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The second phase of the PREAM project comprises a set of quantitative data collection, a survey that took place between May 21st and June 5th 2022 in six communities located in conflict-affected areas in central Mali. Baroueli, Kononbougou and Markala are situated in Segou circle in the region of Segou and Sibi sibi, Soroly and Dandoly are in Bandiagara circle in the region of Mopti. The six locations were part of the IMAGINE project implemented by PLAN International Canada.
- Part One summarises the information about the study; more specifically the survey sample, the design and the administration of the questionnaires.
- Part Two presents the main findings from the survey organized in four themes: agency, experiences of education, education and agency, and young peoples’ experiences in their community.
- Part Three proposes a short reflection on learnings.
- We conclude by raising questions for further exploration.
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Conclusion
PREAM’s findings suggest that in spite of the difficult conditions in which they live, a majority of young people are agentic and have hope for the future. They consider education to be very important to help them to fulfill their dreams and education actors should therefore continue their efforts to keep schools open and support young people’s access to quality education in times of crisis. Considering the importance of parents in the decision to remain at school or not and the persistence of gender-based barriers to education, parents’ awareness raising efforts should be maintained, especially to enable girls to remain at school beyond the first cycle of primary education.
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The survey also highlighted the important role of teachers in fostering agency. While a majority of school attending respondents reported feeling at ease to participate in class, more than a third of the respondents reported instances of brutality or corporal punishment. This suggests that education actors should continue their efforts to provide a safe and respectful learning environment to both boys and girls and work with teachers to develop agentic approaches to discipline in class.
