: Decrease key barriers of adolescent girls to access quality education

Sub-Result 1.1: Learning Support Opportunities for Girls Increased

Update/Achievement During the second year of GLEE project implementation, two phases of recruitment and training for ASC facilitators occurred simultaneously in Kayes and Mopti. During the first phase in October 2018, 147 facilitators were trained, 55 in Kayes and 92 in Mopti. Those trained included 55 women, 18 in Kayes and 37 in Mopti. Following the training GLEE placed the facilitators at 133 ASCs for the 2018-2019 school year. During the second phase in September 2019 a total of 291 (51 females, 19 in Kayes and 32 in Mopti) facilitators were trained. In October 2019 GLEE will place these trained facilitators at 204 ASCs in Kayes and Mopti regions for the 2019-2020 school year. The training built the capacity of facilitators to teach the accelerated learning curriculum and imparted necessary skills to deliver a learner centered approach. At the 133 ASCs in the 2018-2019 school year 4,150 learners registered and attended classes (3,057 girls). Eleven centers were closed in the course of the year. However, 126 centers were evaluated including 6 of the ones which were closed. TLM kits (teachers’ guides, learners’ handbooks, notebooks, radio, usb stick, alphabet chart, pen and pencil, eraser, slate, etc.) were distributed to all centers. To promote community engagement and school support, the GLEE team worked with CGS members and community leaders to identify a target of 20 most vulnerable girls in Kayes, and a target of 12 most vulnerable girls in Mopti. These girls received support through school kits (books, slates, school bags and notebooks, geometrical shapes, etc.). During the 2018-2019 school year, a six-month teachers’ strike affected GLEE activities delaying the curricular and extracurricular activities conducted by teachers and GLEE mentors. The end of the strike and resumption of school allowed GLEE to make initial payment of school fees to support girls’ retention and motivate CGSs to mobilize communities supporting girls’ education. The GLEE team conducted missions to both regions to reorient communities on the application process and the types of activities or items that are eligible under this call for proposals. The list of activities or items eligible were included the Annual Program Statement, approved by the COP before it was shared with communities. To date a list of 49 in-kind grants have been submitted to USAID for approval.

Sub-Result 1.2: Teaching is More Responsive and Relevant for Adolescent Girls

Update/Achievement Key achievements of this year include a workshop with CAD/DE to discuss CGS training materials. Over 4 days, experts from CAD/DE oriented project staff on official CGS training modules which focus on roles and responsibilities for each CGS member, developing an education development plan, and also discussion of SRGBV, gender equality, school safety (all GLEE topics), and how these themes can be integrated into the formal system. As a result, GLEE revised their partner CGSs education development plans and added school safety and gender-based violence components constituting an enrichment to nationally recognized documents. Two hundred fifty-two (252) mentors were also introduced to the GLEE mentoring guide and trained on facilitating mentoring sessions. Training took place concurrently in Kayes and Mopti. Themes covered during the training included the significance of girls’ education, resisting peer pressure, decision making, and how to maintain menstrual hygiene, among others. All the 148 mentors of Kayes are female, while 82 of the 104 of Mopti are female. Following the training, the mentors conducted a total of 557 sessions in Kayes and 416 in Mopti reaching 16,525 grils across the two regions.

Sub-Result 1.3: Communities and Families Support Girls' Education

Update/Achievement Community mobilization continued throughout the year and allowed GLEE to engage 883 community governance structures, including 168 women’s associations, to support girls’ education. The Community Asset Appraisal (CAA) conducted during the start-up phase revealed that, at the outset of GLEE, not all communities had AMEs (Association des Mères d’élèves). However, the project’s back to school campaign in Kayes region successfully enrolled 89 girls aged 10 to 14 in school for the first time. In Mopti, the back to school campaign only resulted in 5 recorded cases of new female entrants for the 2018-2019 school year. The number of back to school children was low in Mopti mainly because those who had abandoned for more than one year had to pass through the Accelerated Schooling Centers before enrolling in formal school. There were more in Kayes because the girls were in the mine areas and so easier be found. Results of this campaign on the 2019-2020 school year will reported next quarter. Mopti is particularly challenging for re-enrollment campaigns due to the increasing insecurity in the region which has resulted in an increasing number of schools closing due to interethnic conflict. To better support girls’ education, the CGS were trained on their role and responsibilities. Following the training, they engaged other community members, raising awareness about girls’ education and monitoring teachers’ and girls’ attendance.

13| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV GLEE covered the cost of school fees for girls enrolled in GLEE schools based on CGS education plans and the funds were transferred via Orange mobile money to CGS accounts. Upon receipt of the first payment of the school fees, all CGSs organized general assemblies to inform communities about planned activities for the coming school year, including equipment repairs and catch up courses for girls, among others.

Objective 2: Improve safety of adolescent girls in schools and communities

Sub-Result 2.1: Strategies/Policies to safeguard adolescent girls adopted in schools and communities

Update/Achievement As part of the Community Asset Appraisals which were conducted October through November 2018, the GLEE project team assessed the existence and quality of school emergency plans. This exercise revealed that communities are not prepared to face attacks and that none of the participating CGS had an emergency plan in either region. During their training on their role and responsibilities and on school safety, all 272 CGSs reflected on the security issues they face which were then integrated into new emergency plans that CGSs are now implementing. In Mopti, plans often focus on how to respond to probable attacks while in Kayes many have strategies to address gold mining or issues of alcohol and drugs. GLEE supported schools in validation and implementation of the code of conduct promoting child rights and addressing the issue of violence at school and in the community. GLEE deployed community development agents and school liaison specialists to carry out this activity. To date, 100% of GLEE schools have adopted the code of conduct and its principles are being implemented under close CGS monitoring, in collaboration with GLEE Youth Ambassadors and Mentors. The only major challenge encountered during code of conduct implementation was initial resistance from some teachers to the concept. GLEE engaged CAPs and CGSs to promote the code’s importance and implementation leading to understanding and acceptance by the teachers. To support a foundation for gender equality and female empowerment, GLEE trained 2,410 people who have influence ontheir communities. Originally, GLEE planned to target 3 people per school (1 principal and 2 teachers). The training was expanded to include CGS/APE/AME, health workers, Mentors YAs and Peers Educators in order to reach all key actors.

Sub-Result 2.2: Effective Reporting and Referral Mechanisms for SRGBV Established

Update/Achievement The GLEE team designed and validated a sample incident box with all GLEE schools in the two regions. Following the distribution of the incident box to the projects 272 partner schools, GLEE School Safety Specialist worked to design the user’s manual which was approved by CPHDA and GAAS and made available for children. The incident box serves as a mechanism for reporting on SRGBV incidents. Additionally, GLEE designed a hotline poster to facilitate denunciation of GBV and referral of GBV victims. The poster was submitted to the USAID communication team which validated and approved prior to the distribution of the poster to the schools. The poster has been printed and distributed to all 272 GLEE partner schools. As part of the implementation of contingency plans, five members per CGS have been oriented on ways to address gender- based violence cases (through referrals to psychosocial services, courts, health centers and police). A total of 1,360 CGS members were encouraged to use or give priority to local solutions (except for rape cases which follow the legal process) to mitigate the risk to the victim by provoking the perpetrators that could aggravate the violence. Since rape has a bigger impact on the physical health and psychological development of the victim, it is prohibited to try to address it in traditional ways. The biggest challenge in this activity lies in students’ lack of information about GBV, how to report it, and what system and services are in place to support victims. So far, the most common form of GBV reported relates to harassment of girls by boys, early marriage, written insults for teachers, etc.. Continuous sensitization of the GLEE school communities, mainly girls, on the GBV referral system remains a priority for GLEE to address this challenge.

Sub-Result 2.3: Perceptions of Safety in Communities and Schools Improved

Update/Achievement To strengthen school communities’ resilience, GLEE trained 1,117 CGS/APE/AME representatives (290 female, 827 male) in emergency preparedness. Schools were provided with an emergency preparedness plan template to complete allowing them to adapt the plans to fit their community context. GLEE community development agents and school liaison specialists provided support to each of the 272 CGSs to develop their emergency preparedness plans. All GLEE partner schools now have their plans in place, allowing them to better handle possible dangers they identify or emergencies that arise in their schools or communities. The GLEE team started the process of developing Social Behavior Change Communication (SBCC) messages related to gender, child protection, gender-based violence, early marriage and rural exodus based on existing material they previously collected. The messages are still under development, but several meetings with various stakeholders allowed the team to determine how best to communicate the messages to communities. Following their consolidation and validation the messages will be tested in order to ensure their efficacy prior to wide communication., The social behavior change messages will be tested at two levels. First, by the GLEE Community Development Agents in the communities and then with the MEN/DNEF. A random sampling will be done to select test communities in Kayes and Mopti regions. The Community Development Agents will gather CGS members, teachers, mentors, YA/PEs community leaders and some adolescents.

14| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Reactions to the messages from these participants will be analyzed and considered to refine the messages which will then be shared and validated with the MEN/DNEF before wide use. The team envisions using local radio stations, mass sensitization campaigns and illustrated flipbooks since other partners, such as Education Development Center (EDC) and IntraHealth, have found these to be effective ways to deliver messages to communities.

Objective 3: Increase knowledge and adoption of positive health behaviors among adolescent girls

Sub-result 3.1: Positive Health Behaviors Adopted by Adolescent Girls

Update/Achievement Youth and Adolescent Education on Health and Reproduction curriculum was introduced to 344 officials (271 teachers, 56 health workers, 13 CAP advisors, 5 GLEE staff) in Mopti and Kayes and to 307 Community leaders (257 CGS members, 38 Health Associations (ASACO) members and 12 Mayors. The curriculum and illustrated flip chart for peer educators were validated. The validation process included Ministry of Health, the Ministry of Education, the Ministry of the Youth and the Ministry of Family. At the end of this year, 128 students were trained, including 48 youth ambassadors and 80 peer educators across 40 GLEE schools. As a result of the training, Youth Ambassadors were equipped with the skills to lead sensitization events to promote knowledge and adoption of positive health behaviors. The YAs used both in-person and radio sessions to raise awareness and reached 3,255 students (1,419 males and 1,836 females). Based on the survey conducted 97% could recall hearing/seeing a message related to reproductive health.

Sub-Result 3.2: Adolescent Girls' Knowledge of and Access to Health Services Increased

Update/Achievement In order to create partnership between the schools and the health centers, GLEE initiated MoUs to be signed between the CGS and the ASACO. The objective of the MoUs is to get free of reduced cost for students at the health centers. At the end of this year, 270 MOUs were signed with 42 CSComs. The MOUs serve to guide coordination between schools with health centers. Due to the teachers’ strikes and the closure of some schools in Mopti due to security, it was not possible to track the students’ attendance at health centers because they did not have access to the school logbook which is the only tool to ensure patients are GLEE students, but this is planned for the 2019-2020 school year. Sub-Result 3.3: Health Barriers to Education Reduced

Update/Achievement A checklist to certify health centers as “youth-friendly” has been validated by the MEN, MoH and MPFEF during a workshop held from July 16 to 18, 2019. The checklist is a monitoring tool to determine the level of friendliness of a health center. The MoH, the MEN and GLEE staff use it during their visits to the health centers to ensure they are making efforts to accommodate adolescents when they request health services. The health centers visited appreciate their partnership with GLEE and the link established with the schools. Many have started making arrangements to comply with the youth friendly criteria in the checklist. The recruitment for a consulting firm was completed and a consultant was selected to conduct the feasibility study for the manufacturing and marketing of menstrual hygienic pads. The study will be completed in the following quarter and results shared and incorporated into the activity. GLEE conducted a situational analysis of the school latrines before proceeding with their rehabilitation. To date, the analysis is completed for 118 schools and a first group of 36 latrines selected for renovation. After a competitive bidding process GLEE selected 6 firms and a total of 36 school latrines have been renovated which are equipped for people with disabilities and include conducive space for girls’ menstrual hygiene management. Additionally, GLEE installed 205 handwashing stations at schools (75 in Mopti and 130 in Kayes regions).

15| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV PLANNED ACTIVITIES FOR THIS REPORTING PERIOD BY IR AND SUB-IR

COMMUNITY ENTRY • Pre-register girls for 204 Accelerated Schooling Centers (ASC)/school fee payments (part of CAA) through a gender sensitive and adolescent friendly community mobilization

• Facilitate/Support the establishment of 204 ASCs which are adapted to girls’ needs

MONITORING, EVALUATION, QUALITY ASSURANCE AND REPORTING • Monitoring of planned activities and indicator data collection

• Conducting data entry, cleaning, validation and analysis

• Conducting a quarterly data quality review with GLEE team

• Development of success stories

• Development of pre and post tests for training sessions, as needed, including gender sensitive and adolescent-friendly questions

• Holding monthly Regional M&E Coordination meetings

• Monitoring ASCs (LQAS Site Visits)

• Assessing effective delivery of TLMs in GLEE schools (LQAS Site Visits)

• Conducting quality review of mentoring guide

COLLABORATE WITH USAID AND OTHER PARTNERS • Participate in US Embassy Monthly Open Country Team Meetings (OCTM)

• Participate in USAID Education Partners meeting

• Participate in USAID Gender Working Group meetings (quarterly)

• Participate in GoM National Gender Working Group meetings

• Participate in MEN-SCOFI quarterly meetings

• Participate in quarterly Communication Working Group meetings

• Participate in monthly MEN sub-committee meetings for the Out-Of-School Committee, Accelerated Schooling Committee, Education Cluster, and GBV cluster

16| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Participate in National Technical Committee meetings on comprehensive sexual education organized by MEN

• Participate in Menstrual Hygiene Management platform meetings by UNICEF with Civil Society Organizations

• Participate in USAID FP, YSRH and WASH partner quarterly meetings

MANAGEMENT AND IMPLEMENTATION • Hold bi-weekly meetings with COR

• Submit Quarterly Progress Reports

• Sign MOU with MEN

• Hold meetings with MEN, MSHP and MPFEF

• Monitor budget realignment approval and award modification

OBJECTIVE 1: DECREASED KEY BARRIERS OF ADOLESCENT GIRLS TO ACCESS QUALITY EDUCATION

SUB-RESULT 1.1: LEARNING SUPPORT OPPORTUNITIES FOR GIRLS INCREASED • Facilitate/Support 133 ASCs

• Adapt mentoring guides and resources

• Promote enrollment and retention through the payment of girls’ Cycle 1 and 2 school fees

• Define list of items to be included in school kits needed by out of school girls

• Provide out of school girls 10 to 14 who have re-enrolled in school with school kits in support of their attendance

• Help CGS/APE/AME identify girls re-enrolled in school who need birth certificates

• Link CGS/APE/AME with relevant government body to provide birth certificates to girls ages 10 to 14

• Develop the Annual Program Statement (APS) and secure approval from the COP

• Advertise the APS within the school networks and local media

• Conduct screening and notify selected CGS of award pending USAID approval

• Conduct pre-award assessment and notify CGS of results

17| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Secure approval of selected grantees from USAID

• Award selected CGS with in kind grants to reduce barriers to girls’ education

SUB-RESULT 1.2: TEACHING IS MORE RESPONSIVE AND RELEVANT FOR ADOLESCENT GIRLS • Work with DNEF/DNEN/DNP to assess teacher training and materials gaps and adapt training material including gender and adolescent inclusion

• Carry out Teacher Professional Development ToT

• Conduct Teacher Professional Development through a gender sensitive and adolescent friendly training

• Identify gender balanced and adolescent friendly teaching and learning materials (TLMs) needed

• Identify community leaders to serve as role models and work with mentors on extracurricular activities

• Conduct Mentor ToT with role model reinforcement

• Train GLEE mentors in conducting extracurricular activities

• Payment of Mentors’ airtime in support of their extracurricular activities

• Monitor GLEE mentors in conducting extracurricular activities

SUB-RESULT 1.3: COMMUNITIES AND FAMILIES SUPPORT GIRLS' EDUCATION • Map existence/capacity of AME. If no AME, identify women interested in forming one

• Adapt CGS/APE/AME training materials

• Conduct CGS/APE/AME ToT for CPHDA and GAAS

• Train CGS/APE/AME

• Facilitate school enrollment campaigns and back-to-school night for girls

OBJECTIVE 2: IMPROVE SAFETY OF ADOLESCENT GIRLS IN SCHOOLS AND THEIR COMMUNITIES

SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS ADOPTED IN SCHOOL AND COMMUNITIES • Convene stakeholders in regions and CAP for School-Related Gender Based Violence (SRGBV) gap analysis

18| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Support schools develop a code of conduct to be implemented by both teachers and pupils (girls and boys)

• Oversee the implementation of the code of conduct through close monitoring by the CGS / APE / AME and identify adolescent girls and boys trained to monitor its implementation

• Ensure a gender sensitive code of conduct for adolescents is adopted by schools and is developed in a participatory manner with adolescents

• Adapt training materials on SRGBV

• Develop a systematic whistle blower module on Gender, Child Protection, including corporal punishment, GBV including sexual harassment to be used during training sessions for their engagement

• Train key stakeholders in leadership, gender and GBV training. These training sessions will work on the local vulnerabilities of girls and boys, identified through a pre-training needs analysis.

• Develop Social Behavior Change Communication messages to prevent violence in the community with girls and boys, especially at school and on the way to school with the involvement and commitment of boys / men.

• Secure signature of whistle blower policy engagement by CGS/APE/AME and teachers

• Distribute incident boxes

• Distribute hotline posters

• Conduct SRGBV training for staff of CAPs and AEs

• Gather existing school emergency and disaster plans

• Support schools to develop and implement emergency plans

SUB-RESULT 2.2: EFFECTIVE REPORTING AND REFERRAL MECHANISMS FOR SRGBV ESTABLISHED • Establish a referral system that respects the best interests of the child victim and the safety of those who report abuse, including sexual violence. Strengthen the ability of young people, particularly girls, to understand the reporting system so that it is accessible to them

• Ensure psychosocial support services are accessible to GBV victims (students and teachers) and adapted to their needs

OBJECTIVE 3: INCREASE KNOWLEDGE AND ADOPTION OF POSITIVE HEALTH BEHAVIORS AMONG ADOLESCENT GIRLS

19| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV SUB-RESULT 3.1: POSITIVE HEALTH BEHAVIORS ADOPTED BY ADOLESCENT GIRLS • Introduce/Orient school and community leaders (female and male, including adolescents) to comprehensive life skills curriculum across 272 GLEE schools

• Work with CGS/APE/AME and communities to develop social behavior change communication messages to support adolescents’ access to reproductive health services

• Select Peer Educators and YAs (2 per school – peer educators and YA)

• Train peer educators (at least 50% girls) in leadership, peer communication, and comprehensive life skills

• Strengthen the capacity of Peer Educators and Youth Ambassadors to develop Social Behavior Change Communication messages focused on the perceptions of girls and boys and their parents on menstruation and family planning to counter the message that menstruation and family planning practices are impure

SUB-RESULT 3.2 ADOLESCENT GIRLS’ KNOWLEDGE OF AND ACCESS TO HEALTH SERVICES • Select partner health facilities and sign memoranda of understanding

• Facilitate partnerships between health facilities and schools

• Introduce and explain gender sensitivity and youth friendly norms to health providers

• Develop and validate a checklist leading to the certification of gender-sensitive and "youth friendly" facilities

SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED • Assess schools’ baseline adherence to MEN school hygiene policy

• Training of the peer educators, YAs and teachers on hygiene at school and menstrual hygiene

• Adapt health centers for youth- friendly health services (Gender, youth and adolescent RH/FP training)

• Meet with health center managers to negotiate for free or reduced consultation fees

• Map WASH activities of organizations implementing WASH activities in GLEE communes

• Train 60 women to make locally-sourced menstrual pads

• Train 60 women to make locally-sourced menstrual pads

• Provide women with materials to make menstrual pads

• Arrange for sanitary napkin promotional sales session in schools

20| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Install hand washing stations at schools

• Develop Request for Proposals for WASH companies

• Select of WASH firms

• Renovate 36 school latrines according to gender and handicap-accessibility standards

ACHIEVED DURING THIS REPORTING PERIOD

SIGN MOUS WITH MEN, MSPH AND MPFEF Following a meeting between the new Minister of National Education, Mr. Temoré Tieoulenta, the Winrock Director of Education and Empowerment and GLEE Chief of Party, an updated version of the MOU with the Ministry of National Education (MEN) was submitted to the MEN on June 26, 2019 for review. The MoU defines the role of the Ministry at the central level, designating a focal point person to facilitate GLEE team members’ access to schools and provide school level data by facilitating contact with district level officials. At the regional level they will also provide school level data when requested, serve as trainers and supervise GLEE supported ASCs. GLEE will inform the MEN of all activities, share data, and attend cluster meetings. As of the end of the reporting period, the draft MoU is still with MEN for review and feedback.

SUBMIT YEAR 3 (OCTOBER 2019 – SEPTEMBER 2020) WORKPLAN IN NEW FORMAT) The year 3 workplan, using the new format requested by USAID, was submitted on August 30, 2019 and is awaiting review and approval from the COR.

CRUCIAL LEGAL AND OPERATIONAL REQUIREMENTS

HUMAN RESOURCES Staffing/ recruitment The following positions were filled during this reporting period:

Location Position Name Start date Remarks Admin / Log Officer Henoc Dembele October 1, 2018 Cleaning Officer Soumeylou Issa October 1, 2018 Driver Bamako Boubacar Kassogue November 5, 2018 Bamako: Accountant Massire Goita November 15, Replaced Lala Country 2018 Wallet who coordination resigned Procurement / Gaoussou Coulibaly February 01, 2019 Grants Manager

21| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Communication Chebou Coulibaly March 12, 2019 Replaced Officer Fatimata Diop who resigned Kayes Bookkeeper Malick N'Diaye October 15, 2018 Regional Office M&E Assistant Sambou Sissoko November 1, 2018 Cleaner Mamadou Diarra November 5, 2018 Regional Program Mari Traore September 1, 2019 Replaced Dramane Officer Traore whose contract was not renewed Chauffeur Kayes Boubacar Coulibaly December 1, 2018 Mopti Regional Program Mamadou Lamine October 15, 2018 Regional Office Officer Camara M&E Assistant Fousseyni Camara November 1, 2018 Bookkeeper Mariam Sankare November 12, 2018 Cleaner Djeneba Diallo November 15, 2018

The Bookkeeper for the Kayes Regional Office has decided not to renew his contract which ends on October 14, 2019. GLEE started the recruitment process for his replacement and five candidates have been shortlisted for an interview.

Renewal of staff contracts During the reporting period five staff contracts were renewed for one year. Contract renewals included the following positions: ✓ Chief of Party ✓ Deputy Chief of Party/Director of Education ✓ Director of Finance and Administration ✓ Gender Integration Advisor ✓ Monitoring and Evaluation Specialist ✓ School Safety Specialist ✓ Human Resources Manager ✓ Security Director ✓ Administration/Logistics Officer ✓ Cleaner for Bamako office

Mandatory Health Insurance (AMO) The Malian government instituted national health insurance coverage on June 11, 2009. At the time, workers had the option to either sign up for or decline coverage. The Malian government recently

22| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV reaffirmed the obligatory nature of this coverage for all salaried national staff, asserting enrollment to this insurance and informing all employers in the country of their obligation to deduct membership fees directly from staff salaries to remit to the government.

Following the receipt of a letter on April 17, 2019 from the National Fund for Health Insurance (CANAM) regarding the mandatory nature of AMO, staff were invited to an information session on June 10, 2019 regarding AMO benefits led by three CANAM agents. AMO agents also provided answers to staff queries. Subsequently, staff members were invited to complete the registration process. Direct deduction, by Winrock International, of the employee's contribution was effective July 1, 2019.

Staff delegate During the reporting period, staff elected a delegate and an alternate to represent staff. Their term of office began June 1, 2019.

BUDGET REALIGNMENT The budget realignment process, begun in December 2018 to identify cost savings, increase the number of latrines for rehabilitation, and adjust costs for ASCs, was approved on June 11, 2019.

MANAGEMENT AND IMPLEMENTATION Operations/Contracts During the period, the project finalized a number of contracts in the fields of IT, health insurance, life insurance, hotels, maintenance of air conditioners. These service contracts are outlined below.

➢ Provider of Internet Connection Services: A one-year contract was signed on October 18, 2018 with Orange, a provider of internet services for a dedicated 4MB connection.

➢ IT maintenance service provider: A contract was signed with an IT maintenance service provider on July 1, 2019 for an initial period of one year. This service provider, who has many years of experience, is committed to providing cleaning, maintenance and repair services for computers, printers and other IT equipment. The purpose of this contract is to help users avoid downtime and keep the entire IT infrastructure in good working order. This contract includes a check of the condition of all project equipment along with quarterly on-site preventive maintenance (4 times a year) according to a schedule established jointly between the provider and Winrock and, secondly, support services provided by the provider to any requests from users (Winrock staff).

➢ Service contract with the hotel structures: In order to facilitate staff accommodation during field trips, GLEE proceeded with the identification and security analysis of several hotels in Bamako, Kayes and Mopti signed agreements with the representatives of ten hotels in total including two in Bamako, six in Kayes and two in Mopti. Each of these hotels offered preferential rates and payment terms after service through the electronic payment system. Having agreements with hotels offers advantages such as tax exemption if the unit costs are above $500, avoiding staff the hassle to look for accommodation during their field trips, and pre-screening hotels which are safer and more secure accommodation options.

23| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV ➢ Office air conditioner service: An agreement has been signed with a service provider for the maintenance of office air conditioners in Bamako. GLEE is considering extending contracts for maintenance services for the offices of Kayes and Mopti.

➢ Lease renewal for Bamako Office: The lease for the project office in Bamako has been renewed for a period of one year running from July 16, 2019 to July 15, 2020.

➢ Provider of the Office Security Services: The security services contract was renewed for a period of one year from June 23, 2019 to June 22, 2020. This contract covers the offices of Bamako, Kayes and Mopti as well as the residence of the COP.

Finance

➢ Electronic payment: Beginning October 2018, GLEE has enrolled in Ecobank's electronic payment system. Since then, about 98% of our payments are made directly into the accounts of our suppliers. ➢ Winrock internal system: The organization upgraded its accounting management system by acquiring an accounting information system called QuickBooks Pro in February 2019 which is used to record all financial transactions and produce the monthly field financial reports. GLEE Director of Finance and Administration attended a 3-day training in January 2019 in Nairobi and the QuickBooks software was purchased in March 2019 for the project field team to use moving forward.

SUPPORT VISITS FROM WINROCK HEAQUARTERS Visit of Tobias Friedl, Winrock Global Security Director

Between July 21st and 28th 2019, Tobias Friedl, Winrock Global Security Director, carried out a monitoring mission to Mali. The purpose of this visit was to understand the implementation strategy the project employs to reach beneficiaries given the context of insecurity in the project's intervention areas with GLEE partners.

To this end, he had exchange meetings with USAID and the implementing partners OMAES, IntraHealth, GAAS and CPHDA, on security measures in place and the impact on implementation. In order to better understand the issues surrounding the security situation in the Mopti region, he visited Sevare: and Bandiagara where he met with NGOs working in the same area, including Save the Children, Mali Climate Change Adaptation Activity (MCCAA / Chemonics), Office for the Coordination of Humanitarian Affairs (OCHA) and International Safety Organization (INSO) who monitor security in the country for humanitarian organizations. The NGOs shared their security measures and restrictions for staff travel in the areas of intervention.

These exchanges and various meetings led to the need to develop uniform security measures relating to staff movements of all member organizations of the GLEE consortium. He also conducted a training session on security management in a hostile environment for the benefit of the GLEE project management based in Bamako. Another outcome of the trip was the establishment of quarterly security review meetings between home office and the field office which serve to review the status of security over the past quarter

24| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV and discuss any adaptations or adjustments needed to the security measures and areas of implementation based on the review.

Visit of Martha Saldinger, Director, Education & Empowerment

Martha Saldinger, Winrock Director, Education & Empowerment visited Mali from June 15 to 21st 2019. This visit aimed to provide support to the field team after one year of implementation. She met with the GLEE project’ staff and implementing partners in order to get a first-hand view of the GLEE activity implementation, achievements and challenges throughout year one of the project and prepare for the second year.

During her visit, she participated in a consortium meeting with updates from all implementing partners. Each partner made a presentation of their activities and achievements as well as the difficulties and challenges they faced during the first year. The project team also completed the work planning for the final quarter of the fiscal year and established a schedule for the development of the workplan for the following year. She had work sessions with the heads of the implementing partners: CPHDA, OMAES, GAAS-Mali and Intra Health and paid courtesy visits to the Malian Minister of Education and a meeting with USAID. During these visits, the COP gave an overview of the project implementation. At the MoE, she thanked the Minister for the support to the project from central and local levels. She also requested for the Minister to intervene in order to speed up the process for the signature of the MOU between Winrock and the MOE. With USAID, she raised the issue of the security in Mopti and explained that we would request some changes of locations, moving from insecure communes to more secure ones.

Support visit of Julie Barton and Nickolas Cielinski On August 3rd 16th, 2019 the GLEE project received a mission from Winrock headquarters composed of Julie Barton, Senior Program Officer, and Nickolas Cieslinski, Senior Program Associate. The aim of their visit was to provide support to the field team after one year of full implementation and support the work planning process.

Overall, they mainly focused on the following during their visit:

• Finalisation of the project’s intervention communes’ replacement • Review/revisions to the AMELP • Follow up on Tobias, Global Security Director’s visit • Discussion on planning for key upcoming activities with OMAES in September 2019 • Review of field updates to Employee Handbook • Preparation for the DQA • Discussion on progress with in-kind grants to CGS • Individual meetings with consortium members: CPHDA, IntraHealth and OMAES • Preparation for the Winrock Internal Audit

25| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Review of the partner obligation tracker

During their two weeks in Bamako, they met with the USAID office, with the consortium partners and the project staff from Bamako and from the regions. They participated in a consortium workshop to discuss progress made during the first year of implementation, the difficulties faced and define some guidelines for the year 3 workplan to address challenges. The meeting served as a forum for exchange and experience sharing among staff and partners. It also provided a better opportunity for Winrock home office team to hear the field perspective from the staff working directly with the implementing partners in the project communities. Julie, on behalf of the US team, thanked the implementing partners and staff, for strong collaboration and teamwork to achieve the project objectives in such difficult conditions. Julie acknowledged the solid work performed by the project in its first year was a reflection of close coordination of the team members. She concluded by encouraging everybody in the team to double his/her efforts in order to focus on deliver quality programming for the benefit of adolescent girls in Mali.

COMMUNITY ENTRY Pre-register girls for accelerated schooling centers (ASC)/school fee payments (part of CAA) through a gender sensitive and adolescent friendly community mobilization

During GLEE’s Community Assets Appraisal process, the field team preregistered girls between 10 and 18 years old who were enrolled in a GLEE school to benefit from the school fee payments. The activity occurred in the Kayes and Mopti from October to December 2018. GLEE Community Development Agents in Mopti and the School Liaison and Community Mobilization Specialists in Kayes region engaged the school principals, CGS members and community leaders to preregister girls mainly in grades 3 to 9 in GLEE schools. During the first two months of the school year in Mali there is fluctuation in school enrollment so the lists were finalized in December to make sure that the majority of children registered will complete the school year. In Kayes, 9,251 girls were preregistered 5,710 children in Mopti with a total of 14,961 benefitting from the payment of school fees to the CGSs.

Conduct Community Asset Appraisals in order to identify potential communities to host the 204 news ASCs

The Community Asset Appraisal is a community mobilization tool that GLEE uses to engage community members to support girls’ education. The CAA sessions conducted during the reporting period sought to identify communities’ potential assets that could support project activities, pre-register girls between 10 and 14 years old for the ASCs who were never enrolled or had dropped out of school and also identify communities to host the ASCs for the 2019-2020 school year starting October 2019.

26| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV To prepare for the CAAs in the communities GLEE partners worked with communities to identify potential facilitators for the CAAs while an assessment was done to determine whether or not to continue with former facilitators. Based on lessons learned from year one, general assemblies were organized prior to the CAAs in the communities with active participation by CGS members to sensitize community members on the importance of girls’ education and parents’ role in monitoring school attendance.

The CAAs occurred during the rainy season and during harvest, July until November, so it was difficult to access some communities due to road conditions and in other communities the people were busy in their fields and not Pre-registration of ASC learners for always able to attend meetings. The CAA session had to 2019-2020 be conducted in July through November in order to prepare the establishment of the centers planned from October. Despite these changes, the team was able to identify 81 communities willing to host an ASC in Kayes and pre-register 2,572 girls between 10 and 14 years to attend these centers. In Mopti the CAA process went smoothly despite security threats. CGS members and teachers who attended the sessions helped mobilize community members to attend. One hundred twenty-three communities volunteered to host a center in 2019-2020 school year while 2,753 girls were preregistered to attend these centers. To date 5,325 girls are preregistered to attend GLEE ASCs in Kayes and Mopti.

In Mopti the CAA process went smoothly despite security threats. CGS members and teachers who attended the sessions helped mobilize community members to attend. One hundred twenty-three communities volunteered to host a center in 2019-2020 school year while 2,753 girls were preregistered to attend these centers. To date 5,325 girls are preregistered to attend GLEE ASCs in Kayes and Mopti.

OBJECTIVE 1: DECREASED KEY BARRIERS OF ADOLESCENT GIRLS TO ACCESS QUALITY EDUCATION

SUB-RESULT 1.1: LEARNING SUPPORT OPPORTUNITIES FOR GIRLS INCREASED Facilitate/Support Accelerated Schooling Centers (ASCs) in targeted GLEE schools TRAINING OF TRAINERS FOR THE ASC FACILITATORS TRAINING

Prior to the start of the 2019-2020 school year, the project organized a ToT for the Ministry of Education staff to prepare them to lead the ASC facilitator training the last of week of August 2019. During the five-day training 19 participants from the AE/CAPs in Kayes and Mopti and the MEN covered topics including differentiated pedagogical techniques, ASC center management (i.e. attendance register, lesson preparation notebook, the visit log, etc.), the ASC monitoring system, gender, GBV, SRH and school safety. On the last day of the training, participants reviewed the ASC weekly training agenda which they will follow during their ASC facilitator monitoring visits.

27| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV TRAINING OF THE ASC FACILITATORS

During the second year of GLEE project implementation, two phases of recruitment and training for ASC facilitators occurred simultaneously in Kayes and Mopti. The objective of the training was to build the capacity of facilitators to teach the accelerated learning curriculum and impart the necessary skills to deliver a learner centered approach. During the first phase in October 2018, 147 facilitators were trained, 55 in Kayes and 92 in Mopti. Those trained included 55 women, 18 in Kayes and 37 in Mopti. Following the training GLEE placed the facilitators at 133 ASCs for the 2018-2019 school year.

The content of this training was focused on the following topics:

Reading and writing utilizing a learner centered approach;

Facilitating the listening to a radio show based on an Interactive Audio Teaching approach;

Teaching mathematics;

Personal development;

Learner assessment;

Center management tools (attendance register, learner information log, etc.)

Roles and responsibilities of the different actors (e.g. facilitators, communities, GLEE team, AE/CAPs, CGS, etc.)

Prior to the second phase of training GLEE partners advertised the position across both regions. After screening the applicants GLEE partners selected a total of 114 candidates from the Kayes region and 115 candidates from the Mopti region. Each candidate completed a recruitment test arranged by OMAES Supervisors and the AE/CAPs in Kayes and Mopti. Of the total number of candidates who took the test, 229 candidates (59 females) were selected to take the test during which 168 (35 female) passed. Additionally, 62 (16 female) facilitators from last year were selected to complete the total number of ASC facilitators to be trained for the new year for a total of 230 (51 females).

During the second phase in September 2019 a ASC facilitators training for 2019-2020 at Kayes total of 230 (51female) facilitators were trained. In October 2019 GLEE will place these trained facilitators at 204 ASCs in Kayes and Mopti regions for the 2019-2020 school year. The training itself occurred from September 17 to 29, 2019 recorded all the 230 candidates which passed the test. Three separate trainings were conducted in Kayes, Kenieba and Bandiagara. In the Mopti region, despite the large number facilitators, only Bandiagara was safe enough to host the training.

28| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Both phases of training were supervised by the MEN (Ministère de l’Education Nationale) with staff from, DNEF (Direction National de l’Enseignement Fondamental), DNEN (Direction Nationale de l’Enseignement Normal) and DNP (Directionale Nationale de la Pédagogie). The training itself was conducted by two agents from each of the two AEs (Academie d’Enseigement) and 14 staff from the CAPs who were previously trained on the Accelerated Schooling Center approach.

FACILITATE/RUN ACCELERATED SCHOOLING CENTERS For the 2018-2019 school year, the ASCs officially started operations on November 6, 2018 with ASCs continuing to open until the end of December 2018 because some communities needed to wait until the end of the harvest season to supply materials such as millet stems used to build the walls and rooves of the ASC centers.

The ASCs faced several challenges which affected operations including a facilitator monthly stipend which was below market rate resulting in facilitator dropout and insufficient funds to equip the ASC centers resulting in delayed opening of the centers. To address these challenges GLEE prepared and submitted a budget realignment in December 2018 (which USAID approved June 2019) to increase the unit cost for the ASCs and the monthly allocation for the ASC facilitators. Additionally, armed conflict and the escalation of terrorist attacks in Mopti, impacted the number of learners in some communities as many families migrated out of the area and resulted in the closure of 14 ASCs (3 in Kayes and 11 in Mopti).

Despite these challenges, courses continued in the Accelerated Schooling Centers in GLEE communities this period engaging learners in active and playful reading, writing, and mathematics courses. The GLEE team also successfully monitored ASCs and coordinated supervision by the CAPs.

Monitoring of the centers by the GLEE Supervisors. Throughout the school year, several members of the GLEE consortium monitored the ASCs, providing support to facilitators and helping to motivate communities to support girls’ regular attendance. OMAES supervisors, GAAS community development agents, CPHDA school liaison and community mobilization specialists, IntraHealth Integrated Program Assistants and WASH officers, Winrock Regional Program Officers and technical staff from the Bamako main office, all participated in monitoring of the centers. The monitoring included observation of facilitators delivering lessons, assessment of progress with the curriculum, review of learners’ attendance, observation of the interaction between learners and facilitators during the lesson, review of center management tools (e.g. attendance log, facilitator’s logbook, learners’ notebooks, etc.) and feedback and guidance for the facilitator. Each center received at least three supervisory visits this year. The maximum number of visits a center received was seven, mainly in the region of Kayes.

Supervision of the centers by the MEN and the AE/CAPS. The MEN is involved in the implementation of GLEE activities at different stages including the supervision of the ASCs in both regions. Firstly, the two partner AEs (Académie d’Enseignement) and seven CAPs (Centre d’Animation Pédagogique) who are the regional and district representatives respectively of the Ministry of National Education are engaged, every quarter, in supervision of centers to ensure the accelerated curriculum is being effectively delivered. Since project inception, supervision of the program in Kayes and parts of Mopti has been straightforward. Security threats in Douentza sometimes impede the AE/CAP and their supervision abilities, however, a recent assessment of the ASCs revealed that all 14 ASCs in Douentza were running despite the constraints communities and facilitators faced. Secondly, two specialists from

29| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV DNEF participated in the joint bi-annual supervision in Kayes and Mopti during the last quarter of the year which proved to be very beneficial in terms of deepening engagement from the AE/CAPs in the field. This recent supervision facilitated the mobilization of the AE/CAPs to conduct the final assessment of the ACS learners.

Assessment of ASC course delivery and ASC learners: Two assessments of the ASCs occurred during the reporting period both conducted by the CAPs. The first assessment was conducted by the AE/CAPs between February 28 and March 15, 2019 across the two regions of the project. The assessment utilized tools provided by the MEN. Twelve AE/CAP advisors, of which four were women, engaged in the assessment and coaching activity reaching 114 centers out of 133 centers for a coverage rate of 87.70%. This assessment focused on ASC course delivery and progress across the two regions and only the area of Douentza was found to have delayed in implementation of the ASC curriculum and mitigation measures undertaken to catchup. ASCs I the area of ASC learner assessment sessions in Douentza were requested to continue the courses until Bandiagara (left) and Kenieba (right) end of July in order to catchup while other center started the final assessment at the end of June.

The second assessment conducted between July 3, 2019 and August 9, 2019 by the CAPs, under the supervision of the two AEs and GLEE Supervisors, sought to assess learners’ knowledge, determine which children passed the ASC course and were eligible to be transferred to the public school. The process started in Kayes with the centers that had completed the nine-month curriculum and ended with ASC learners in Douentza. The planning allowed centers in Douentza and other areas in Mopti, which had been delayed, to complete their lessons before the assessment.

Four thousand one hundred fifty children registered across the 133 ASCs established at the beginning of the 2018-2019 school year. Due to closure of 14 centers, some drop outs and inaccessibility of some communities for security reasons, at the time of assessment, 3,763 were targeted in the 120 functional centers. Overall, 2,969 children (2,112 girls) were assessed with 794 dropouts (594 females) recorded representing a 13% dropout rate. Mopti represents the largest percentage of dropout cases with 502 cases out of 794 total dropout cases. Following the assessment GLEE proposed to transfer 2,969 children (2,112 girls) tested into grade 2 to 6 as indicated the chart below. Effectiveness of the transfers will be monitored next quarter by GLEE supervisors and the CAPS. The teams will work with the transfer lists provided by CAPs to assess presence of the children in the host schools and in case problem work with CGS members to ensure solution is found.

Effectiveness of the transfers will be monitored next quarter by GLEE supervisor and the CAPS. The teams will work with the transfer lists provided by CAPs to assess presence of the children in the host schools and in case of issues they will work with CGS members to ensure a solution is found.

30| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Grade Boys Girls Total

Grade 2 232 776 1008

Grade 3 152 459 611

Grade 4 230 439 669

Grade 5 169 321 490

Grade 6 74 117 191

Total 857 2112 2969

Promote enrollment and retention through the payment of girls’ Cycle 1 and 2 school fees A main barrier to education identified by GLEE, especially for adolescent girls, is the lack of financial means. Despite the fact that the government of Mali has declared that basic education is free, parents, in public and community schools, have to contribute to the operations by paying school tuition, annual enrollment and teachers’ additional salary payments. This amount can go up to $50 in cases where the parents’ contribution is used to top up teachers’ salary. This was confirmed by the baseline study conducted at the beginning of the project. In order to address this, the project is providing scholarships to girls attending GLEE schools through the transfer of funds to the CGS/APE/AME of their schools. These transfers cover the girls’ tuition and other related fees used to run their schools. Activities implemented with the school fees include repairs of chalkboards, repairs of school books, repairs of latrines and classroom doors and windows, among others. To facilitate these payments, GLEE undertook the following steps:

Establishment of Management Structures The GLEE project established an ad hoc committee composed of four members of the CGS (President, Director of the School, Treasurer and the Girls’ Schooling Officer) in each school for day-to-day management of funds and implementation of activities planned. This committee is responsible for reporting to other CGS members and community members on the use of funds received.

Transfer of Funds to the CGS GLEE project team visiting the CGS of Tognon (Bandiagara) Two hundred seventy-one out of 272 CGS1 have been given mobile phones with orange chip/sim cards (271 phones). Funds are then transferred, electronically, by GLEE to the CGS through a platform provided by Orange. A test to ensure the system’s quality was done with 104 CGS in Mopti region which revealed some technical issues as some SIM cards were not yet activated. Upon correction of these issues with Orange Mali, GLEE proceeded with the transfer to all 271 CGS were registered. The table below outlines the number of transfers per region, the number of CGS who effectively received the funds and the total amount transferred per region.

1The school of Sely at Kenieba does not have any CGS despite the project team’s efforts to have the community establish one.

31| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV

# Region # of # schools who Amount in CFA Comments school received fund transferred to CGS The reason provided by Orange why 17 schools didn't receive their fund 1 Kayes 167 150 42,162,860 was that Orange mistakenly deleted the account of 8 schools and 9 of the registered CGS accounts could not be opened because the ID card provided were outdated. These errors are currently being corrected. In Mopti there was a problem with 2 Mopti 104 102 28,801,300 one ID card not listed while one account was also mistakenly deleted from the Orange system. Both errors are currently being corrected.

TOTAL 271 252 70,964,160

Management of funds: GLEE developed a technical note describing management procedures (including roles and responsibilities, monitoring and control levels) and trained members of the CGS on these procedures. GLEE also developed financial and accounting tools for a transparent and rational use of allocated funds by the CGS. A total of 14,961 girls, 9,251 in Kayes and 5,710 in Mopti, were provided schools fees for the 2018-2019 school year.

This year during routine monitoring the project team noted that the beneficiary CGS have been proactive in the implementation of activities with the funds and identified a wide range of activities across the two regions. In Mopti, CGSs supported 256 girls to obtain birth certificates, distributed school kits to 193 of the most vulnerable girls they identified, repaired school benches, renovated 5 classrooms and most importantly organized 192 hours of a remedial course for grades 7, 8 and 9 in Bandiagara city. In Kayes, CGSs chose to install solar lights at a school in Kenieba while in Segala they fixed damaged benches. Other communities in Kayes region renovated their classrooms, repaired water pumps, and purchased reading books, brooms, wheelbarrows, buckets and soap necessary for school cleaning.

In Mopti, CGSs supported 256 girls to obtain birth certificates, distributed school kits to 193 of the most vulnerable girls they identified, repaired school benches, renovated 5 classrooms and most importantly organized 192 hours of a remedial course for grades 7, 8 and 9 in Bandiagara city. In Kayes, CGSs chose to install solar lights at a school in Kenieba while in Segala they fixed damaged benches. Other communities in Kayes region renovated their classrooms, repaired water pumps, and purchased reading books, brooms, wheelbarrows, buckets and soap necessary for school cleaning.

32| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV # of female beneficiaries of school fee payments per commune

N° COMMUNES # OF GIRLS 1 Commune of Bandiagara 603

2 Commune of Dandoli 487 3 Commune of Pignari 913 4 Commune of Bankass 79 5 Commune of Dangal Boré 1,274

6 Commune of Dangol Boré 150 7 Commune of Dianweli 164 8 Commune of Douentza 768 9 Commune of Kumewel Koundia 133

10 Commune of Tiédié 127 11 Commune of Dourou 1,012

12 Commune of Hawa Dembaya 760 13 Commune of Sadiola 1,261

14 Commune of Khouloum 586 15 Commune of Koniakary 255

16 Commune of Marena Diombougou 411 17 Commune of Ségala 329

18 Commune of Bayé 172 19 Commune of Dialafara 629 20 Commune of Kassama 688

21 Commune of Kéniéba 2,184

22 Commune of Sitakily 1,976

Define list of items to be included in school kits needed by out of school girls

During this reporting period, the project team, in consultation with the CAPs, established the list of items to be included in the school kits by grade level (see annexes) that will be distributed to the most vulnerable girls currently enrolled in school in Kayes and Mopti to support their attendance, retention and performance in school. Once the list was validated, the Handover of the school kits at Kenieba

33| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV two partners in charge of school support, CPHDA and GAAS, started the procurement process and selected 32 beneficiaries across the two regions who received the kits. All actors suggested that GLEE increase the number of recipients next year if the budget allows since the need is great and 32 recipients across 7 CAPs is insufficient, however, some CGS were able to purchase additional school kits for vulnerable girls with the funds received from GLEE as part of the school fee payments

Provide re-enrolled, out of school girls aged 10 to 14 with school kits to support their attendance

After discussion and agreement with the Contracting Officer’s Representative (COR), GLEE used the funds in the budget intended for the payment of school fees for the ASC learners to support TLMs for ASC learners since there are no required school fees to attend ASCs. GLEE compiled a list of items to be purchased for the centers including geometrical shapes, boxes of chalk, rulers, notebooks, markers, flip charts, pencils, color pencils, pens, and school bags. The kits were distributed to all ASCs and reached 4,152 children including 3,057 girls.

Help CGS/APE/AME identify girls re-enrolled in school who need birth certificates

Registration at birth is a fundamental right for every child, however, granting this right is problematic in rural Mali, where a lot of girls don't have birth certificates. GLEE community mobilization partners were assigned the task to provide support to the partner CGSs in the identification of girls who do not have birth certificates. The GLEE team developed a form to collect data on girls which helped identify those without birth certificates. In Kayes, all the 168 supported CGS were able to administer the form to identify girls aged 10 – 14 years old without birth certificates. The Mayor of Dandoli (Bandiagara) is providing birth They identified a total number of 959 girls, certificates to ASC learners in need 154 in Kayes Rive Droite CAP, 22 in Kayes Rive Gauche CAP, and 783 in the CAP of Kenieba, In Mopti, all 104 supported CGS were able to administer the form to identify girls between 10 and 14 years old without birth certificates. A total of 2,440 girls (880 in the CAP of Bandiagara, 366 in CAP of Bankass, 559 in CAP of Douentza, 635 in CAP of Sangha) were identified without a birth certificate.

Link CGS/APE/AME with relevant government body to provide birth certificates to girls ages 10 to 14

After the identification of girls who needed birth certificates, the GLEE team arranged meetings between the CGS and the relevant service providers, which include the mayors and courts in charge of the establishment of birth certificates, to establish contact between the CGS, mayors, and courts, and to advise the mayors and courts to accelerate the process. At the same time, parents were sensitized on

34| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV the importance of birth certificates because it is a requirement for children to enroll in school and sit for the final exam in primary school. It is important to underline that many parents were motivated to send their daughters back to school and GLEE ASCs once they got proper information about the initiative. In most cases the CGS have started the process to obtain birth certificates. This is a long process which goes through the village, the local court and the commune and can take up to three months. In Mopti, the CGSs were able to provide 256 girls with birth certificates. The process is still ongoing in Kayes. However, GLEE secured birth certificates for learners using part of the funds intended for the payment of school fees for the ASC learners through negotiations with the local courts and the related municipalities in Kayes and Mopti. GLEE secured birth certificates for 116 girls in Kayes, 103 Kenieba, 146 in Bandiagara and 162 in Bankass for a total of 527 birth certificates distributed.

Develop the Annual Program Statement (APS) and secure approval from the COP

As part of its strategy to promote girls’ education, GLEE is challenging the CGS to develop innovative solutions that will increase access to school for children between 10 and 18 years old. The annual request for proposals asked the 272 CGS to think about creative solutions suitable to their communities that boost girls’ education. The Annual Program Statement (APS) was developed during this reporting period in consultation with specialists from the CAPs and GLEE field team to define activities and items eligible for in-kind grants. Once finalized by the GLEE Grants Committee the APS was submitted to the COP for approval. After careful review, discussion and revision the COP granted approval of the APS on February 22, 2019.

Advertise the APS within the school networks and local media

The GLEE team developed several strategies to promote the in-kind grant program with the CGS such as making an announcement during the Kayes project launch and International Women’s Day celebration which reached a large audience. Additionally, the call for proposals was included in the CGS training agenda which offered participants the opportunity to ask questions and seek clarity on the in- kind grant process. Finally, field staff from GAAS and CPHDA, met individually with each CGS to share the APS and give the broader community the opportunity to understand the purpose and process for applying for an in-kind grant. Many CGS members made calls to the Grants and Procurement Manager to ask questions for clarification. Applications closed on June 30, 2019.

Conduct screening and notify selected CGS of award

The initial screening revealed that the CGS did not clearly understand the application process. Most CGS just shared their annual plan with a request for funds instead filling the form provided while some applied for computers despite the fact that the schools have no electricity. To address this, the GLEE team conducted missions in both regions to orient communities on the APS and the types of activities or items eligible under this call for proposals. In total 141 applications, 70 for Mopti and 71 for Kayes, were screened by the team.

Conduct pre-award assessment and notify CGS of results

After the application deadline on June 30, 2019, of the 141 applications screened, four applications were rejected because they requested funds but did not specify the type of activities to be supported. Of the

35| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV remaining 137 (68 in Kayes and 69 in Mopti) applications of which 49 were selected for COP approval prior to submission to COR.

Value of selected # of application applications in Region # of application selected CFA of selected application

Kayes 68 27 11,949,000

Mopti 69 22 8,985,700

TOTAL 137 49 20,934,700

Secure approval of selected grantees from USAID

On September 27, 2019, the GLEE COP submitted the list of the 49 selected in-kind grant applications to USAID for approval. The team is waiting for USAID approval before signing in-kind grant agreements and proceeding with the procurements.

SUB-RESULT 1.2: TEACHING IS MORE RESPONSIVE AND RELEVANT FOR ADOLESCENT GIRLS Work with DNEF/DNEN/DNP to assess teacher training and materials gaps and adapt training material including gender and adolescent inclusion

The Direction National de la Pedagogie (DNP) is the only entity authorized to review and validate teacher training material before they are used in the national education system and teacher professional development training is conducted by the Direction Nationale de l’Enseignement Normal (DNEN). Capacity building of staff from at the AE/CAP levels is the mission of the Direction Nationale de l’Enseignement Fondamental (DNEF). Based on the MEN structure, GLEE planned to work with DNEF for the teacher capacity building ToT and the DNEN for the teacher professional development training. However, due to government priorities at the time of training, the team only worked with the DNEF and the DNP because the DNEN could not attend the workshop. During the assessment, the team two existing training manuals produced by Stromme Foundation and EDC. Based on the age range of GLEE beneficiaries GLEE decided to use the EDC training materials and adapted them to include gender, GBV, and school safety content.

Carry out Teacher Professional Development ToT

For efficiency purposes GLEE combined the Teacher Professional Development ToT with the Manual Adaptation because the same actors were needed for both activities. Invitations were sent to DNEN, DNP and the DNEF at the MEN with the draft manual that they reviewed between September 9 and 10, 2019. The DNEN could not participated due to other priorities at the MEN.

36| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV ToT itself was conducted from September 11 to 14, 2019 in the OMAES training room. The first day was dedicated to reviewing and integrating feedback on the training manual from the MEN bodies while during the last three days, nine participants, including three females, from the two AEs and the seven CAPs were oriented on the content of the training manual. The trainers from DNEF and DNP facilitated sessions with the participants on the following topics:

• Malian education environment; • Balanced approach of reading and writing; • Differentiated pedagogy; • Child friendly classroom; • Gender and GBV; • School safety; • Sexual reproductive health and menstrual hygiene; • Leadership role of the school principal

At the end of the ToT, the project team, upon request from AE/CAP participants, engaged the five DNEF and DNP trainers to supervise the teacher training in Kayes and Mopti.

Conduct Teacher Professional Development through a gender sensitive and adolescent friendly training

Prior to the transfer of the ASC learners to the public schools, GLEE planned to train the teachers and school principal on the differentiated pedagogy, gender, GBV, menstrual hygiene management and school safety. The main objective of the training was to build their capacity to better accommodate and facilitate integration of the adolescent girls they would receive from the ASCs.

Although the team initially planned to organize the trainings at the CAP level, due to security reasons, the team decided to do the trainings at Kayes, Kenieba and Bandiagara, inviting participants from Bankass, Sangha and Douentza to join the training in Bandiagara. Between September 18 and 28, 2019, a total of 152 teachers and 88 principals across the two regions attended the training. GLEE intended to train 244 teachers (3/school) and 122 principals, but in many schools, the principal is also a classroom teacher. Of the total number of 240 participants 40 were females representing 17%.

During the training, the team observed that participants engaged more deeply on topics related to creating a child friendly classroom, differentiated pedagogy and menstrual hygiene management. Following their training, GLEE will provide all teachers with a training guide, a radio with a memory stick, an audio set, an alphabet board, flip chart and markers to support the implementation of the approach. Distribution of this equipment is currently ongoing in both regions.

# of teachers trained per CAP

37| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV CAP Female Male Total CAP Douentza Teachers 5 13 18 Principals 7 7 CAP/Bankass Teachers 2 8 10 Principals 7 7 CAP/Bandiagara Teachers 18 10 28 Principals 1 17 18 CAP/Kayes RD Teachers 5 11 16 Principals 12 12 CAP/Kayes RG Teachers 1 17 18 Principals 7 7 CAP/Kéniéba Teachers 6 28 34 Principals 1 20 21 CAP/Sangha Teachers 6 22 28 Principals 3 13 16 Total 48 192 240

Identify community leaders to work with mentors on extracurricular activities

Girls’ education requires contribution and participation from all local partners to address the multiple barriers which impede girls’ access to and performance in school. GLEE’s mentoring activities are intended to offer girls a forum to develop critical life skills such as communication, decision making and self- esteem which will enable them to make positive life choices. During the community entry process, GLEE used the human assets appraisal tool, included in the CAA, to identify community leaders who could support the mentors and provide technical assistance during some of the sessions when needed.

To date 1,040 community leaders, including 260 females, have committed to support GLEE mentors as part of their contribution. These leaders include 368 (92 female, 276 male) in Mopti (4 per community) and 672 (168 female, 504 male) in Kayes. In Mopti, the four leaders per community include the village chief, a women’s association representative, a youth association representative, and a CGS representative. In Kayes, 4 leaders per community, including women, youth, CGS/APE/AME, religious, etc. were identified to reach the 672 leaders. The identified leaders are enthusiastic about the project and their role to advocate within their communities to have children, particularly girls, enrolled in school and support the mentors’ sessions with the adolescent girls.

38| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Conduct Mentor ToT with role model reinforcement

During the first quarter of the year, GLEE team hired a consultant to adapt the mentoring guide to the GLEE and Malian context with help from the Director of Education. The Mentoring Guide was submitted to USAID and the Direction Nationale de la Pedagogie, DNP, on January 7, 2019 for review and approval. The Mentor Training of Trainers occurred between January 15 and 18, 2019 at the “Maison des Ainés” in Bamako. Of the 34 participants invited, 25 were present representing the AE/CAPs of Kayes and Mopti, DNEF, GAAS Mali, CPHDA, OMAES and IntraHealth. For four days, participants practiced effective ways to engage GLEE mentors and build their capacity to facilitate dynamic mentoring sessions in the communities using on the Mentor Training Manual.

Conduct validation workshop of Mentoring Guide with MEN and USAID

A scandal involving the MEN and several religious leaders from the High Islamic Council about the module titled Complete Sexual Education developed by the Ministry of Health related to controversy about the issue of teaching about sexuality at school erupted at the beginning of the year. To avoid a similar issue on GLEE and provide sufficient time for review of its Mentoring Guide by the MEN and USAID, GLEE postponed its mentor training and organize a workshop with the nine representatives to validate the Mentoring Guide. Prior to the workshop, specialists from the MEN and civil society spent two days carefully reviewing the Mentoring Guide and preparing for the workshop. For two days, nine participants from DNEF, DNP, DNEN, Conseil National de la Société Civile, CNSC, Direction National du Developpement Social (DNDS) and OMAES reviewed the GLEE Mentoring Guide and provided feedback on the document. The methodology adopted during the workshop was participatory using a PowerPoint presentation of GLEE project objectives and the Mentoring Guide, as well as group work, brainstorming, and plenary sessions, with comments and feedback incorporated directly into the document once agreed upon. Upon closure of the workshop, participants declared the GLEE Mentoring Guide validated under the condition that the feedback would be integrated.

Identify secondary school graduates willing to be mentors (part of CAA)

Identification of secondary school graduates willing to serve as mentors was completed in all 272 GLEE partner schools as part of the Community Assets Appraisal. The CAA allowed communities to understand the GLEE mentoring program and the important role mentors play in the implementation of the project. At the end of the process, 252 mentors (233 females, 19 males) distributed as follows (148 in Kayes and 104 in Mopti) volunteered to become mentors and support GLEE extracurricular activities for girls between 10 and 18 years old. All 252 mentors were trained on the Mentoring Guide which was submitted to the Ministry of Education and USAID for review and approval on January 7, 2019.

Train mentors in conducting extracurricular activities

To support girls’ attendance and retention in school, GLEE mentors lead extra-curricular activities. The mentors provide adolescents with opportunities to learn outside of school and/or ASCs, building life skills necessary for educational success. These abilities include leadership, self-confidence, communication, and how to handle peer pressure.

Mentor training occurred in Kayes and Mopti from April through May, engaging the AE/CAPs and GLEE staff as trainers.

39| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Mopti: The training engaged four partner CAPs and was attended by 104 adolescents, 82 females and 22 males, identified as potential mentors. The training was facilitated by the CAP ScoFI and GLEE community development agents. All four training sessions addressed themes including the importance of girls’ education, menstrual hygiene management at school, reproductive health, independent study, avoiding attacks from armed groups, and emergency planning and management.

• Kayes: Five training sessions in April brought together 148 mentors, all female. Sessions were simultaneously conducted in five different locations. CAP Mentoring session at Tabakoto, Kayes. staff and school liaison and community mobilization specialists educated participants on topics including importance of girls’ education, menstrual hygiene management at school, reproductive health, independent study, and the danger of gold mining, drugs, and alcohol.

Monitor GLEE mentors conducting extracurricular activities

Following training, mentors planned educational sessions in their communities, with support from GLEE. While organizing the mentoring sessions, mentors discovered the need to sensitize community members about the mentoring program and educate parents on the curriculum. Mentors benefited from teachers, CGS presidents, and some village chiefs who supported parental education on the mentoring program.

After the training, 104 mentors conducted 416 sessions in Mopti, attended by 10,415 girls. Surprisingly, 921 parents (684 females) also attended sessions and demonstrated keen interest in the following topics:

• The importance girls’ education and the burden of household chores • Child rights • Alcohol and drugs • Early marriage • Leadership • Security in the school environment • HIV/AIDS

In Kayes, the 148 mentors conducted 557 sessions on the following topics attended by 6,110 girls: • Introduction to the mentoring program • My dreams and my goals • Alcohol and drugs

40| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Independent study • Importance of girl’s education

Since the beginning of the mentoring activities in April 2019, mentors have been paid a monthly airtime allowance in support of their activities. The team also noticed that overall the Mentoring Guide has been welcomed by communities and mentors’ feedback on its content has been positive. The most common feedback has been the language level in the section on Communication and Menstruation. The project team intends to review these sections of the Mentoring Guide with the help of consultant to better adapt its language to the level of primary and lower secondary students.

SUB-RESULT 1.3: COMMUNITIES AND FAMILIES SUPPORT GIRLS' EDUCATION Map existence/capacity of AME. If no AME, identify women interested in forming one

The Association des Mères d’Elève, AME, is a community-based organization that supports enrollment and attendance of girls in school. Initiated by UNICEF years ago, many AMEs were established in Kayes and Mopti but they are no longer functional. As part of the CAA, GLEE team assessed existing AMEs or identified women organizations willing to form one or just support the education of their children.

The assessment revealed many women were eager to participate in supporting the education system and 168 women’s groups expressed their interest in establishing an AME to support girls’ education in their communities. To date limited progress has been made by these groups in forming their AMEs due to limited resources to support their activities.

Adapt CGS/APE/AME training materials

Between December 17 and 22, 2018 GLEE convened a workshop to review the CGS training module with the Cellule d’Appui à la Décentralisation/Déconcentration de l’Education (CAD/DE). The first two days three representatives of the CAD/DE oriented GLEE staff on the official CGS training module developed while the last two days focused on identifying sections in the modules where gender considerations could be integrated; discussing the selection of potential women from the CGS/APE/AME who can be trained and supported to assume leadership positions, such as chairpersons, and who can be involved in the financial resource management decisions related to improving the quality of learning for girls and boys . All five partners in the GLEE consortium were represented at the workshop. During these four days, GLEE staff discussed how the project can revise the Educational Development Plans that all CGS should have to include how to address SRGBV issues and put in place school safety measures in addition to training the key members. At the end of the workshop, CAD/DE shared several documents to be used during the CGS ToT.

Conduct CGS/APE/AME ToT for CPHDA and GAAS

Prior to conducting the CGS/APE/MAE ToT for CPHDA and GAAS, the GLEE team needed to review the CGS training module with the CAD/DE representatives. Unfortunately, the Director of CAD/DE was busy and only available at the end of December 2018 for the workshop. Due to longer than expected delays in scheduling the workshop with CAD/DE the CGS/APE/AME ToT for CPHDA and GAAS has been postponed until the second quarter of the year.

41| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV The CGS Training of Trainers workshop covering the roles and responsibilities of the CGS, gender issues, SRGBV and school safety took place from February 14 to 16, 2019 in Bamako. The workshop was facilitated by two specialists from the Cellule de Decentralization/Deconcentration de l’Education (CAD/DE) of the Ministry of the National Education of Mali. The training aimed to:

• Promote an understanding among participants of their role as trainers, supervisors and collaborators with the CGS;

• Ensure participants have a clear understanding of GLEE objectives and related themes of gender, SRGBV and school safety;

• Ensure participants understand and can explain to CGS members how to review their school development plan and integrate issues of gender, SRGBV and school safety.

During the first two days, 37 participants from AE/CAPs of Kayes and Mopti, DNEF, IntraHealth, CPHDA, GAAS Mali, OMAES and WI participated in an orientation on the CAD/DE CGS training manual covering key sections CGS roles and responsibilities, how to design an education development plan and how to develop management tools which were selected to be part of the GLEE project CGS training manual. On the last day, specialists from the CAD/DE and GLEE technical staff identified ways to include content on SRGBV and school safety important to the GLEE project. The team concluded that gender, SRGBV and school contingency plan development would be integrated into the section on education development plan.

Train CGS/APE/AME

USAID/MALI GLEE in collaboration with its seven partner CAPs organized the CGS training from March 11 to April 3, 2019, on their roles and responsibilities, gender, SRGBV and school safety. Training sessions have been organized in each of the seven CAPs engaging CAP Education Advisors (Conseillers CAP) and GLEE trainers. In each session, the training targeted the five active members of the CGS which are the presidents, school principals, the commune’s education officer, the administrative secretary, the treasurer and the CGS SCOFI.

In Kayes ten 4-day training sessions were organized reaching 148 CGS from the CAPs of Kayes Rive Droite, Rive Gauche and Kenieba. These ten training sessions included 743 participants (149 females and 594 males). Eleven sessions in Mopti included 528 participants (119 females and 409 males). Of the 1,271 CGS members trained only 268 were female (21%) which points to the need for the GLEE project to promote women’s participation in the CGS.

At the end of the training session, participants made the following recommendations to the project staff:

• Plan more training for CGS members to cover their roles and responsibilities, financial management and advocacy in greater depth • Advocate to the Municipality to organize CGS elections in communities where the CGS 3-year mandate is over • Sensitize communities and encourage more women to apply for key positions • Support CGSs to revise their 3-year education development plans • Provide schools with first aid kits

42| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Following their training, CGS members continued to engage community members through sensitization on the importance of girls’ education and also monitoring teachers’ and girls’ attendance. Upon receipt of the first payment of the school fees, all CGSs organized general assemblies informing communities about planned activities in their schools for the upcoming school year, equipment repair, planning catch- up courses for girls, among others. The CGSs played an important role in orienting parents on the mentoring guide and establishing the trust needed to implement the mentoring activities.

Facilitate school enrollment campaigns and back-to-school night for girls

Despite efforts of the Malian government and its partners in the field of education, many children, mainly girls, still do have access to education. This stems from the lack of understanding on the part of rural communities of the advantages of an education for their children, particularly girls. To address this barrier, the GLEE project organized sensitization campaigns aligned with the back to school period and enrollment of girls in school across all GLEE communities. Key messages delivered during these campaigns were "Educate a girl, educate a whole family", "An educated girl will be more autonomous and will contribute to the expenses of the household", "Educate a girl, contribute to the reduction of poverty", "Early marriages dangerously compromises the future of the girls", "Islam doesn't forbid modern education".

Following the first campaign conducted during the first quarter of the year, 80 girls who had dropped out in Kayes returned back to school with support from their parents. In Mopti, many schools are closed due to insecurity and interethnic conflict. The back to school campaign targeted communities that were accessible and open to welcoming the project team. Thanks to these campaigns in the Mopti region, five girls who had dropped out of school last year have reenrolled.

The second campaign was ongoing at the time of this report in collaboration of the CGS, community leaders and active women associations across Kayes and Mopti. All children who dropped out more than one year ago, must register in the ASC before transferring to the formal school system. All of those who have re-enrolled in school will be eligible for scholarships and are being encouraged by the GLEE team to join the mentoring activities to support their performance in school.

OBJECTIVE 2: IMPROVE SAFETY OF ADOLESCENT GIRLS IN SCHOOLS AND THEIR COMMUNITIES

SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS ADOPTED IN SCHOOL AND COMMUNITIES Convene stakeholders in regions and CAP for School-Related Gender Based Violence (SRGBV) gap analysis

To initiate the plan for conducting a gap analysis at the regional and CAP level, the GLEE School Safety Specialist travelled to Douentza and Bandiagara CAPs, two of the CAPs within the Mopti region with perceived high levels of SRGBV. Due to the gap in existing data related to incidents of SRGBV, instead of holding workshops with the CAPs, the GLEE team adjusted its strategy by first holding a meeting with the various stakeholders. This allowed the team to assess the state of SRBGV with government partners (e.g. CAPs, police, hospitals, courts) and non-governmental organizations. The outcome of this assessment highlighted the issues related to violence at school, insecurity on the way to school, sexual

43| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV abuse and corporal punishment. Similar meetings were held in Kayes to complement the information collected in Mopti and then the School Safety Specialist proceeded with an analysis of SRGBV situation in both regions.

The SRGBV situational analysis report made it possible to identify the types of GBV that exist in the two regions. In Kayes, they face psychological violence from corporal punishment, use of children in gold mining sites, begging, sexual harassment and rape. In Mopti they have the assault and battery, prostitution, difficulties with obtaining birth certificates for girls, psychological violence, sexual violence, physical violence, threats of violence. It appears that the main perpetrators are parents and teachers. The analysis also identified some active actors in the fight against SRGBV. (Please see page 7 of the situational analysis report titled State of SRGBV in Kayes and Mopti which describes the active participants and their intervention practices and can be found in the annex of this report).

The analysis also identifies some challenges related to the fight against SRGBV which are:

- Breaking the silence about the problem - Getting recognition of SRGBV from communities as an issue - Establishing communication about the problem - Promoting gender and human rights - Raising community awareness on the consequences of SRGBV - Involving religious and traditional leaders in the fight against GBV - Secure political will - Collecting and sharing statistical data on SRGBV incidents - Enacting the criminal code and decree on the GBV specific law that will be applied without complacency - Providing the necessary infrastructure for case management: listening centers, transit center, accommodation and holistic care of victims Support schools to develop a code of conduct to be implemented by both teachers and pupils (girls and boys)

The code of conduct is a document containing the rules and regulations related to all education stakeholders’ interactions and behavior within the school environment to ensure the school setting is a safe place for all. The code of conduct was validated by the CGS members and MoE representatives and adopted by the 272 GLEE schools. It outlines principles (rights and duties) for both female and male students, teachers and facilitators, CGS members and even elected officials to follow. The objectives of this code are to facilitate positive and trusting collaboration among school stakeholders.

Simultaneously, GLEE is working with other partners to validate the code of conduct at the national level so it will be applicable to all Malian schools. GLEE participates in this effort and is represented by the School Safety Specialist in the committee led by Save the Children. GLEE has proposed a concept note for the validation of the code at the national level that has been validated by the committee whose action plan was reviewed based on the concept note.

Oversee the implementation of the code of conduct through close monitoring by the CGS / APE / AME and identify adolescent girls and boys trained to monitor its implementation

44| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV The code of conduct has been adopted by 100% of schools where it has been shared with pupils (girls and boys) and reviewed with teachers. Supporting schools to adopt the code has been a long process which started with the CGS, AE/CAP, and mentor training sessions. The code, outlining principles, rights and duties for female and male students, teachers and facilitators, CGS members and elected officials was introduced to the CGS, AE/CAPs and mentors during training. GLEE thoroughly explained the code, seeking teachers’ buy-in and support to hold themselves and their peers accountable. Following their training, CGS and mentors sensitized teachers on the importance of having a code in place. A copy of the code is displayed in schools and a second copy is kept by the CGS allowing them to monitor implementation.

Implementation of the code began after the teachers’ strikes ended in April 2019. The code is being implemented by all schools under close monitoring of YAs and Mentors while CGS/APE/AME are engaged to support orientation and sensitization of children and their parents on it.

Adapt training materials on SRGBV

The School Safety Specialist and the Gender Integration Advisor drafted a training manual on SRGBV which was reviewed by other members of the GLEE team in country. The module has been reviewed by Winrock Home Office and shared with USAID as annex to the second quarterly report. The module has been used to train AE/CAPs, CGS/APE/AME and teachers to allow them to integrate the issue of SRGBV into their school’s education development plans and daily teaching so they can respond appropriately to any issues that may arise.

Develop a whistle blower module on gender, child protection, including corporal punishment, GBV including sexual harassment to be used during training sessions with teachers and CGS/APE/AME

Under the leadership of the GLEE School Safety Specialist, the team has developed a whistle blower module on gender, child protection, including corporal punishment, SRGBV including sexual harassment, which was used during the training of teachers and CGS/APE/AME and served as reference and foundation for all activities implemented as part of the GLEE project interventions. This module addresses the nuances between gender-based violence and violence more broadly, the places where SRGBV usually take place, the types of violence and responses to violence. It also addresses issues of child rights and the referral system for victims of SRGBV.

Train key stakeholders in leadership, gender and GBV training. These training sessions will work on the local vulnerabilities of girls and boys, identified through a pre-training needs analysis

Based on the two modules (Leadership and Gender, and SRGBV) developed by the School Safety Specialist and the Gender Integration Advisor key stakeholders were trained on gender and school related gender-based violence as follows:

45| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Participants Female Male Total CAP and AE 6 28 34 MEN bodies 1 2 3 Teachers 98 306 404 CGS 94 257 351 APE 1 4 5 AME 3 0 3 Youth Ambassadors 17 19 36 Mentors 82 22 104 Peer Educators 38 36 74 GLEE and other NGO staff 16 46 62 Total 356 720 1,076

During the training, participants learned about gender and its related concepts, defined School Related Gender Based Violence and criteria to identify SRGBV in their communities. The training also focused on the GBV referral system, school safety and child protection measures that CGS have committed to promote in their communities.

Secure signature of whistle blower policy engagement by CGS/APE/AME and teachers

To promote school safety, GLEE developed an engagement statement which was submitted to the CGS for review. During their training, CGS members discussed the engagement statement which outlines the important role CGS members play in promoting child protection and the school safety. After the discussion and validation, each CGS member signed the engagement statement committing that they will uphold the values in their role as CGS members. Additionally, they agreed to share the engagement statement with the commune and promote these principles in their communities.

By signing the engagement in favor of child protection, all 272 CGSs committed to revise or develop their school development plans including their school emergency plans. A component of the plans outlines the referral process for GBV abuse cases and how children attending school will be protected from harm on their way to and at school.

Distribute incident boxes

In December 2018, GLEE partner, GAAS, proposed a design for the incident boxes. All partners then reviewed and made suggestions to the design to finalize the model which was constructed and distributed across the two regions of the project. All 272 GLEE schools received a locally made incident box in order to allow The incident box at the Narena, Kenieba

46| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV students and teachers to anonymously report cases of abuse. The incident box serves not only as a reporting mechanism, but also for suggestions to improve SRGBV prevention and management.

The incident box helps inform decision making, and drives change for school authorities, CGS, community members and parents. Management of the box and the information that will be reported are the responsibility of the CGS who collaborates with stakeholders of the school environment including the principal, teachers, AMEs, peer educators, mentors, and the commune education officers.

To facilitate the implementation of this reporting system, a descriptive note was shared, discussed and validated with the CGS and AE/CAP representatives during their training on SRGBV. Additionally, to complement the written guidance, a demonstration session was made by CPHDA and GAAS during the training. After the validation step, each CGS member was assigned to the task to promote the use of the incident box in their community and share the information they received about SRGBV reporting process which they committed to. To ensure proper use of the incident box, CGS and other participants discuss the best place to put it thus ensuring children will have easy access and where no adult can intimidate.

To date CGS has opened fifteen incident boxes all of which are in Mopti region. Out of the fifteen boxes, ten were empty. Six cases came out of the five boxes. Two cases were illegible so there were four cases which were processed by the CGS, school principals, YAs and Mentors.

• The first incident report came from “ecole mamadou tolo C” and from a girl who was complaining about her grandmother who would not allow her to go after class to study mathematics with her peers, a subject in which she is struggling. As she had identified herself in her complaint, the CGS, the Mentors and the YAs went to speak to the grandmother who has now hired a teacher to provide remedial courses. • The second complaint came from several children at the “ecole mamadou tolo C” who reported teachers arriving late to school thus impeding on the actual learning time. The CGS seriously dealt with this issue and arranged a meeting with the CAP and the 3 school principals who committed to better monitor teachers’ attendance. • The third complaint from Djimboye primary school in Bankass reported that a teacher was still using corporal punishment. In this case, the CGS reminded all teachers and the principals about their commitment to respect the code of conduct and promised to increase monitoring of the teachers at the school. • As for the fourth case, several students, mainly girls, reported severe insults from a group of boys at the Joseph Yaro primary school in Bandiagara. The CGS transferred the case to the Mentors and YAs who first sensitized the group of boys on the code of conduct and went to speak to their parents to make sure they will not repeat the behavior.

In these four cases, the CGS and school principals were happy to learn about the incidents and bring a solution. Obviously, some teachers were embarrassed and stated that they will behave better particularly knowing that children can report them. In Kayes, assessment of the incident boxes is ongoing but up until now, CGS have not reported any cases to the project team. Monitoring of the incident boxes will continue next quarter and will be reported on every quarter.

47| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Distribute hotline posters

After discussing with government stakeholders and other partners, GLEE realized that no local toll-free hotline numbers nor any community listening centers (created in some communities by MPFEF with the assistance of UNICEF) exist in either of GLEE’s regions for victims of abuse. GLEE worked to register local police phone numbers and police stations and include them on a USAID validated poster. The poster was printed and distributed for display in every village and in every school. This allows SRGBV victims or anyone feeling unsafe to make use of the emergency and protection services. GLEE, through its participation in the Child Protection Cluster, has been working with the police and gendarmerie to welcome victims, be diligent, and remain discreet in the treatment of all Handover of the Hotline Poster to the Police SRBGV related calls. commissioner at Kenieba

Conduct SRGBV training for staff of CAPs and AEs

The GLEE team organized a training on SRGBV in Bandiagara (for the Mopti Region) on February 20 and 21, 2019 and in Kayes (for the Kayes Region) on March 6 and 7, 2019 for 36 CAP and AE representatives of which 14 were female. At the end of the training to the participants were able to:

• Define gender and its associated concepts, • Define SRGBV and identify cases in their localities, • Promote and reinforce empathy for SRBGV victims within schools, • Understand how to deal with cases of SRGBV, • Understand security and safety risks and their impact in the school environment, and • Understand their role related to security and safety management.

To assess the participants’ knowledge a pre-test was administered to 26 of the 36 participants. Only 6 of the 26 respondents (23%) scored 50% or higher on the pre-test related to their understanding of SRGBV issues. On the post-test 72% of the respondents scored 50% or higher demonstrating an adequate level of understanding of SRGBV issues. This represented a significant (49%) increase in the percentage of participants who had adequate understanding of SRGBV issues from pre to post test.

Gather existing school emergency and disaster plans Prior to developing a draft emergency plan for CGS members’ review, GLEE conducted an assessment to determine if the CGS had existing school emergency plans, however, the assessment revealed that no plans existed at the community and school level to assist school communities operating in a fragile context.

Support schools to develop and implement emergency plans

During this reporting period, the GLEE technical team developed a school emergency template which was shared with CGSs and discussed the template during their training. Given the differences in the security concerns between Mopti and Kayes each CGS adapted the emergency plans to manage the risk

48| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV in each of the regions. For example, in Mopti, participants focused on terrorist attacks and war remnant explosives while in Kayes, CGS members focused on malaria and cholera outbreaks, gold mining and the drownings during the rainy season as risks which need to be considered in their emergency plans. To date, all CGS have adapted their emergency plans which were presented to the communes and CAPs for their support in the implementation and monitoring of the plans.

SUB-RESULT 2.2: EFFECTIVE REPORTING AND REFERRAL MECHANISMS FOR SRGBV ESTABLISHED Establish a referral system that respects the best interests of the child victim and the safety of those who report abuse, including sexual violence and strengthen the ability of young people, particularly girls, to understand the reporting system so that it is accessible to them

GLEE utilized the traditional SRBGV referral system which is led by Ministry of Health and health centers to orient CGS members, AE and CAP representatives and school principals. Coupled with that orientation, they were informed about the alternate way which forbids the management of cases of sexual abuse at local level without involving relevant authorities including the police, social services and health centers. CGS members, AE and CAP representatives and school principals were all excited to learn about these new procedures they committed to promote in their communities. The SRGBV referral system is supported by the incident boxes and the hotline posters in the communities.

THE GLEE SRGBV REFERRAL SYSTEM:

Families and communities are primarily responsible for protection of children. That is why the GLEE referral system relies on families and communities first. For Mali GLEE, all community stakeholders are represented within the CGS (School Management Committee).

Families and communities are better qualified to identify and manage cases of abuse, especially instances committed against girls who are frequent victims during their travel to and from home to school. Strategies adopted by the community to address these cases will, as a result, be better integrated and have a greater impact on the population.

With this in mind, GLEE adopted the following system for GBV case management which has been approved by GLEE partner CGSs:

49| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV

Victim/ Survivor:

She/he is victim or a potential victim of an abuse and confidentially reports to a trusted adult or through incident boxes

Parents Social Assistants Other adults Incident box managed by Teachers/Facilitators/ the CGS Peers/ Mentors

Social Assistants CGS

Support Services:

Heath Centers – Judiciary system (Judiciary management) – psychosocial Assistance - Socio- economical rehabilitation

50| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Ensure psychosocial support services are accessible to GBV victims (students and teachers) and adapted to their needs

Issues concerning SRGBV have been included in the manual educating adolescents and youth on health and reproduction developed under objective three. GLEE has provided tools to support teachers’ and health agents’ capacity to address SRGBV. Tools include: the code of conduct, providing guidelines for all stakeholders linked to schools; the GBV referral system, providing directions on how to proceed in cases of abuse; the CGS engagement document, providing their commitment to support the school; and incident boxes and hotline posters, permitting victims and other community members to report cases of abuse.

Preliminary assessment results on the awareness of available psychosocial services indicate most teachers and health agents trained by GLEE subsequently organized dissemination sessions within their communities. Initially, community members were familiar with clinical services at health centers but not aware that psychosocial services were also available. Through sessions led by teachers and health agents, communities now understand the types of psychosocial services offered. Some community health centers now want to go even further in their activities. As one example, the president of Koniakari health center intends to initiate dialogue between teachers and students to better inform youth. However, some health centers are a great distance from schools, with students and community members reluctant to walk long distances. In these cases, individuals prefer to consult community health agents due to their availability in communities. Unfortunately, community health agents are not trained by GLEE to address SRGBV issues. GLEE envisions bringing trained health agents to mentor community health agents and encouraging them to refer students and community members to trained staff at health centers.

To insure psychosocial services are available for GBV victims, GLEE works on capacity building of health centers and puts them in touch with schools. This work is supported by awareness and counseling sessions for children and their parents by the trained YAs, PEs, mentors and teachers. The project team also conducts surveys through monitoring and supervision activities. An interview guide is developed and submitted to stakeholders to understand the successes and challenges of this mechanism. The results of the surveys through the submitted guides and interviews that measure the perception of users and health professionals.

SUB-RESULT 2.3: PERCEPTIONS OF SAFETY IN COMMUNITIES AND SCHOOLS IMPROVED Develop Social Behavior Change Communication messages to prevent violence in the community with girls and boys, especially at school and on the way to school with the involvement and commitment of boys / men

The process to develop SBCC messages against GBV began in June. Messages are not yet finalized, but meetings with various stakeholders allowed GLEE to identify needed support, and effective communication methods including local radio stations, mass sensitization campaigns, illustrated flipbooks, and posters that are already in use by other implementers. Once GLEE messages are ready, YAs, peer educators, mentors, CGSs, and teachers will address prevailing forms of violence, including corporal punishment, early marriage, harassment (particularly sexual harassment), sexual abuse, rape, and negligence.

51| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV SBCC messages are effective means of fighting against violence and encouraging healthier behaviors. To better shape messages, next steps include: • What to communicate • Most effective messages based on location and season • Overcoming taboos • Frequency of messages To avoid duplication and build on existing work, GLEE will integrate messages from validated materials currently in use by the Ministry of Education, Intrahealth, and EDC. These messages will be tested prior to their use.

OBJECTIVE 3: INCREASE KNOWLEDGE AND ADOPTION OF POSITIVE HEALTH BEHAVIORS AMONG ADOLESCENT GIRLS

SUB-RESULT 3.1: POSITIVE HEALTH BEHAVIORS ADOPTED BY ADOLESCENT GIRLS Introduce/orient schools and community leaders to the “Adolescent Education on Health and Reproduction”

The “Adolescent Education on Health and Reproduction” module was developed by GLEE and validated by Ministries of Education and Health stakeholders, and civil society representatives.

The curriculum validation process included:

• A review of different training documents available in Mali and West Africa; • Creation of a first draft by a group composed of GLEE and MEN representatives; • Analysis and identification of themes present and missing based on UNESCO guidelines on Comprehensive Sexuality Education (CSE); • The analysis of GLEE project’s anticipated results and the prioritization of adolescent and youth reproductive health (SRAJ) and WASH topics; • Development of an adaptation plan considering all GLEE’s training needs.

Based on this adaptation plan, a comprehensive life skills manual was developed to enable the trained students to acquire the skills and abilities necessary for positive health behavior.

GLEE organized a workshop to review, share, and validate the life skills curriculum manual with the goal to involve government partners in ownership and sustainability of project activities. This workshop was held November 12 and 13, 2018 in Bamako. The ceremony was opened by Mr. Moussa Macalou, the Representative of the National Director of Pedagogy within the Ministries of National Education (MEN). Twenty participants from technical departments within the MEN, Health and Public Hygiene (MSHP), Ministry for the Advancement of Women, Children, and the Family (MPFEF) and the Youth, Employment, and Citizen Building (MJECC) and GLEE's technical partners.

Training of teachers and health workers on the life skills curriculum:

In partnership with the DNP, all project CAPs received training on the life skills curriculum. Of the 272 project schools, the comprehensive life skills curriculum was introduced to 271 schools.

52| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV TOTAL PARTICIPANTS BY PROFESSION SINCE OCTOBER 2018

OCT-DEC JAN-MAR APR-JUN PERCENT JUL-SEP 2019 TOTAL 2018 2019 2019 79% TEACHERS 85 103 44 39 271

CAP 4% ADVISOR/CSREF 4 6 3 0 13 FOCAL POINTS HEALTH 16% 9 24 13 10 56 WORKERS NGO 1% 4 1 0 0 5 EMPLOYEES 100% TOTAL 102 134 60 49 345

Train school officials and community leaders on the comprehensive life skills curriculum

In FY2019, 307 community leaders were trained on comprehensive life skills, WASH, and reproductive health for adolescent and youth. These one-day orientation sessions for members of the CGS and ASACOs for each CAP, organized by GLEE and the DNP, included members from the CGSs, ASACOs and CAPs.

These sessions covered the following topics: • Overview of the GLEE project • Necessity of teaching students about reproductive health • Presentation of the youth and adolescent reproductive health education manual • Overview of the MOUs

During these discussions, the following clarifying questions were asked and answered: • The CSG’s role in implementing communication activities • The importance of comprehensive life skills to children’s success • The project’s contribution regarding the MOUs (such as equipment donations for health centers and supplies for peer educators and youth ambassadors)

At the end of these sessions, participants expressed their continued commitment to work with the project to achieve its objectives.

TOTAL PARTICIPANTS AND PROFILE SINCE OCTOBER 2018 OCT-DEC JAN-MAR APR-JUN JUL-SEP 2019 PERCENT TOTAL 2018 2019 2019 84% 84 92 42 39 257 CGS 12% 7 16 8 7 38 ASACO 4% 5 3 2 2 12 MAYOR 100% 96 111 52 48 307 TOTAL

53| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Train Youth Ambassadors and Peer Educators in leadership, peer communication, and comprehensive life skills

Validation of peer educator materials and communication materials

Following the field testing of training and support materials, GLEE organized a workshop to validate the materials. The workshop brought together more than 40 participants from technical departments within the MEN, Health and Public Hygiene (MSHP), Ministry for the Advancement of Women, Children, and the Family (MPFEF) and the Youth, Employment, and Citizen Building (MJECC) and GLEE's technical partners. At the conclusion of the workshop, the guide, module, and support communication materials on the Culture of Good Health and Hygiene Practices for Peer Educators were validated. The workshop included an overview of the GLEE project and its objectives and subobjectives with emphasis on the role of peer educators. The team presented the “Culture of Good Health and Hygiene Practices for Peer Educators” guide and module as well as the illustrated flip chart. Working groups provided feedback on different themes followed by comments shared in a large group. These comments were integrated into the support materials and all material was validated.

Train Peer Educators in leadership, peer communication, and comprehensive life skills

In order to increase adolescent’s knowledge and leadership in health, GLEE has developed a "Peer Educator" program tailored to elementary, middle, and high school students. The Peer Educators role is to inform youth aged 10-18 about key adolescent health concerns including puberty, GBV, reproductive health, family planning, menstrual hygiene, addiction, and WASH. Peer Educators will also refer youth to health centers so that they can receive adequate and early youth-friendly care. After the finalization of the Peer Educator documents and support materials, GLEE organized the first Peer Educator training to test the communication materials and other materials for peer educators. GLEE led one training for peer educator trainers as well as two trainings for peer educators from schools in Bankass and Sangha CAPs. These trainings were organized in partnership with the CSRefs in Bandiagara and Bankass and the Sangha and Bankass CAPs.

Peer Educator Training of Trainers: The training was held in Bankass on September 2, 2019. There were 11 participants from the Bankass CAP and Sangha CAP including 2 women representing the CAPs and CSRef. The trainer pool consisted of two CSRef school health focal points, three CAP advisors, two CSCom health workers and four teachers.

PE Training of trainers in Bankass

54| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV DISTRIBUTION OF PEER EDUCATOR TRAINERS BY OCCUPATION AND CAP

TOTAL NUMBER PARTICIPANTS BANKASS CAP SANGHA CAP

CSREF SCHOOL FOCAL POINTS 1 1 2 CAP ADVISORS 2 1 3 HEALTH WORKERS 1 1 2 TEACHERS 2 2 4 TOTAL 6 5 11

There were 6 participants from the Bankass CAP: 1 CSRef school health focal point (a physician), 1 CSCom health worker (an Obstetrical Nurse), 2 CAP advisors, and 2 teachers. Sangha CAP participants were comprised of 1 CSRef school health focal point (a physician), 1 CSCom health worker (a physician from Dourou CSCOM), 1 CAP Adviser, and 2 teachers. The opening and closing ceremonies were led by the Bankass CAP advisor, who applauded the training module for the peer educator trainers. He emphasized their role in ensuring educational talks and work with students are done well in their respective CAPs. This training session was split into two sections: • Presentation of the peer educator strategic guide and health-themes manual; • Organization of a peer educator training: training objectives, training methodologies, prerequisites and selection criteria for workshop participants, the ideal profile for trainers, and motivational strategies for peer educators. The review of the illustrated flip chart and messages was conducted by presenting a message and discussing it. Each participant led a short session about one of the themes as follows:

• Family planning • Teenage pregnancies • STI/HIV/AIDS • Personal and menstrual hygiene • Hand washing, • Addiction • Child marriage • Protecting children from explosives and land mines • Violence in schools and gender-based violence

After the illustrated flip chart presentations, the data collection tools were explained, including the monthly planning sheet and the data collection sheet. The data collection sheet should be copied by each PE before sessions to collect the necessary information. The discussion focused on: • Average age of participants • Translating the different topics in local language for youth • How youth should properly fill out the data collection tools

55| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Following this session, the participants were then divided into two working groups by CAP (Bankass and Sangha) to practice what they learned by helping prepare for the peer educator training in Bankass and Dourou. These trainers distributed tasks and simulated alternative situations if the facilitator was unable to attend a peer educator animation. At the end, each group prepared a training plan for the peer educators in their respective CAP.

Conducting training sessions for peer educators Two trainings were held: one in Bankass CAP (September 3-4) and one in Sangha CAP (September 5-6). 54 Peer Educators participated, 35 in Bankass and 19 in Sangha. They represented 29 elementary schools and 4 middle and high schools. The goal of these trainings was to strengthen the knowledge and competencies of good health and hygiene practices so that the Peer Educators could lead sessions in their communities and help their peers adopt healthy behaviors.

The opening and closing ceremonies were presided over by the CAP Pedagogy Advisor/GLEE CAP Focal Point and the GLEE WASH Officer. In their opening remarks, they commended the Peer Educators for their choice and opportunity to acquire health knowledge and communication skills. He asked the coaches to mentor the Peer Educators and support them. He also thanked the USAID Mali/GLEE Project for their ongoing and sustained efforts to support the Peer Educators.

The following themes were covered during the training:

• Leadership • How to be a strong Peer Educator • Reproductive organs • Stages of puberty • Family planning for youth • Unwanted pregnancy • HIV/AIDS • Personal Hygiene/Hand Washing • Menstrual Hygiene • Addiction • Child Marriage • Protecting children from explosives and land mines • Violence in schools and gender-based violence

The second day of the training was devoted to practicing what they learned the day before. The topics below were discussed using illustrated flipbooks. The Peer Educators interpreted the flipbook illustrations and facilitators supplemented with additional examples.

• Family planning • Unwanted pregnancies • HIV/AIDS • Personal hygiene/Hand washing, • Menstrual hygiene • Addiction • Child marriage • Protecting children from explosives and land mines

56| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Violence in schools and gender-based violence

To do this, the participants were divided into groups of six people and selected their topic (six groups in Bankass and three groups in Sangha). Each group was supported by one facilitator who helped them prepare their presentation. After the presentations, the mentors evaluated the Peer Educators’ sessions and provided feedback to improve their speaking skills. The main feedback was aimed at improving Peer Educators’ shyness, which disappeared as they continued to practice. Throughout the sessions, questions were asked about all the themes and trainers provided strong responses that improved the Peer Educators’ understanding of the issues.

Working Group in Sangha (PE Training) and Working Group in Bankass (PE Training) Of the 54 Peer Educators trained, 26 (48%) were girls. 51% of participants in Bankass and 42% in Sangha were girls. There were 6 trainers in Bankass, including 1 CSRef school health focal point, 1 CSCom Obstetrical Nurse, 2 CAP advisors, and 2 teachers. There were 4 trainers in Sangha: 1 physician CSRef school health focal point, 1 CAP advisor, and 2 teachers. An increase in knowledge and understanding after the training occurred from 67% on the pre-test to 91% on the post-test. This is due to the methodology used in the sessions, which emphasized group work and role playing.

Testimonials

Fanta Tessougué, 16 years old, Joseph Yaro B second cycle, Bankass

I learned a lot about family planning at this training that I didn't previously know. Many girls have unwanted pregnancies due to lack of knowledge of family planning, but that won’t happen to me now because of what I have learned. I'm going to educate my fellow peers about the importance of abstaining from sex and refer them to health centers to get more information about family planning. I also learned that addiction is very dangerous destroys many young people. Personal and menstrual hygiene were interesting to me, because having good hygiene ensures we are in good health. Especially for us girls, if we don’t have good hygiene during our periods, we can get an infection or disease. Also, some girls get infections because they do not wash their handmade

57| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV menstrual pads properly during menstruation, or they reuse them when they aren’t meant to be. Reusable menstrual pads provide a lot of relief in this sense, because they are simple, easy to clean and can be accessible with GLEE’s help. Also, they can be used without people knowing that you are menstruating, unlike when using the homemade fabric pads that we use now.

Hawa Zerbo, 15 years old, 3rd year Joseph Yaro B,1st Cycle, Bankass

Through this training, I learned a lot about menstrual hygiene management and family planning. In fact, many of my friends have had unwanted pregnancies or have infections, but I didn't know that all of this was related to not using family planning or not having good hygiene during menstruation. This training has improved my knowledge about these topics. Now, as a Peer Educator, I will raise awareness among my peers about good menstrual hygiene management, family planning, and personal hygiene. I thank the USAID Mali/GLEE Project.

Fatoumata Dicko,11 years old, Sogudurkum school

I already knew that drug and alcohol addiction were bad for health, but with this training I have learned the real consequences on the life of the addicted people and on their environments. Many women got beaten at home by their husband because the latter is drug or alcohol addicted.

Today, I know that the Gender Based Violence deserves a punishment and I know where to go or who to talk to in case of GBV witness.

From now on, I will educate my peers to avoid drugs, or alcohol. I thank the USAID Mali GLEE Project for providing such training

58| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Aboubacar Doumbia, 15 years old, Joseph Yaro

The session on drug addiction, explosive arms helped me a lot. Because I am very curious, and I know that on my way home from school I would be tempted to pick up or touch anything I have never seen before. And in this way, I might one day touch an explosive device without knowing the consequence. In the Bankass area, this can be deadly. Upon returning from this training, I will begin to sensitize my friends and invite them to not touch abandoned objects on the road or anywhere. I thank the USAID Mali GLEE Project from the children of Bankass.

Development of training guide and support materials for Peer Educators GLEE, in partnership with the National Center for Health Information and Communication (CNIECS), organized a workshop to develop support materials for Peer Educators. The workshop took place from May 20-23, 2019 in Bamako. A dozen participants from the technical structures of the Ministry of Health and Public Hygiene and GLEE participated. Participants reviewed and revised the training guide and training modules on Culture of Good Health and Hygiene Practices for Peer Educators. In addition, they developed new messages based on the project’s needs and drafted an illustrated flipbook. These messages and illustrated flipbooks cover all the themes of the Peer Educator trainings.

Testing tools in the field: In partnership with the National Center for Health Information and Communication, a trip to the Kati and Ouelessebougou health districts was organized to test the messages and support material developed on hygiene and GBV for teenagers in schools. Data was collected on youths’ opinions (32 females and 32 males) on the messaging and support materials related to reproductive health including hygiene and GBV in order to make them more inclusive and understandable. This collection was participatory in nature and data was collected in the two health districts. Here, the pre-test for images was done with students in first and second cycles, teachers, and peer educators in the absence of community relais.

The participants looked at images for a few minutes before responding to questions. • 100% said the illustrated flip chart was informative and helped better understand adolescent and youth health, their behavior, and what to do and not to do. • 100% found that the health information cards are useful and appropriate for youth and even the population as a whole • 98% said the images are easy to understand and the content provides a lot of teachings on adolescent and youth health

At the community level, eight focus groups on the images and text were held in each health district. In total, 32 girls and 32 boys participated in the focus groups.

59| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • The image quality was appreciated by all participants • 98% surveyed said the images were understandable and did not show anything shocking • 100% said the images were appropriately tailored for youth and adolescents • The different images could be addressed to youth, adolescents, parents, families, mothers, fathers and women • Those surveyed said they found the quality of the text good and noted that it did not include any words that were difficult to understand • All stated there were no shocking, distasteful, or embarrassing words in the text

Youth Ambassador training in leadership, peer education, and comprehensive life skills

One of the project’s main goals is to improve youth’s health knowledge and leadership. GLEE developed a Youth Ambassador program adapted for intervention schools. Like Peer Educators, trained Youth Ambassadors will facilitate the dissemination of age-appropriate health information (hygiene, reproductive health, nutrition, comprehensive sex education and healthy decision-making). They will work with trained mentors (either health workers or teachers) to support young girls access better education. In addition to facilitating the dissemination of information to their peers, Youth Ambassadors will develop workplans and budgets for activities at schools and will propose activities to local organizations such as local mining companies and community development organizations to raise funds and report their results.

Youth Ambassador trainings were held May 24-26 in Bandiagara and Kayes health districts. The two sessions had a total of 71 participants: 38 in Kayes and 33 in Mopti. 48 of these participants were youth ambassadors (52% female) and 20 were mentors- either teachers or health workers. In addition to accompanying youth to trainings and ensuring their security, mentors will serve as close advisors and supporters to Youth Ambassadors as they implement their community activities. The four CAP and AE advisors will participate in various monitoring and coaching activities for Youth Ambassadors. An additional Peer Educator training was held in Bandiagara for 26 students.

TOTAL NUMBER OF YOUTH AMBASSADORS AND PEER EDUCATORS TRAINED BY CAP

Participants Bandiagara CAP Sangha CAP Bankass CAP Kayes Rive Kayes Rive Total Droite Gauche CAP

Male Female Male Female Male Female Male Female Male Female Male Female

PE 13 13 11 8 17 18 0 0 0 0 41 39

YA 8 8 1 1 3 3 8 8 3 5 23 25

Total 21 21 12 9 20 21 8 8 3 5 64 64

Training of the peer educators, YAs and teachers on hygiene at school and menstrual hygiene

60| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV During the year, several training sessions on hygiene at school and menstrual hygiene were conducted in GLEE partners schools. The sessions essentially reached teachers, Peer Educators and YAs. Following their training, these partners implemented sensitization activates targeting students in GLEE partner schools. A total of 399 participants including 271 teachers, 48YAs and 80 PEs were trained.

SUB-RESULT 3.2 ADOLESCENT GIRLS’ KNOWLEDGE OF AND ACCESS TO HEALTH SERVICES SELECTION OF PARTNER HEALTH CENTERS

During this fiscal year, the GLEE team identified 49 health centers to partner with GLEE's intervention schools. Of these health centers, 42 are CSComs and 7 are Secondary Health Centers. Each GLEE intervention school has developed a partnership with the health center in its locality.

IDENTIFICATION OF HEALTH CENTERS FOR GLEE INTERVENTION SCHOOLS Number of CSComs Number of Secondary Kayes AE Number of schools Centers Kayes RD CAP 37 8 Kayes RG CAP 42 5 5 Kéniéba CAP 89 17 2 Bandiagara CAP 43 5 Bankass CAP 21 1 Douentza CAP 20 5 SANGHA CAP 20 1 Total 272 42 7

STATUS OF MOUS FOR LIFE OF PROJECT CAP MOUs signed

MOUs to sign Between schools and health Objective centers Bankass 100% 21 21

Bandiagara 100% 43 43

Sangha 100% 21 21

Douentza 100% 20 20

Kayes RD 100% 42 42

Kayes RG 100% 41 41

Kenieba* 94% 87 82

Total 98% 275 270

61| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV *In Kenieba, 5 MOUs were not signed because the CGS were absent due to heavy rains which made the road impassable. Follow-up is in place and these will be signed next quarter.

IMPROVEMENT OF HEALTH FACILITIES’ RESPONSIVENESS TO GENDER AND ADOLESCENT BARRIERS TO HEALTH SERVICE QUALITY, ACCESS, AND USE

During the reporting period, GLEE trained 10 health workers in gender sensitivity, gender-based violence, and adolescent reproductive health in Kenieba.

These health workers will serve as focal points in their health facilities to support students’ specific needs. They will lead communication activities on adolescent/youth health and reproduction in their adopted schools. They will also organize meetings with health district head physicians and ASACO representatives to explain the project’s partnership with schools and health centers. These meetings contribute to the successful signings of the MOUs

During the youth-friendly site supervisions in Kayes Rive Droit, Rive Gauche, Bankass, Sangha, and Bandiagara, GLEE trained all health center staff on gender and adolescent barriers to health. A total of 96 health workers have been trained to date during supervisions.

Summary of activities during the year (October 2018 to September 2019)

DISTRIBUTION OF HEALTH WORKERS TRAINED PER CAP DURING SUPERVISION VISITS Bankass Bandiagara Sangha Kayes RD Kayes RG Total Participants 8 7 4 40 37 96 Health Workers

DISTRIBUTION OF HEALTH WORKERS TRAINED BY CAP DURING TRAININGS Apr- Sep Total Oct-Dec 2018 Jan-Mar 2019 2019 Kayes Bankass Bandiagara Sangha Douentza Kayes RD Kenieba RG Health 56 1 7 1 5 8 11 23 Workers

During the in-depth training sessions, 56 health workers were trained. A further 96 health workers were trained during supervision visits to health facilities. A total of 152 health workers have participated in a training to date.

Validate a checklist leading to the certification of gender-sensitive and "youth- friendly" facilities

During this quarter, GLEE organized a validation workshop of the Evaluation Checklist leading to the certification of gender-sensitive and youth-friendly facilities. Many actors involved in adolescent education and health care were involved in this validation process. The workshop brought together more than forty participants and was chaired by the Reproductive Health Division.

62| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV

National level: • CNIECS Representatives; • National Directorate of Education Representatives; • Girls' Education Division (SCOFI), DNEF Representatives; • DNS Representatives from the Reproductive Health Division; • DNS Representative from the School Health Division; • National Directorate for the Promotion of Women (DNPF) Representative; • National Directorate for the Promotion of Children and Families (DNPEF) Representative; • National Youth Directorate Representative; • Youth Civil Society ambassadors; • GLEE Representatives.

Regional level: • Kayes CAPs representatives (Rive Gauche, Rive Droit and Kenieba); • Mopti CAPs representatives (Bandiagara and Bankass); • The School Health Focal Points for Kayes and Kenièba CSRéf, • The School Health Focal Points for Bandiagara and Bankass CSRéf; • GAAS Mali representative; • USAID Mali GLEE Project Integrated and WASH Assistants from Kayes and Mopti; • The Reproductive Health and WASH Project Manager and the WASH Manager for the GLEE project

The main purpose was to share the evaluation checklist, integrate participant observations and suggestions, and validate the checklist.

Participants were divided into three working groups. Each group worked on one of the three parts of the Health Center Assessment Checklist.

Group 1: Health Center Observation Tool The following items from the checklist are observed and feedback is provided using this tool: adolescent and youth service provision, staff’s views on progress made on youth-friendly services, barriers and difficulties in providing SRAJ, interaction with clients and compliance with service delivery protocols. Additionally, health center compliance according is assessed through questions according to the following criteria: accessible, acceptable, equitable, appropriate, and effective services.

Group 2: Provider observation tool This tool is used to evaluate the consultation between the client and the provider. The information can be collected by observing a consultation with a client.

Group 3: Client Satisfaction Tool for Youth This tool is used to ask youth about the quality of the services they received, the waiting time, their interactions with staff, the environment, their feelings and perception of quality and overall, their experience at the health center.

When the groups came together, the discussion points focused on the layout of the document and spelling corrections. They also wished to receive the finalized checklist. In conclusion, this validation workshop went well, all the objectives were achieved, and all participants actively participated.

63| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Adapt health centers for youth- friendly health services (gender, youth and adolescent RH/FP training)

During the last quarter, two supervision trips were conducted to assess gender-sensitive and youth- friendly practices at partner health centers. These supervisions were done at the health facilities in Kayes Rive Droite, Kayes Rive Gauche, Bankass, Sangha, and Bandiagara CAPs.

A total of 15 health facilities were visited, including 11 health facilities in the Kayes region (Rive Gauche and Droite) and four in the Mopti region (Bankass, Sangha, and Bandiagara). The goal of these visits was to strengthen the youth-friendliness and gender-sensitivity in health facilities and schools in order to facilitate youth’s adoption of positive health and safety behaviors.

In the Kayes region the team conducted activities at 11 health facilities: 9 CSComs and 2 CSRefs (Medina (Hawa D) and Kroukéto (Sadiola)).

Staff met with the Youth Ambassadors in Lontou and Gabou to check their data collection materials. Staff shared ways to improve their communication activities and data collection were shared. The other Youth Ambassadors were unavailable due to vacations and inability to contact via telephone. Among the Youth Ambassadors, we were pleased to learn of the success in the DEF exam of Kadiatou Koné of Marena Diombougou. She unfortunately was the only one on our list who achieved this.

The health facilities made progress in several areas. First, they are leading health communication activities in schools. In addition, youth can now go to the health facilities for a consultation without an appointment. Youth attendance is highest at health facilities in Sadiola, Koniakary, Ségala, Niamiga, and Khouloun.

Staff spoke with health workers responsible for leading communication activities in schools and youth gatherings to learn about the challenges in implementation. The largest challenge was the period during the teachers' strikes because they could not lead any communication activities at schools. Additionally, at certain times, trained teachers were not on site due to vacation.

The main challenges that are stopping youth from seeking care at health facilities are: social pressure, fear of stigmatization, culture, lack of finances, and lack of information. Unfortunately, the health worker trained from Batama's CSCom was reassigned. Once the replacement has settled, GLEE will conduct an orientation on-site, similar to what was done in Gabou.

The assessment also highlighted the following: • Services are not available during hours that are convenient for youth, especially in the evenings at CSRefs. • Family planning services are free for all clients, including youth in Babala and Sadiola. However, family planning services are almost non-existent at CSRefs (Medina and Kroukéto) due to stockouts of contraceptives, including male condoms. • Health facilities such as Babala, Sadiola, and Koniakary experience no contraceptive method stockouts throughout the year, while Lontou, Segala, Batama, Niamiga, Gabou and Khouloun experience repeated stock-outs of certain contraceptives. • Free consultations for students exist in all health centers except the Gabou CSCom.

No health center has posters, brochures, or other information, education, and communication (IEC) materials that target youth except the Koniakary University CSCom. Additionally, only the Koniakary University CSCom and the Gabou University CSCom have a waiting room and consultation rooms that

64| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV guarantee confidentiality (consultation room with a door that locks and curtains for the windows), unlike other health centers that staff visited. In most health centers, the line is usually located in front of the consultation room, which offers no confidentiality. In other cases, the windows may have a thin curtain, but the door remains open during the client’s physical examination. This is the case in Lontou, Medina, Kroukéto, Sadiola and Ségala. Only Koniakary University CSCom has a written privacy policy.

Improvement plan

A plan to improve youth-friendly services has been developed by the ASACO and health workers, with support from the supervision team for all health centers visited. This improvement plan includes an orientation for CSCom health workers on communication activities and confidentiality, implementing reduced-cost consultations at Gabou CSCom, improving the availability of contraceptive methods at the Medina and Kroukéto CSRefs, and increasing age-appropriate communication activities conducted at schools.

In the Mopti region, a total of four health facilities were assessed. Positive notes from supervision visits:

• Services for youth were available at convenient times; • MOUs were signed with the four CSComs and schools; • Improved client reception in 3 CSComs: good health worker-client interaction observed during consultations and in role-playing activities; • Lack of prejudice; • Promotion of health services in partner schools by the health worker trained by GLEE (holding educational talks); • Availability of leaflets and booklets on family planning for youth at Central Bandiagara CSCom; • Availability of all family planning methods for youth at the four CSComs; • Confidentiality (consultation room with a door that locks and curtains for the windows);

Improvement notes from supervision visits: • Low involvement of all CSCom staff in youth consultations (only the GLEE-trained worker); • No youth-only room at the four CSComs; • Lack of IEC materials, visual aids, and fact sheets targeting youth; • Lack of separate men's and women's toilets at the Central Bandiagara, Bankass, and Dourou CSComs; • Lack of confidential mechanism for youth to share feedback about services (like a suggestion box) at the 4 CSComs; • Observed the health workers at the Dandoli CSCom miss key messages during consultation (no advice on sexuality, HIV/AIDS, sexual violence, drug use, or romantic relationships); • No wooden phallus to demonstrate double protection at Bankass, Dandoli, Dourou CSComs.

However, the difficulties encountered with the two obstetrical nurses at the Dourou and Dandoli CSComs were due to the fact that they did not participate in the session the culture of good health and hygiene practices.

Improvement plan: Following these supervisions, an improvement plan was developed in each CSCom. During a recent workshop, the latest version of the data collection tools was provided to the DTC (data collection sheet, monthly programming sheet, and referral collection sheet). The new schedules will be made in

65| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV collaboration with YA, PEs and teachers at the beginning of the school year. Additionally, they will increase the number of age-appropriate communication activities conducted at schools by health workers, teachers, and youth ambassadors.

School Security and GBV With the involvement of the school safety specialist, GLEE conducted a number of school safety and gender-based violence activities with students. The purpose of this activity was to monitor the implementation of the Code of Conduct, assess the CGS’s commitment to protect children, the emergency plan, and the incident box (used to offer feedback and detail negative experiences at school) at schools.

At schools, feedback focused on violence towards girls in which their parents (mothers, fathers) are often the offenders. Frequent GBV cases are female genital mutilation, girls' forced exit from school in order to acquire their trusseau by working as a servant or maid, high workload at home, and early marriage. Consequences of these cases were dropping out of school and absenteeism.

The code of conduct was displayed in the offices of schools visited, however those displayed in the schoolyard had been torn down. Schools claimed to have emergency plans but were unable to show them to staff during the supervision visits. There were no hotline posters presented on the walls at schools. There were incident boxes present in all the schools visited. Four letters were left in the Otogena 1st cycle school according to the school director.

At health centers, violence was focused on physical violence (assault and battery) and economic violence (women who must pay for prescriptions for herself and children). There were two domestic violence cases between spouses this quarter at Bankass Central CSCom.

For the next quarter, a response plan will be developed with the Winrock school safety specialist to address these issues.

SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED Assess Schools’ Baseline Adherence to MEN School Hygiene Policy

The baseline evaluation led by EdIntersect assessed schools’ adherence to MEN school hygiene policy. IntraHealth reviewed and provided input to the indicators and survey questionnaires developed by the firm. The table below provides provisional results.

WASH IN SCHOOLS: PROVISIONAL RESULTS Indicator Kayes Mopti Overall Number (and percentage) of schools with latrines which meet basic 12.7% 45.5% 24.9% requirements for management of menstrual hygiene needs % of schools with functional, sufficient, and separate latrines for girls and boys 10.8% 10.1% 10.6% % of schools with latrines adapted for people with disabilities 28.9% 63.6% 41.9% % of schools that provide hygiene lessons for all students 47.6% 81.8% 60.4% % of schools that provide orientation sessions on menstrual hygiene 10.2% 28.3% 17.0% % of schools that have handwashing facilities 50.6% 52.5% 51.3%

66| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV

Identify WASH partners to leverage support for WASH infrastructure improvements such as water points and water committee management training at GLEE supported schools

The team participated in two partner meetings in Bamako.

USAID/Mali implementation partners meeting, Office of Health: This meeting for FY2020 was held to plan the implementation of high-impact health services as part of an ongoing implementation learning process. During the day, all the objectives, indicators and targets for FY2020 were shared and discussed.

Preparatory meeting of the Regular General Assembly of the National Platform for the Promotion of Menstrual Hygiene Management (PNP-GHM): In order to ensure better continuity and accountability, the menstrual hygiene management (MHM) platform that GLEE is a member of, has organized a preparatory meeting for its annual general meeting. The platform made some recommendations: • Organize capacity-building workshops for RECOTRADE and journalists (RJEPA and other news organizations); • Strengthen platform members’ capabilities on MHM communication approaches; • Begin planning for the World MHM Day in January, including ToRs and initial budget.

Map WASH activities of organizations implementing WASH activities in GLEE communes

GLEE, DNP, and MEN teams held meetings October 2018 through March 2019 with the Mopti and Kayes Regional Health Director (DRS) and their technical team including the regional planner, the hygiene and sanitation officer and the school health focal points. The purpose of these meetings was to introduce the project to the DRS to establish a foundation for close collaboration moving forward. During this meeting several points were discussed including: the presentation of the GLEE project with a focus on Objective 3, planned activities as well as activities already carried out, the planned trainings, the memorandum between ASACO and CGS, and the coordination of the WASH actors. The Kayes region will go through the same process next quarter.

Later on, GLEE conducted missions to meet with the DRS’ decentralized services and the Chef Medical Officers in Bankass, Bandiagara, Kayes and Kenieba health districts social health teams. During these meetings, the Chief Medical Officers reiterated their commitment to have close collaboration with the project, which will facilitate their tasks and responsibilities by making a significant contribution to improving health indicators. Following this meeting, technical work was done at each health district to conduct mapping of WASH stakeholders. A total of twenty WASH partners have been identified in the GLEE project intervention areas (see table below).

67| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Table A: WASH partners in Bandiagara and Bankass health districts

N NGO Supervisor Cercles Intervention domain

1 ACTED Bocar BABATY, Douentza, Nutrition- WASH Chef de Bureau Koro- Bandiagara, Bankass Douentza 2 COOPI Fakoro KONE Coordinateur Bankass Nutrition- WASH Nut Mopti

3 IMADEL M. Allaye DIALLO Bandiagara, Bankass WASH

4 UNICEF Ahmed Aida, Chef de Bandiagara, Bankass WASH bureau Unicef Mopti

5 CARE/Projet Sahada TRAORE, Chief of Bankass, Nutritional Agriculture, USAID Nutrition et Party Bandiagara, Nutrition, Hygiène WASH, Women’s empowerment 6 HARANDE Idriss LEKO Bandiagara, Nutrition, WASH Douentza 7 DNH / PAEPMA Madiou TOURE Bandiagara, WASH Coordination du Bankass, programme 8 DNH / PNMRE Nouhoum COULIBALY Chef Douentza Hydraulique de projets 9 PEPA Mme DIALLO Samiatou Bandiagara, WASH DICKO 10 WORLD VISION ANDRE YEBEDIE Bankass WASH

68| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Table B: WASH partners in the health district of Kenieba and Kayes

N Structures Responsible Contacts Lessor Circles Intervention 1 BECEYA Dabo 76237155 Kéniéba 10 Improving the living Assetou CSCOM + conditions for women COULIBALY CSREF and youth in health centers 2 Red Cross Mali, Demba 79055794 Kéniéba ;14 Improving health Red Cross Spain TOURE CSCOM+ services at the health CSRéf center level 3 Helen Keller Moussa 66408232 Kéniéba; 14 Community led total International Doucouré: villages in sanitation the municipality of Kéniéba 4 Right to Play Amos 66673444 Kéniéba Child protection Demele schools. 5 BECEYA DIALLO 66930068 Affaire Kayes 19 Improvement of Mondial CSCOM and sanitation in health e CSREF centers for mothers CANADA and children 6 ACF Amadou 65585147 ACF Kayes 4 areas C-MAMI TRAORE (Koussané, The management of Dramané, infants and mothers at Lany tounka risk and Diamou) 7 SSGI Keita Astan 66637592 USAID Kayes; Community MARIKO Sanitary mobilization, supplies, District capacity building (health areas) 8 UNICEF Dr. DD 73334599 UNICEF Health Infrastructure, district/ equipment, capacity schools building 9 Stop Sahel HCR Health District 10 GRDR Health District

Meet with health center managers to negotiate free or reduced consultation fees: This last quarter, in communes where ASACO and CGSs were trained, discussions were held on youth health visits at CSComs. A total of seven more ASACOs committed to offering free and/or reduced-price health care and will offer such services when students show proof they are enrolled in school. To date, 38 ASACOs in total have committed to offering free and/or reduced-price health care to youth who show proof of school enrollment.

Feasibility study on the manufacturing of menstrual pads which respond to the needs of adolescents in the GLEE project intervention zones:

69| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Upon request from USAID GLEE began designing a market study to assess the feasibility, relevance, and viability of locally producing menstrual pads. The project recruited the services of a consulting office to conduct the feasibility study on the manufacture and marketing of menstrual pads that meet youths’ needs in Kayes and Mopti.

This study will begin in October and results will be available in the next quarter.

Provision/Improvement of WASH Facilities’ Appropriateness and Functionality

Equip 200 schools with hand-washing stations During this period a total of 240 handwashing stations were purchased for schools and to date 205 hand washing stations have been distributed to GLEE schools as follows:

• 150 in Kayes including 39 in Rive Droite, 41 in Rive Gauche and 50 in Kenieba. The remaining 20 handwashing stations are pre-positioned at the GLEE office in Kayes to be given as needed during supervisions • 90 in Mopti including 22 in Bandiagara, 20 in Sangha, 18 in Bankass, and 15 in Douentza. Of the 75 distributed, five schools got two handwashing devices (Mamadou Tolo A, B, C &D in Bandiagara, and Dourou 1st Cycle in Dourou) because of their size. 15 handwashing stations for schools in the Doucoumbo commune have not been distributed due to the insecurity in the area which led to the closure of the schools in that commune.

Renovate school latrines according to gender and handicap-accessibility standards

Situational analysis of latrines in schools

During the last quarter of the year, 33 latrines were assessed in Kayes and Mopti including 16 schools in Kayes (9 elementary schools and 4 middle and high schools) and 17 elementary schools in Mopti. During these assessments, GLEE staff were told that most schools carry out weekly student-led latrine cleanings using soap and bleach. However, students do not wear protective gear appropriate for these cleanings. The evaluation tool, based on UNICEF’s Latrine Evaluation Tool, showed that no school met the standards for menstrual hygiene management or disability accessibility, and all would need to be renovated. Prioritization is based on status of degradation. A total of 46 latrine blocks that have been assessed need to be rehabilitated.

Mopti: 25 latrine blocks to be repaired Bankass CAP: 5 schools visited, 5 latrine blocks to be repaired • 2 schools with two geographically-separated latrine blocks • 1 school of 1 block of mixed-gender latrines • 2 schools (Ogodiré and Sogara) with no latrines. Sangha CAP: 10 schools visited, 18 latrine blocks to be repaired • 8 schools with two blocks of geographically-separated latrine blocks • 2 schools with 2 blocks of mixed-gender latrines Bandiagara CAP: 02 schools visited, 3 blocks of latrines to be repaired • 1 school with 2 blocks of geographically-separated latrine blocks. • No latrines in Wendeguélé 1st cycle.

Renovate 36 school latrines

70| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV During the last quarter of the reporting period, GLEE began the renovation of 36 school latrines. Four companies were recruited to renovate the latrines in Kayes and Sangha CAPs as follows: • Kayes Rive Droite, 9 latrine blocks, • Kayes Rive Gauche 10 latrine blocks • Sangha CAP 17 latrine blocks

To date, all 36 latrine blocks have been renovated and reception ceremonies are in progress. These renovations have made these latrines functional and usable by students, including the disabled cater for the specific needs of girls. At each latrine block for girls a cabin has been added to create an environment conducive for management of girls’ menstrual hygiene. This space called "Corner for Girls for Menstrual Hygiene Management" is composed of: • An installation on the side wall of a water receiver that can be filled from the outside, this tank is connected inside by a pipe equipped with a faucet head. • A reinforced concrete or ceramic sink that can hold wastewater • A hose that can drain the wastewater from the sink to the septic tanks. • A hook attached to the wall to allow the girl to hang a bag • A bin for hygienic cotton

To monitor the renovation activities, two civil engineering firms were contracted. The Engineer's Office for Civil Engineering (BIGEC) was selected for the monitoring and control of 19 blocks of latrine schools in Kayes and the firm of Moussa Keita (EMK) for monitoring of 17 blocks of school latrine in Sangha. These companies have extensive experience in the field and have the human resources available to support the regular monitoring of the construction work. They each have at least one civil engineer with great experience in school latrine renovation and technicians with experience conducting monitoring and follow-up visits.

View of latrines and facilities of the Groupe Scolaire Abdoul Wahab Sarr, Médine, Kayes

Testimonies

M. Brehima Sissoko, president CGS, Medine, Kayes

“A few months ago, the GLEE project came with experts to talk about the restoration and the standardization of our latrines. This evaluation of the latrine was followed by results, because the company came to renovate these latrines. We are amazed and very happy. I am stunned to see a cabin for the disabled and girls who are menstruating. Congratulations to GLEE to have thought of the disabled and girls because the latrines are equipped for them to manage their menstruation. Our thanks again to the USAID/Mali GLEE project.”

71| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Nantenin Diarra, 9th grade, groupe scolaire Abdoul Wahab Sarr

"We girls of the 1st and 2nd cycle of Medine, we say big thanks to the USAID / GLEE project for the restoration and especially the separation of latrines between girls and boys. We reassure you that we will make a good use of these latrines. "

Ampelou Sagara, Director, Korou 1st Cycle

“I am satisfied with the rehabilitation of the latrines at Korou School. Previously the cabins were not ventilated, there was no "Damu" chair for disabled people; the menstrual management aspect was not there as well. Today, the block has become very beautiful, the roofs are raised, the cabins well ventilated, and the management aspects of menstruation and disabled people are taken into account for the great happiness of girls.”

Ibrahima Kassogue, Directeur Dourou 2nd Cycle

“We are delighted with the renovation of our latrine blocks. Girls will now be able to manage their periods of menstruation without having to miss classes since this aspect has been taken into account during the renovation; there is now a sink and a towel dryer.”

ACTIVITIES PLANNED BUT NOT ACHIEVED

OBJECTIVE 1: DECREASED KEY BARRIERS OF ADOLESCENT GIRLS TO ACCESS QUALITY EDUCATION

SUB-RESULT 1.1: LEARNING SUPPORT OPPORTUNITIES FOR GIRLS INCREASED Promote enrollment and retention through the payment of school fees at Cycle 1 or 2 schools for girls There have been delays in the transfer of funds to CGSs for school fee payments due to defective mobile chip/sim cards, mobile money accounts deleted inadvertently, and communities with third party operators with limits on funds withdrawals. Most of these issues have been resolved with GLEE’s mobile money partner, Orange, however there are still 6 CGS for whom GLEE is still working with Orange to resolve so they can receive the funds.

Secure approval of selected grantees from USAID and Award selected CGS with in kind grants to reduce barriers to girls’ education With schools closed until April, the in-kind grant process was delayed this past year. Additionally, GLEE found that CGS members needed additional time and support from GLEE partners to understand the in- kind grant process. The 49 selected CGS in-kind grant applications are pending USAID approval prior to proceeding with issuing their awards and procuring their grant items.

72| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV OBJECTIVE 2: IMPROVE SAFETY OF ADOLESCENT GIRLS IN SCHOOLS AND THEIR COMMUNITIES

SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS ADOPTED IN SCHOOL AND COMMUNITIES Select a consultant to design child-friendly images to illustrate the code of conduct There is a process to illustrate the code of conduct in a child friendly manner. To date, the team is looking for qualified consultants. The ones the project had initially identified are currently not available.

OBJECTIVE 3: INCREASE KNOWLEDGE AND ADOPTION OF POSITIVE HEALTH BEHAVIORS AMONG ADOLESCENT GIRLS

SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED Train and equip 60 women to make menstrual pads locally

This activity was not carried out this year because a market study is being conducted to inform the trainings. The trainings will be done when the results are available next quarter.

To achieve its goal of empowering girls to complete the full school curriculum, one of the approaches adopted by the USAID/GLEE project is to support an environment conducive to girls' development in school and communities. MHM affects girls’ attendance in school and is an important health factor that deserves special attention. Accessibility of menstrual pads is essential for young girls’ development. Several studies have shown the impact of their use on reducing school absenteeism and increasing their ability to concentrate in school. Though the training could not be done, GLEE conducted many steps related to the menstrual pad activity during this year. These steps include: • Development of menstrual pad production strategy for women • Identification of potential local women who can participate in the activity • Meeting with textile factories • Provision of 18 six-meter pieces of fabric for free by textile companies as a show of commitment to girls’ health and this project • Initial preparation for the training

CHALLENGES/DIFFICULTIES ENCOUNTERED (TECHNICAL, MANAGERIAL, FINANCIAL) AND PROPOSED SOLUTIONS Security concerns in Mopti In Mopti, security issues have spread from the three communes of Douentza, Bankass and Dangol Bore to other communes, including Doucoumbo, Pignari, Lowol-Guéon, Dourou and Dandoli as well as the outskirts of the city of Bandiagara. The rural commune of Doucombo, with its 20 schools and 17 ASCs, has become the particular target of the armed men involved in the intercommunity conflict. The upsurge of insecurity resulting from the attacks has resulted in the closure of schools and ASCs and even the total or partial displacement of communities. Because of its proximity to Doucoumbo commune, the municipality of Pignari is also experiencing persistent insecurity and three first-cycle schools bordering Doucoumbo are particularly affected. Given the security risks, GLEE submitted a request to USAID to relocate activities from Doucoumbo and Pignari to the communes of Wadouba and Soroly that appear

73| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV to be more secure at the moment. USAID gave their approval to that request, and as a result of that approval, 23 new schools were chosen in these two new communes to replace the ones from Doucombo and Pignary that have become inaccessible with many schools closed due to the insecurity.

Delays with the registration of the chips allocated to the CGS to receive school fee payments The telephone chips allocated to the CGS were purchased by Winrock and registration of the chips is not possible at Orange Money outside the headquarters of Orange in Bamako. As a result, it is not resolve problems / errors with Orange Money transfers outside of Bamako. To register the chips in the name of the CGS, the CGS must send a copy of their identity document to Winrock to complete the registration which slows down the process. Often the copies of the identity documents which are sent are illegible or have expired unbeknownst to the CGS member who is illiterate. Additional issues which have arisen relate to the authorized ceiling amount for the transfers. There are two types of registrations, the normal registration status of which the ceiling amount authorized by Orange is XOF 1,500,000 and the light registration status whose transfer amount cannot exceed XOF 200,000. The GLEE project subscribed to the normal registration status, but some chips have been mistakenly recorded as light registrations. In order to address the issue of centralized registration process GLEE asked that Orange Money remove the restriction and allow chip registration at any regional Orange Money agency so that there is a decentralized process for verification of the validity of the identification documents which avoids excessive back and forth. GLEE is also reviewing with Orange the status of each chip registered in order to make changes for those that were registered with light status rather than ’normal’ status.

Technical issues with Orange Money Approximately ten schools could not be registered with Orange Money because of failure within Orange's cash-in application which serves to make the transfer of funds to Orange Money account numbers. This application failed to recognize the registered numbers of these schools. In addition, the Orange Money accounts of nine schools were removed by Orange before the CGS of those schools could withdraw the funds which were transferred into their accounts. According to Orange, registered customers must activate their Orange Money account within one month after registration. GLEE had to re-register the chips for these nine CGS so that Orange could return/reimburse the amounts which were transferred to the CGS accounts.

Weak capacity of School Management Committees to develop relevant school action plans Each CGS was asked to develop a plan for the use of the school fee payments allocated to them, taking into account the list of eligible activities, however, many of the action plans received contained activities that did not contribute to the achievement of any of the objectives of the USAID/Mali GLEE project. GLEE retained only those plans with eligible activities and asked the CGS for a revised plan. To support the CGS with the revisions to their action plans GLEE worked closely with the CGS to develop their action plans according to the list of eligible activities and the budget allocated to them based on the number of adolescent girls enrolled in their school. The staff of GLEE partners, GAAS Mali and CPHDA, and the GLEE Regional Officers complete the first review of the school action plans before sending them to the Procurement and Grant Manager at the GLEE office in Bamako. This process allows for multiple reviews to ensure actions plans are aligned with GLEE objectives and payment of school fees can be justified.

Timing of school fee payments

74| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV The payment of school fees for the 2018-2019 to CGS was made between June and September 2019. Since this is the rainy season and CGS members are busy with farming activities it was challenging to follow up on the payments particularly when issues arose. A solution would be to plan the implementation of the subsidized activities of the school action plans between January and March of each year. To do this, it is imperative that all documentation and authorizations are met by December 31st.

Difficult terrain presents challenges for pre-registration of ASC learners in the Kéniéba district

The Kéniéba district is located south of Kayes region and very close to Guinea. Characterized by high rainfall during the rainy season, the terrain is very difficult with high mountains, the most famous being the « Tambaroua » mountain. The clay and rocky soils create stagnant water almost everywhere in the area and more particularly in the GLEE communes (Bayé, DIalafara, Kassama, Kéniéba and Sitakily). These geographical features constitute natural obstacles to mobility in the villages, which are isolated from the capital city of the commune mainly because of rivers. During the rainy season, many villages are landlocked and cut off from the rest of the commune, however, the rainy season also corresponds to the school holidays and back to school campaigns to encourage parents to enroll their children in the ASC centers.

In response to the experience last year, the project adjusted the timing for sensitization activities to earlier, prior to the rainy season. From April to June the sensitization activities were all completed, and the verification process of new ASC learners also started earlier. By adjusting their strategy GLEE was able to double the number of new learners registered in the Kenieba commune this year. Last year, a total of 1,363 learners including 954 girls and 409 boys were registered in Kayes region. During the pre- registration in Kayes region this year, a total of 2,907 learners pre-registered including 2,572 girls and 335 boys.

VAT Exemptions During the period from October 1, 2018 to September 30, 2019, one of the challenges that the project faced was the process of obtaining VAT exemptions due to a lack of clarity causing delays in the procurement process. Due to regulations and / or expectations of the public authorities, VAT exemption is granted on a case-by-case basis, in relation to a global exemption from VAT. This mechanism increases the workload and time to gather all the documentation necessary to submit individual requests for each procurement. Additionally, the government requires that all requests for VAT exemption pass through the Ministry of Foreign Affairs. This approach further slows down the procurement process. The GLEE project continues to adapt procurement and financial processes to meet government requirements, in order to reduce the time it takes to issue exemptions to beneficiaries.

RESILIENCE Strengthening the resilience of adolescents and school communities has been an important element in the past year in the implementation of the USAID Mali GLEE project. To promote resiliency at schools the GLEE project has developed mechanisms for reporting and referring cases of Gender Based Violence and supporting schools to develop a school emergency plan to reduce the impact of potential disasters on the school and the community. In addition, the 272 schools covered by the project adopted

75| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV a girl friendly code of conduct which sets standards of behavior for all local stakeholders in accordance with the principles of school management within a decentralized system. School management committees (CGS) signed an agreement on behalf of their communities to protect the rights of the child and the identification of incident boxes as an anonymous GBV reporting system, especially at school. The incident boxes should be opened every two weeks in principle by the CGS with the participation of the project field agents during their supervisory visits. The actions of the mentors and peer educators at schools also contribute to resilience by providing useful information and strengthening the self-esteem of adolescent girls and young women. These actions will be intensified over the coming year.

In both Bandiagara in Mopti region and Kéniéba in Kayes region, the health centers, including CSRefs are experienced in providing psychosocial support to victims of GBV. Mali GLEE has reinforced the system, putting in place mechanisms for case identification that respect child rights and adolescent interests. These mechanisms include the deployment of incident boxes in schools and referral systems in communities through activities conducted by CGSs, mentors, YAs, peer educators and trained health centers. By promoting children’s best interest and putting in place a reporting system for cases of abuse, GLEE offers the opportunity to communities to reinforce sustainability, life skills and resilience of adolescent girls and boys. This capacity building contributes to the ability to overcome trauma of GBV in communities, particularly at school.

GLEE creates an enabling environment for adolescent girls which preserves their emotional safety by promoting gender sensitive and adolescent friendly standards including confidentiality, efficiency of health service delivery, access to information, separate toilets, among others. Efforts are made to reinforce these factors of resilience through regular monitoring, supervision, and motivation of health centers to consider gender- and adolescent-specific needs.

CROSS-CUTTING SOLUTIONS

GENDER Gender equality is a fundamental principle of the implementation of the USAID Mali GLEE project. The validation of the Gender Response Plan represented a critical first step along with its integration into the GLEE workplan to support gender mainstreaming within the GLEE project. A Gender Action plan which defines the gender mainstreaming strategy guides the operationalization of the GLEE vision as an innovative project in gender transformation.

The key barrier identified during the baseline study for adolescent girls’ access to school is parents’ poverty. Other barriers include the lack of access to WASH and reproductive health information/services, and sociocultural beliefs. For the first time since GLEE’s inception, gender issues linked to poverty, security, socio-cultural beliefs, WASH and reproductive health were addressed through payment of school fees to CGSs, in-kind grants, organization of mentoring sessions, and sensitization by peer educators to address poverty. These activities contribute to an enabling environment for full implementation of the GLEE Gender Response Plan, addressing key gender barriers to adolescent girls’ access to and retention in school.

The Gender Integration Advisor provided support to the technical teams to take into account inclusive and gender sensitive responses to adolescent girls in the different components of the project and

76| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV develop concrete actions that address the needs of adolescent girls and women beneficiaries through the promotion of positive masculinity and empowerment of adolescent girls and women.

Particular attention was given to gender mainstreaming in recruitment, human resource management, activity planning, implementation, monitoring and evaluation, as well as strengthening staff commitment to respect Winrock International rules and procedures, including the appropriation of gender, ethics and sexual harassment policies, and the signing of the code of conduct.

The USAID Mali GLEE project specifically strengthened the capacities of girls, women and men as well as government technical departments. Capacity building included topics such as gender, gender-based planning, gender-based violence (GBV) in community, especially in schools, leadership, community mobilization, development of school emergency plans. These actions were carried out in synergy with USAID and MEN.

The positive actions of GLEE contributed to incremental change in the perception and actions of those trained on gender issues to achieve the overall objective aimed at the reduction of barriers to schooling and the retention of girls in school. Girls and women’s empowerment had positive effects on their status in terms of property, knowledge, will and power as described below.

Property/wealth

GLEE provided CGS and youth financial support and materials to increase adolescent girls’ access to and retention in school. That include school fees for approximately XOF 71 million paid to all CGS to create a supportive, gender-sensitive and inclusive setting for adolescent girls enrolled in their schools. More than 3,000 ASC learners of whom 74% were girls were provided school bags and school supplies and 32 vulnerable girls in schools received school kits in order to reduce the barriers to girls’ enrollment and retention in school. To improve the learning environment for girls, the project is also renovating school latrines and providing schools with handwashing stations. A total of 240 hand washing stations were installed in schools and promoted during the celebration of International Hand Washing Day. All 252 mentors, of which 78% are female, were given telephones (smartphones) to support their extracurricular activities which involve students and community members.

Knowledge

The past year focused on capacity building of key stakeholders including adolescent girls. During the reporting period these capacity building sessions were carried out through a variety of forums including at ASCs, teacher training and social behavior change campaigns. For example, in the ASCs, the learners received an education often for the first time through a curriculum adapted to their needs. For example, Salimata Traore, an orphan, had never been to school until her registration in October 2018 in the ASC of Medina, Kayes. "I think GLEE project has come for me. I had no notion of reading or writing, but GLEE identified adolescent today I am the best of my Center. I thank girls to serve as Mentors, Peer USAID for giving me a second chance. I Educators and Youth would have gone to gold fields just like Ambassadors together with many other girls if USAID hadn't come on their male counterparts. This time with the GLEE project. training focused on building their capacity to serve as Salimata Traore, Medina, Kayes

77| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV leaders for their peers and to advocate for key issues related to GBV, WASH and FP.

The CGSs were trained on their role and responsibility and the planning of actions in favor girls’ enrollment and retention in school including the respect of the rights of the child in particular the defense of the best interests of the girl, the confidentiality in the management of VBGMS cases reported anonymously in the incident boxes

For their SBCC activities in the communities, an image box adapted for adolescent girls was has been made available to them. The content is user friendly, especially on issues related to menstrual hygiene. - The health workers of the project zone, the CGSs, the ASC facilitators, the mentors and the teachers’ capacity were built in order to be able to offer quality and friendly services to adolescents on gender, including quality standards of adolescent inclusion and gender sensitivity, gender-based violence and challenges to their inclusion in daily practices.

Will

Civil society actors and the MEN have demonstrated their willingness to support girls’ education in a sustainable way in their localities. If the MEN has designated resource persons for GLEE, according to the vision that "when you want to go fast, you have to go alone, but when you want to go far you have to go in a group," the mentors and facilitators are all networked, often formal to share their experience. Additionally, the AMEs were activated or set up to support girls’ education while implementing CAA in their communities

Power

A legal framework favorable to the expression of adolescent girls, particularly on the promotion of their rights to physical and emotional security has been put in place. Adolescents have been strengthened in their position of defense of their right through the participatory implementation of the code of conduct and the use of incident boxes

To improve women's access to decision-making, especially in the management of the funds allocated to the CGS, the SCOFI managers of the CGS have been systematically identified as members of the adhoc committees which were set up for the management of the funds, in addition to the few female presidents that exist in some CGS. However, in some CGS SCOFI managers are men. To operationalize this stated desire to improve women's access to decision-making on GLEE funds, it was suggested to involve the AME systematically in these ad hoc committees.

YOUTH The Mali GLEE project targets adolescent girls aged 10 to 18, including children with disabilities and young people play a big role in all project activities. Adolescent girls were targeted during the baseline with 560 girls aged 15 to 18 including seven per village in each of the 80 villages where data were collected in order to get their perceptions which were highlighted in the report.

Both girls and boys were identified by communities as peer educators and mentors to serve as role models and support adolescent girls and by this means remove barriers to girls' education, and to promote good hygiene practices and reproductive health including FP.

78| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV In order to create hope and provide employment opportunities for youth and educated people in their communities, the GLEE project recruited youth of 20 to 35 years old as facilitators (29% women and 71% male) of the 133 ASCs.

We can see that youth are practically involved in project all activities and that contribute to maintain them in their communities, to give them employment, to build their capacities, raise their status in their communities where they also serve as role models.

SCIENCE, TECHNOLOGY, INNOVATIONS, AND RESEARCH (STIR) USAID Mali GLEE set itself the goal of using ICT, which is crucial in the 21st century for data collection and distribution of funds, including school fees granted to the CGS / APE / AME and others financial support defined by the project. The beneficiaries have been receiving their allocations by mobile transfer despite some technical constraints encountered by the operator, Orange.

The mentors were also given smartphone to support their extracurricular activities involving students. They have been trained in the use of social media such as WhatsApp and sensitized on information sharing.

ENVIRONMENTAL COMPLIANCE/CLIMATE RISK MANAGEMENT An Initial Environmental Examination (IEE) was conducted by USAID for Mali. Based on the IEE, an environmental consultant, John Michael Kramer, was recruited to assist with the development of an Environmental Monitoring and Mitigation Plan (EMMP). The EMMP was approved on March 18, 2019 by USAID. Mali GLEE will organize training and orientation activities for all local staff and subcontractors implementing project activities requiring environmental assessment, observation and mitigation. Trainings for staff and subcontractors will be based on the EMMP and cover environmental monitoring and mitigation responsibilities, as well as policies and procedures. With the start of activities such as the

79| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV rehabilitation of school latrines, provision of handwashing stations, production of sanitary pads, actions will be taken to reduce or eliminate potential negative environmental impacts resulting from these activities directly or indirectly. These measures are always shared with participants during trainings conducted on Adolescent and Youth Curriculum on Reproductive Health.

MEXICO CITY (IF APPLICABLE) GLEE subcontractor, IntraHealth, is positioned to address education and training related to the Mexico City resolution. IntraHealth will provide training to all Mali GLEE staff and subcontractors on the implications of the resolution to ensure activities which are forbidden by this resolution are not undertaken. In the meantime, the project team has been oriented on the main aspects of this document The GLEE DCOP, in partnership with the Adolescent Reproductive Health/WASH Director, will ensure all subcontractors and partners are oriented. MoUs will be developed to ensure no one will engage in funding/conducting abortion activities with project funds, nor will they accept funding from other organizations supporting prohibited activities.

PRIVATE SECTOR ENGAGEMENT/PPP The GLEE team has initiated several meetings with several mining companies in Kayes, including SEMOS, Rangold and Endeavor to explore opportunities for collaboration and synergies with GLEE project activities. In addition to the mining companies, several meetings were held with Albatross Energy to discuss the possibilities for them to provide support for the rehabilitation of latrines and the provision of hand-washing stations. GLEE is exploring the possibility discussing other project activities for private sector to support.

SUSTAINABILITY/LOCAL CAPACITY DEVELOPMENT The USAID Mali GLEE MALI project, targeting girls' access to quality education, touches on one of the pillars of sustainable development. The empowerment sought by education remains the foundation of all sustainable economic development. According to the education policy of the Malian government, mayors are responsible for the management of primary schools, including the alternative schools. CAA sessions have strengthened community engagement, particularly the commitment of mayors to support the ASC program. One example is the decision made by the municipal authorities of Bore Dangol, where the ASC was attacked and closed by radical groups. Local authorities supported the children and the facilitator who were injured, reactivated the youth vigilance brigade, and mobilized funds to support security activities in the commune in general and in schools in particular. In all communes, the mayors committed to support the establishment of birth certificates.

Another example of sustainable development is capacity building and partner participation at the ministries: MEN and health. The project has invested in strengthening their capacity and in return, ministries are training teachers, health workers, and CGS / APE / AME members involved in improving the quality of education and training issues. health in project communities.

CAA sessions have also been for women to revive associations that were more functional. Some women's groups have decided to establish MEAs, which can enhance the organizational and institutional capacities of civil society mobilized around the project.

80| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Additionally, the revision of the training program of the CGS / APE / AME through the addition of two new modules, one on planning on gender and the other on gender-based violence in schools (VBGMS), gives the government including CADDE the ability to better support CGS / APE / AME both in and outside the USAID Mali GLEE project area.

POLICY AND GOVERNANCE SUPPORT The USAID/Mali GLEE project responds to priorities of the Malian government. Current priorities include providing education to all children throughout Mali and improving the school environment to encourage girls’ retention in school. All technical, political, and administrative authorities invited to project activities strongly appreciate the initiative of the American government through Winrock and its partners for the implementation of GLEE and reaffirmed their full availability to support the project.

As part of its general policy for funding of education programs the Malian government often uses partner funding as match for other funding mechanisms. Upon request from the government, USAID allowed MEN to use GLEE as match for the Programme d’Accès à l’Education pour Tout les Enfants au Mali (PACETEM). To comply, GLEE will be submitting financial reports to MEN related to the costs to setup and operate the ASCs, teacher professional development, TLM distribution and rehabilitation of latrines. COLLABORATION, PARTNERSHIPS, COMMUNICATIONS/EVENTS

COLLABORATION WITH MEN AND AE/CAPS As noted in the Contracting Performance Report, the project has established solid relationships with the Ministry of Education which has been reflected in the following activities.

GLEE LAUNCH AT KANAGA HOTEL IN MOPTI REGION ON THURSDAY DECEMBER 6, 2018

The GLEE launch was presided by his Excellency Abinou Teme, Minister of National Education, with the participation of Mr. Joyjit Deb Roy, Winrock International Senior Vice President of Programs. Other attendants include:

Mayor of the urban commune of Mopti, Mr. Issa Kansaye Governor of Mopti region, Mr. Sidi Alhassane Toure GLEE Chief of Party, Mr. Maurice Ouedraogo Consortium members/partners (CPHDA, GAAS Mali, IntraHealth and OMAES) Partner NGO employees

The Minister of National Education recalled the genesis of GLEE in 2016 and how the project would offer hope and education for children, especially girls, who are often victims of conflict. He asked questions to frame the GLEE project: How many girls had to leave prematurely because of unwanted pregnancy? How many girls have had to leave school because the school environment, does not consider their specific needs? He stated that contributions from the GLEE project will bring a great relief for the Government of Mali. In the end, he urged all Academic Directors and Heads of Educational Animation Centers in the project area to work collaboratively with the project and communities to ensure good school management and provide support to students, particularly young girls, who do well in school. There was a ribbon cutting at the end of the ceremony to officially launch the project.

81| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Ribbon cutting ceremony by the Minister of National Education with Winrock’ Senior Vice-President of Programs, the Governor and Mayor of Mopti

The mayor of Mopti, in his welcome message thanked the US government for funding this project, the implementing partners for their acceptance, willingness, and courage to work in insecure areas in Douentza and Bandiagara. The chair of the children’s parliament and representative of the beneficiary girls thanked USAID and the US government for their support to provide education to young adolescent girls who would have missed this opportunity without this project. The representative of the girls’ mothers expressed her joy that the project will provide light (education) to their daughters. She said that she was privileged enough to travel to Europe but was handicapped in her relations and communication with people because she did not go to school and so does not speak French. She concluded that had she been to school, maybe she would be sitting at the presidium.

Mr. Joyjit Deb Roy, Winrock International Senior Vice-President, Program welcomed the participants to the ceremony on behalf of the consortium in charge of the implementation of the USAID/Mali GLEE project. In his address, he explained that the GLEE project builds on Winrock’s experience in the region and long history in Mali which started with a scholarship program for female leaders in agriculture and environment to help them pursue master’s and doctorate degrees. Mr. Deb Roy outlined Winrock’s mission to empower the disadvantaged, increase economic opportunity, and sustain natural resources. He explained that since 1997 Winrock has worked with thousands of people in Mali to build their capacity in targeted sectors to increase production and access to markets, to promote drip irrigation to increase crop yields, provide skill building for women in governance roles and to help children in hazardous conditions access education. Mr. Deb Roy remarked that the project is a great effort to increase adolescent girls’ access to education in Mali. He quoted the World Bank in that, “Girls’ education is a strategic development priority. Better educated women tend to be healthier, participate more in the formal labor market, earn higher incomes, have fewer children, marry at a later age, and enable better health care and education for their children, should they choose to become mothers. All these factors combined can help lift households, communities, and nations out of poverty.” He

82| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV concluded by thanking USAID for putting their trust in our consortium to carry out this work, which will greatly contribute to improved educational outcomes for adolescent girls in Mali.

MINI LAUNCH OF USAID MALI/GLEE PROJECT IN KAYES As part of the celebration of March 8 for International Women’s Day, GLEE proceeded with a mini launch ceremony and announcing the call for proposals from the CGS to propose innovative ideas for girls’ enrollment and retention in school. USAID attended this ceremony and Mr. Amadou Traore, Interim Director of Education, delivered a speech on behalf of the mission. The ceremony was presided by Mr. Mamadou Z. Sidibe, Governor of Kayes.

Modules and manual review: All training documents (handbooks/manuals/modules) were revised with support from the MoE at central (DNEF, DNEN, DNP) and local level (CAP, AE). Examples of documents include the CGS training modules, the adaptation of the teachers’ training manual and the revision and validation of the mentor guide.

Trainings: Staff of the MoE, from CAP, AE and National level were involved in all trainings organized in order to build or reinforce the capacity of the community structures such as the CGS/APE/AME and mentors, of the teachers and school directors, and of the ASC facilitators.

Joint supervision: The GLEE staff and MOE technical staff from local (AE/CAP) and national (DNEF) levels conducted joint supervision of the project activities implemented by the CGS/APE/AME, the mentors, and the ASC program supervision and evaluation.

COLLABORATION WITH USAID

83| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV USAID team meeting with the GLEE project’s team and partners after a joint mission in Kenieba

GLEE has had fruitful collaboration with the project’s Contracting Officer Representative, the education office and other USAID departments. With the COR, the biweekly meetings have been very supportive to the GLEE management and helped identify solutions to many challenging such as the teacher and ASC facilitator strikes the team faced during the year.

The contribution of the USAID education team to the organization of the GLEE launch at Mopti on December 6, 2018 despite their inability to attend due to logistic reasons. Similarly, GLEE, in conjunction with the USAID education team, celebrated the International Women’s Day on March 8 coupled with a mini launch ceremony and the call for proposals from the CGS to propose innovative ideas for girls’ enrollment and retention in school. USAID attended this ceremony and Mr. Amadou Traore, Interim Director of Education, delivered a speech on behalf of the mission.

The most recent USAID mission to Mopti served as Data Quality Assessment which took place on August 21, 2019. During this visit, the COR held discussions with some GLEE mentors, YAs, CGS, CAP, and ASACO representatives to assess the project’s coordination and collaboration with these government partners and community-based organizations. At the end of this visit, the COR was satisfied with the level of knowledge partners demonstrated about the project and the good collaboration which prevailed. MONITORING, EVALUATION AND LEARNING

84| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV During this second year of implementation, the project Monitoring Evaluation and Learning activities were focused on the baseline, the development of the AMELP and data collection tools, the monitoring of the different trainings, and the collection of data for the different indicators. This period was also marked by the assessment of the quality of the project’s monitoring and evaluation system by MSI and the evaluation of select indicators by USAID through a data quality assessment (DQA).

PROJECT BASELINE Field activities for the project baseline started on 14 November 2018 through 15 March 2019. This study was implemented with the technical assistance of EdIntersect, School-to-School International (STS), and Centre d'Etudes et de Recherche sur l'Information en Population et Santé (CERIPS). It covered the project intervention area (Kayes and Mopti). This baseline seeks to understand adolescent girls’ schooling history, barriers to educational access, safety, and health behaviors in communities targeted by the USAID-funded Mali Girls Leadership and Empowerment through Education (GLEE) project.

Key findings of the baseline include:

- Girls do not have the same access to education as their male peers. For every 100 boys enrolled in Grades 1–9 in targeted GLEE schools during the 2017–18 school year, only 88 girls were enrolled. In lower secondary schools, the ratio dropped to 73 girls enrolled for every 100 boys enrolled. Of note, the ratio of girls to boys enrolled was statistically significantly lower in schools from Kayes than in schools from Mopti. Also, in GLEE schools in Mopti, the number of girls enrolled in school exceeded the number of boys enrolled. In 2017–18, primary school completion rates were significantly lower for girls (59.7 percent) than for boys (69.5 percent). Of note, primary school completion rates were significantly higher in the Kayes sample (69.4 percent) than in the Mopti sample (58.7 percent).

- Enrollment rates are low, particularly for older girls and girls in the Kayes sample. Only 52.7 percent of girls reported that they were enrolled in school, which means that nearly half of girls were not enrolled. Enrollment was significantly higher for girls in the 8–14 age group than for girls in the 15–18 age group. Enrollment was also significantly higher for girls from Mopti than for girls from Kayes.

- Absentee rates are high. For those girls who manage to enroll in school, approximately three in four (73.5 percent) missed more than five days of school in the previous month, and this rate was higher in Mopti (77.1 percent) than in Kayes (68.1 percent).This finding suggests that factors may exist that make school an uncomfortable place for girls, though data do not provide explicit explanations.

- Dropout increases as girls move from primary school to lower secondary school. Despite relatively low dropout rates for girls across Grades 1 through 9 in targeted GLEE schools (1.7 percent overall in 2017–18), girls become more vulnerable to dropping out as they move from primary school to lower secondary. For example, the highest girls’ dropout rates are noted in Grades 7 (3.9 percent) and 8 (2.8 percent) in Mopti and Grades 8 (2.2 percent)) and 9 (3.3 percent)) in Kayes.

- Financial constraints present the biggest barrier to girls enrolling in school. Among out-of-school girls, the most commonly cited reasons for not being enrolled included not having enough money to pay for school costs, needing to work at home to help the family save or earn

85| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV money, parents refusing to enroll them in school, and needing to work outside the home to help the family save or earn money. Parent responses on why girls were out of school mirrored girls’ responses. Additionally, the most commonly cited action to help all children complete school among parents was to support policies and programs to make education affordable.

- Both girls and parents believe that school is a relatively safe place for children, but challenges related to SRGBV exist. A seven-point index was used to measure perceptions of SRGBV, on which a score approaching seven indicates that girls feel safer as it relates to SRGBV and a score approaching zero indicates that girls feel less safe as it relates to SRGBV. Overall, the average score among girls was 5.20, and the average score among parents was 4.53. These results suggest that girls and, to a lesser degree, parents felt that school was a relatively safe place in terms of SRGBV. However, 4.7 percent of girls missed school in the current year because of fear of harassment, and 77.8 percent of girls missed school because they did not feel safe.

- Girls have mixed attitudes towards menstrual hygiene. A six-point scale was used to measure girls’ attitudes towards menstrual hygiene, on which a score approaching six indicates that girls have more positive attitudes towards menstrual hygiene and a score approaching zero indicates that girls have more negative attitudes towards menstrual hygiene. Overall, the average score among girls was 3.43, and the index score for girls from Mopti was significantly higher than the index score for girls from Kayes.

- Girls have a limited awareness of family planning. A three-point scale was used to measure girls’ awareness of family planning, on which a score approaching three indicates that girls possess more awareness about family planning, and a score approaching zero indicates that girls possess less awareness about family planning. Overall, the average score for girls was 1.05. Family-planning-index scores were significantly higher for girls in the 15–18 age group (1.15) than girls in the 8–14 age group (0.72). Scores were also significantly higher for girls from Kayes (1.17) than for girls from Mopti (0.93).

These findings aim to inform the implementation of the project, heighten understanding of how to increase girls’ educational opportunities in Mali, and provide the baseline figures for project performance monitored through its indicators.

DATA COLLECTION TOOL DEVELOPMENT During the first quarter of the year, the GLEE project team developed data collection tools to monitor project activities and to inform the indicators. Data collection tools were designed according to the PIRS of each indicator (disaggregation, frequency of collection, calculation method, etc.) and were reviewed as part of the AMELP approval process.

AMELP AND M&E MANUAL DEVELOPMENT GLEE worked closely with USAID this year to finalize the Activity Monitoring, Evaluation, and Learning Plan (AMELP), submitting various versions for feedback. The first version of Activity Monitoring, Evaluation, and Learning Plan (AMELP) was submitted on August 17, 2018. The project submitted a revised version with baseline data to USAID on December 19, 2018 for review and approval. Following USAID's comments, a third version was submitted on February 14, 2019. The final version which included updated indicators based on the budget realignment was approved by USAID on August 16,

86| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV 2019. In total the project has 31 indicators (12 standards and 19 custom) to monitor and evaluate the performance of activities.

In order to make the AMELP more accessible to project teams and implementation partners, the Monitoring and Evaluation team has started production of a monitoring and evaluation manual in French. This document describes data collection tools, project indicators, and the role of different actors in monitoring and evaluation. A final version will be available during the next quarter.

GLEE STAFF TRAINING ON AMELP This year 35 GLEE staff including implementing partners and 12 stakeholders were trained on project monitoring and evaluation using the AMELP to guide the training. The trainings covered M&E system, indicators and PIRS, data quality, data acquisition, data collection, the role and responsibilities of the different actors in the monitoring and evaluation and ensuring data quality. Trainings were held in Mopti (August 19th - 20th) and Kayes (September 12th - 13th). GLEE M&E Assistants will continue to replicate training for GLEE partners in the field such as mentors, PEs, YA, teachers, health workers, etc. The remaining staff will be trained during the next quarter.

MONITORING ACTIVITIES Monitoring of activities was conducted jointly with implementing partners in both regions. This helped to strengthen synergy between the teams and also promoted good knowledge and understanding of the project activities and how to collect data. Monitoring consisted of visiting project activities to ensure their efficacy, exchanges with project stakeholders (community leaders, PE, YA, mentors, CGS, health workers, etc.), feedback sessions where necessary, verify data, collect new data, etc.

Monitoring visits made by the M&E team this year are as follows: 7 monitoring visits in Mopti: • April 24 – May 5; May 20 – 31; June 17 – 29: 24 villages of the CAPs of Bandiagara, Bankass and Sangha • July 22 – August 3; August 19-31: ASC monitoring of the CAP of Bandiagara, Sangha and Bankass • July 22 - August 3: Monitoring of the evaluation of the ASC learners at the level of the CAP of the region of Mopti • September 17 - October 3: Monitoring training of ASC facilitators in Bandiagara

5 monitoring missions in Kayes: • April 23-May 4; June 26 – July 4; September 11 – 24: 21 ASCs of the CAPs of Kayes Rive Droite, Kayes Rive Gauche and Kéniéba • May 8 – 25: Mission in Kayes and Mopti to monitor 20 ASCs • July 16- August 2: Monitoring learner evaluation of 22 ASCs in Kayes Rive Droite and Kayes Rive Gauche in the Kayes region.

Monitoring visit findings:

• ASC activities: Monitoring visits showed that classes were conducted according to GLEE teaching standard with different levels of progression for both the learners and the centers. Evaluations were based on the GLEE observation grid covering seven themes, namely: learning through Radio (EIR), class news, guided reading, living together, writing guide, language, and math. This grid measures not only the level of learners, but also the quality of teaching received,

87| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV and level of facilitator. The evaluation revealed both strengths and areas for improvement for ASCs:

Strengths - Good attendance in most centers, - Motivated and committed learners in some centers - Good learners in some centers, - Strong presence of girls in the majority of centers - Regular progression of several learners - Existence of a logbook and register - Availability of equipment and teaching materials.

Points to improve - Number of scheduled hours (34h) not met at some ASCs, - Absenteeism of animators without authorization in some centers, - Absenteeism of learners (delays and absences) in some centers, - Lack of information from registers in some centers, - Lack of documents and supplies in some centers, - Insufficient monitoring of ASCs especially in the CAP of Douentza, Bankass and part of Sangha and Bandiagara, - Lack of site-level workbooks in some centers.

The remarks done during the visits were discussed directly with the actors concerned right away to address the findings and way forward and also shared internally through the visit reports and discussed during the consortium quarterly meeting.

• Mentor training implementation: This year the project team started post-training follow-up of mentors in Kayes. Exchanges focused on levels of understanding from training received and restitution to the target groups, namely women's groups, CGS, the learners. A total of ten mentors were visited at two Kayes CAPs (Rive Gauche and Rive Droite) and each mentor hosted at least one session with women in their location. As for Mopti, mentor follow-up activities will be monitored next quarter

• Community and school directors’ awareness on the importance of ASCs: GLEE, through the monitoring visits, learned that many parents keep children away from school for domestic chores and work in the mines (Kayes), which impacts attendance at the centers, causing delays or drop out. After the monitoring visits, GLEE met with the CGS and school directors to inform them about the need to sensitize parents on the value of education and letting girls attend ASCs.

• Identifying successes: Like other project staff, the M&E team also contributed to the identification of success stories during their monitoring visits. Examples include community engagement in Kéniéba, a performing ASC learner in Kéniéba, community commitment to protect the ASC center in Mopti and four girls who walk 5 km every day to attend the ASC (Mopti).

ASC QUALITY ASSURANCE PLAN DATA COLLECTION In order to ensure that the ASC program achieve 90% of the quality standards established by the project in relation to the Accelerated Education Standards defined by the Ministry of National Education, the project team developed a checklist based on those standards. The data collection was done using the

88| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV LQAS (Lot Quality Assurance Sampling) tool. The data confirmed that the majority of ASCs have received high-quality didactic materials. In addition, the majority of ASCs monitored had appropriate attendance records and training rooms and locations meeting the GLEE project standards. The data collection process is ongoing and will be finalized next period.

MSI ASSESSMENT OF THE PROJECT M&E SYSTEM The GLEE M&E system has been assessed by MSI, whose mandate is to provide M&E support to USAID Mali implementing partners (IPs). During this review a complete review of the project M&E system was done by MSI using a grid composed of six items, namely: the monitoring-evaluation plan, the data collection tools, the M&E protocol, the database, performance management, and agent training. It should be noted, however, that the evaluation was not completed since the GLEE AMELP had not been approved at the time they did their assessment.

USAID MONITORING MISSION AND DATA QUALITY ASSESSMENT USAID carried out a supervision mission of the GLEE project on August 21, 2019. This mission focused on an overview of the project’s annual activities of the year as well as a DQA for selected priority indicators. Review of annual activities: This session brought together all the actors of the project in Mopti region namely WI, GAAS-Mali, OMAES, IntraHealth, CAP, AE, PE, YA, Mentors, CGS, Health Officer, and teachers. This working session consisted of a presentation of the project by the COP with an emphasis on the achievements of the first year followed by discussion. Each actor explained his or her roles and responsibilities, any challenges, and recommendations for implementation adjustments. USAID expressed satisfaction with the collaboration between the project and its various stakeholders (state technical services, project technical team and beneficiaries) and encouraged the team to continue its efforts to meet the expectations of the project. Data Quality Assessment (DQA): The DQA was led by the COR who was assisted by a member of the USAID Health Team. A total of five indicators were identified by USAID as priority indicators for DQA review: - Standard ES. 1-12: Number of education administrators/ officials who complete professional development activities with USG support, disaggregated by sex (Output); - Standard ES 1-13: Number of parent teacher associations (PTAs) or community governance structures engaged in primary or secondary education supported with USG assistance (Output); - Custom based on Gender 1 Number of policies or legal instruments drafted, proposed, or adopted with USG assistance to promote gender equality or non- discrimination against women or girls at the national or sub-national level, disaggregated by stage (Output); - Standard: HL.7.2-1: Percentage of audience who recall hearing or seeing a specific USG- supported FP/RH message, disaggregated by region, sex and age (Outcome); - Standard HL.8.2-4 Number of basic sanitation facilities provided in institutional settings as a result of USG assistance, disaggregated by region (Output). USAID asked the questions according to the 5 quality criteria including validity, reliability, timeliness or time, precision and integrity for each indicator. Questions include: data collection process, data source, data reporting, processing, data backup, mechanism put in place to prevent unauthorized changes to data, etc.

89| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV In questioning, USAID emphasized the following:

- The training of the agents involved in the collection, - The data entry (transcription error in Excel forms, data manipulation, data security in data entry forms). - The access to data (which has access to physical and electronic data), - The frequency of data collection (who collects, who validates, who transmits, who captures and how the analysis is done), - The link between the PIRS and the collection tools, - The methods of data collection, - The understanding of indicator collection teams, - The roles, responsibilities and level of involvement of the technical teams and other stakeholders (PE, YA, Mentors, CGS, Health Officer, Teachers, etc.) in data collection.

Of the five indicators of the DQA, the precision criterion does not apply to four of the indicators, namely: Standard: ES.1-3, Standard: ES.1-4, GNDR-1, Standard: HL.8.2-4. It only applies to the Standard Indicator: HL.7.2-1 whose data should be collected through an annual survey.

USAID also strongly insisted that the project must have safe storage cabinets with keys exclusively for storing physical monitoring and evaluation data (data sheet). USAID also emphasized the importance of speeding up the process of setting up the database to organize the information system to better meet the required quality standards, as well as train the monitoring and evaluation teams on the use of the database. To date the project has not received a formal DQA report from USAID. RISK MANAGEMENT AND SECURITY Security situation in Bankass, Bandiagara and Douentza, Mopti region

During the past year, the security situation remained critical in Mopti region, particularly in Douentza, Bankass and deteriorated in other communes including Doucombo, Pignary and Dangal Bore. To some extent, it did reach the city of Bandiagara which experienced a number of incidents lately. Below are the major incidents and their impact on the project.

Major incidents Intercommunity conflicts and mass killings Most insecure communes have experiences intercommunity conflicts, killings and population displacements:

Intercommunity conflicts: Lately in August, there were community-based conflicts in the commune of Pignary and two others in the commune of Diawelly, cercle of Douentza.

Attack against civilians: During the reporting period, there was a mass killing in the village of Soban Da in Bandiagara commune on June 9 with 35 victims. These killings were, according to the government, perpetrated by armed individuals. The perpetrators have still not been identified.

Attacks on villages and arson: The villages of Bougou, Tegourou and Diombolo of the commune of Doucoumbo were attacked by armed individuals in April. These attacks resulted in the loss of three human lives, burnt granaries and houses, and the theft of livestock by the attackers.

90| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Targeted assassinations: In addition to mass killings, there have been targeted assassinations in the circles of Bankass, Bandiagara and Douentza with close to 20 people killed. Reasons for these targeted killings remain unclear.

Attacks against farmers in the fields: Farmers have been facing difficulties going to their farms because of attacks of people while they are at their farms in the circle of Bankass. At least four cases involving victims were reported in June in the communes of Socoura, Bankass, Tori (Bankass) and Barassara (Bandiagara)

Abduction of people: Two cases of kidnapping in October and September, the first on the axis Douentza -Boni and the second in the city of Douentza. The victim of the last kidnapping was released a few hours later by his captors.

All these incidents resulted into the displacement of many populations towards Sévaré and Bamako. Because of targeted killings in the Bankass district, at least 75 Fulani families fled Bankass and neighboring, Douentza and Bandiagara to take refuge in Sévaré, Bamako and other locations.

• Attacks against convoys of military escorts: In October an escort convoy of the Malian army was attacked by unidentified armed individuals. The army lost 7 soldiers in this attack,

• Many civilian casualties caused by mine explosions: There were at least six mine explosions in the Douentza, Bankass and Bandiagara circles which resulted in about 10 civilian casualties.

• Vehicle theft, robberies and passenger assassinations: At least ten cases of robberies of private public transport vehicles have been reported on the Boré-Douentza and Douentza-Boni roads. There has also been an increase in the number of robberies sometimes followed by killings. The Bandiagara - Bankass axis seems to be the most dangerous one with two robberies in June during which three people were killed and again another case of robbery followed by killings of 4 passengers on September 8, 2019. Even the Sévaré-Bandiagara axis which had not seen this kind of incident before experienced vehicle attacks and robberies. A team of NGO staff was involved in one of the two vehicle attacks and robberies on the Bandiagara - Bankass axis but there were no casualties among them.

• Illegal detention of NGO agents by radicals: In the commune of Hairé, Douentza district, two staff of an international organization have been illegally detained by their captors since April 18, 2019. Negotiations are ongoing for their liberation. GLEE does not operate in this commune.

• Several cases of illegal control by hunters and other radicals: In response to the vehicle attacks, robberies and killings in the circles of Bandiagara and Bankass, the traditional hunters (also called Dozo), Dogon community self-defense groups who are fighting radicals, set check points on the following axis: Sevare - Bandiagara, Bandiagara - Douentza, and Bandiagara – Bankass where they are carrying out traffic checks and NGO teams are also subject to these checks. These checks which are not legal are, according to their authors, intended to verify the presence of probable radicals in the vehicles.

• Bombardment of Dozo camps: The Malian army bombed two Dozo camps in July in the commune of Wadouba and in August in the commune of Pignary Bana. No loss in human life has been reported.

91| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Demonstration of support for Dozo by the youth of the city of Bandiagara: In September, the young people marched to support the Dozo, who they say are protecting Bandiagara.

• Several schools closed under the threat of radicals: Under the pressure and threat of radicals, several schools are closed in the communes of Doucombo, Dianwelly, Pignary, particularly in Lowel Guéou. This will potentially negatively impact the project ASC learners because it will not be possible to transfer these learners if the schools do not open during the academic year.

• Eleven ASCs closed under the threat of radicals in Mopti: Under pressure and threat from radicals, 11 ASCs closed in the communes of Doucombo, Dianwelly, Pignary, particularly in Lowel Guéou. The ASCs of the villages of Bougou, Tégourou and Diombolo closed following the attacks on these villages in April. • The ASCs of Bodio, Diodiouro and Goro due to terrorist threats to these villages • The ASCs of Bandiagara 1 and 2 following the threat by the Bandiagara branch of the Association of Students of Mali (AEEM). From the perspective of the AEEM, it’s not fair that some children in the country continue to receive education while the teachers are on strike and students of public schools are at home.

92| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV A summary of the closed ASCs is presented in the table below.

# Community Commune Date closed Reason

1 Bougou Doucombo March 13th Terrorist attack and village burned

2 Tegourou Doucombo March 7th Terrorist attack (3 times leading whole village displacement)

3 Djombolo Doucombo March 22nd Terrorist attack

4 Djombo-Djeneke Doucombo June 12th Terrorist attack (Twice leading to whole village displacement)

5 Djoundiourou Doucombo June 12th Terrorist threats

6 Kassa Doucombo June 12th Terrorist threats

7 Andji Douentza Since April Terrorist threats

8 Every Tédjé Since April Terrorist threats

9 Foutenke Bankass Since June Terrorist threats (leading to whole village displacement)

10 Bar Dar Salam Bankass March 23rd Following Ogosagou attack

11 Diaminati Bankass March 23rd Following Ogosagou attack

Awareness on safety and mitigation measures

Sensitization and mitigation measures were provided to the mentors by the Director of Security in Bandiagara as part of the training of the mentors in April. Both teachers and facilitators were trained on the project security measures, school safety and the referral system. In order to increase the capacity of the staff to deal with security issues, there were given the Level 1 rescue training including security awareness, fire alarm, evacuation and identification of meeting points for Kayes and Sévaré offices.

Perspective for GLEE activities

After the suspension of operations in Doucombo, an area with increased insecurity, and the move to calmer communes of Soroly and Wadouba, GLEE continues to assess the security situation in Douentza and Dangol Bore as well as the other communes. On August 8, the government suspended the decision prohibiting the use of motorcycles and four-wheel-drive vehicles in the Mopti region for inter-urban traffic. Despite the resurgence and increase of incidents due to insecurity, the decision is well appreciated and should permit more mobility in the areas that do not experience security issues.

93| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV PLANNED ACTIVITIES/EVENTS FOR NEXT QUARTER

MONITORING, EVALUATION, QUALITY ASSURANCE AND REPORTING • Train M&E staff, technical team, GAAS, CPHDA, OMAES field staff on GLEE Monitoring and Evaluation system as outlined in AMELP

• Select platform for GLEE database

• Setup GLEE database parameters

• Setup tablets with data collection tools for mobile data collection

• Train project team on how to use the database

• Monitoring of planned activities and indicators data collection

• Data entry, cleaning, validation and analysis

• Conduct annual gender sensitive and adolescent friendly survey on a representative sample of the project’s beneficiaries/schools for key indicators identified in AMELP

• Develop pre and post tests for the training sessions based on needs including gender sensitiveness and adapted to adolescents' issues

• Quarterly Regional M & E Coordination Meetings

• Conduct a quality review of the TLMs developed

• Evaluate the effective delivery of TLMs in GLEE schools (LQAS site visits)

• Evaluate the effective delivery of mentoring (LQAS site visits)

• Conduct a review of the quality of reference materials on sexual and gender-based violence

• Evaluate the effective delivery of VBM training by CAP and AE staff (LQAS site visits)

• Assess effectiveness of CGS or other school governing to serve survivors of SRGBV (LQAS Site Visits)

• Assess school emergency preparedness training and delivery (LQAS Site Visits)

• Assess delivery of Life Skills Curriculum (LQAS Site Visits)

• Conduct quality review of youth friendly checklist

• Assess delivery of health training content (LQAS Site Visits)

94| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Monitor/Coach peer educators, YAs and teachers on communication activities related to youth and adolescent health and reproduction

• Monitor/Coach peer educators, YAs and teachers on school hygiene and menstrual hygiene

• Monitor/Coach schools on the correct use of the latrines and hand washing facilities

• Monitor the disposal of hygienic cotton/pads produced in schools and at the level of community health centers

• Monitor women during the manufacturing of hygienic sanitary napkins

• Monthly planning/evaluation of previous month

• Develop and share monthly mini newsletter for internal use

• Develop and share quarterly mini newsletter for internal use

• Develop and share bi-annual publication for external use

• Quarterly review/planning meetings with partners

• Development of success stories

• Quarterly/Annual report submission to USAID

CLA • Conduct quarterly or semi- annual CLA review

• Conduct CLA research (mid project)

• Project review and learning workshop

• Review/adjust CLA questions

COLLABORATE WITH USAID, OTHER PARTNERS, AND IMPLEMENTATION • Participate in US Embassy monthly Open Country Team Meetings (OCTM)

• Participate in USAID Education Partners bi annual meeting

• Participate in USAID Gender Working Group meetings (quarterly)

• Participate in GoM National Gender Working Group meetings

• Participate to MEN-SCOFI quarterly meetings

• Participate in quarterly Communication Working Group meetings

95| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Participate in monthly MEN sub-committee meetings for Out-Of- School Committee, Accelerated Schooling Committee, Education Cluster and GBV cluster

• Participate in National Technical Committee meetings on the Module on Education of adolescent and Youth on Health and Reproduction organized by MEN

• Participate in Menstrual Hygiene Management platform meetings by UNICEF with Civil Society Organizations

• Participate in USAID FP, YSRH and WASH partner quarterly meetings

COMMUNITY ENTRY • Conduct CAAs in new communities in Kayes and Mopti

OBJECTIVE 1: DECREASED KEY BARRIERS OF ADOLESCENT GIRLS TO ACCESS QUALITY EDUCATION

SUB-RESULT 1.1: LEARNING SUPPORT OPPORTUNITIES FOR GIRLS INCREASED • Deliver ASC classes

• Promote enrollment and retention through the payment of school fees at Cycle 1 or 2 schools for girls

• Provide out of school girls 10 to 14 who have re-enrolled in school with school kits in support of their attendance

• Help CGS/APE/AME identify girls re-enrolled in school who need birth certificates

• Link CGS/APE/AME with relevant government body to provide birth certificates to girls ages 10 to 14

• Issue in-kind grants to the CGS to support the reduction of barriers to girls’ access to school (2019-2020)

• Initial screening of applications at regional level by GEC (Grant Evaluation Committee)

• Provide selected CGS with in kind grants to reduce barriers to girls’ education (2020-2021)

SUB-RESULT 1.2: TEACHING IS MORE RESPONSIVE AND RELEVANT FOR ADOLESCENT GIRLS • Teachers professional development

• Identify community leaders to serve as role models and work with mentors on extracurricular activities

• Identify mentors in the new communities

96| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Simplify the language in specific modules of the mentoring guide for mentors

• Conduct new mentor training/ refresher training

• Monitor and support mentors' activities

SUB-RESULT 1.3: COMMUNITIES AND FAMILIES SUPPORT GIRLS' EDUCATION • Train CGS/APE/AME in the new communities

• Facilitate school enrollment campaigns and back-to-school night for girls

OBJECTIVE 2: IMPROVE SAFETY OF ADOLESCENT GIRLS IN SCHOOLS AND THEIR COMMUNITIES

SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS ADOPTED IN SCHOOL AND COMMUNITIES • Support schools develop a code of conduct to be implemented by both teachers and pupils (girls and boys) (new schools)

• Illustrate code of conduct to make it child friendly

• Oversee the implementation of the code of conduct through close monitoring by the CGS / APE / AME and identify adolescent girls and boys trained to monitor its implementation

• Train key stakeholders at new schools in leadership, gender and GBV training. These training sessions will work on the local vulnerabilities of girls and boys, identified through a pre-training needs analysis.

• Develop Social Behavior Change Communication messages to prevent violence in the community with girls and boys, especially at school and on the way to school with the involvement and commitment of boys / men.

• Participate in the campaign of 16 days of activism against gender-based violence

• Monitor the implementation of the CGS commitment (old CGS)

• Distribute incident boxes to new schools

• Track the use of incidents boxes (New and old)

• Distribute hotline posters to new schools

• Gather existing school emergency and disaster plans at new schools

SUB-RESULT 2.2: EFFECTIVE REPORTING AND REFERRAL MECHANISMS FOR SRGBV ESTABLISHED

97| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Establish a referral system that respects the best interests of the child victim and the safety of those who report abuse, including sexual violence, at new schools

• Identify psychosocial support services that are accessible to GBV victims (students and teachers) and adapted to their needs at new schools

• Monitor the implementation of the referral system at new and existing schools

• Organize information sessions for young people on reporting (whistleblowing) at new schools

• Monitor the use of psychosocial support services tailored to their needs by victims of gender- based violence (students and teachers)

• Implementation of the Code of Conduct (see Activities 2.1.1 and 2.1.2)

• Conduct an awareness campaign (see activity 1.3.3)

SUB-RESULT 2.3: PERCEPTIONS OF SECURITY IN COMMUNITIES AND IMPROVED SCHOOLS

OBJECTIVE 3: INCREASE KNOWLEDGE AND ADOPTION OF POSITIVE HEALTH BEHAVIORS AMONG ADOLESCENT GIRLS

SUB-RESULT 3.1: POSITIVE HEALTH BEHAVIORS ADOPTED BY ADOLESCENT GIRLS • Train aunts and grandmothers to be advocates of SRH (in connection with sub result 1.3)

• Train/guide school and community leaders (CGS/ASACO, teachers, health worker) in a life skills program in new schools

• Select Peer Educators and YAs (2 per school – peer educators and YA) in new schools

• Strengthen the capacity of Peer Educators and Youth Ambassadors to develop Social Behavior Change Communication messages focused on the perceptions of girls and boys and their parents on menstruation and family planning to counter the message that menstruation and family planning practices are impure

• Train YA & Peer Educators with at least 50% girls in leadership, peer communication, comprehensive life skills in the new schools

• Deliver curriculum on Education of Adolescents and Youth on Health and Reproduction by YAs to students

SUB-RESULT 3.2 ADOLESCENT GIRLS’ KNOWLEDGE OF AND ACCESS TO HEALTH SERVICES • Select partner health facilities and sign MOUs in the news schools

• Facilitate partnerships between health facilities and CGS to support local schools

98| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • National Level Supervision (GLEE, DNP Division and School Health Division)

• Regional Level Supervision (GLEE, CAP, CSREF)

• Local Level Supervision (GAAS, CPHDA)

• Promote good practice in PLAR / FP and CVC at school level

SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED • Training of the peer educators, YAs and teachers on hygiene at school and menstrual hygiene in the new school

• Meet with health center managers to negotiate for free or reduced consultation fees

• Train women to make menstrual hygiene napkins locally

• Equip women with materials to make sanitary napkins

• Provide menstrual hygiene supplies at school level

• Develop radio and TV communication media on the Wash and menstrual hygiene at school

• Develop Request for Proposals for WASH companies to renovate latrines before 2020-2021 school year starts

• Select of WASH firms for latrine renovation before 2020-2021 school year starts

• Equip schools with hand- washing devices

• Renovate latrines at school level including gender and people living with disability inclusion standards

• Support CGS and AME to develop waste management plans

MANAGEMENT AND IMPLEMENTATION • Hold bi-weekly meetings with CoR

• Submit quarterly progress reports

• Submit quarterly financial reports

• Submit VAT reports

• Hold quarterly consortium meetings with IntraHealth, GAAS, OMAES and CPHDA

• Sign a Memorandum of Understanding with the MEN

99| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV • Hold quarterly meetings with MEN, MSHP and MPFEF

• Support actors at the national and local levels to strengthen their capacity for mainstreaming gender in their programs

• Develop WI's leadership in gender mainstreaming networks in Bamako, Mopti and Kayes (led by the state, the UN and / or INGOs)

100| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV ANNEXES

EMMR (IF APPLICABLE, FOR ANNUAL REPORT ONLY) N/A

101| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV AMELP UPDATE (INCLUDING THE PERFORMANCE INDICATOR TRACKING TABLE) The AMELP was approved by USAID on August 16, 2019.

102| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV INDICATOR TABLE FOR USAID/MALI PARTNERS REPORTS

Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% Purpose: Increase access to education for adolescent girls 10-18 in target areas Custom: Number of new female entrants to ASC or 2018 0 3,151 3,057 97.0% 3,057 2,761 formal school ages 10-14 (Outcome) 1 Kayes 954 954 941 Mopti 2,103 2,103 1,820 Custom: Number of female beneficiaries supported with USG assistance ages 10-18, disaggregated by age 2018 0 15,703 17,221 109.7% 3,089 17,727 17,221 and beneficiary type (Output) 2 Kayes 10,617 974 10,187 10,617 Mopti 6,604 2,115 7,540 6,604 Age (10-18) 17,221 3,089 17,727 17,221 Custom: Number of new female beneficiaries supported with USG assistance ages 10-18 2018 15,703 17,221 109.7% 3,089 17,727 17,221 disaggregated by age and beneficiary type (Output) 3 Kayes 10,617 . 974 10,187 10,617 Mopti 6,604 2,115 7,540 6,604 Age (10-18) 17,221 3,089 17,727 17,221 Custom: Transition rate from primary to lower Target is not 2018 56% 58% 41% 71% NA NA NA 41% secondary school, disaggregated by age (Outcome) achieved 4 because GLEE Numerator CAP partners 844 could not 844 provide all data Denominator 2,055 2,055 Objective 1: Decrease key barriers of adolescent girls to access quality education Sub-result 1.1: Learning support opportunities for adolescent girls increased

103| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% Custom: Number of annual scholarships (SSAP/school fee offsets) paid, disaggregated by recipient age and 2018 0 15,703 17,221 109.7% 17,727 scholarship type (Output) 5 Age (10-18) 17,221 17,727 Type: School fees 17,221 17,727 Standard: ES.1-3 Number of learners in primary Target is not schools and/or equivalent non-school-based settings 2018 58,576 39,646 68% 39,646 achieved reached with USG education assistance per year because GLEE

6 Male 18,748 CAP partners 18,748 Female 20,898 could not 20,898 provide all data Age Beneficiary type

Standard: ES.1-4: Number of learners in secondary Target is not schools and/or equivalent non-school-based settings 2018 0 4,657 3,800 82% achieved 3,800 7 reached with USG education assistance per year because GLEE CAP partners Male 1,877 could not 1,877

Female 1,923 provide all data 1,923 Age The training was done to build the capacity of the Standard ES. 1-6: Number of primary or secondary teachers of the educators who complete professional development transfer 8 2018 0 0 272 272 activities with USG support, disaggregated by Sex schools which (Output) are receiving this year ASC learners. This achievement corresponds to

104| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% 50% (272/544) of LOP target. Male 219 219 Female 53 53 This represents two cohorts (2018- 2019 and Custom: Number of ASC facilitators who complete 2019-2020 professional development activities with USG support, 2018 0 133 365 274% 151 214 9 school years) disaggregated by Sex (Output) of facilitators trained during the reporting period.

Kayes 145 59 86 Mopti 220 92 - - 128 Male 259 95 - - 164 Female 106 56 - - 50 Sub-result 1.2: Teaching is more responsive and relevant for adolescent girls

Standard ES. 1-10: Number of primary or secondary 10 textbooks and other teaching and learning materials 2018 0 3,089 3,254 105% 3,254 2,823 - provided with USG assistance (Output)

Standard ES. 1-12: Number of education Trainings are administrators/ officials who complete professional provided to 2018 0 0 210 19 143 48 - development activities with USG support, school administrators 11 disaggregated by sex (Output) (AE, CAP) and Male school 11 87 39 - Female directors to 8 56 9 - monitor

105| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% project activities. This achievement corresponds to 77% (210/272) of LOP target. Kayes Mopti

Sub-result 1.3: Communities and families support girls’ education To be efficient the project targeted the APEs, AMEs, and mayors in addition to the CGSs during the training in Standard ES 1-13: Number of parent teacher order to make associations (PTAs) or community governance sure CGS will 12 2018 0 0 883 85 883 190 structures engaged in primary or secondary education be monitored supported with USG assistance (Output) in the community by these other bodies. This achievement corresponds to 162% (883/544) of LOP target. Objective 2: Improve safety of adolescent girls in schools and their communities Sub-result 2.1: Strategies and policies to safeguard adolescent girls are adopted in schools and communities

106| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% Custom based on GNDR-1: Number of policies or A copy of the legal instruments drafted, proposed, or adopted with code of USG assistance to promote gender equality or non- 2018 0 244 272 111% conduct has - 272 - discrimination against women or girls at the national or been adopted sub-national level, disaggregated by stage (Output) and displayed in each school Stage (drafted) (272). GLEE 0 Stage (proposed) has now 0 reached all 272 Stage (adopted) schools in Year 2 and in Year 3 will be able to 13 focus on implementation of the code of conduct so 272 that each 272 school is promoting gender equality and non- discrimination of women and girls. Standard: GNDR-8: Number of persons trained with Originally, USG assistance to advance outcomes consistent with GLEE planned gender equality or female empowerment through their 2018 0 816 2,410 295.3% to target 3 348 1,075 551 805 roles in public or private-sector institutions or people per organizations, disaggregated by sex (Output) school (1 Male principal and 2 233 812 213 14 1,593 606 Female teachers). The 115 263 338 training has been expanded 817 to 199 CGS/APE/AME, health

107| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% workers, Mentors YAs and Peers Educators in order to reach all key actors. Sub-result 2.2: Effective reporting and referral mechanisms for SRGBV established

Standard: ES 4-3: Number of USG assisted organizations and/or service delivery systems that 2018 0 0 272 85 272 50 serve vulnerable populations strengthened (Output) All CGS are Disabled People’s 15 assisted this Organization (DPO) year Non-Governmental, 272 85 272 50 Community Based (Other) Custom: Percentage of reported cases of SRGBV in All 6 cases 16 2018 0% 40% 100% 250% N/A N/A 0 100% target schools that follow referral protocol (Outcome) referred Numerator 6 respected the 6 referral Denominator protrocol established by GLEE. This establishement 6 ot the referral 6 system coincided with the teacher strike and school holiday. Sub-result 2.3: Perceptions of safety in communities and schools improved

108| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% Custom: Percentage of girls who say that they missed days of school because they feared SRGBV, 2018 12% N/A N/A N/A N/A N/A N/A N/A 17 disaggregated by region (Outcome) N/A Mopti Kayes For this year, the project has not set a target for this indicator. In view of better Custom based on HA 2.1-1, Mali CDCS 5.2.1: Number preparing next of people trained in emergency preparedness as a 2018 0 0 1,117 year, 1,117 934 183 - result of USG assistance, disaggregated by sex (Output) people were trained out of 18 1,632. Note that the overall target for the 3 years is 1.632. Male 827 707 154 - Female 290 227 79 - Objective 3: Increase knowledge and adoption of positive health behaviors among adolescent girls Sub-result 3.1: Positive health behaviors adopted by adolescent girls The high number of sensitization Custom: Number of sensitization events to promote events is a 19 knowledge and adoption of positive health behaviors 2018 0 20 67 335% - - - 67 result of the among adolescent girls (Output) motivation and efforts of the actors who

109| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% have been trained. The YAs used both in person and radio to Custom: Number of students reached through the YA conducted initiative who participate in YA-organized programs, 20 2018 0 200 3,255 1628% sensitization - - - 3,255 per year and per school, disaggregated by sex and age sessions which (Output) reached a high number of students Male 1,419 1,419 Female 1,836 1,836 Age Standard: HL.7.2-1: Percentage of audience who recall hearing or seeing a specific USG-supported FP/RH 21 2018 0 50% 97% 194% - - - 97% message, disaggregated by region, sex and age (Outcome) Numerator 279 279 Denominator 289 289 Age (10-19) 289 289 Age (20-29) Age (30+) Male 72 72 Female 217 217 Urban 49 49 Rural 240 240 No education Mopti 156 156 Kayes 133 133

110| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% Sub-result 3.2: Adolescent girls’ knowledge of and access to health services increased Custom: Number of students who access free-of-cost Due to the or reduced cost health services due to referral from teachers’ 2018 N/A 1,000 59 6% 21 33 school linkages, disaggregated by sex and age strikes and the (Outcome) closure of some schools Male 11 in Mopti due to 3 8 Female 48 security, it was 18 30 Age not possible to track the students’ 22 attendance at health centers because they did not have 0 access to the school logbook which is the only tool to ensure patients are GLEE students. Custom: Number of health facilities certified as "youth Certification of friendly" per the checklist developed with the High health center 23 2018 0 N/A N/A N/A N/A N/A Impact Health Services Project, disaggregated by region will be done in (Outcome) year 3 Mopti Kayes Sub-result 3.3: Health barriers to education reduced Custom: Number of women supported through

project funds to make menstrual pads locally, 2018 TBD 0 0 N/A N/A N/A N/A 24 disaggregated by region (Output) Mopti

111| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% Kayes Standard: HL.8.2-4 Number of basic sanitation facilities provided in institutional settings (supported schools 2018 TBD 205 205 100% 50 155 and health facilities) as a result of USG assistance,

25 disaggregated by region (Output) Mopti 75 50 25 Kayes 130 130 Custom: Number of schools with latrines which meet 26 basic requirements for management of menstrual 2018 66 0 36 N/A N/A N/A 36 hygiene needs, disaggregated by region Mopti 17 17 Kayes 19 19 Custom: Percentage of adolescent girls in target communities who report having access to proper 2018 91.90% N/A N/A N/A NA N/A N/A N/A N/A menstrual hygiene products, disaggregated by age (Outcome) Numerator 27 Denominator Male Female Age % of schools that provide hygiene lessons for all 2018 60.40% N/A N/A N/A NA N/A N/A N/A N/A students Numerator 28 Denominator Mopti Kayes % of schools that provide orientation sessions on 29 2018 17% NA NA NA NA NA NA NA NA menstrual hygiene

112| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV Baseline Fiscal Year Comment if Quarterly status Performance target is above # Indicator Disaggregation Annual Annual achieved to or below by Year Value cumulative cumulative date in % Q1 Q2 Q3 Q4 planned target actual 10% Numerator Denominator Mopti Kayes

% of schools that have handwashing facilities 2018 51,30% NA NA NA NA NA NA NA NA

Numerator 30 Denominator Mopti Kayes % improvement in girls’ menstrual hygiene knowledge 31 2018 0% NA NA NA NA following hygiene lessons

Numerator Denominator

Mopti

Kayes

113| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV GEOGRAPHIC INFORMATION SYSTEM DATA REPORTING No changes to the GIS data submitted in the last quarterly report.

114| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV SUCCESS STORIES A GREAT LEAP FORWARD!

GLEE (Girls’ Leadership and Empowerment through Education) is a USAID funded project that provides opportunities to girls who have not attended formal school due to economic, social, or cultural reasons.

One young girl, Salimata Traore, has previously been the focus of GLEE success and she continues to be a model for the project. An orphan, Salimata did not have the opportunity to enroll in school at the proper age, instead she joined her uncle in Medine village, 170 km from her home in Ouelema. However, in November of 2018 the 12-year-old girl was able to attend school for the first time thanks to Mali GLEE’s Accelerated School Centers (ASC) for adolescent girls aged 10-14 in Kayes.

During the 2018-2019 school year, GLEE opened a total of 23 ASCs in the Following nine months in the commune of Awa Dembaya in the Kayes region. These ASCs trained 97 GLEE ASC, Salimata is learners, including 63 adolescent girls, over the course of nine months. transferred to formal The accelerated learning curriculum enables new students to read, write, government school in grade 6 and perform basic mathematical functions in a condensed timeframe.

In support of girls’ education, the Kayes Prefect organized an award ceremony for students between the ages of 10-14 in Awa Dembaya commune. Awardees were successful girls from formal government and ASC schools. Salimata was a student in Medine ASC, 15 kilometers from Kayes city. Though having never previously attended school, she was among the best students in the region, including formal school students identified as prize winners by the Mayor of Kayes.

Not just successful, Salimata was in fact named first-place among twenty- four girls selected for award, including students from government schools. Salimata was honored for her mark of 17.30 out of 20. In comparison, the second-place winner had a mark of 15.30 out of 20, and the third-place winner had a mark of 15 out of 20. During the ceremony, the Governor of Kayes requested students read for the assembled audience. Salimata Salimata receiving a Prize from the Prefect of Kayes for completed a reading, demonstrating her newfound ability in front of a full her exceptional success in audience, she was congratulated by everybody. the 9-month ASC program.

Salimata transferred to formal school for the 2019-2020 school year and joins sixth grade students after only nine months at the Mali GLEE ASC in Medine.

The Governor of Kayes: I am proud to be chosen to give this prize to such a smart girl. I thank the GLEE project and support the Mayor of Medine for organizing such ceremonies that I hope continue every year. I wish good luck to Salimata for her career. May she be a light for the other girls in this area. -

115| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV

Certifying Educational Success: The Mayor of Dandoli provides birth certificates for ASC girls in his commune

Many children throughout the Mopti region have regularly missed school because of the continued conflict since 2012. Idrissa Karembé is Mayor of Dandoli, a rural commune located in the Bandiagara district of Mopti region. Born and raised in the region, Idrissa understands and believes in the importance of children’s education, especially for girls. As Mayor, he immediately grasped the opportunity offered by GLEE which, according to him, can help change the lives of children Some of the 40 girls with new birth certificates following their ASC living in the shadow of violence. evaluation in Dandoli In line with the education strategy by the Malian government, GLEE has established 86 Accelerated Schooling Centers (ASC) in Mopti region so that girls may study reading, writing, and mathematics for nine months, subsequently transferring to the formal education system run by the Malian government. GLEE focuses its work with Life starts with a birth certificate adolescent girls in both Mopti and ends with it. Education should and Kayes regions. be a gift to all children of the world. If USAID offers it for free in GLEE began its work in Dandoli my commune, despite insecurity, I commune in November 2018 myself will do all my best to and prioritized enrolling girls support the initiative... I know that between 10 and 14 years old in education is one of the key ASCs who have either never solutions in the restoration of peace in the center of Mali. We attended school due to financial should all do something to support problems or who have been girl’s education. forced to stop school - Idrissa Karembe attendance due to violent conflict in the region.

Many rural children in Mali lack birth certificates, which prevents them from enrolling in formal schools. GLEE’s ASC program provides a second chance to children and Mr. Karembe, as Mayor, actively supports GLEE ASCs in his commune by providing birth certificates for students in need. According to Idrissa, projects which target girls’ education in the region are rare, so when they arrive, they should be strongly supported. The Mayor has provided birth certificates for 40 ASC girls in his commune, enabling them to transfer to formal school in the 2019-2020 school year.

116| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV TRAINING REPORTS

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Check-list dévaluation review 25 07 19.doc.docx

117| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV LESSONS LEARNED Lesson 1

Communication is key and the choice of language or dialect to use in the Mopti region can make or break the line of communication particularly for ASC learners.

The two major languages in the Mopti region are Foulany and Dogon. The latter is composed of more than 20 different dialects which makes communication between the learners and the facilitators very difficult if the facilitator does not speak the specific dialect of that village. Many students have limited ability to express themselves and understand French, which is the language of instruction in formal schools and in the project’s Accelerated School Centers.

Despite the fact that French is the language of instruction, ASC facilitators are often obliged to speak in the local language to children, but because of the difference of dialect, the learners face problems understanding the facilitator. When the facilitator uses the local language to explain certain words or concepts the children often do not understand, and they think the facilitator is speaking French whereas the facilitator speaks a different dialect of the Dogon language.

Based on the challenges faced the GLEE partner responsible for ASC implementation selected new facilitators from the communities hosting the ASCs to remove the barrier to communication between the ASC facilitators and learners. Additionally, they announced that the language of instruction would be the local dialect in the ASCs. This new strategy has been welcomed by the ASC facilitators and learners particularly in the communes in Bandiagara, Bankass, and Sangha where Dogon is most concentrated.

Lesson 2

Effective mentoring relies on community elders to champion the work of mentors.

Mentors enjoy their work with adolescent girls in their communities and are eager to mobilize girls to attend the mentoring sessions, but last year some experienced challenges with girls’ participation in the mentoring session which was related to socio-cultural considerations. For example, in the villages of Kersingané, Saboussirendy, and Médine in Kenieba commune in the Kayes region, some parents would not allow their children to attend the mentoring sessions. Parents perceived the mentoring sessions as a waste of time. Additionally, as part of the mentoring program design, GLEE selected some women from the communities to be leaders and counselors to advise and support the adolescent girls. This practice went against the socio-cultural norms of the communities which state that women must remain behind men and cannot take the lead in the education of children because men are the decision-makers. In the Kayes region, as in many other parts of Mali, women are considered only as housewives who must stay at home and care for their children.

Drawing on the lesson learned from the previous year, GLEE introduced the mentoring activity to the community elders explaining the purpose, the role of the mentors, the content and format of the mentoring sessions. The elders then held community meetings with the parents to sensitize parents on the relevance of the mentoring and share practical examples of the information discussed during the sessions. This helped parents understand the value of their children’s participation in the mentoring activities and support/encourage their attendance. The elders’ support for the GLEE mentoring activities

118| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV has been instrumental in changing parents and the broader communities’ perception of the mentoring program. GLEE mentors can now focus on delivering quality mentoring sessions rather than trying to convince the parents of the adolescent girls on the benefits of their participation. Adolescent girls trust their mentors and are encouraged by their parents to attend due to the influence and support from community elders.

119| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV ENVIRONMENTAL REVIEW FORM FOR GLEE SUB GRANTS The Grants Manager is currently completing the Environmental Review Form of the subgrant application for the subgrantee file as outlined in the USAID approved Grants Manual.

120| MALI GLEE ANNUAL REPORT OCTOBER 1, 2018-SEPTEMBER 30, 2019 USAID.GOV