PROJECT NAME INSERT AGREEMENT #
REPORT NAME
“This publication was produced for review by the United States Agency for International Development. It was prepared by Winrock
International under Contract No. 72068818C00001.”
Quarterly Report: October 1 –
December 31, 2020
MALI GIRLS LEADERSHIP AND EMPOWERMENT THROUGH
EDUCATION (GLEE)
Learners at ASC of Oné Bandiagara
Photo: Salif Warme
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Table of Contents
Acronyms ....................................................................................................................... 2
Introduction ................................................................................................................... 6
Executive Summary ...................................................................................................... 6
By the Numbers ............................................................................................................. 8
OBJECTIVE 1: DECREASED KEY BARRIERS OF ADOLESCENT GIRLS TO
ACCESS QUALITY EDUCATION .................................................................................. 9
Sub-Result 1.1: Learning Support Opportunities for Girls Increased ....................................... 9
Training of the ASC Facilitators ........................................................................................... 9
Accelerated Schooling Centers operations .........................................................................10
Monitoring of the centers by the GLEE Supervisors ............................................................10
Distribution of TLM kits to the ASCs ...................................................................................11
Monitoring the first cohort of ASC learners transferred to formal schools ............................12
Community mobilization to retain ASC learners in their villages ..........................................12
Promote enrollment and retention through the payment of girls’ Cycle 1 and 2 school fees 13
Issue in-kind grants to the CGS to support the reduction of barriers to girls’ access to school
(2019-2020) ........................................................................................................................14
SUB-RESULT 1.2: TEACHING IS MORE RESPONSIVE AND RELEVANT FOR
ADOLESCENT GIRLS ...........................................................................................................15
Teachers’ Professional development Training ....................................................................15
Identify and orient mentors in the new communities ...........................................................15
Monitor GLEE mentors conducting extracurricular activities ...............................................16
SUB-RESULT 1.3: COMMUNITIES AND FAMILIES SUPPORT GIRLS' EDUCATION..........17
Monitor CGS commitment (in existing and new communities) ............................................17
Facilitate school enrollment campaigns and back-to-school night for girls ..........................18
OBJECTIVE 2: IMPROVE SAFETY OF ADOLESCENT GIRLS IN SCHOOLS AND
THEIR COMMUNITIES ................................................................................................. 19
SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS
ADOPTED IN SCHOOL AND COMMUNITIES ......................................................................19
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 ....19
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Train AE/CAP counselors in leadership, gender, and GBV training and monitoring of the
CGSs ..................................................................................................................................20
SUB-RESULT 2.2: EFFECTIVE REPORTING AND REFERRAL MECHANISMS FOR SRGBV
ESTABLISHED ......................................................................................................................21
Establish an SRGBV Referral System ................................................................................21
SUB-RESULT 2.3: PERCEPTIONS OF SAFETY IN COMMUNITIES AND SCHOOLS
IMPROVED ...........................................................................................................................23
Celebration of the 16 days of activism to end violence against women ...............................23
OBJECTIVE 3: INCREASE KNOWLEDGE AND ADOPTION OF POSITIVE HEALTH
BEHAVIORS AMONG ADOLESCENT GIRLS ............................................................. 24
SUB-RESULT 3.1: POSITIVE HEALTH BEHAVIORS ADOPTED BY ADOLESCENT GIRLS
..............................................................................................................................................24
Revitalizing communication activities at the community level ..............................................24
Sub-Result 3.2: Adolescent Girls' Knowledge of and Access to Health Services Increased ...25
Kayes Health District Health Centers youth-friendliness certification ..................................25
Sub-Result 3.3: Health Barriers to Education Reduced ..........................................................26
Training on menstrual pad production .................................................................................26
Promote menstrual hygiene in schools and communities ....................................................28
MONITORING, EVALUATION, RESEARCH AND LEARNING ................................... 29
project Mid-term research ......................................................................................................29
Tracking the transferred ASC learners from the 2018-2019 school year ................................30
Overall Project Monitoring ......................................................................................................30
Conclusions/Recommandations .............................................................................................31
Challenges and Proposed Solutions ......................................................................... 31
SECURITY CONCERNS IN MOPTI REGION ........................................................................31
Disruption in the last two school years and late start of the 2020-2021 school .......................32
VAT EXEMPTION ..................................................................................................................32
COVID-19 ..............................................................................................................................32
Cross-Cutting Solutions ............................................................................................. 32
GENDER ...............................................................................................................................32
YOUTH ..................................................................................................................................34
SCIENCE, TECHNOLOGY, INNOVATIONS, AND RESEARCH (STIR) ................................35
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
ENVIRONMENTAL COMPLIANCE/CLIMATE RISK MANAGEMENT ....................................35
MEXICO CITY .......................................................................................................................35
PRIVATE SECTOR ENGAGEMENT/Private Public Partnership ............................................35
SUSTAINABILITY/LOCAL CAPACITY DEVELOPMENT .......................................................36
RISK MANAGEMENT AND SECURITY ....................................................................... 37
Security situation in Bankass, Bandiagara, and Douentza .....................................................37
Highlights............................................................................................................................37
Attacks on Villages, Targeted Assassinations and Intimidation of Populations .............................. 37
Robberies ........................................................................................................................................ 37
IED / MINES, Ambushes Against Convoys, and Attacks Against FAMas ...................................... 37
Irregular Checks and Clashes between Hunters and Radicals ...................................................... 38
Government Measures ................................................................................................................ 38
GLEE Internal Measures ............................................................................................................. 38
PLANNED ACTIVITIES/EVENTS FOR NEXT QUARTER ........................................... 38
MONITORING, EVALUATION, QUALITY ASSURANCE AND REPORTING .........................38
Collaboration, Learning, Adapting ..........................................................................................39
COLLABORATE WITH USAID AND OTHER PARTNERS.....................................................39
COMMUNITY ENTRY ............................................................................................................39
OBJECTIVE 1: DECREASE KEY BARRIERS OF ADOLESCENT GIRLS TO ACCESS
QUALITY EDUCATION .........................................................................................................39
SUB-RESULT 1.1: LEARNING SUPPORT OPPORTUNITIES FOR GIRLS INCREASE ....39
SUB-RESULT 1.2: TEACHING IS MORE RESPONSIVE AND RELEVANT FOR
ADOLESCENT GIRLS ........................................................................................................40
SUB-RESULT 1.3: COMMUNITIES AND FAMILIES SUPPORT GIRLS' EDUCATION ......40
OBJECTIVE 2: IMPROVE SAFETY OF ADOLESCENT GIRLS IN SCHOOLS AND
COMMUNITIES .....................................................................................................................40
SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS
ADOPTED IN SCHOOLS AND COMMUNITIES .................................................................40
SUB-RESULT 2.2: EFFECTIVE REPORTING AND REFERRAL MECHANISMS FOR
SRGBV ESTABLISHED .....................................................................................................41
OBJECTIVE 3: INCREASE KNOWLEDGE AND ADOPTION OF POSITIVE HEALTH
BEHAVIORS AMONG ADOLESCENT GIRLS .......................................................................41
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
SUB-RESULT 3.1: POSITIVE HEALTH BEHAVIORS ADOPTED BY ADOLESCENT GIRLS
...........................................................................................................................................41
SUB-RESULT 3.2: ADOLESCENT GIRLS' KNOWLEDGE OF AND ACCESS TO HEALTH
SERVICE ............................................................................................................................41
SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED ..............................41
ANNEX A –ALL ACTIVITIES PLANNED FOR PREVIOUS YEAR, THOSE ACHIEVED
AND THOSE NOT COMPLETED BASED ON APPROVED ANNUAL WORKPLAN .. 42
ANNEX B: SUCCESS STORIES .................................................................................. 46
GLEE Mentors Empower Girls Across Maninka Society in Kayes ..........................................46
GLEE Girls Lead Classes Academically at Formal Schools ...................................................47
ANNEX C: EMMR ......................................................................................................... 48
ENVIRONMENTAL REVIEW FORM FOR GLEE SUB GRANTS ...........................................48
ANNEX D. PERFORMANCE INDICATOR TABLE ...................................................... 49
ANNEX E: GIS DATA REPORTING ............................................................................. 61
ANNEX F: TRAINING REPORTS, SITE VISIT REPORTS, PROJECT DOCUMENTS 70
Quarterly Report
October 1- December 31, 2020
Submitted to USAID/Mali: January 29, 2021
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 2
Acronyms
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
CAA
Community Asset Appraisal
CAP
Educational Animation Center (Centre d’Animation Pédagogique)
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
USAID/Mali GLEE Contract #: 72068818C00001
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DEF
Basic Education Diploma (Diplôme d’Études Fondamentales)
DNDS
Direction Nationale du Développement Social
DNEF
Direction Nationale de l’Enseignement Fondamental
DNEN
Direction Nationale de l’Enseignement Normal
DNP
Direction Nationale de la Pédagogie
EMMP
Environmental Mitigation and Monitoring Plan
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
HWS
Handwashing Station
INGO
International Non-Government Organization
LOP
Life of Program
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)
USAID/Mali GLEE Contract #: 72068818C00001
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NGO
Non-Government Organization
OCHA
United Nations Office for the Coordination of Humanitarian Affairs
OMAES
Œuvre Malienne d’Aide à l’Enfance du Sahel
PEs
Peer Educators
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)
SMS
Short Message Service
SRGBV
School-Related Gender-Based Violence
SRH
Sexual and Reproductive Health
TLM
Teaching and Learning Materials
TOT
Training of Trainers
USAID
United States Agency for International Development
USG
United States Government
USAID/Mali GLEE Contract #: 72068818C00001
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WASH
Water, Sanitation, and Hygiene
WI
Winrock International
YA
Youth Ambassador
USAID/Mali GLEE Contract #: 72068818C00001
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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. Winrock International leads the GLEE 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.
This quarterly report covers implementation of the
GLEE project activities conducted between October 1,
and December 31, 2020. The reporting period was
marked by the extension of the 2019-2020 school year
to October 2020 through January 2021 and a second
surge of COVID-19 in December 2020, and the
subsequent closure of schools (formal and non-formal)
by the government as a preventative measure. Despite the challenges faced during the period,
GLEE successfully established 101 Accelerated Schooling Centers in Mopti and 59 in Kayes as
planned. During the period, GLEE continued to work remotely through its established network
of local leaders, mentors, youth ambassadors and peer educators, effectively adapting its
approach to small group work.
Executive Summary
This quarterly report covers the Girls Leadership and Empowerment through Education (GLEE)
project activities conducted between October 1, and December 30, 2020. This quarter was
marked by the extension of the 2019-2020 school year to October 2020 through January 2021
subsequent to a six month long teachers’ strike between January 2 and June 2, 2020, the
outbreak of Covid-19 in March 2020 which delayed project implementation due to the closure of
schools (formal and non-formal) by the government as a preventative measure. The project has
been facing a new challenge with a second surge of COVID-19 in December 2020 which lead
once more to a closure of both formal and non-formal schools by the government. Despite these
challenges the project successfully adapted the approach to several key activities and pivoted to
working remotely through its established network of local leaders, mentors, youth ambassadors
and peer educators.
This quarter also marked the start of a new fiscal year and is mostly characterized by the
establishment of 160 Accelerated Schooling Centers offering education to 5,958 young
The Mentor celebrating the 16 days of activism
to end violence against women at Bambou,
Kenieba
USAID/Mali GLEE Contract #: 72068818C00001
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Page 7
adolescents of which 5,268 girls following the approval of the Base Period Extension by USAID.
180 facilitators were trained to take care of those centers. The second and very important
highlight is the training of trainers (TOT) of 190 people of which mainly mentors, grandmothers
in perspective of the training of adolescents in their communities to manufacture their own
menstrual pads. Other highlights worth mentioning is the training AE/CAP counselors including
the DAEs and the DCAPs on school Safety, gender, SRGBV and on their role in monitoring
GLEE community-based partners and the celebration of the 16Days of activism to end violence
against women with high involvement of the project local actors including mentors,
grandmothers, CDAs, partners health agents and PEs/YAs focusing on the importance of
investing in girls’ education and supporting them by reducing household chores and avoiding
early marriage.
GLEE continued to rely on the mentors and grandmothers who have been playing a very pivotal
role within the communities as strong advocates and protectors for the girls from various forms
of gender-based violence, particularly early and forced marriages.
The section, “By the Numbers”, on the following page captures the higher-level impacts of
GLEE’s efforts during the reporting period.
USAID/Mali GLEE Contract #: 72068818C00001
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By the Numbers
180 ASC Facilitators (115 in Mopti, 65 in Kenieba) were trained from October 1 to 14, 2020
on the accelerated schooling curriculum. Following the training and the assessment of
participants, 160 Facilitators were selected to deliver classes in the centers for the 2020-2021
school year starting November 2, 2020. The remining 20 facilities trained will be on the waiting
list and ready to replace in case of resignation.
160 ASC (101 in Mopti, 59 in Kayes) were established for the 2020-2021 school year. These
160 centers enrolled 5,958 learners (5,268 girls, 695 boys) who started learning the alphabet,
reading writing and mathematics on November 2, 2020 in Kenieba and Mopti.
34 AE/CAP counselors (9 female and 25 male), including the DAEs and the DCAPs, were
trained in December on school Safety, gender, SRGBV and on their role in monitoring GLEE
community-based partners. AE/CAP counselors play an important role in the implementation of
GLEE activities and this training will allow them better monitor CGS emergency plans, the
SRGBV referral system, mentoring session and PES/YAs sensitizations.
From November 25 to December 10, 2020, GLEE celebrated the #16Days of activism to end
violence against women. For 16 days, GLEE mentors, grandmothers, CDAs, partners health
agents and PEs/YAs organized 136 communication sessions during which they spoke to
students, parents and community leaders about the importance of investing in girls’ education
and supporting them by reducing household chores and avoiding early marriage.
190 participants were trained as trainers for the manufacturing of menstrual pads. Participants
included 86 grandmothers, 86 mentors, 6 teacher coordinators, 6 CAP counsellors, two
school health focal points and a representative from the Women's and Family Promotion
Department. The 190 trainers selected in all GLEE partner communes will train a pool of
adolescents in their communities to manufacture their own menstrual pads.
USAID/Mali GLEE Contract #: 72068818C00001
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OBJECTIVE 1: DECREASED KEY BARRIERS OF
ADOLESCENT GIRLS TO ACCESS QUALITY
EDUCATION
Adolescent girls in Mali confront a host of barriers
to educational access and quality. The roots of
these barriers lay in poverty, educational quality,
security threats and gendered socio-cultural
norms, which manifest themselves in three
ways: girls lack opportunities for educational
learning support, teaching and learning are not
responsive or relevant, and communities and
families do not support girls’ education. GLEE
adapted teacher training manuals in collaboration
with the Direction Nationale de la Pédagogie
(DNP)and the Direction Nationale de
l’Enseignement Fondamental (DNEF) the fit in
the gaps of Gender Based Violence (GBV)
adolescent girl’ sensitive themes and also
designed and extracurricular mentoring guide
which supports girls in their communities.
Through continued engagement with key
stakeholders at the community level including
school management committees, mentors, peer
educators and youth ambassadors and the
decentralized education authorities at the
Académie d’Enseignement (AE) and Centre
d’Animation Pédagogique (CAP) levels, GLEE
has effectively enrolled 5,268 girls (10-14 years
old) in accelerated learning this quarter.. The
peer mentor model represents a promising
practice for addressing socio-cultural barriers
related to early marriage and early pregnancy as
girls’ have successfully intervened in several
instances to support girls’ continued attendance
at school.
SUB-RESULT 1.1: LEARNING SUPPORT
OPPORTUNITIES FOR GIRLS INCREASED
Training of the ASC Facilitators
The ASC facilitator training for 2020-2021 school year was delayed from September to October
2020 because of the disruptions of the 2019-2020 school due to COVID 19 and the teachers’
Lesson Learned
In Kenieba district, especially in the mountainous
GLEE communes of Baye and Kassama, education is
valued less than local agriculture, the main economic
activity, and gold mining is not prevalent. Moreover,
girl’s education is seriously underserved as girls are
working in family gardens almost every day. Baye
and Kassama are also very difficult to access and
possess fewer on-site government institutions.
In the beginning, GLEE- mobilizers had difficulty
explaining to these communities the value and
importance of girl's education. For this most recent
ASC cycle, GLEE recruited Fadiala Kanouté, a
traditional public spokesperson, to be a community
mobilizer. Fadiala comes from a traditional
communicator family (griot) in Mali. The Griots are
known for their art of speaking, and they can openly
enter any community in Mali, especially in Kenieba,
with immediate respect. Fadiala’s father, Djely Mady
Kanouté, is already well known in his own right as a
public speaker, further opening doors for Fadiala .
When entering family gardens and asking parents to
allow children to attend school, families listen to the
Griot.
Using traditional communicators can enhance
GLEE community access and activity efficiency,
bringing more adolescent girls into ASCs, and
formal schools.
USAID/Mali GLEE Contract #: 72068818C00001
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Page 10
strike. The training occurred simultaneously in Kayes (Kenieba) and Mopti(Douentza, Bankass,
and Sangha) from October 1 to 14, 2020.In total, 180 facilitators (115 in Mopti, 65 Kenieba)
were selected and trained. These 180 facilitators included 144 returned participants and 36 new
participants recruited in September. During the13 day training, several people from the
Ministère de l’Éducation Nationale (MEN), AE/CAP, and GLEE coordination team provided
training on pedagogical practices to teach reading, writing and mathematics based on the
accelerated curriculum. The training also provided an opportunity to orient the facilitators on
GBV and SRGBV referral systems that will help monitor in the communities they will be
assigned to. The trainers were assessed at the end of the training period and the highest
scoring 160 facilitators were assigned to new centers.
Accelerated Schooling Centers operations
Due to COVID-19 delays in recruitment and training of ASC facilitators, courses at accelerated
schooling centers were delayed from October to November 2, 2020. At the end of their training,
the ASC facilitators were immediately deployed in the communities to establish and start the
enrollment of the learners in collaboration with the CGS members and mentors. Because the
community mobilization phase has been efficient this year, the facilitators found the shelters
ready in all the communities. Courses started on Novembers second with 5,935 learners (5,228
girls, 707 boys) in the 160 centers in Kenieba and Mopti.
Monitoring of the centers by the GLEE Supervisors
Monitoring of the centers is critical to the objective of increasing girls’ access to school. It allows
GLEE to be visible in the communities, monitor the quality of ASC operations, motivate learners,
and support the ASC facilitator. GLEE Supervisors began monitoring the centers on November
2, 2020 ensuring presence of the facilitators, presence of learners, conformity of learners’ ages
to the 10-14 range, and readiness of the shelters. This monitoring demonstrated that all the
facilitators were on their duty stations and the shelters were all ready. Additionally, the
monitoring demonstrated that in 13 villages that have ASCs operating for their second
consecutive year, some learners were under 10 and alternative arrangements were made to
ensure children 10-14 were prioritized. Finally, the monitoring discovered at Kenieba that the
centers of Soring and Beteya had less than 20 leaners. GLEE management initiated a
discussion with the two communities and instructed to them to quickly complete the number of
children or the centers will be closed and replaced, when the MEN decided to close all
education premises on December 17
th
.
On December 18
th
, when the centers all closed due the government order, 158 centers (Mopti
101, Kayes 57 were running with 5,958 (5,268 girls, 695 boys) learners. The monitoring also
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.
USAID/Mali GLEE Contract #: 72068818C00001
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Page 11
Each center received at least three supervisory visits this year. The table below provide the
distribution of ASC par CAP and Region.
AE/CAP
# of
ASC
Girls
Boys
Total
Douentza
101
3421
400
3816
Bandiagara
36
1282
129
1411
Bankass
19
646
90
730
Douentza
20
637
86
724
Sangha
26
856
95
951
KAYES
57
1847
295
2142
Kenieba
57
1847
295
2142
Total
158
5268
695
5958
The monitoring also 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. With regarding these aspects, GLEE Supervisors observed that attendance of the
centers was better than last year at the same time. Only a few cases of absenteeism were
noticed, mainly due to illness, and fair days in the communities.
As for the progression in the curriculum delivery, courses were going according to the schedule
established. About 80% of the center were at their 70
th
Interactive Audio Lesson while the other
30% varied from 60 to 40 depending on whether the facilitator was new or experienced.
GLEE supervisors also observed motivation and commitment of parents to have their children
back to school. In their report, the Supervisors attribute the positive improvement in the center’s
attendance to the fact that the community mobilization team has proactively establishes ASC
management committees in each village where members are involved in the implementation of
the project.
Distribution of TLM kits to the ASCs
GLEE was able to successfully anticipate COVID-19 and teacher strike delays for the 2020-
2021 school year and adjusted the procurement of TLMs accordingly. The TLMs sets included
alphabet boards, flash drives, radios, blackboards, the facilitator’s guides and learners’ books,
notebooks, boxes of white and colored chalk, flipcharts, boxes of markers, masking tape,
geometrical sets were all purchased and distributed to the facilitators at the end of their training.
The facilitators and GLEE Supervisors distributed TLMs their assigned communities with the
TLMs. A total of 6, 116 TLMs (Kayes 2199, Mopti 3917) were distributed to the ASC facilitators
USAID/Mali GLEE Contract #: 72068818C00001
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Page 12
and learners. Additional materials including 1,600 benches, 160 easel tables, 160 desks and
160 chairs for the facilitators were ready to be distributed by the end of September 2020.
Despite the security threats in Mopti and the accessibility challenges in Kenieba, all centers
were equipped at the end of November. The school bags were also purchased and distributed
November through December which also contributed to improving the centers’ attendance.
Monitoring the first cohort of ASC learners transferred to formal schools
Simultaneously with the monitoring of the ASC starting on November 2
nd
, GLEE coordinated its
team to also proceed with the physical check of the first cohort of learners trained in the 2018-
2019 school years. In Kayes, the activity continued until December 17
th
when all schools closed
due to the new government order related to Covid 19 while in Mopti teacher were on strike since
November 15
th
claiming for their delayed salaries. During the quarter, GLEE was able to monitor
1499 girls equivalent to 48% of 3057 girls transferred to formal schools in Kayes and Mopti. out
of the 1,499 girls found 63.74% passed to the upper grade, 19.45% repeated and 11 dropped
out. The table below provides the details situation of the girls GLEE was able to monitor.
Situation
#girls
Percentage
Mean
grade
Pass to upper
grade
949
63,31%
5,74
Repeat
289
19,28%
3,72
Abandon
161
10,74%
3,49
School closed
35
2,33%
Lack of teacher
32
2,13%
Never showed up
31
2,07%
Other reasons
2
0,13%
Total
1499
100,00%
5,26
Once schools will resume in January. GLEE will continue to monitor the attendance of the first
and second cohorts of girls transferred in the formal schools.
Community mobilization to retain ASC learners in their villages
Following the second surge of COVID-19 in Mali, the government reinforced the prevention
measures deciding a state on emergency from December 17, 2020 to January 4, 2021 and
extended to January 24, 2021. GLEE undertook community mobilization sessions led by the
CGS members with support from the ASC Supervisors, Community Development Agents, the
School Liaison Specialist, the Community Mobilization Specialist, Mentors and the PEs/YAs.
These sessions sought to inform parents about the reasons why the centers closed and
convince them to maintain learners in their communities until the government lifts the order to
resume classes.
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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 school operational
costs by paying school tuition, annual enrollment, and teachers’ additional salary payments. In
some instances, this amount can reach up to $50.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. Payment of school fees for girls is needed and appreciated by the
beneficiaries because it addresses a major barrier to girls’ schooling and retention, particularly
in rural areas. Prior to the actual transfer of school fees to the CGSs, two main steps,
registration of beneficiary girls 10 – 18 years old and monitoring of CGS actions plans are
necessary and are described in the two paragraphs below. The first step consisting of the
beneficiary registration could not carried out due to the disruption in the 2019-2020 school year.
Monitoring the CGS action plans to support girls’ safe access to quality education is a
necessary step to help them target eligible activities that GLEE can support through the school
fees. GLEE requires CGSs to develop annual plans which are reviewed to ensure activities
alignment with project objectives. During the reporting period, the team worked with the CGS
members and school principals to finalize their annual plans across the two regions. GLEE
applied the approach instituted last which consists in making partial payments to CGSs based
on priority activities with short turnaround times (generally 30 days) for expensing. For the
2020-2021 school year 283 CGS were identified. This represents six new schools, above the
target 272 schools, because GLEE had initially selected communities in Kenieba to host ASCs
which did not prove to be linked to any school. As each ASC must have a host school for the
transfer of the learners at the end of the 9-month training, the team identified 6 new schools
within a maximum five kilometers distance to host learners next year.
The GLEE project established an ad hoc committee (During the CGS training) 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.
The no cost extension of the project's base period resulted in a reduction in the school fees
budget. Thus, the balance of the budget for the 2019-2020 school year not transferred after the
closure of the schools went from 74,559,550 FCFA to 54,223,144 FCFA, or a decrease of
27.29%. In September 2020, a new distribution of school fees by CGS was done in
collaboration with the field team based on the performance of CGSs, the amount paid for 2019
and the quality of previous supporting documents. So, transfers resumed in October 2020,
following the reopening of schools. From October to December 2020, GLEE paid their school
fees to 157 CGSs for a total amount of 32,145,800 CFA in support of 14,737 girls’ attendance.
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Page 14
These amounts correspond to the first installment for some CGS, or the second installment for
others and to the totality for those who had to receive less than 200,000 CFA.
Issue in-kind grants to the CGS to support the reduction of barriers to girls’ access to school
(2019-2020)
Following the extension of the project's base period, new bids were analyzed by the regional
teams in Mopti and Kayes. Of the 22 new bids from the CGS, 6 were selected thus completing
to 90 the number of applications from CGS for the 2019-2020 and 2020-21school years
combined. The 90 applications will be reviewed by the COP in Q2 before submission to USAID
for approval. The table below show the number of applications selected by region and the most
common items requested by CGS.
Regions
#of applications selected
Common items requested
Value (in CFA)
Kayes
60
Books, TLMs, solar lamps
34,807,000
Mopti
30
Bicycles, Solar lamps, TLMs,
bicycles
9,324,100
TOTAL
90
Books, TLMs, solar lamps,
bicycles
44,131,101
During the screening at the regional level, the team observed communities usually
underestimated the items they were applying for to the bid costs often did not reflect the market
price. Additionally, some CGSs still have difficulty making difference between their needs and
eligible activities despite the project teams’ efforts to explain that the in-kind grant should be
aligned with their school development plans the subsequent annual plans they have developed.
These application selections will be finalized in coordination with USAID in Q2.
“I was in Bamako working as a house maid when my father
called me back to start the ASC at Dobolo, I dropped out
when I was at grade 4 years because of the poverty of my
parents who could not afford to pay the school fees. I am
happy to be with my childhood friends and this is thanks to
the GLEE project..”
Aminata Banou, 14 years old learner a the Dobolo ASC,
Sangha.
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SUB-RESULT 1.2: TEACHING IS MORE RESPONSIVE AND RELEVANT FOR
ADOLESCENT GIRLS
Teachers’ Professional development Training
For the 2020-2021 school year, GLEE organized the teachers’ professional development
training in Kayes and Kenieba from December 14 to 18, 2020 for school principals and the 3rd,
4th and 5th grades teachers of the host schools. GLEE organized the two-training workshops in
collaboration with the AE of Kayes and the CAPS of Kenieba and Kayes RG and RG under the
supervision of the DNP. In Mopti, the same training brought together school principals and
teachers from the CAPs of Douentza, Bankass, Sangha and Bandiagara at the Alpha Aly Seck
Public School of Bandiagara under the Supervision of the DNP from December 22 to 26, 2020.
The objective of the training was to build capacity of participants on the ASC curriculum and
orient them on gender, school safety and SRBV in order to allow them to ensure a smooth
transition with the balanced approach of reading and writing for the ASC learner they will have
to accommodate in their classrooms. This is to strengthen the pedagogical capacities of
teachers and principals of GLEE's partner schools in order to enable them to ensure quality
teaching and learning for their students.
A total of 425 teachers attended the training out the 460 invited. Thirty-five (35) teacher, mainly
from Bankass, could not make it to Bandiagara for security reasons. Of the 425 participants, 62
were females and 363 males including 261 at Kayes (131 female, 30 male) and 164 (32 female,
132 male). Both trainings in Kayes and Mopti were organized in line with all COVID prevention
protocols. Coffee and lunch were served per room and individually in order to avoid crowding
the serving desk and all participants have been provided with face masks. In the rooms, each
participant had to set on one bench while hand washing station were placed at each door with
hand sanitizer.
Identify and orient mentors in the new communities
The peer mentor model represents a promising practice for addressing socio-cultural barriers
related to early marriage and early pregnancy as girls’ have successfully intervened in several
instances to support girls’ continued attendance at school. For example, Coumba Sissoko, the
mentor of Sitakili in the Kayes region, convinced two girls, who had to decided not to return to
school, to continue their studies. To continue to implement this important activity in new
communities in Kayes and Mopti, GLEE worked with communities to outline the selection
criteria and clearly define the role and responsibility of the mentors during the general
assemblies in the communities. During the period, GLEE identified 91 (Kayes 43, Mopti 48) new
mentor between 20 and 25 years old who had studied up to the level of Baccalaureate or
equivalent. Following identification, the 91 newly selected mentors were oriented in their
communes by the Community Mobilization and the School Liaison Specialists in Kayes and the
Community Development Agents in Mopti along with the host school principals were tasked to
monitor the sessions and provide support if needed. Each training session lasted 4 days during
which GLEE built capacity of participants on how to lead sessions on leadership,
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communication, decision making, importance of girls’ education, family planning, menstrual
hygiene management etc.
At the end of the process, the newly trained mentors expressed their satisfaction with the skills
acquired during these capacity building sessions, as expresses Mariam Kinda DIALLO from
Gouba, Kenieba.
Like all other training sessions during the period, COVID-19 prevention has been integrated in
all aspect of the mentor training by providing hand washing facilities and hand sanitizers in the
premises and by distributing face masks to all participants and facilitators. Social distancing has
been respected during the coffee and lunch breaks as well as during the payment of stipends.
Monitor GLEE mentors conducting extracurricular activities
Mentors play an important role in their communities in ensuring girls can be successful in their
school careers. Each week, they lead a session on a theme from the Mentoring Guide
developed by the GLEE project. During this period, mentoring activities gained momentum
across the existing 283 GLEE schools. In both regions, after each session mentors produced an
activity report, an attendance list, photos, and videos which were posted on the mentor-initiated
WhatsApp group they established to maintain contact with each other and with the project team,
and to share experiences, questions, and approaches.
In Mopti, GLEE mentors implemented extra-curricular activities in communities and schools in
the presence of students, parents, members of the AMEs taking into women's associations,
considering COVID-19 prevention. A total of 928 sessions were carried out by the mentors on
topics such as family planning, menstrual hygiene, the 16 days of activism, early pregnancy and
marriage, covid.19 barrier measures, child rights, the importance of girls’ education, rural
exodus, etc. The mentors were also involved in the implementation of the other project activities
such as monitoring attendance of centers and schools. The different sessions reached 4,800
boys and 9,671 girls from 10 to 14 years old, 2,752 boys, 5,588 girls from 15 to 18 years old and
1,246 men, 1,322 women from 19 years old and beyond.
“Coming to this training, I feared speaking in public. And now, thanks
to this training, I have been able to brave my fear and I can, now, speak
in public.
I could not have imagined such a change in such a short period of time.
I am now ready to offer better training to my cadets.”
Mariam Kinda Diallo, new mentor of Gouba, Kenieba.
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In Kayes, the 80 GLEE mentors of the CAP of Kenieba conducted 960 sessions which 5848
girls and1227 boys attended. We observed, 320 sessions at CAP RD in Kayes that the 29
mentors conducted for 5854 girls and 1853 boys while the 38 mentors CAP RG facilitated 401
sessions for 7766 girls and 2792 boys.
Additionally, GLEE organized 3 monthly review meeting with the mentors in each CAP during
the reporting period. The mentors’ review meeting are real forums on GLEE extracurricular
activities during which challenges and proposed solutions are discussed. During these
meetings, mentors also take advantage to facilitate sessions with their peers in a rotative
manner and then make it an opportunity for each one to improve their facilitation skills. Finally,
GLEE collects data from the facilitation sessions conducted by each mentor prior to paying the
monthly airtime. During these meeting, mentors across the two regions requested more training
and the provision of bags to in order to secure their materials.
SUB-RESULT 1.3: COMMUNITIES AND FAMILIES SUPPORT GIRLS'
EDUCATION
Monitor CGS commitment (in existing and new communities)
All the GLEE partner CGSs were active this
quarter contributing the community mobilization in
favor of education. With regard to the
establishment of the Accelerated Schooling
Centers, CGSs were at the upfront by mobilizing
the youth to build the shelters. Following the
general assemblies and the continuous
sensitization conducted by CGS members and
GLEE field staff, communities have mobilized
volunteers who built 130 shelters (Mopti 80,
Kayes 50) that are serving as classrooms for the
ASCs. Additionally, CGSs in collaboration with
their Mayors provided 31 former adult literacy
centers (Mopti 21, Kayes 10) to house ASC.
CGS members also played an important role in
the enrollment AS learners in November in
collaboration with the Facilitators. At the arrival of the ASC facilitators in the communities, they
were welcomed by the CGS presidents who organized enrollment sessions during which each
parent accompanied their daughter to give their consent for her schooling and provided
information about the child's age and parentage. A pre-registration list of learners was
established in the presence of the chief of village and counsellors, parents.
Following the second wave of COVID-19 outbreak in Mali and the related government order
GLEE engaged CGS members in direct communication with community members. From
The Community building the ASC shelter at Bouli, Kenieba
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December 17
th
till the end of the quarter, CGS members, with support from the ASC facilitators,
mentors and PEs/YAs and GLEE Supervisors, informed parents about the reasons why the
centers were closed and stressed the importance of keeping their learners in the communities
until the government lifted the order. GLEE partner CGSs played a tremendous role in
encouraging the children to remain so they were available when ASC classes resumed. GLEE
also broadcast messages on local radio stations across the two regions to support the
messaging of the CGS at the community level. As part of their commitment to the GLEE project,
CGSs in collaboration with their Mayors, have also volunteered to provide houses to the ASC
facilitators. To date, the 160 facilitators are benefiting from free houses in their host
communities.
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 girls in particular 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 awareness raising
campaigns aligned with the back-to-
school period (August 2019 through
January 2020) and enrollment of girls in
school across all GLEE communities. A
total of 102 campaigns were conducted
in the different communities. Key
messages delivered during these
campaigns were "Gold panning can be
very harmful to your girl’s health",
"Educate a girl, contribute to the reduction
of poverty", "Early marriages dangerously compromises the future of the girls", "Islam doesn't
forbid modern education". GLEE will report on outcomes of the back-to-school campaign next
quarter.
Sketch to sensitize the school girls of Lafiabougou
primary school of Kenieba on the dangers of gold
panning.
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OBJECTIVE 2: IMPROVE SAFETY OF
ADOLESCENT GIRLS IN SCHOOLS AND THEIR
COMMUNITIES
School Related Gender Based Violence (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. Most schools in Mali do not provide a safe
environment for girls, which is a major obstacle to
increasing girls’ enrollment and retention. While the
existence of SRGBV is acknowledged people believe
that victims do not speak out because they feel that
authorities will not act. GLEE seeks to raise
awareness among school communities about solving
problems peacefully, speaking out when there is an
incident, and tracking cases at the school and CAP
levels via referral mechanisms.
SUB-RESULT 2.1: STRATEGIES AND
POLICIES TO SAFEGUARD ADOLESCENT
GIRLS ADOPTED IN SCHOOL AND
COMMUNITIES
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
Monitoring code of conduct implementation ongoing
and led by PEs, YAs, Mentors, trained teachers, and
CGS members under close supervision from GLEE
staff. The code of conduct has been adopted by 100%
of schools where it has been shared with pupils (both girls and boys) and reviewed with
teachers. Ensuring schools adopt the code has been a long process that started with CGS,
AE/CAP, and mentor training sessions. The code outlines principles, rights, and duties for
students, teachers, and facilitators, CGS members and elected officials. GLEE thoroughly
explained the code, seeking teachers’ buy-in and support to hold themselves and their peers
accountable. Following training, CGSs and mentors sensitized teachers on the importance of
having a code in place. Copies of the illustrated code are displayed in schools and a second
copy is kept by the CGS to monitor implementation. Code implementation in schools is
Lesson Learned
GLEE relies on a range of community
stakeholders to achieve its’ goals, including:
Mentors, PEs, YAs, Grandmothers, Health
Workers, CSA and CGS facilitators, and
teachers. From the beginning of the project
GLEE has coached them individually.
However, as a result of the COVID-19
pandemic and teachers’ strikes, their ability
to collaborate with one another has been
significantly reduced. To combat this, GLEE
organized joint field visits, facilitating CGS led
community exchanges. With exchanges,
GLEE mentors lead SBCC activities in each
village, and coached stakeholders on SBCC
activities in GLEE communities. GLEE
mentors now work more closely with PEs,
YAs, and Grandmothers to prepare and
deliver their respective GLEE awareness
sessions with target groups. In GLEE ASC
villages, mentors also collaborate with ASC
facilitators. Mentors’ leadership, and ability to
adapt and embrace enhanced roles during
this time has created synergies between
PEs, YAs, mentors, and Grandmothers just
when the COVID-19 pandemic most
threatened their effort.
USAID/Mali GLEE Contract #: 72068818C00001
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monitored by YAs and Mentors while the CGS/APE/AME support orientation and sensitization of
children and parents.
During this quarter, GLEE monitored the use of the code of conduct in schools. GLEE observed
that students were attracted by the illustrated format of the code and positively appreciate the
images and the messages which they confirm are precise and clear to them. Mentors, PEs/YAs,
and CGS/APE/AMEs will continue their monitoring when schools reopen on January 25
th
for the
2020-2021 school year.
Train AE/CAP counselors in leadership, gender, and GBV training and monitoring of the CGSs.
The AE/CAP counselors play an important role
in the implementation of GLEE activities in the
communities and the schools. The AE/CAP
counselors supervise the CGSs, monitor the
ASCs, assess learners, and technically support
the ASC Facilitators. Each AE and CAP have a
Scolarisation des fille, ScoFi, counselor whose
role is to boost girls’ enrollment and prevent
SRGBV, a principle cause for girls’ who drop
out. During the first year of GLEE
implementation, the project conducted a GBV
and SRGBV gap analysis which revealed that
ScoFi lack the appropriate knowledge to
conduct duties within schools.
To continue to address this gap, GLEE
convened AEs/CAPs counselors from Mopti and Kayes in three distinct workshops in December
2020. The objective of the training was to build the capacity of participants in gender and its
concepts, Gender-Based Violence, School-Related Gender-Based Violence, and the notion of
school safety.
The first workshop was held in Bandiagara from November 23 to 29, 2020 and brought together,
participants from Douentza, Bankass, Sangha, and the CAP of Bandiagara. In Bandiagara the
training clarified the concepts of masculinity and femininity as well as the values, activities,
roles, and responsibilities that characterize them in Malian communities. The opportunity was
also seized to question perceptions of participants on social division of labor and its impact on
girls’ access to basic social services, including education.
In Kayes, GLEE organized a combined workshop for RD and RG, and a separate workshop for
Kenieba because of the distance between the two cities. During the training, participants
debated the difference between gender-based violence and violence more generically. A debate
about the GBV reporting template helped demystify this concept, which, according to common
perceptions in communities, seemed to be limited to sexual violence, assault, and battery.
AE/CAP training on school safety and SRGBV at Bandiagara
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Discussions in Kayes and Mopti, during the various workshops, revealed that emotional
violence and denial of opportunities and services such as access to education and health, are
common in GLEE partner communities but not considered GBV so they are often not reported.
A total of 34 (9 females, 25 males) AE/CAP counselors attended the training in Kayes and
Mopti. The training also included participation of the 7 DCAPs and two DAEs.
SUB-RESULT 2.2: EFFECTIVE REPORTING AND REFERRAL MECHANISMS
FOR SRGBV ESTABLISHED
Establish an SRGBV Referral System
GLEE adopted the SRBGV referral system outlined by Ministry of Health and health centers and
oriented CGS members, AE and CAP representatives and school principals on how the referral
system works in practice. During the orientation, the GLEE team stressed that it is forbidden for
sexual abuse cases to be managed at the local level without involving relevant authorities
including the police, social services and health centers. The figure on page 22 depicts the
SRGBV referral system.
Working with government services providers and local GBV stakeholders is a plus for the GLEE
project, considering that the management of GBV which is a very sensitive work and requires
the availability of a package of services to take into account the whole dimension.
During this quarter 7 cases of abuse were reported to the CDAs in Mopti, including 4 cases of
physical abuse and 3 cases of early marriage. The cases of physical violence were managed by
the CGS and the related school principals, while only one case of early marriage was delayed
thanks to the involvement of the mentor, the CDA and the principal at the Mamadou Tolo B
public school in Bandiagara.
In Kayes, two cases of GBV were reported one
dealing the early pregnancy of a 13-year-old girl
which was identified by a school principal. As soon as
the project team was informed, a synergistic work
started to discover the author. Having been an adult,
the perpetrator was brought to justice. The Kayes
coordination team explored ways and means for the
survivor to receive the necessary care package
(psychosocial support, health care) in collaboration
with the health service and the Regional Directorate
for the Promotion of Women, Children, and Family.
During the process, the girl's parents facilitated her
contact with stakeholders and allowed them to collect
her data. Sensitization activities continue in the communities for the attendance of health
centers by adolescent girls.
“I have no problem continuing my
studies. I am not subject to any threat
at my family level, no stigmatization at
school and I am supported and
encouraged by my teachers,
particularlyy my school director thanks
to GLEE.”
Survivor at Kaye.
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GLEE SRGBV Referral System
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
Teachers/Facilitato
rs/ Peers/ Mentors
Social
Assistants
Other adults
Social Assistants
Incident box
managed by
the CGS
CGS
Support Services:
Heath Centers – Judiciary system (Judiciary management) – psychosocial Assistance
- Socio- economical rehabilitation
USAID/Mali GLEE Contract #: 72068818C00001
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GLEE GIA and the CGS president speaking to community
members at Medine, Kayes
SUB-RESULT 2.3: PERCEPTIONS OF SAFETY IN COMMUNITIES AND
SCHOOLS IMPROVED
Celebration of the 16 days of activism to end violence against women
To celebrate the 16 days of activism to end violence against women, GLEE encouraged
Mentors, CGS members, and PEs/YAs to lead events in their communities. The different
awareness-raising activities brought together young girls and boys from schools, ASCs and the
community; topics discussed during these awareness-raising sessions included: stopping
violence against women, reporting GBV cases, and investing support in girls’ education.
In Mopti, mentors supported each other organizing 37 ceremonies, mobilizing more than 1,480
participants, including 1,110 women and 370 men. Mentors in Kayes conducted 99
communication sessions in which 2,631 participants attended including 2,205 women and 426
men.
The high prevalence of verbal emotional
abuse was discussed during the brilliant
facilitation session by the Mentor of
Bambou in the commune of Sitakily.
Discussing GBV is no longer taboo in the
communities; however, sexual violence
continues to be the object of silence and
shame in communities.
At the end of activities, participants
denounced all cases of GBV they face in
their communities. PEs/YAs and CGS
members will continue awareness
sessions in the work to end violence
against women.
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Page 24
OBJECTIVE 3: INCREASE KNOWLEDGE AND
ADOPTION OF POSITIVE HEALTH BEHAVIORS
AMONG ADOLESCENT GIRLS
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. It is
important that adolescents know their
reproductive options, that girls be able to
attend school safely at all times of their
menstrual cycles, that girls and boys have
access to high-quality health services, and that
they be able to negotiate reproductive choices,
including when and how many children to
have. GLEE integrates innovative, youth-
friendly reproductive health programs into
target school communities and corresponding
health systems to increase knowledge and
adoption of positive health behaviors among
adolescent girls. This year alone, GLEE has
held more than 8,400 sensitization events to
promote knowledge and adoption of positive
health behaviors among adolescent girls,
certified more than 30 health facilities as “youth
friendly,” and provided more than 250 basic
sanitation facilities and more than 520 hand
washing stations in institutional settings.
SUB-RESULT 3.1: POSITIVE HEALTH BEHAVIORS ADOPTED BY ADOLESCENT
GIRLS
Revitalizing communication activities at the community level
During the reporting period, the GLEE team organized refresher trainings for 377 PE/YAs on
how to conduct communication events with students. Other actors including 125 grandmothers,
40 teachers and 36 health workers were invited to these training sessions as they also interact
with students, resulting in a total of 578 people trained. The PE/YAs and health workers
Lesson Learned
At the onset of the COVID-19 pandemic, health
centers visits were lower than normal due to
fear of the virus. In the same period, due to the
teachers' strike and government COVID-19
restriction measures, schools were closed for
almost three months. As a result of these
dynamics, school awareness sessions on SRH
and adolescent girls’ referrals to health centers
were temporarily halted.
In response, GLEE strengthened capacity of
community-based SBCC on COVID-19
prevention measures so that health agents
could lead communication sessions on the
radio, in health centers, and within the
community. Health agents were also equipped
with protective gear and supplies. As such,
health workers could conduct additional
sensitization sessions in health centers and
communities in tandem with GLEE Community
Development Agents. These GLEE initiatives
encouraged young people to visit health centers
without fear.
Reinforcement of pandemic prevention is
now a resilience theme added to SBCC
messages across GLEE communities.
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conducted 1,284 communication sessions with adolescents in schools. These communications
were held in small groups and complied with COVID-19 protection measures. The messages
focused mainly on family planning, early pregnancy prevention, menstrual hygiene management
and personal hygiene.
Several best practices have been observed in our intervention schools. For example at the
Dourou School Group (1st and 2nd Cycle), a positive
change in hygiene was noted and attributed to the
communication sessions that PE and YAs. These sessions
have been welcomed at the schools. Following the various
communication sessions on personal hygiene and hand
washing, the girls organized themselves in groups to fill the
tanks of the hand washing stations. Every morning at 07:45
before the start of school, they fill the water containers in
each class, the hand washing station, and provide water to
the school cafeteria cooks. The students are now washing
their hands with soap after using the bathroom, and at
noon, those who eat at school wash hands before eating.
According to the principal, this practice has reduced
students' complaints of stomach aches and diarrhea.
SUB-RESULT 3.2: ADOLESCENT GIRLS'
KNOWLEDGE OF AND ACCESS TO HEALTH
SERVICES INCREASED
Kayes Health District Health Centers youth-friendliness
certification
During the reporting period, GLEE visited all the 51 health
centers of the project area with two objectives including first,
checking whether the 31 health centers out of the 51 that
had been certified youth friendly still maintain the standards,
and secondly the number of centers out of all the health
centers of the project intervention areas that offer free or
reduced cost for students. Regarding the conviviality of the
centers, the project team noted their supervision that all 31
certified health centers (10 in Kayes, 13 in Kenieba, 7 in
Bandiagara, 1 in Douentza) have maintained their high
quality of care for youth. As a reminder, a youth and
adolescent-friendly health center is a center that scores
higher than 85% on a checklist that assesses the availability
of services and care, the accessibility of services and care,
the adaptability of services and care, and the acceptability
of services.
“ In Bankass, many girls become pregnant
and drop out of school, some also contract
STDs that they hide, and they also do not go
to the health center for treatment and
counselling.
As a Peer Educator, I benefited from the
training on best health and hygiene practices
organized by the USAID Mali GLEE Project in
Bankass. This training covered family
planning, unwanted and early Pregnancy,
HIV/AIDS, STIs, menstrual Cycle, and
menstrual hygiene management.
Since our training 8 months ago, I have
organized several communication and
counselling sessions with girls (especially
those in the 6th, 7th, 8th, 9th grade) on the
following topics: family planning, unwanted
and early Pregnancy, HIV/AIDS, STIs,
menstrual Cycle, and menstrual hygiene
management. Sometimes I invite the nurse to
come and support me. At the end of each
session, I refer the girls to the health center
for more information.
As is often the case during our sessions, I
was recently approached by a girl from the
school who confided in me that "I often feel
severe pain in my lower abdomen, and I have
yellow-colored discharges". I listened
carefully and gave her confidence to go to the
health center. The nurse diagnosed an STD
and prescribed medication.”
Fanta Tessougué, age 16, 9th grade,
Joseph Yaro B, Bankass
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Regarding the issue of free or reduced access, the team noted that of all the 51 health centers
of the project area, 41 centers now offer free consultation for adolescents while 10 centers offer
reduced their fees. GLEE will continue negotiations with these health centers to get free service.
SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED
Training on menstrual pad production
To increase menstrual pad availability, the GLEE project organized trainings of trainers (TOT)
on making menstrual pads with local fabric and materials. The goal of these trainings was to
integrate use of menstrual pads that meet menstrual hygiene management standards into the
cultural values for young girls. Once the girls are trained by the trainers and have the necessary
skills to create menstrual pads, we hope they will transfer these skills to others
The trainings were held in Kayes Rive Droite and Rive Gauche
and in Bandiagara totalling 190 participants. As part of the
strategy, GLEE decided to train mentors and grandmothers who,
as direct trainers of the students, are already conducting
communication activities on menstrual hygiene management
with girls in intervention schools to serve as main trainers of the
female students in the manufacturing of menstrual pads. Of
these 190 participants, 172 are mentors and grandmothers who
are the direct trainers of the students and the remaining 18 are
CAP counsellors, teacher coordinators, school health focal point
and head of the promotion of women and children. These
trainers will facilitate the implementation and close monitoring of
the different trainings for girls at the schools.
Another key element of the strategy is the development of an
instruction sheet to serve as guide for the learners. This sheet
describes the different steps to make a menstrual pad and lists
the materials required. Each step has a photo and notes for the
girls to follow (See Annex F ‘’Fiche Technique Fabrication Serviette Hygiénique’’).To ensure the
sustainability of the activity and facilitate planning and implementation, the representatives of
the district were trained as well. They included two representatives per CAP, a coordinator of
teachers per commune, the head of the promotion of women and children and the focal point of
school health of the CSRef.
At the end of the training sessions, each participant made two or three menstrual pads. During
the workshops the participants focused on the training of girls in school. They focused on
targets, strategy, and respect for the environment (each trainer was given an environmental
management sheet). To better supervise girls' training at schools, grandmothers, mentors and
directors developed a training plan listing the actors, targets and time frame.
Practice session in Kayes RD
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In order to ensure that trainers were instituting COVID-19 safety protocols in their community
trainings, the training started with the orientation on COVID-19 including an overview of the
pandemic focusing on the symptoms and signs, the transmission trends, the people most at
risk, as well as the reasons for containment and quarantine. Key messages addressed
preventive measures including the necessity to wash your hands and wear a mask, the
importance of respecting social distancing of at least one meter, the necessity to avoid large
gatherings and how to avoid stigma associated with catching COVID-19 All training rooms had
hand sanitizer and each participant was provided and wore a mask to reduce the spread of
COVID-19.That was important for the safety of the participants during the training for the safety
of the participants during the training. The participants welcomed this orientation which in their
eyes was necessary because, according to them, they had been hearing about this disease, but
an informal way and very often with divergent opinions on the modes of contamination and the
protective measures. They promised to put into practice the knowledge received, and especially
to share it not only around them, but also during the ordinary animation sessions and training
sessions on making menstrual hygiene pads with the girls.
The training sessions additionally offered opportunities to discuss the latrine management plan,
especially at the schools whose latrines were renovated by the project and school hygiene
activities. The GLEE team used these times to call for the strong involvement of grandmothers
and mentors in mobilizing and monitoring the maintenance of latrines and to continue to
reinforce peer educators and youth ambassadors to conduct communication sessions,
emphasize the importance of data, and refresh on how to accurately fill out forms. The GLEE
project is already receiving feedback from trainers who upon return to their from the TOT have
already trained girls. For example, in Lontou, in the Hawa Dembeya commune in Kayes region,
In our communities, young girls are used to paying a packet of cotton at
750F-1000F. They often struggle to cover their menstrual period of 4-5 days
with this packet. With this new technique we learned, you just need to get a
good fabric at 1000F and sew yourself several menstrual pads that can last
a year. The training went well overall and we learned how to properly make
menstrual pads that meet MHM standards.
I cannot wait to go back to my village and start training. I will train girls in the
school as well as those in the community and why not older women too?
Training on reusable menstrual pads will be very important for teenage girls.
They will no longer have to be humiliated in front of their friends, and able to
work during their period. With this training, they will now be able to go to
class normally and nobody will know they have their period.
Hawa Traore, mentor in Batama.
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grandmother Safiatou Traore already trained twenty girls while in Sessoume, still in the
commune of Hawa Dembaya Ms. Kama Sylla (mentor) and Ms. Haby Thiéro nineteen girls to
make menstrual hygiene pads two weeks after their training on December 11, 2020.
Promote menstrual hygiene in schools and communities
To better improve maintenance and use of latrines rehabilitated by the project, supervisions
from November 9th to 19th, 2020 were carried out with school principals, YAs and PEs. The
training prioritized the following themes:
▪ How to regularly maintain latrines
▪ Ensure boys do not use latrines for females
▪ Explain to the girls how to use the cabin with specific arrangement for the management
of menstrual hygiene
▪ How to maintain and fill handwashing stations and menstrual hygiene kits
▪ How to clean classrooms and school yards
▪ How to organize daily collective handwashing in the context of COVID-19
▪ How to prevent COVID-19
To ensure proper use of latrines, school principals, PEs and YAs were advised to increase
students' awareness of the use of the menstrual hygiene management kit and the maintenance
of clean latrines. As part of the promotion of menstrual hygiene in our schools and intervention
communities, the GLEE project has contracted with 6 local radios. These radio stations
broadcast 360 messages targeting girls, parents, and school management committees to
promote good menstrual hygiene management and 684 messages on family planning targeting
youth and the role of health workers in providing FP reproductive health for adolescents by
disseminating awareness messages. They also organized radio debates/discussions on FP,
violence against girls, hand washing with soap, and menstrual hygiene.
The debates/discussions in each radio station were moderated by community actors (youth
ambassadors, grandmothers, and health workers) and focused on youth/adolescent family
planning and menstrual hygiene and each had at least 2 reruns in local language. In addition to
these themes, the actors of Douentza organized a debate on violence against girls and hand
washing with soap which were all rebroadcast twice. These broadcasts of messages and
debates covered the project's intervention areas with a total of 95 municipalities consisting of
1025 villages with an audience population of 1,397,009 people (See table below).
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SUMMARY ON THE DISSEMINATION OF MESSAGES AND DEBATES
Radio
Messages
Radio
debates
Number of
communes
Number of
villages
Total
residents
FP
MHM
FP
MHM
Douentza
90
90
2
2
12
165
176 638
Seno
30
0
4
19
272
441 603
Voies des
Jeunes
90
90
2
2
21
102
162 459
Rurale
24
0
2
2
30
257
438 809
270
180
11
11
7
150
85 000
Mariama
180
0
4
0
6
79
92 500
Total
684
360
25
17
95
1025
1 397 009
MONITORING, EVALUATION, RESEARCH AND
LEARNING
During the reporting period, the project team continued to monitor project implementation to
assess progress towards achievement of project objectives and outcomes.
PROJECT MID-TERM RESEARCH
The M&E team was fully involved in the mid-term research process including the training of the
enumerators, from November 17th to 19th 2020, in Bamako, followed by the supervision of field
data collection over the course of 15 days. During the enumerator training, GLEE helped the
data collection team better understand project activities and implementing partners,
beneficiaries, and other field-level stakeholders. GLEE also supported data collection planning,
selection of communities and sampled target groups (school principals, teachers, CSA
facilitators, CGS, mentors, PEs, JAs, mayors, ASC learners), acquisition of administrative
authorizations, translation, and finalization of data collection tools.
For this research, seven methods were used to collect data about project activities and
objectives:
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▪ Method 1: Group Discussions with Girls Supported by the Project in Primary, Secondary
and CSA Schools,
▪ Method 2: Group discussions with CGS, APE, AME members and teachers or individual
interviews with GLEE mentors, youth ambassadors, and CSA facilitators,
▪ Method 3: Individual interviews with heads of households of girls who dropped out of the
project (CSA),
▪ Method 4: One-on-one interviews with girls who dropped out of the project (CSA),
▪ Method 5: Individual interviews with education officials (AE/CAP counselors, mayors,
and school principals), village chiefs and school principals,
▪ Method 6: One-on-one interviews with health professionals,
▪ Method 7: Individual Interviews with Peer Educators
The data collection progressed smoothly, and as planned.
TRACKING THE TRANSFERRED ASC LEARNERS FROM THE 2018-2019
SCHOOL YEAR
Since the transfer of the 2018-2019 ASC cohort (3,057 girls) to formal schools, GLEE has faced
a significant challenge tracking them due to repeated teacher strikes and school closures
following government orders related to the COVID 19 pandemic. The strikes and school
closures made tracking the cohort impossible.
It is only during this quarter that GLEE could begin track students from the 2018-2019 cohort,
identifying 1,499 girls out of 3,057 transferred (49% of the cohort). From the 1,499 (49%)
formally identified thus far, 63% passed to higher grades, 19% repeated the year, and 11%
dropped out of school. The 49% of students tracked to date cover 80 project schools (from the
283 total) including 47 in Mopti and 33 in Kayes. GLEE will continue to track this cohort (both
those already identified and the remaining 51% to be identified) during the upcoming period,
coinciding with the start of the 2020-2021 school year.
OVERALL PROJECT MONITORING
During this reporting period, GLEE also undertook the following activities in support of a robust
monitoring and evaluation platform:
▪ Meetings with communities to introduce GLEE and facilitate implementation of ASCs,
▪ Monitoring and supervision of newly begun ASCs,
▪ Participation in various GLEE trainings with stakeholders (teachers, mentors,
grandmothers, PE, CGS),
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▪ Distribution of school bags to ASC learners,
▪ Celebration of 16 days Against GBV activism in schools and communities alongside
GLEE mentors,
▪ Supervision of partner health centers.
CONCLUSIONS/RECOMMANDATIONS
In light of the activities carried out during the reporting period, GLEE has discussed the following
recommendations related to current challenges:
▪ Reinforce monitoring and supervision of children transferred to formal schools;
▪ Multiply awareness raising sessions in GLEE communities to promote retention of
learners.
▪ Sensitize communities on COVID 19 and subsequent closure of the centers on
December 17
th
;
▪ Consider additional refresher trainings for community partners (Mentors, YAs, PEs) to
improve services they provide;
Challenges and Proposed Solutions
SECURITY CONCERNS IN MOPTI REGION
The security situation remained highly unpredictable and identical with continuous terrorist
activities causing deaths, injuries, displacement of populations, and other material damage. The
activities of radicals, terrorists and other bandits were carried out through attacks against
villages, military positions, hunter positions, and local self-defense groups. They also used the
Improvise Explosive Detonation (IED) or mine, carried out robberies of people and vehicles,
carried out kidnappings, etc. The radicals, terrorists, and other bandits have now started
attacking the hunter positions that were protecting the Sevare – Bandiagara road and securing
traffic between the two cities. This has had a very high impact on project activities as project
teams, notably the GLEE regional Office in Sevare needs to access Bandiagra as first step
before envisioning monitoring trips to visit project activities. The Bandiagara-Bankass road
remained dangerous with armed individuals shooting at vehicles travelling along the road from
the bush. With already the suspension of travels to Bankass from Bandiagara due to the
prevailing situation which lead GLEE to increase activity monitoring by Bankass based local
supervisors and CAP advisors, GLEE is a afraid of a probable total blockage of the project
intervention areas to GLEE staff. GLEE is currently in consultation with other partners
intervening in the region to find ways to overcome the situation and continue monitoring their
activities without putting staff at risk.
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DISRUPTION IN THE LAST TWO SCHOOL YEARS AND LATE START OF THE
2020-2021 SCHOOL
Since the launch of the GLEE project in December 2018, none of the subsequent school years
have been completed due to strikes by teachers and COVID 19. As a result, the project finds
itself with two cohorts of children trained in the centers who will find themselves in the same
public schools and the same classes. This concern expressed by the directors of the host
schools is shared by the project team and requires in-depth reflection by the actors concerned.
The first solution was the transfer of the centers' furniture to the schools. Nevertheless, the
classrooms will still be overcrowded.
VAT EXEMPTION
The VAT exemptions process remains a significant challenge. During the reporting period, most
submitted VAT exemption requests did not receive any response from the government. Time
devoted to processing exemptions continue to increase. Only 5 out of 16 VAT exemption
requests have been processed during the reporting period. The government decision to limit
VAT exemption processing to 20 days was not materialized. The outbreak of COVID-19
contributed to slow down the process.
COVID-19
As the COVID-19 situation has continued to evolve in Mali, a second wave of COVID-19 spiked
in mid-December causing the government to close all schools and renew some of the initial
preventive measures including the closure of air borders, the bans on major events and
groupings of more than 50 people, the suspension of meetings, the closure of all educational
venues (primary, secondary and university), regulation of hours of service and the number of
people in offices, wearing of a mask in public services, social distancing, hand washing with
soap, the use of hydroalcoholic gel, and a ten-day state of emergency. In line with the changing
situation and evolving restrictions, GLEE reinstituted the same measures such as the
suspension of international travel, the suspension of trainings, workshops, and mass meetings,
the limitation of trainings and meetings to ten people at most, and telework for the staff. Within
the office, requirements such as hand washing kits (hand washing device, soap and
hydroalcoholic gel), and respect for social distancing in offices had never been discontinued.
Cross-Cutting Solutions
GENDER
This period was rich in terms of community mobilization in favor of girls’ access to education
and providing the necessary support to achieve greater educational attainment. Their
participation in the project activities allowed girls and women to improve their wealth,
knowledge, will, and power in support of adolescent girls’ education and wellbeing.
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The period was marked by the establishment of 160 ASC planned which enrolled 5,268 girls out
of 5,600 planned, a 93,35% achievement. This achievement rate confirms the inclusion of the
adopted Gender criteria in the process of learners’ identification. The criteria of ASC opening
challenged gender barriers to adolescent girls’ recruitment in ASC. Compared to last year, there
has been a 15% increase in the number of female learners in ASCs. This increase highlights, if
need be, the confidence of the community in the quality education offered by GLEE ASCs and
the improvement of adolescent girls and their parent’ engagement for education.
The mobilization of CGS for the maintenance at school of 9 ASC girls from the village of Madina
in the Koumbel well Koundia commune and 11 ASC girls transferred from Orodou to the same
commune all victims of early marriage illustrated as well the change in perception in favor of
education. All ASC leaners received school kits (bags, copybooks, pens, masks) in equipped
centers with all furniture including handwashing stations and hand sanitizer. The second cohort
of girls transferred to formal school will start when schools will resume in January.
This reporting period included extensive training and capacity building on gender, FP/SRH, girls’
education, school safety, child right, Gender-Based Violence, and School-Related Gender-
Based Violence. WASH activities included especially the production of menstrual pads, the
efficient use of renovated latrines, and COVID 19 prevention activities in addition to GLEE
common WASH activities for best practices on handwashing, FP, and the Youth friendliness
and health centers and schools to accommodate adolescent girls. Following the feasibility study
of the menstrual pad’s production, GLEE adopted a new strategy that targets the girls
themselves to make their own pads for more sustainability. The new strategy builds on capacity
building of various stakeholders to finally provide the opportunity to each girl, in the process, to
earn her first improved renewable menstrual pad.
The menstrual pad production training engaged 190 people (175 women and 15 men). Training
participants included health workers, teachers, school principals, PEs, YAs, mentors,
grandmothers, ASC facilitators, and CGS members. Although the number of women in CSA
management committees was improved (minimum 2 out of 5 members) and the coordination of
community mobilization activities in Mopti is led by a woman as well.
These capacity building sessions have enabled communities to take ownership of tools
established by GLEE to fulfill their mission, including a commitment to respect the rights of girls
and women; promotion of the GBV/SRGBV referral and incident boxes, and management of
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information collected through incident boxes (girls safety and
confidentiality) and the sheet provided for cases identification.
All reporting period training sessions were led by community
leaders, supported by resource contacts from the AE, CAP,
health centers, and mayor’s offices.
Women (female school directors, mentors, health workers,
etc.) serving as leaders and role models facilitated
communication on subjects that used to be taboo at the
community level: menstrual hygiene management, gender-
based violence (including child marriage), and girls’
education. Women have taken concrete initiatives as role
models to support schooling for girls.
YOUTH
The USAID Mali GLEE project is known to be an adolescent
and youth-friendly project in Mali. Youth and adolescents,
especially girls are participating in the project life as both implementors and as direct and
indirect beneficiaries.
As direct beneficiaries, youth receive training and information promoting the adoption of good
hygiene practices in sexual and reproductive health and family planning. Benefits include
improved COVID 19 prevention activities, school infrastructure and equipment, menstrual pads
production, access to FP services, handwashing devices, and renovated latrines efficient use.
Al initiatives that contribute to the improvement of their well-being, and the protection of their
rights, specifically the right to education and health
As indirect beneficiaries of the project, ASC Facilitators are graduates from their region who
have often been offered their firsts job with a regular income. In this period 150 facilitators 160
recruited were identified from the last cohort of ASC facilitators in Kayes, Kenieba, and Mopti.
This experience, in addition to providing them with resources, promotes self-confidence and
employability, strengthening their skills.
The USAID GLEE project is facilitating the emergence of vocations and a generation of female
and male experts in conducting the “balanced approach of writing and reading” in Mali for the
education system as well.
Networks have developed around GLEE mentors and ASC facilitators. There have been
flourishing interpersonal relations among the other actors such as the teachers, PEs, YAs,
CGS/APE/AME, etc. and are anticipated to last beyond the life of the project.
The number of adolescents and young people who benefited from the training and SBCC
activities in this period is 141,459 individuals, with 100,407 (71%) female and 41,052 (29%)
male. The project projects that these numbers will continue to grow throughout 2021.
During the 16 days of activism
again GBV all AE and CAP
agents concerned by the project
were trained on Gender, GBV,
and Security at school in addition
to SBCC realized by all
community actors during the
campaign. In the period all other
training sessions including
training on menstrual pads
production and teachers and
principal training, new mentor
training received communications
on Gender and Gender-Based
violence.
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SCIENCE, TECHNOLOGY, INNOVATIONS, AND RESEARCH (STIR)
The use of ICT is one of the intervention strategies of the USAID Mali GLEE project. This
involves strengthening the capacities of actresses and actors to use them and providing them
with communication equipment adapted to the needs of collecting and sharing information and
resources. In the period the USAID Mali GLEE project prepared the application of the USAID
889 restriction on the use of the device from China with success.
GLEE continues to use the services of Orange Mobile Money during the reporting period to pay
school fees to CGSs. This operation transferred 32 145 800CFA to CGSs during the period.
GLEE mentors also benefited from mobile airtime to support communication among themselves
and other GLEE implementors like M&E assistants. This support has been beneficial, giving
visibility to communication activities in reports, particularly around the 16 days of activism
against violence against women and girls at the national and international levels.
ENVIRONMENTAL COMPLIANCE/CLIMATE RISK MANAGEMENT
An Initial Environmental Examination (IEE) was conducted by USAID for Mali. Based on the
IEE, Winrock hired an environmental consultant to assist with the development of an
Environmental Monitoring and Mitigation Plan (EMMP). The EMMP was approved on March 18,
2019 by USAID. Following the rehabilitation of school latrines and the provision of handwashing
stations, actions were initiated to reduce or eliminate potential negative environmental impacts
resulting from these two activities directly or indirectly. These actions included the training of the
CGSs on the development of waste management plans at schools. These trainings also
considered the upcoming activity related to the production of sanitary pads which must be
integrated into the waste management plans. GLEE oriented staff and subcontractors based on
the EMMP covering project activities that require environmental assessment, observation and
mitigation as well as policies and procedures.
MEXICO CITY
GLEE provided training to all staff and subcontractors on the implications of the Mexico City
resolution to ensure activities which are forbidden by this resolution are not undertaken. The
project team and implementing partners were oriented on the main aspects of this document in
order to ensure they will not engage project funds to develop, implement or conduct abortion
activities, nor accept funding from other organizations supporting prohibited activities.
PRIVATE SECTOR ENGAGEMENT/PRIVATE PUBLIC PARTNERSHIP
The GLEE team has initiated multiple meetings with several mining companies in Kayes,
including SEMOS, Randgold 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. Up to date, all companies
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have argued that they have their social development and environment protection units which are
supporting education through the communes and the CAPs. GLEE is exploring the possibility
discussing other project activities for private sector to support.
SUSTAINABILITY/LOCAL CAPACITY DEVELOPMENT
GLEE community entry is done through The Community Assets Appraisal (CAA) that facilitates
the identification and capacity building of mentors, PE/YA, and grandmothers in new villages.
Additionally, GLEE trains its community-based organizations in their roles and responsibilities.
Communities were key to the identification of potential villages to host the new ASCs through
the Community Assets Appraisal (CAA) process. The CAA helped community members identify
resources that they have access to and how they can support the education of their children as
well as inform GLEE school fees and in-kind grants, they can build on. The CAA not only helps
the project with community entry and startup but actively builds the capacity of
communities including in resource mobilization to support adolescent girls’ access to education
and their maintenance both in ASCs and schools.
The CAA strengthened also community
engagement supporting children’s education,
particularly through CGS engagement to support ASCs. In
the absence of CGS in a village, a small Management
Committee of 5 community leaders including at least 2
women was established by the village and school
authorities as part of GLEE strategy.
Another example of sustainable development is capacity
building and participation of partners within the Ministries
of National Education and Health and Social Development.
The government local technical bodies (AEs, CAPs,
DRPEF CSRef, Local Development, and security
services,...) and community ones (CGS/APE/AME,
ASACO, and other women’ group) received training,
financial and material resources to support them fulfill their
legal mandate for adolescent girls’ sustainable access to
education and sexual and reproductive health.
Following the feasibility study, GLEE reviewed its menstrual pad production strategy which was
a business plan for only 60 women. The new strategy which builds capacity of adolescent girls
to produce their own menstrual pads with local fabric and materials can be noted as a very clear
case of project sustainability. During the reporting period, the project trained 190 participants,
from Kayes Rive Droite, Kayes Rive Gauche and Bandiagara, who will serve as trainers of the
female students in our intervention schools. In order to ensure the sustainability, the strategy is
to train mentors and grandmothers who are members of the community, who are reliable people
and in whom the community members have fully confidence because chosen by the
Some mentors are playing role
models for local resource mobilization
for adolescent girls’ education. Both
female and male mentors took
initiatives to improve living qualities
for girls. For example, the Mentor of
Siby Siby and her mentees worked in
a field in which they cropped beans.
They are using the Incomes they
generated from their field to support
vulnerable girls. The mentor of Soroly
conducted a fundraiser in her
community and was able to buy solar
light for girls that need to study at
night. She also helped with WASH
initiatives (well disinfection and
cleaning at school) for the wellbeing.
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communities themselves and are already conducting communication activities on menstrual
hygiene management with girls to be trained and become direct trainers of the girls. The goal of
these trainings being to integrate the use of menstrual pads meet menstrual hygiene
management standards into the cultural values and also for the young girls to transfer these
skills to others.
RISK MANAGEMENT AND SECURITY
Since the movement of some terrorists and other bandits from northern Mali to the center in
2016, the situation in the center has gone from moderate to unpredictable. The quarter was
marked by criminal incidents from radicals, factors that impacted GLEE's activities.
SECURITY SITUATION IN BANKASS, BANDIAGARA, AND DOUENTZA
In general, the security situation remained highly unpredictable and identical with continuous
terrorist activities causing deaths, injuries, displacement of populations, and other material
damage. The activities of radicals, terrorists and other bandits were carried out through attacks
against villages, military positions, hunter positions and local self-defense groups. They also
used the Improvise Explosive Detonation (IED) or mine, carried out robberies of people and
vehicles, carried out kidnappings, etc.
Since mid-September 2019 when the first bloody robbery took place on the Bandiagara-
Bankass axis, the traditional hunters commonly called Dozo have erected checkpoints and
intensified their movements on the various axes of the three circles (Bandiagara, Bankass and
Douentza ).
Highlights
The incidents reported during the year included:
Attacks on Villages, Targeted Assassinations and Intimidation of Populations
Villages of all project circles of intervention (Bankass, Bandiagara and Douentza) continue to be
targeted by attacks days and nights. Despite the presence of self-defense groups in all villages
there have been at least 10 cases of attacks on villages with 16 reported deaths as well as
home attacks.
Robberies
The robberies of people, vehicles and kidnappings of vehicles remained a practice in all three
circles (Douentza, Bankass and Bandiagara). There have been at least four cases of vehicle
robberies and two cases of vehicle kidnapping.
IED / MINES, Ambushes Against Convoys, and Attacks Against FAMas
IED / MINES were used against military and civilians, causing deaths and severe injuries. At
least four mines exploded against military and civilian vehicles / convoys. There have been
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cases of ambushes against military convoys including G5 Sahel forces in Boulkesi, Douentza
circle.
Irregular Checks and Clashes between Hunters and Radicals
Hunters, commonly called Dozos (self-defense groups), and other armed individuals have
formed around ten fixed and mobile posts (check points) which carry out checks on people
without authorization on the various Savaré-Bandiagara-Douentza and Bankass axes. This led
to at least three clashes between Dozo and radicals causing at least nine victims.
Government Measures
Faced with these criminal acts against the populations, the Malian authorities to rescue and
protect the populations have taken the following measures:
At least seven military search operations were carried out which led to the arrest of several
individuals suspected of terrorism and banditry, motorcycle seizures, destruction of bases, and
deaths of terrorists and other bandits.
The multiplication of military patrols on the ground; Interurban movements stop at 6 p.m.
GLEE Internal Measures
In addition to compliance with provisions from the authorities, GLEE has internally, for security
reasons, decided to maintain the suspension of trips to the Bankass circle, access to which has
become very risky due to frequent criminal robberies on the Bandiagara-Bankass axis.
PLANNED ACTIVITIES/EVENTS FOR NEXT
QUARTER
MONITORING, EVALUATION, QUALITY ASSURANCE AND REPORTING
▪ Monitoring of planned activities and indicators data collection
▪ Data entry, cleaning, validation, and analysis
▪ Monitor girls during the manufacturing of hygienic sanitary napkins
▪ Monthly planning/evaluation of previous month
▪ 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
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▪ Quarterly/Annual report submission to USAID
COLLABORATION, LEARNING, ADAPTING
▪ Conduct and finalize CLA research (mid project)
▪ Project review and learning workshop led by DNEF
▪ Review/adjust CLA questions together with SCOFI
COLLABORATE WITH USAID AND OTHER PARTNERS
▪ Participate in US Embassy monthly Open Country Team Meetings (OCTM)
▪ Participate in USAID Education Partners biannual 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
▪ 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
▪ Community mobilization to keep ASC learners in the communities ready to resume.
▪ Sensitization of parents in support of learners' attendance
OBJECTIVE 1: DECREASE KEY BARRIERS OF ADOLESCENT GIRLS TO
ACCESS QUALITY EDUCATION
SUB-RESULT 1.1: LEARNING SUPPORT OPPORTUNITIES FOR GIRLS INCREASE
▪ Monitor attendance of ASC learners
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
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▪ Continue to track the first, and begin to track the second cohorts of ASC learners
transferred to formal schools
▪ Promote enrollment and retention through the payment of school fees at Cycle 1 or 2
schools for girls
▪ 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
▪ In-kind grants to the CGS to support the reduction of barriers to girls’ access to school
(2019-2020)
▪ 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
▪ Train new mentors training selected
▪ 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
COMMUNITIES
SUB-RESULT 2.1: STRATEGIES AND POLICIES TO SAFEGUARD ADOLESCENT GIRLS
ADOPTED IN SCHOOLS AND COMMUNITIES
▪ Distribute code of conduct to new schools
▪ 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.
▪ Broadcast messages (social media, radio messages)
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▪ Monitor the implementation of the CGS commitment (old CGS)
▪ Track the use of incidents boxes
▪ Distribute hotline posters to new schools
▪ Support new 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, at new 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
▪ Training of YA/PEs in both regions (Mopti and Kayes) for organizing small group training
of no more than 10 Participants
▪ Organize small group communications activities on RH/FP
▪ Monitor students' attendance at health centers
SUB-RESULT 3.2: ADOLESCENT GIRLS' KNOWLEDGE OF AND ACCESS TO HEALTH
SERVICE
▪ Incentivizing the visiting nurse
▪ Conduct orientation on youth-friendly services for health facilities in schools service
areas
SUB-RESULT 3.3: HEALTH BARRIERS TO EDUCATION REDUCED
▪ Train adolescent girls for the manufacturing of menstrual pads
▪ Promote menstrual hygiene supplies in schools and communities
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ANNEX A –ALL ACTIVITIES PLANNED FOR
PREVIOUS YEAR, THOSE ACHIEVED AND
THOSE NOT COMPLETED BASED ON
APPROVED ANNUAL WORKPLAN
Intervention
(type)
Key Q1 Activities/Events
(0ctober-November-December)
Achieved
Not
achieved
Planned for
next quarter
Comm
unity
Entry
Community mobilization in favor of ASC
attendance
Ongoing
Community mobilization in support of back-
to-school night for girls
Ongoing
Decrease
key
barriers of
adolescent
girls to
access
quality
education
Preselect candidates for the facilitator test
(from lists produced by CPHDA and GAAS)
Fully
completed
Establish/run Accelerated Schooling
Centers
Fully
completed
Deliver ASC classes
Ongoing
CGS challenge grants
Ongoing
Promote enrollment and retention through
the payment of girls’ Cycle 1 and 2 school
fees
Ongoing
Provide out of schoolgirls 10 to 14 who have
re-enrolled in school with school kits in
support of their attendance
Fully
completed
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Conduct Teacher Professional Development
through a gender sensitive and adolescent
friendly training
Fully
completed
Identify community leaders to serve as role
models and work with mentors on
extracurricular activities
Fully
completed
Train GLEE mentors in conducting
extracurricular activities
Ongoing
Monitor GLEE mentors in conducting
extracurricular activities
Ongoing
Train CGS/APE/AME
Ongoing.
Facilitate school enrollment campaigns and
back-to-school night for girls
Ongoing
Improv
e safety
of adolescent
girls in schools
and
communities
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
Ongoing
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
Ongoing
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
Fully
completed
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Monitor the systematic whistle blower
system on Child Protection, including
corporal punishment, GBV including sexual
harassment
Ongoing
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
Ongoing
Ensure psychosocial support services are
accessible to GBV victims (students and
teachers) and adapted to their needs
Ongoing
Increase
knowledge
and adoption
of positi
ve
health
behaviors
among
adolescent
girls
Introduce/Orient school and community
leaders (female and male, including
adolescents) to comprehensive life skills
curriculum across 272 GLEE schools
Ongoing in
the new
schools
Train peer educators (at least 50% girls)
in leadership, peer communication, and
comprehensive life skills
Ongoing in
the new
school
Select partner health facilities and sign
memoranda of understanding
Fully
completed
Facilitate partnerships between health
facilities and schools
Ongoing in
the new
communes
Develop and validate a checklist leading to
the certification of gender-sensitive and
"youth friendly" facilities
Fully
completed
Introduce and explain gender sensitivity and
youth friendly norms to health providers
Ongoing in
the new
health
centers
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Meet with health center managers to
negotiate for free or reduced
consultation fees
Ongoing
on the new
communes
Map WASH activities of organizations
implementing WASH activities in GLEE
communes
Fully
completed
Train 60 women to make locally
sourced menstrual pads
Ongoing
Renovate 36 school latrines according
to gender and handicap-accessibility
standards
Fully
completed
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ANNEX B: SUCCESS STORIES
GLEE MENTORS EMPOWER GIRLS ACROSS MANINKA SOCIETY IN KAYES
The village of Medine is located in the Kayes commune of Hawa Dembaya, where villagers engage mostly in
agriculture and gold mining. In the village of Medine, GLEE mentor Penda Traore leads her animation sessions.
In addition to her regular vegetable gardening , Penda is a most active GLEE mentor, with an average of 4 animation
sessions per month. Each session brings together over 43 girls between the ages of 10 to 19, including girls already
married.
Most mothers fully support their daughters' participation in GLEE mentorship sessions, specifically considering topics
discussed, but also because of the trust they place in Penda personally. While several mothers verify their daughters’
attendance in mentorship sessions, they immediately return home, reassured that their daughter is safe and in
capable hands.
With guidance from GLEE, Penda
has mastered how to bring children
together; designating older ones as
mobilizers to visit families early on
mentoring days, encouraging girls to
attend. Ten girls are assigned as
mobilizers and each girl visits a set
number of families. For each of
Penda’s sessions, her room is
always full, and on time, prior to the
start of a session.
“I am amazed to see that even during the school closure time due to the corona virus pandemic, this woman still
found ways to encourage young girls to participate in her animation sessions. It would be really great if she could
have more capacity building to train other women in the village to be like her "-- President of Medine CGS.
Mentorship sessions take place every Sunday, and bring together almost all the girls in the village to discuss relevant
topics including: girls 'education, girls' empowerment, public speaking, responsibility, respect, menstrual hygiene
management, consequences related to traditional gold mining, and COVID-19 control measures.
In Medine, as across the Maninka community, once a girl is married, she immediately stopped school attendance to
focus on childbearing and cooking for her husband. However, in 2020, and for the first time, GLEE’s mentor in
Medine was able to convince three husbands to let their wives continue with school after marriage. These
agreements were forged based on requests from the wives themselves, who asked Penda to advocate on their
behalf, hoping to convince their husbands and parents to permit continuation of their studies after marriage. Penda
was assisted by the Medine school principal to talk to men and parents about the women’s request. The idea was
warmly welcomed by the men, because they could already see the positive impact of mentorship sessions through
girls’ behavior in the community. These recently married girls (Mougan tafé Konaté, Djeneba Diallo and Aissata A
Konaté) are even among the ten who help gather other girls each week and continue to attend school themselves.
The same girls will move into high school in 2021 thanks to GLEE and Penda’s work.
Penda Traoré and her mentees during the 16 Days of activism celebration
in Medine public school, November 2020
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GLEE GIRLS LEAD CLASSES ACADEMICALLY AT FORMAL SCHOOLS
Since the initiation of GLEE’s Accelerated School Centers (ASCs) in 2018 across Mopti and Kayes, many parents
regained hope for their children’s education, many of whom had surpassed the age(s) eligible to return to formal
school.
GLEE ASCs provide opportunities for many girls who never imagined they
would have a second chance to attend school. Girls registered in GLEE’s
ASCs for nine months are then transferred to formal schools following
government evaluation. In both project regions, learners already transferred
have shown the positive impact ASC programming has on their academic
and personal lives. GLEE programming not only provides ASC learners
skills needed to transfer to formal schools, but also to lead their classes
once there.
Five GLEE girls in particular have shown great achievement and that where
there is will, there is a way:
▪ Salimata Traoré,13 years old, transferred to grade six in Medine ,and
has been at the top of her class throughout the year. Salimata has
maintained an average mark of 17.45 out of 20.
▪ Raki Traoré,13 years old, transferred to grade five in Medine, and has
been top of her class throughout the year with an average mark of 17.35
out of 20.
▪ Biba Diakité, 14 years old, transferred to grade five in Medine and has
been second in her class with an average mark of 16.50 out of 20.
▪ Diamy Tall, 14 years old, transferred to grade six in Lontou and has
been top of her class with an average mark of 16.30 out of 20.
In almost all host schools, ASC learners are top of their classes in French
speaking, reading, and writing. In addition, GLEE students consistently show
respect to teachers and their classmates.
“I have five transfer students in my school from the GLEE Accelerated
Schooling Center (ASC). In each of their respective classes, the students are
either top or second in their class in every control, test, or exam. It would be a
good thing if we could apply the same education system to all students in public
schools as it is for students in GLEE centers” – Makan Sy, Medine School
Principal
Adou Guindo, grade5, in
the Kourounde public
school in the Bankass
commune (Mopti)
L to R: Salimata Traoré, Raki
Traoré, and Biba Diakité.
L to R: Lontou School Principal,
Diamy Tall, Diamy’s teacher.
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ANNEX C: EMMR
ENVIRONMENTAL REVIEW FORM FOR GLEE SUB GRANTS
N/A
Only submitted with Annual Reports.
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ANNEX D. PERFORMANCE INDICATOR TABLE
#
Indicator
Disaggregation
Baseline
Fiscal year
Performance
achieved to
date in %
Comment if target is above or below
by 10%
Quarterly status
Life of
project
target
Life of
Project
Actual per
Previous
AR
Life of
Project
Actual to
Date
Year
Value
Annual
cumulative
planned
target
Annual
cumulative
actual
Q1
Q2
Q3
Q4
Purpose: Increase access to education for adolescent girls 10-18 in target areas
1
Custom: Number of new female
entrants to ASC or formal school
ages 10-14 (Outcome)
2018
0
2900
5268
182%
New female entrants to formal school
will be reported in the upcoming
quarter due to schools reopening
starting in January 2021. The increase
in ASC entrants is due to the increase
in the number of GLEE
schools/communities from 272 to 283.
5268
13362
8621
13889
Kayes
1847
1847
3027
4874
Mopti
3421
3421
5594
9015
Type ASC
5268
5268
8339
13607
Type back to
school
0
0
282
282
2
Standard: Percent of individuals who
transition to further education or
training following participation in
USG- assisted programs (Outcome)
2018
0
0%
0%
Data will be collected through the
2021 annual survey which will take
place in Quarter 4 between July and
August 2021.
70%
77%
77%
Numerator
0
5448
5448
Denominator
0
7053
7053
Kayes
0
1959
1959
Mopti
0
3489
3489
Age (10-18)
0
5448
5448
3
Custom: Number of female
beneficiaries supported with USG
assistance ages 10-18, disaggregated
by age and beneficiary type (Output)
2018
0
22253
20005
90%
20005
57707
35607
55612
Kayes
7393
7393
18142
25535
Mopti
12612
12612
17465
30077
Age (10-18)
20005
20005
35607
55612
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4
Custom: Number of unique female
beneficiaries supported with USG
assistance ages 10-18 disaggregated
by age and beneficiary type (Output)
2018
2900
5268
182%
The 5268 represents the number of
girls enrolled in ASCs in October
2020. Once formal schools reopen in
January 2021 GLEE will support
additional an estimated 3,880 new
students enrolled in formal school
which includes the new host schools.
5268
32552
23404
28672
Kayes
1847
1847
13087
14934
Mopti
3421
3421
10317
13738
Age (10-18)
5268
5268
23404
28672
5
Custom: Transition rate from
primary to lower secondary school,
disaggregated by age (Outcome)
2018
58.62%
62%
0
0%
Data is reported annually and will be
available in the next quarter report
when the school year is complete and
transition rates are available.
62%
41%
41%
Numerator
17
844
844
Denominator
29
2055
2055
Objective 1: Decrease key barriers of adolescent girls to access quality education
Sub-result 1.1: Learning support opportunities for adolescent girls increased
6
Custom: Number of annual
scholarships (SSAP/school fee offsets)
paid, disaggregated by recipient age
and scholarship type (Output)
2018
0
22253
20005
90%
20005
57707
35607
55612
Age (10-18)
20005
20005
35607
55612
Type: School fee
offsets
14737
14737
30028
44765
Type: ASC learner
kits
5268
5268
5579
10847
7
Standard: ES.1-3 Number of learners
in primary schools and/or equivalent
non-school-based settings reached
with USG education assistance per
year
2018
56727
0
0%
Data collection for this indicator will
begin at the end of the next quarter as
the new school year will start in
January 2021 due to COVID-19 delays.
N/A
N/A
102774
N/A
Male
0
49916
Female
0
52858
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8
Standard: ES.1-4: Number of learners
in secondary schools and/or
equivalent non-school-based settings
reached with USG education
assistance per year
2018
0
4657
0
0%
Data collection for this indicator will
begin at the end of the next quarter as
the new school year will start in
January 2021 due to COVID-19 delays.
N/A
N/A
9329
N/A
Male
0
4863
Female
0
4466
9
Standard ES. 1-6: Number of primary
or secondary educators who
complete professional development
activities with USG support,
disaggregated by Sex (Output)
2018
0
0
436
N/A
This activity was planned for this
quarter since COVID-19 and teacher's
strikes last school year resulted in the
extension of the school year through
December 2020. TPD is always
provided during school breaks in
August or December to avoid taking
teachers out of the classroom. This
year it was completed in December
2020 before next school year begins in
January 2021.
436
544
272
708
Male
376
376
219
595
Female
60
60
53
113
Kayes
272
272
168
440
Mopti
164
164
104
268
10
Custom: Number of ASC facilitators
who complete professional
development activities with USG
support, disaggregated by Sex
(Output)
2018
0
0
178
N/A
The data for this indicator includes
current facilitators plus those on the
waiting list for the new/additional
ASCs planned with the base period
extension, in excess of the LOP target.
GLEE trains additional ASC facilitators
on the waitlist in order to quickly find
replacements in case a facilitator
resigns.
178
336
598
776
Kayes
63
63
239
302
Mopti
115
115
359
474
Male
133
133
432
565
Female
45
45
166
211
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Sub-result 1.2: Teaching is more responsive and relevant for adolescent girls
11
Standard ES. 1-10: Number of
primary or secondary textbooks and
other teaching and learning materials
provided with USG assistance
(Output)
2018
0
482
6168
1280%
The original annual target of 482 was
premised on the orginal plan to only
support back to school children this
year. With the extension of the
project base period, GLEE is operating
160 additional ASCs. This accounts for
the increase of the number of TLMs,
as the project has provided them to
the new/additional ASC students.
6168
11277
13718
19886
Kayes
2251
2251
5873
8124
Mopti
3917
3917
7845
11762
12
Standard ES. 1-12: Number of
education administrators/ officials
who complete professional
development activities with USG
support, disaggregated by sex
(Output)
2018
0
150
167
111%
This activity was planned for this
quarter since COVID-19 and teacher's
strikes last school year resulted in the
extension of the school year through
November 2020. TPD is always
provided during school breaks in
August or December to avoid taking
teachers out of the classroom. It was
copmpleted in December 2020 before
next school year begins in January
2021.
167
272
210
377
Male
160
160
Female
7
7
Kayes
110
110
Mopti
57
57
Sub-result 1.3: Communities and families support girls’ education
13
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)
2018
0
0
82
N/A
With the extension of the base period
GLEE has partnered with 82
new/additional schools starting this
quarter.
82
544
906
988
Kayes
33
33
Mopti
49
49
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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
14
Custom based on GNDR-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)
2018
0
0
82
N/A
As with indicator 13 above, the
extension of the base period has seen
GLEE partner with 82 new/additional
schools starting this quarter. The code
of conduct has been rolled out to the
82 new schools GLEE partnered with
this year.
82
244
295
377
Stage (drafted)
82
82
0
82
Stage (proposed)
0
0
0
0
Stage (adopted)
0
0
295
295
15
Standard: GNDR-8: Number of
persons trained with USG assistance
to advance outcomes consistent with
gender equality or female
empowerment through their roles in
public or private-sector institutions
or organizations, disaggregated by sex
(Output)
2018
0
0
929
N/A
With the addition of 82 new
communities this year, resulting from
the extension of the project base
period, GLEE has trained new
community actors involved in ASCs,
menstrual pad production, and the
mentoring program in new schools.
929
2448
4475
5404
Male
560
560
2616
3176
Female
369
369
1859
2228
Kayes
521
521
Mopti
404
404
Bamako
4
4
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Sub-result 2.2: Effective reporting and referral mechanisms for SRGBV established
16
Standard: ES 4-3: Number of USG
assisted organizations and/or service
delivery systems that serve vulnerable
populations strengthened (Output)
2018
0
0
82
N/A
During this quarter, the project
assisted 82 new SMCs from the new
communities added as a result of the
base period extension.
82
327
522
604
Disabled People’s
Organization
(DPO)
0
0
0
0
Non-
Governmental,
Community Based
82
82
522
604
(Other)
0
0
0
0
17
Custom: Percentage of reported
cases of SRGBV in target schools that
follow referral protocol (Outcome)
2018
0%
85%
90%
90%
SRGBV is a sensitive issue in the
Malian context, yet GLEE has
successfully increased reporting of
SRGBV incidents, and following of
protocols, as reflected in the quarterly
data.
90%
85%
59%
64%
Numerator
9
9
38
47
Denominator
10
10
64
74
Sub-result 2.3: Perceptions of safety in communities and schools improved
18
Custom: Percentage of girls who say
that they missed days of school
because they feared SRGBV,
disaggregated by region (Outcome)
2018
12%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
7%
N/A
Numerator
71
Denominator
588
Mopti
Kayes
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19
Custom based on HA 2.1-1, Mali
CDCS 5.2.1: Number of people
trained in emergency preparedness as
a result of USG assistance,
disaggregated by sex (Output)
2018
0
0
19
N/A
With the base period extension, the
project plans to train 82 new CGS on
emergency pareparedness. This
quarter, GLEE was able to train 19
members of 4 CGS. The project plans
to train the remaining members of the
78 new CGS to reach the LOP target
of 1632.
19
1632
1239
1258
Male
14
14
926
940
Female
5
5
313
318
Kayes
0
-
579
579
Mopti
19
19
660
679
Objective 3: Increase knowledge and adoption of positive health behaviors among adolescent girls
Sub-result 3.1: Positive health behaviors adopted by adolescent girls
20
Custom: Number of sensitization
events to promote knowledge and
adoption of positive health behaviors
among adolescent girls (Output)
2018
0
1782
4302
241%
Following the government orders to
close all schools to prevent the spread
of COVID 19, GLEE significantly
increased its awareness raising events
with parents and community
stakeholder to retain learners and
students in their communities,
4302
4299
8401
12703
Kayes
2923
2923
4228
7151
Mopti
1379
1379
4173
5552
21
Custom: Number of students
reached through the YA initiative
who participate in YA-organized
programs, per year and per school,
disaggregated by sex and age
(Output)
2018
0
16992
4982
29.32%
The YAs outreach activities have been
impacted by mulitple teachers' strikes
lasting 4 months and 6 months of the
past two school years (respectively)
during which the students were not in
class. In addition, there was
interruption of replenishment activities
due to COVID-19 and the closure of
classes. Starting in June,
communication activities in small
groups were increased in accordance
with COVID prevention measures.
This quarter the project continued to
increase communication activities as
4982
43611
14672
19654
Male
1939
1939
6801
8740
Female
3043
3043
7871
10914
Age (10-14)
1831
1831
Age (15-18)
2600
2600
Age (19+)
551
551
Kayes
2435
2435
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 56
Mopti
2547
possible within COVID-19 parameters.
The project expects to continue to
increase outreach activities as the
school year begins in the coming
quarter.
2547
22
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)
2018
0
90%
0.00%
0.00%
Data will be collected through the
2021 annual survey to occur in
Quarter 4 between July and August
2021. Although annual actuals to date
are below 10% of the annual target,
the project has already exceeded the
LOP target by 1%.
90%
91%
91%
Numerator
279
279
Denominator
289
289
Age (10-19)
289
289
Age (20-29)
0
0
Age (30+)
0
0
Male
72
72
Female
217
217
Urban
49
49
Rural
240
240
No education
0
0
Mopti
156
156
Kayes
133
133
Sub-result 3.2: Adolescent girls’ knowledge of and access to health services increased
23
Custom: Number of students who
access free-of-cost or reduced cost
health services due to referral from
school linkages, disaggregated by sex
and age (Outcome)
2018
N/A
20400
3847
19%
This indicator has been affected by
both the teacher strikes and the
COVID-19 school closures that have
taken students out of school. School
closures have also limited students'
access to the Cahier de Transmission
utilized to track health care service
utilization, and guarentee free or
reduced cost services. Additionally, it
should be noted that some health
3847
40800
6172
10019
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 57
Male
1464
centers are far from villages and
schools, which has a negative impact
on students ability to access the health
centers. It was also found that because
of the covid epidemic, communities do
not normally frequent the centers
outside of the emergency rooms.
1464
2048
3512
Female
2383
2383
4124
6507
Age (< 9)
409
409
Age (10-14)
1646
1646
Age (15-18)
1541
1541
Age (>=19)
251
251
24
Custom: Number of health facilities
certified as "youth friendly" per the
checklist developed with the High
Impact Health Services Project,
disaggregated by region (Outcome)
2018
0
15
0
0%
GLEE's approach, which consists of
supporting a user-friendly environment
for youth in an integrated manner with
the CsRefs, has enabled the CSRefs to
strengthen its leadership in this area to
support the CSCOMs. The decree
appointing school health focal points at
the CSRef level has created an
institutional environment that is
conducive to achieving much greater
results in the area of adolescent-
friendly health services.
0
20
31
31
Mopti
0
0
8
8
Kayes
0
0
23
23
Sub-result 3.3: Health barriers to education reduced
25
Custom: Number of women
supported through project funds to
make menstrual pads locally,
disaggregated by region (Output)
2018
TBD
0
168
N/A
Training of women to manufacture
menstrual pads was delayed to take
into account the outcome of the
feasibility study requested by USAID.
The feasiblity study was completed and
a new menstrual hygiene strategy
developed. Training of women and
girls was completed in December
2020.
168
130
0
168
Mopti
47
47
0
47
Kayes
121
121
0
121
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 58
26
Standard: HL.8.2-4 Number of basic
sanitation facilities provided in
institutional settings (supported
schools and health facilities) as a
result of USG assistance,
disaggregated by region (Output)
2018
TBD
0
415
N/A
In total the project has rehabilitated
666 latrine cabins, of which 522 are
equipped with handwashing stations
and 144 with menstrual hygiene
management facilities. Please note that
USAID requested that this indicator
definition change so certain data
reported previously represented
handwashing stations which are now
reflected in Indicator 27 below.
415
212
287
702
Mopti
321
321
92
413
Kayes
94
94
195
289
Type: Simple
latrines with
handwashing
station
302
302
Type: latrines
equipped with
Menstrual
Hygiene
Management
area
44
44
27
Custom: Number of hand washing
stations provided in institutional
settings as a result of USG assistance,
disaggregated by region (Output)
2018
66
0
0
N/A
This indicator has been modified and
therefore the method of calculation
has changed. The project had
exceeded the LOP target as of our last
annual report.
0
312
730
730
Mopti
0
0
213
213
Kayes
0
0
517
517
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 59
28
Custom: Percentage of adolescent
girls in target communities who
report having access to proper
menstrual hygiene products,
disaggregated by age (Outcome)
2018
91.9%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
50%
N/A
Numerator
519
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Denominator
565
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Male
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Female
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Age
N/A
N/A
N/A
N/A
N/A
N/A
N/A
29
% of schools that provide hygiene
lessons for all students
2018
60.4%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
80%
N/A
Numerator
160
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Denominator
265
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Mopti
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Kayes
N/A
N/A
N/A
N/A
N/A
N/A
N/A
30
% of schools that provide orientation
sessions on menstrual hygiene
2018
17%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
50%
N/A
Numerator
45
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Denominator
265
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Mopti
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Kayes
N/A
N/A
N/A
N/A
N/A
N/A
N/A
31
% of schools that have handwashing
facilities
2018
51.3%
N/A
N/A
N/A
N/A
N/A
N/A
N/A
61%
N/A
Numerator
136
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Denominator
265
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Mopti
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Kayes
N/A
N/A
N/A
N/A
N/A
N/A
N/A
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 60
32
% improvement in girls’ menstrual
hygiene knowledge following hygiene
lessons
2018
50%
0
0
N/A
N/A
N/A
N/A
50%
N/A
Numerator
Denominator
Mopti
Kayes
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 61
ANNEX E: GIS DATA REPORTING
No changes to the GIS data submitted in the last annual report.
REGION
CAP
COMMUNE
VILLAGE
SCHOOL NAME
LATITUDE
LONGITUDE
MOPTI
BANDIAGARA
BANDIAGARA
BANDIAGARA
ALPHA ALI SECK 2 CYCLE I
14,3504767
-3,6198792
MOPTI
BANDIAGARA
BANDIAGARA
BANDIAGARA
ALPHA SECK A 1 CYCLE
14,3502935
-3,6188149
MOPTI
BANDIAGARA
BANDIAGARA
BANDIAGARA
MAMADOU TOLO A 1 CYCLE
14,2830261
-3,6551393
MOPTI
BANDIAGARA
BANDIAGARA
BANDIAGARA
MAMADOU TOLO B 1 CYCLE
14,8440949
-3,1590322
MOPTI
BANDIAGARA
BANDIAGARA
BANDIAGARA
MAMADOU TOLO C 1 CYCLE
14,4364967
-11,3240595
MOPTI
BANDIAGARA
BANDIAGARA
BANDIAGARA
MAMADOU TOLO D 1 CYCLE
14,4368841
-11,3236728
MOPTI
BANDIAGARA
BANDIAGARA
BANDIAGARA
MAMADOU TOLO E 1 CYCLE
13,3078227
-11,4845804
MOPTI
BANDIAGARA
DANDOLI
DANDOLI
DANDOLY CYCLE 1
14,4552209
-11,4056844
MOPTI
BANDIAGARA
DANDOLI
DANDOLI
DANDOLY CYCLE 2
14,1986695
-11,5959053
MOPTI
BANDIAGARA
DANDOLI
DIOUBAEROU
DIOUBAÏROU 1 CYCLE
14,2021074
-11,5954526
MOPTI
BANDIAGARA
DANDOLI
GOLOGOU
GOLOGOU 1 CYCLE
13,1301877
-11,3471064
MOPTI
BANDIAGARA
DANDOLI
LOUGOUROUGOUMBO
OUMAR BÂ 1°C
14,4531083
-11,0270567
MOPTI
BANDIAGARA
DANDOLI
LOUGOUROUGOUMBO
OUMAR BÂ 2°C
14,2556449
-4,0072916
MOPTI
BANDIAGARA
DANDOLI
SASSADI
SASSADI
12,8478848
-11,2239296
MOPTI
BANDIAGARA
DANDOLI
SIBI SIBI
SIBI - SIBI 1 CYCLE
12,9493752
-11,1704932
MOPTI
BANDIAGARA
DANDOLI
SIBI SIBI
SIBI - SIBI 2 CYCLE
13,0272282
-11,0513362
MOPTI
BANDIAGARA
DANDOLI
SINCARMA
SINCARMA
14,060575
-3,574245
MOPTI
BANDIAGARA
DANDOLI
SOKOLO
SOKOLO 1 CYCLE
12,9721625
-11,2344635
MOPTI
BANDIAGARA
DANDOLI
TONGNON
TOGNON 1 CYCLE
13,0600693
-11,1658384
MOPTI
BANDIAGARA
DANDOLI
WENDEGUELE
WENDEGUELE
14,5857178
-10,9960122
MOPTI
BANDIAGARA
Soroly
Andioubolo
Andioubolo
14,4047346
-3,492480023
MOPTI
BANDIAGARA
Soroly
Bendiely
Bendiely
14,47228085
-3,587678273
MOPTI
BANDIAGARA
Soroly
Bendiely
Bendiely
14,47228085
-3,587678273
MOPTI
BANDIAGARA
Soroly
Kokolo
Kokolo
14,4099551
-3,537079148
MOPTI
BANDIAGARA
Soroly
Koundougou
Koundougou
14,46149997
-3,545699148
MOPTI
BANDIAGARA
Soroly
Soroly
Soroly
14,43764772
-3,486880148
MOPTI
BANDIAGARA
Soroly
Soroly
Soroly
14,43764772
-3,486880148
MOPTI
BANKASS
BANKASS
BANKASS
DJIMBOYE
12,8590347
-11,0771206
MOPTI
BANKASS
BANKASS
BANKASS
JOSEPH YARO 1°C''A''
13,3911766
-11,3401769
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 62
REGION
CAP
COMMUNE
VILLAGE
SCHOOL NAME
LATITUDE
LONGITUDE
MOPTI
BANKASS
BANKASS
BANKASS
JOSEPH YARO 1°C''B''
13,4590046
-11,377028
MOPTI
BANKASS
BANKASS
BANKASS
JOSEPH YARO 1°C''C''
13,4667667
-11,3818717
MOPTI
BANKASS
BANKASS
BANKASS
JOSEPH YARO 2 EME CYCLE A
13,6836713
-11,8390218
MOPTI
BANKASS
BANKASS
BANKASS
JOSEPH YARO 2° CYCLE B
13,1872732
-11,2433574
MOPTI
BANKASS
BANKASS
BANKASS
JOSEPH YARO 2°CYCLE C
14,8961961
-2,9000604
MOPTI
BANKASS
BANKASS
BARE DARSALAM
BARE-DARSALAM
14,8759182
-2,9176423
MOPTI
BANKASS
BANKASS
BOUNDOU SAMBA
BOUNDOU SAMBA
14,5980532
-11,0283213
MOPTI
BANKASS
BANKASS
DENSAGOU
DENSAGOU
13.99673333
-3.46398333
MOPTI
BANKASS
BANKASS
KENDE
KENDE
14,3373701
-3,6184558
MOPTI
BANKASS
BANKASS
KOUROUNDE SONDO
KOUROUNDE
13,025115
-11,0325037
MOPTI
BANKASS
BANKASS
OGODIRE
OGODIRE
14,3201296
-3,5365903
MOPTI
BANKASS
BANKASS
OGOSSAGOU BOSSEME
OGOSSAGOU BOSSEME
12,9239818
-11,0696424
MOPTI
BANKASS
BANKASS
OGOTENA
OGOTENA
12,8981379
-11,1965756
MOPTI
BANKASS
BANKASS
SOCOURA
SOCOURA
14.09023333
-3.4917
MOPTI
BANKASS
BANKASS
SOGARA
SOGARA
14,2453309
-10,9269917
MOPTI
BANKASS
BANKASS
SOGOU DOURKOUN
SOGOU DOURKOUM
14,2451525
-10,9270864
MOPTI
BANKASS
BANKASS
SOGOU TOUM
SOGOU TOUN
13,2209436
-11,2318215
MOPTI
BANKASS
BANKASS
TANGANABOYE
TANGANABOYE
13,1004131
-11,3904012
MOPTI
BANKASS
BANKASS
TINTO
TINTO
14,2830261
-3,6551393
MOPTI
DOUENTZA
DANGOL BORÉ
BORE
DANGOL BORÉ 1ER CYCLE
15.13205
-3.48786667
MOPTI
DOUENTZA
DANGOL BORÉ
FALEMBOUGOU
FALEMBOUGOU
15.1399
-3.46893333
MOPTI
DOUENTZA
DANGOL BORÉ
MANKO
MANKO 1ER CYCLE
15.1512
-3.44256667
MOPTI
DOUENTZA
DIANWELY
DIANWELY KESSEL
DIANWELY KESSE
14,2830261
-3,6551393
MOPTI
DOUENTZA
DIANWELY
DIANWELY MAOUNDE
DIANWELY MAOUDE
14,0676058
-3,5252612
MOPTI
DOUENTZA
DIANWELY
GAMNI
GAMNI
14.84211667
-2.91396667
MOPTI
DOUENTZA
DOUENTZA
DOUENTZA
DOUENTZA 1ER CYCLE A
14,3114384
-10,9805905
MOPTI
DOUENTZA
DOUENTZA
DOUENTZA
DOUENTZA 'B'
14,2839089
-3,5346981
MOPTI
DOUENTZA
DOUENTZA
DOUENTZA
DOUENTZA 'D'
13,5713968
-11,512496
MOPTI
DOUENTZA
DOUENTZA
DOUENTZA
DOUENTZA 'E'
14,2839089
-3,5346981
MOPTI
DOUENTZA
DOUENTZA
DOUENTZA
DOUENTZA 'F'
15,001778
-2,9537699
MOPTI
DOUENTZA
DOUENTZA
DOUENTZA
DOUENTZA 'G'
15,0020633
-2,9538544
MOPTI
DOUENTZA
DOUENTZA
EWERY
EWERY
15,0157967
-2,950285
MOPTI
DOUENTZA
DOUENTZA
FOMBORI
FOMBORI 1ER CYCLE
15,0024768
-2,9539751
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 63
REGION
CAP
COMMUNE
VILLAGE
SCHOOL NAME
LATITUDE
LONGITUDE
MOPTI
DOUENTZA
KOUBEWEL KOUNDIA
KOUBEWEL-KOUNDIA
KOUBEWEL KOUNDIA 1ER CYCLE
15,0155263
-2,9502823
MOPTI
DOUENTZA
KOUBEWEL KOUNDIA
MOUGHI BEGUEMA
MOUGUI BEGUEMA
15,0024648
-2,9537888
MOPTI
DOUENTZA
KOUBEWEL KOUNDIA
ORODOU
ORODOU- LAMORDÉ 1ER CYCLE
13,0853269
-11,0904021
MOPTI
DOUENTZA
KOUBEWEL KOUNDIA
TEMBA
TEMBA
14,2233133
-3,4813921
MOPTI
DOUENTZA
TEDIE
ANDJI
ANDJI
14,3055886
-3,4358892
MOPTI
DOUENTZA
TEDIE
TONGO TONGO
TONGO TONGO 1ER CYCLE
14,3058299
-3,4355197
KAYES
KAYES RIVE DROITE
KHOULOUM
AOURO DIALLO
AOUROU DIYALA 1ER C
14,4213281
-10,9329621
KAYES
KAYES RIVE DROITE
KHOULOUM
AOURO DIALLO
AOUROU DIYALA 2E C
14,2807702
-3,5174222
KAYES
KAYES RIVE DROITE
KHOULOUM
DOUSSOUKHANE
DOUSSOUKANÉ
14,9731956
-2,9233344
KAYES
KAYES RIVE DROITE
KHOULOUM
GABOU
FOUSSÉYNI SY GABOU 1ND CYCLE
12,5347866
-11,3669132
KAYES
KAYES RIVE DROITE
KHOULOUM
GABOU
FOUSSÉYNI SY GABOU 2ND CYCLE
14,1739882
-11,9126727
KAYES
KAYES RIVE DROITE
KHOULOUM
KEGNOU SOUTE
KÉNIOU-SOUTÉ
14,3584365
-11,3152574
KAYES
KAYES RIVE DROITE
KHOULOUM
KERSIGNANE
KERSIGNANÉ 1ERC
14,3583449
-11,3152226
KAYES
KAYES RIVE DROITE
KHOULOUM
KOULOUM
ATTBOUGOU
14,981576
-2,9427032
KAYES
KAYES RIVE DROITE
KHOULOUM
KOULOUM
KHOULOUM 1ERC
14,5018649
-11,2898737
KAYES
KAYES RIVE DROITE
KHOULOUM
KOULOUM
KHOULOUM 2ND CYCLE
14,5015343
-11,2901779
KAYES
KAYES RIVE DROITE
KHOULOUM
LOUPOUROU
LOUPOUROU
13,9571967
-11,6514803
KAYES
KAYES RIVE DROITE
KHOULOUM
SABOUCIREDING
FRANCO-ARABE SABOUCIRÉ N'DI
1ERC
14,42445
-11,33659
KAYES
KAYES RIVE DROITE
KOUNIAKARI
KONIAKARY
KONIAKARY 2ÈC
12,9780265
-11,0797006
KAYES
KAYES RIVE DROITE
KOUNIAKARI
KONIAKARY
KONIAKARY"A" 1ER C
12,9049688
-11,1104159
KAYES
KAYES RIVE DROITE
KOUNIAKARI
KONIAKARY
KONIAKARY"B" 1ER C
12,841109
-11,1637392
KAYES
KAYES RIVE DROITE
MARÉNA DIOMBOUGOU
DIATAYA
DIATAYA
14,4036655
-3,5121929
KAYES
KAYES RIVE DROITE
MARÉNA DIOMBOUGOU
MARENA DIOMBOUGOU
MARENA DIOMBOUGOU
14,2678723
-3,5162492
KAYES
KAYES RIVE DROITE
MARÉNA DIOMBOUGOU
MARENA DIOMBOUGOU
MARENA DIOMBOUGOU 1ERC
14,4463216
-3,8168847
KAYES
KAYES RIVE DROITE
MARÉNA DIOMBOUGOU
MOGOYAFARA
MOGOYAFARA 1ER C
14,3039083
-4,0053467
KAYES
KAYES RIVE DROITE
MARÉNA DIOMBOUGOU
NIAMIGA
NIAMIGA 1ERC
14,2737589
-3,4425298
KAYES
KAYES RIVE DROITE
Maréna Diombougou
SABOUCIRE SAMBALA
SABOUCIRE SAMBALA 1ER C
12,9599813
-11,1031248
KAYES
KAYES RIVE DROITE
Maréna Diombougou
SABOUCIRE SAMBALA
SABOUCIRE SAMBALA 2E C
12,9607949
-11,0965212
KAYES
KAYES RIVE DROITE
SEGALA
BAGORE
BAGORÉ 1ER C
14,3418433
-3,3880185
KAYES
KAYES RIVE DROITE
SEGALA
BATAMA
BATAMA
12,7899922
-11,2444559
KAYES
KAYES RIVE DROITE
SEGALA
BATAMA
BATAMA 1ERC
14,2411134
-3,4830761
KAYES
KAYES RIVE DROITE
SEGALA
DIABADJI
DIABADJI 1ERC
14,079764
-3,5150083
KAYES
KAYES RIVE DROITE
SEGALA
DIABADJI
DIABADJI 2ND CYCLE
14,0800005
-3,5141941
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 64
REGION
CAP
COMMUNE
VILLAGE
SCHOOL NAME
LATITUDE
LONGITUDE
KAYES
KAYES RIVE DROITE
SEGALA
DIOUNGO
DIOUNGO 1ERC
14,0779031
-3,5306503
KAYES
KAYES RIVE DROITE
SEGALA
DIOUNGO
DIOUNGO 2ND CYCLE
14,0788573
-3,5154767
KAYES
KAYES RIVE DROITE
SEGALA
DJINGUILOU
DJINGUILOU 1ERC
14,07855
-3,5149683
KAYES
KAYES RIVE DROITE
SEGALA
DRAMEBOUGOULA
DRAMÉBOUGOU 1ERC
14,0782887
-3,5311659
KAYES
KAYES RIVE DROITE
SEGALA
Kalaou
KALAOU
14,3397547
-3,3971757
KAYES
KAYES RIVE DROITE
SEGALA
KANANTARE
KANANTARÉ
13,8332994
-11,8411039
KAYES
KAYES RIVE DROITE
SEGALA
MAMACITA
MAMACITA
14,5354467
-10,9895917
KAYES
KAYES RIVE DROITE
SEGALA
MOULINE
MOULINÉ 1ERC
14,3369774
-11,0220502
KAYES
KAYES RIVE DROITE
SEGALA
MOUSSAFATOLA
MOUSSAFATOLA
13,7863129
-11,599922
KAYES
KAYES RIVE DROITE
Segala
Segala
SEGALABA
14,4390423
-11,3878073
KAYES
KAYES RIVE DROITE
SEGALA
SEGALA BA
SEGALABA 1ER
13,4844817
-11,4209883
KAYES
KAYES RIVE DROITE
SEGALA
SEKORO
SÉKORO 1ER CYCLE
14.49421
-11.018929
KAYES
KAYES RIVE DROITE
KHOULOUM
SOUTOUCOULE
SOUTOUCOULE 1ER CYCLE
14,44758735
-11,41430291
KAYES
KAYES RIVE GAUCHE
HAWA DEMBAYA
FATOLA
FATOLA 1ER CYCLE
13,0497926
-11,1190281
KAYES
KAYES RIVE GAUCHE
HAWA DEMBAYA
FATOLA
FATOLA 2ND CYCLE
13,058638
-11,1208123
KAYES
KAYES RIVE GAUCHE
HAWA DEMBAYA
KEGNOU
KEGNOU
14,4026983
-11,3801417
KAYES
KAYES RIVE GAUCHE
HAWA DEMBAYA
KOUNDA
KOUNDA
12,8743289
-11,2788665
KAYES
KAYES RIVE GAUCHE
HAWA DEMBAYA
LOMBA
LOMBA
13,9964174
-3,4951068
KAYES
KAYES RIVE GAUCHE
HAWA DEMBAYA
LONTOU
LONTOU
13,6907086
-11,7310555
KAYES
KAYES RIVE GAUCHE
HAWA DEMBAYA
LONTOU
LONTOU 2ND CYCLE
12,837544
-11,2325826
KAYES
KAYES RIVE GAUCHE
HAWA DEMBAYA
MEDINE
MÉDINE 2ND CYCLE
12,8380798
-11,2326723
KAYES
KAYES RIVE GAUCHE
HAWA DEMBAYA
MEDINE
MÉDINE, ABDOUL WAHAB SARR
12,8382311
-11,2317444
KAYES
KAYES RIVE GAUCHE
HAWA DEMBAYA
SEROUME
SEROUMÉ
13,4878179
-11,5671559
KAYES
KAYES RIVE GAUCHE
SADIOLA
BABALA HAMDALAY
BABALA 1ER CYCLE
13,3760018
-11,8649918
KAYES
KAYES RIVE GAUCHE
SADIOLA
BABALA HAMDALAY
BABALA MERDERSA
13,3760018
-11,8649918
KAYES
KAYES RIVE GAUCHE
SADIOLA
BREMASSOU
BREMASSSOU
13,9001451
-11,86800253
KAYES
KAYES RIVE GAUCHE
SADIOLA
DANKOURA
DANKOUROU
13,284002
-11,278541
KAYES
KAYES RIVE GAUCHE
SADIOLA
DARSALAM OULOU
DARSALAM OULOUMA
14,4106694
-11,3704857
KAYES
KAYES RIVE GAUCHE
SADIOLA
DIANKOUNTE
DIANGOUNTE
14,4668313
-11,35775
KAYES
KAYES RIVE GAUCHE
SADIOLA
FARABANA
FARABANA
14,4537778
-11,369351
KAYES
KAYES RIVE GAUCHE
SADIOLA
KAKADJAN
KAKADIAN
14,4544185
-11,3692456
KAYES
KAYES RIVE GAUCHE
SADIOLA
KANTELA
KANTELA
12,8456541
-11,1066749
KAYES
KAYES RIVE GAUCHE
SADIOLA
KENIEBA
KENIEBA
12,8440262
-11,0473737
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 65
REGION
CAP
COMMUNE
VILLAGE
SCHOOL NAME
LATITUDE
LONGITUDE
KAYES
KAYES RIVE GAUCHE
SADIOLA
KOBOROTOSSOU
KOBOKOTOSSOU
13,7079097
-11,6384248
KAYES
KAYES RIVE GAUCHE
SADIOLA
KOROPOTO
KOROPOTO
13,1956264
-11,3290486
KAYES
KAYES RIVE GAUCHE
SADIOLA
KREKOTO
KREKOTO
14,3587733
-3,3734884
KAYES
KAYES RIVE GAUCHE
SADIOLA
KROUKETO
KROUKÉTO 1ER CYCLE
14,5815252
-10,9087801
KAYES
KAYES RIVE GAUCHE
SADIOLA
MADINA
FRANCO ARABE MADINA
14,5795235
-10,8979734
KAYES
KAYES RIVE GAUCHE
SADIOLA
MOUSSALA
MOUSSALA
14,575118
-10,9058321
KAYES
KAYES RIVE GAUCHE
SADIOLA
NETECO
NETECO
14,2785881
-3,4544455
KAYES
KAYES RIVE GAUCHE
SADIOLA
NIANIKOTO
NIANIKOTO
14,2895844
-3,4625943
KAYES
KAYES RIVE GAUCHE
SADIOLA
SABOUCIRE
SABOUCIRE
14,3886567
-3,7377801
KAYES
KAYES RIVE GAUCHE
SADIOLA
SADIOLA
SADIOLA MINE I
13,7635722
-11,6478024
KAYES
KAYES RIVE GAUCHE
SADIOLA
SADIOLA
SADIOLA MINE II
14,3070477
-3,4569419
KAYES
KAYES RIVE GAUCHE
SADIOLA
SADIOLA
SADIOLA VILLAGE I
14,9836857
-3,0350922
KAYES
KAYES RIVE GAUCHE
SADIOLA
SADIOLA
SADIOLA VILLAGE II
13,108598
-11,1358374
KAYES
KAYES RIVE GAUCHE
SADIOLA
SADIOLA VILLAGE
SADIOLA VILLAGE A
13,0388849
-11,0809665
KAYES
KAYES RIVE GAUCHE
SADIOLA
SANGAFARA
SANGAFARA
14,3456754
-11,3223636
KAYES
KAYES RIVE GAUCHE
SADIOLA
SATIFARA
SATIFARA
12,9186244
-11,3304186
KAYES
KAYES RIVE GAUCHE
SADIOLA
TINTIBA
TINTIBA
14,1202269
-3,5212919
KAYES
KAYES RIVE GAUCHE
SADIOLA
YAHERA
YAHERA
13,5549847
-11,7822034
KAYES
KAYES RIVE GAUCHE
SADIOLA
YATELA
YATELA
12,864815
-10,9316484
KAYES
KAYES RIVE GAUCHE
SADIOLA
YIRIBABOUGOU
YIRIBAGOUGOU
14,053885
-11,734959
KAYES
KAYES RIVE GAUCHE
SITAKILI
SEGUELA
BEMBOKOTO
12,8520743
-11,2315425
KAYES
KAYES RIVE GAUCHE
SADIOLA
BEMBOKOTO
BEMBOKOTO
13,8617415
-11,76281466
KAYES
KAYES RIVE GAUCHE
SADIOLA
MOUSSAKONELA
MOUSSAKONELA 1ER CYCLE
14,27005035
-11,62373803
KAYES
KENIEBA
BAYÉ
BAYE
BAYÉ 1ER CYCLE
13,2125383
-11,2569067
KAYES
KENIEBA
BAYÉ
BAYE
BAYÉ 2ND CYCLE
14,3953812
-11,2906032
KAYES
KENIEBA
BAYÉ
DIABAYA
DIABAYA
14,3462625
-11,346218
KAYES
KENIEBA
BAYÉ
DIOULAFOUNDOUBA
DIOULAFOUNDOUBA 1ER CYCLE
14,346435
-11,3460417
KAYES
KENIEBA
BAYÉ
GAMATE
GAMATÉ 1ER CYCLE
13,0717605
-11,3704958
KAYES
KENIEBA
BAYÉ
KIRIDY
KIRIDY
13,0946766
-11,3921346
KAYES
KENIEBA
BAYÉ
KOBOKOTO
KOBOKOTO
13,0947105
-11,392162
KAYES
KENIEBA
BAYÉ
LEMOUNATOUMBOUM
LÉMOUNATOUMBOU
14,4345874
-11,2950573
KAYES
KENIEBA
BAYÉ
SAMOU
SAMOU
12,9243833
-11,3786217
KAYES
KENIEBA
BAYÉ
SEKOTOBA
SÉKOTOBA
14,2740709
-11,0531876
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 66
REGION
CAP
COMMUNE
VILLAGE
SCHOOL NAME
LATITUDE
LONGITUDE
KAYES
KENIEBA
BAYÉ
SELINKEGNY
SELINKEGNY
14,3534506
-3,6216643
KAYES
KENIEBA
BAYÉ
TOMBEN
TOMBEN
14,3534506
-3,6216643
KAYES
KENIEBA
BAYÉ
TOUMBOUMBA
TOUMBOUMBA
14,3506747
-3,6061566
KAYES
KENIEBA
BAYÉ
YERALLA
YÉRALLA 1°C
14,3509444
-3,6055011
KAYES
KENIEBA
DIALAFARA
ARABADIANA
ARABADIANIA
14,3504887
-3,6051021
KAYES
KENIEBA
DIALAFARA
BEROLA
BEROLA
14,3520271
-3,605823
KAYES
KENIEBA
DIALAFARA
BOURDALA
BOURDALA
14,3518384
-3,6062592
KAYES
KENIEBA
DIALAFARA
BOURDALA
BOURDALA 2ND CYCLE
14,5663931
-11,0481177
KAYES
KENIEBA
DIALAFARA
DARO
DARO
14,5667479
-11,0445122
KAYES
KENIEBA
DIALAFARA
DIAGUINA BAROUM
DIAGUINA
13,0984083
-11,3862948
KAYES
KENIEBA
DIALAFARA
DIALAFARA
DIALAFARA
14,37552
-11,3684584
KAYES
KENIEBA
DIALAFARA
DIALAFARA
DIALAFARA 2ND CYCLE
14,3755774
-11,3685751
KAYES
KENIEBA
DIALAFARA
DIOURDALOMA
DJOURDALOMA
12,8210122
-11,1846256
KAYES
KENIEBA
DIALAFARA
KAROUMA
KAROUMA
14,5654155
-11,1001136
KAYES
KENIEBA
DIALAFARA
KENIEGOULOU
KENIEGOULOU
15,0078718
-3,1567238
KAYES
KENIEBA
DIALAFARA
KENIEKENIEBA
KENIEKENIEBA
14,531372
-10,9477936
KAYES
KENIEBA
DIALAFARA
KENIETY
KENIETY
14,2887522
-10,9519597
KAYES
KENIEBA
DIALAFARA
MONEA
SAONE VALLEE MONEA 1 ER
CYCLE
13,6860255
-12,0482468
KAYES
KENIEBA
DIALAFARA
NETEKOTO
NETEKOTO
14,3847754
-3,3716249
KAYES
KENIEBA
DIALAFARA
TAMBALA
TAMBALA
12,838611
-11,2363717
KAYES
KENIEBA
KASSAMA
BANCO
BANCO
14,2428507
-3,9472526
KAYES
KENIEBA
KASSAMA
DIONI
DIONI-TAMBADIYA
12,8674198
-11,1873872
KAYES
KENIEBA
KASSAMA
DOUMAFARA
DOUMOUFARA
13.08583333
-
11.0893333333333
KAYES
KENIEBA
KASSAMA
GALASSI
GALASSI 1ER CYCLE
13,3735941
-11,3768651
KAYES
KENIEBA
KASSAMA
GUINDINSO
GUINDINSOU 1ER CYCLE
14,5092567
-11,1698167
KAYES
KENIEBA
KASSAMA
GUINDINSO
GUINDINSOU 2ND CYCLE
13,6373324
-11,7205011
KAYES
KENIEBA
KASSAMA
KASSAMA
KASSAMA 1°C II
14,3294085
-3,4030689
KAYES
KENIEBA
KASSAMA
KASSAMA
KASSAMA 1ER CYCLE I
14,0343467
-3,4621505
KAYES
KENIEBA
KASSAMA
KASSAMA
KASSAMA 2ND CYCLE
14,0672604
-3,5120805
KAYES
KENIEBA
KASSAMA
KENIOTO
KÉNIÉTO 1ER CYCLE
14,0257984
-3,5715579
KAYES
KENIEBA
KASSAMA
KENIOTO
KÉNIÉTO 2ND CYCLE
14,97115
-3,0714472
KAYES
KENIEBA
KASSAMA
KOUFARA
KOUFARA
14,4148296
-3,4554307
KAYES
KENIEBA
KASSAMA
KOULAYA
KOULAYA
14,4153467
-3,4550293
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 67
REGION
CAP
COMMUNE
VILLAGE
SCHOOL NAME
LATITUDE
LONGITUDE
KAYES
KENIEBA
KASSAMA
SAMBOULA
SAMBOULA
13,5567966
-11,8710845
KAYES
KENIEBA
KASSAMA
TABAKOTO
TABAKOTO-KASSAMA 1ER CYCLE
14,5359321
-11,0994075
KAYES
KENIEBA
KASSAMA
YATERA
YATERA
14,5358088
-11,1001417
KAYES
KENIEBA
KENIEBA
DIOULAFOUNDOUNI
DIOULAFOUNDOUNI
13,9338039
-11,6722919
KAYES
KENIEBA
KENIEBA
FADOUGOU
FADOUGOU
13,9337184
-11,6723346
KAYES
KENIEBA
KENIEBA
GOLEA
GOLEA
13,8906927
-11,7031943
KAYES
KENIEBA
KENIEBA
HAMBINE
HAMBINE
13,8899318
-11,6985947
KAYES
KENIEBA
KENIEBA
KELONGO
KELOMGO
13,8897914
-11,6982302
KAYES
KENIEBA
KENIEBA
KENIEBA
BALLABOUGOU
13,0359528
-11,3422099
KAYES
KENIEBA
KENIEBA
KENIEBA
KÉNIÉBA 2ND CYCLE
13,3046106
-11,0819496
KAYES
KENIEBA
KENIEBA
KENIEBA
KÉNIÉBA I
12,8123784
-10,9340533
KAYES
KENIEBA
KENIEBA
KENIEBA
KÉNIÉBA II
14,0873606
-11,6728886
KAYES
KENIEBA
KENIEBA
KENIEBA
LAFIABOUGOU 1ER CYCLE
12,8410802
-11,2428252
KAYES
KENIEBA
KENIEBA
KENIEBA
NADJA WAL FALAHA
12,8812032
-11,2352972
KAYES
KENIEBA
KENIEBA
KENIEBA
SOMABOUGOU I
12,877897
-11,2318987
KAYES
KENIEBA
KENIEBA
KENIEBA
SOMABOUGOU II
13,6196189
-11,4613117
KAYES
KENIEBA
KENIEBA
KOUNDAN
KOUNDAN
14,3118379
-3,5688276
KAYES
KENIEBA
KENIEBA
MAHINAMINE
MAHINAMINE
14,3037718
-3,4873361
KAYES
KENIEBA
KENIEBA
MOGOYAFARA
MOGOYAFARA 1ER C
13,8022082
-11,7569394
KAYES
KENIEBA
KENIEBA
NARENA
NARENA
14,5647359
-10,9692873
KAYES
KENIEBA
KENIEBA
SANOUKOU
SANOUKOU
14,5638398
-10,9618944
KAYES
KENIEBA
KENIEBA
SANSANTO
SANSANTO
14,4971786
-11,0193019
KAYES
KENIEBA
KENIEBA
SANSANTO
SANSANTO B
12,7467918
-10,9472364
KAYES
KENIEBA
KENIEBA
SELLY
SELLY
12,7502161
-11,32642291
KAYES
KENIEBA
SITAKILI
BABOTO
BABOTO
12,6892537
-10,8488274
KAYES
KENIEBA
SITAKILI
BAMBO
BAMBOU
14,2747225
-11,3651079
KAYES
KENIEBA
SITAKILI
BAROYA
BAROYA
14,3297471
-3,5554472
KAYES
KENIEBA
SITAKILI
BETEYA
BETEYA
14,3287416
-3,5577828
KAYES
KENIEBA
SITAKILI
DIANTISSA
DIANTISSA
14,3731567
-3,5721352
KAYES
KENIEBA
SITAKILI
DJIBOURIA
DJIBOURIA
13,1085103
-11,2254316
KAYES
KENIEBA
SITAKILI
DJIDJIAN KENIEBA
DJIDIAN-KÉNIÉBA
13,1085012
-11,2253306
KAYES
KENIEBA
SITAKILI
DJIDJIAN KENIEBA
LOULO-CITÉ I
13,1086933
-11,2230925
KAYES
KENIEBA
SITAKILI
DJIDJIAN KENIEBA
LOULO-CITE II
14,0870839
-3,4937579
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 68
REGION
CAP
COMMUNE
VILLAGE
SCHOOL NAME
LATITUDE
LONGITUDE
KAYES
KENIEBA
SITAKILI
DJIDJIAN KENIEBA
MÉDERSA SAADU ZIWIZAWA
13,9847441
-3,4356008
KAYES
KENIEBA
SITAKILI
KOFFING
KOFFING
14,143752
-3,4688764
KAYES
KENIEBA
SITAKILI
LINGUEKOTO II
LINGUÉKOTO II
14,1533012
-3,4927456
KAYES
KENIEBA
SITAKILI
LOULO VILLAGE
LOULO VILLAGE
14,3253729
-3,5729581
KAYES
KENIEBA
SITAKILI
SAKOLA
SAKOLA
12,8423228
-11,2391475
KAYES
KENIEBA
SITAKILI
SITAKILY
SITAKILY 1ER CYCLE A
12,8417924
-11,2398385
KAYES
KENIEBA
SITAKILI
SITAKILY
SITAKILY 1ER CYCLE B
14,3529313
-3,6181429
KAYES
KENIEBA
SITAKILI
SITAKILY
SITAKILY 2ND CYCLE
14,2830261
-3,6551393
KAYES
KENIEBA
SITAKILI
TABAKOTO
BOUGOUBA FRANCO ARABE
14,2351802
-3,5317635
KAYES
KENIEBA
SITAKILI
TABAKOTO
TABAKOTO
12,9496611
-11,2040042
KAYES
KENIEBA
SITAKILI
TABAKOTO
TABAKOTO I
12,95
-11,20392
KAYES
KENIEBA
SITAKILI
TAMBAKOTO
TAMBAKOTO
13,0678859
-11,0549507
KAYES
KENIEBA
DIALAFARA
KENIEKO
KENIEKO
13,19618847
-11,50104966
KAYES
KENIEBA
DIALAFARA
LINGUEKOTO
LINGUEKOTO 1ER CYCLE
13,43371097
-11,57952828
KAYES
KENIEBA
KENIEBA
DAKOTO
DAKOTO
12,87576822
-11,22224528
KAYES
KENIEBA
KENIEBA
KOLOMBA 2
KOLOMBA 2
12,7222236
-11,17880616
KAYES
KENIEBA
KENIEBA
LINGUEKOTO 1
LINGUEKOTO 1
12,76036722
-11,19555578
KAYES
KENIEBA
KENIEBA
MADINANING
MADINANING
13,29457872
-10,58927928
KAYES
KENIEBA
KENIEBA
MANDAKOTO
MANDAKOTO
12,70652185
-11,35919216
KAYES
KENIEBA
SITAKILI
BATAMA
BATAMA 1ER CYCLE
13,05777547
-11,16776666
MOPTI
SANGHA
DOUROU
BENIOUMA HAIRE
(BEGNEMATO)
BEGNOUMA -HAÏRÉ 1ER CYCLE
13,3740551
-11,2630257
MOPTI
SANGHA
DOUROU
DOBOLO
DOBOLO 1ER CYCLE
14,0847986
-3,5145251
MOPTI
SANGHA
DOUROU
DOUNDIOUROU
DOUNDIOUROU
14,2830261
-3,6551393
MOPTI
SANGHA
DOUROU
DOUROU
DOUROU 1°C
14,9433954
-3,1912941
MOPTI
SANGHA
DOUROU
DOUROU
DOUROU 2°C
13,8100483
-11,5621546
MOPTI
SANGHA
DOUROU
ERSADJA
ERSADJA
14,0407991
-3,5232881
MOPTI
SANGHA
DOUROU
GOLOMBO
GOLOMBO
14,3665098
-3,5654081
MOPTI
SANGHA
DOUROU
GUIMINI KOUN
GUIMINI 1°C
12,7141907
-10,9163371
MOPTI
SANGHA
DOUROU
IDIELY DO
IDIÉLY-DO
14,8464661
-3,1659585
MOPTI
SANGHA
DOUROU
IDIELY NA
IDIÉLY-NA 1°C
14.34081667
-3.38968333
MOPTI
SANGHA
DOUROU
INDELL
INDELL 1°C
12,8662663
-11,0885658
MOPTI
SANGHA
DOUROU
KOMBOKANI
KOMBOKANI
14,3636219
-3,5384974
MOPTI
SANGHA
DOUROU
KONSAGOU
KONSOGOU - LEYE
13,9451441
-11,7858272
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 69
REGION
CAP
COMMUNE
VILLAGE
SCHOOL NAME
LATITUDE
LONGITUDE
MOPTI
SANGHA
DOUROU
KONSAGOU DO
KONSOGOU-DÔ
13,1338978
-11,1685646
MOPTI
SANGHA
DOUROU
KOROU
KOROU 1°C
14,2995169
-3,42207
MOPTI
SANGHA
DOUROU
NACOMBO
NACOMBO
12,8857103
-11,109308
MOPTI
SANGHA
DOUROU
NOMBORI
NOMBORI 1°C
14,200689
-11,66055
MOPTI
SANGHA
DOUROU
SASAMBOUROU
SASSAMBOUROU 1ER CYCLE
14,028695
-3,5544177
MOPTI
SANGHA
DOUROU
SONINGUE
SONINGUÉ
12,752922
-11,323687
MOPTI
SANGHA
DOUROU
YAWA
YAWA
14,09839
-11,791716
MOPTI
SANGHA
Wadouba
Biné
Biné
14,5688506
-3,366473023
MOPTI
SANGHA
Wadouba
Bolomo 1ercycle
Bolomo 1ercycle
14,55252897
-3,310354148
MOPTI
SANGHA
Wadouba
Dologou
Dologou
14,46975097
-3,413651773
MOPTI
SANGHA
Wadouba
Gounoly Dogon
Gounoly Dogon
14,60704422
-3,355493273
MOPTI
SANGHA
Wadouba
Imbissome 1er
Imbissome 1er
14,5737511
-3,342883523
MOPTI
SANGHA
Wadouba
Kani G 1° C
Kani Gokouna1° C
14,55930947
-3,393452398
MOPTI
SANGHA
Wadouba
Môh
Môh
14,48382222
-3,418911773
MOPTI
SANGHA
Wadouba
Nandoly 1er cycle
Nandoly 1er cycle
14,50049372
-3,466170898
MOPTI
SANGHA
Wadouba
Oliguiné 1er
Oliguiné 1er
14,5279066
-3,377032648
MOPTI
SANGHA
Wadouba
Ouroly 2° C
Ouroly 2° C
14,5599496
-3,348363273
MOPTI
SANGHA
Wadouba
Sal- Ogol
Sal- Ogol
14,5999436
-3,304624273
MOPTI
SANGHA
Wadouba
Sal- Ogol 2è
Sal- Ogol 2è
14,5999436
-3,304624273
MOPTI
SANGHA
Wadouba
Tabara
Tabara
14,48440222
-3,439711398
MOPTI
SANGHA
Wadouba
Tabitongo
Tabitongo
14,4717411
-3,386392523
MOPTI
SANGHA
Wadouba
Tabitongo 2°C
Tabitongo 2°C
14,4717411
-3,386392523
MOPTI
SANGHA
Wadouba
Tenné
Tenné
14,5530591
-3,348483273
USAID/Mali GLEE Contract #: 72068818C00001
Quarterly Report
Page 70
ANNEX F: TRAINING REPORTS, SITE VISIT REPORTS, PROJECT
DOCUMENTS
Fiche Technique
Fabrication Serviette Hygiénique.pdf
DONNEES
MENTORS KAYES RD-RG et KENIEBA DECEMBRE 2020.xlsx
Doutza suite.pdf
Liste des organisations.zip
Planning Formation
CGS écoles d'accueil CSA GLEE du CAP de Kéniéba.xlsx
RADIO SENO
RAPPORT DE DIFFUSION .docx
Rap Dountza.pdf
Rapport de
formation des formateurs sur la fabrication des Serviettes Hygiéniques Kayes vr.docx
Rapport de la
formation des Mentors du projet GLEE des nouvelles Communes.docx
RAPPORT
Formation des formateurs sur la fabrication des SH Badiangara.docx
Rapport radio GLEE
2.pdf
rapport Radio
Rurale.pdf
Rapport superv
Decemb.docx
Rapport superv
Novemb.docx
Situation premiere
cohorte.docx
Situation premiere
cohorte_STS comments.docx
Synthese
Communication radios.docx
Rapport de
Formation des AE et CAP à Bandiagara Kayes et kenieba Nov-dec 2020.docx
RAPPORT
FORMATION DESENSEIGNANTS Mopri.docx
Rapport Formation
Enseignants_Kayes.doc
Rapport Formation
Enseignants_Kenieba.docx
