EDUCATION

Promoting Inclusive and equitable quality primary and secondary education

Through promoting girls' education, early grade reading and social mobilization campaigns

Active projects implimented under the pillar

Girls empowerment through education and health ( ASPIRE ) Funded by United States Agency for International Development (USAID) - 2015 to 2018

ASPIRE is designed to specifically address the challenges that girls face in the Malawi Education System. ASPIRE focuses on All Primary and Secondary Schools in Balaka and Machinga districts.

Keeping Girls in School - Cash Transfer ( KGIS ) Funded by The Department for International Development (DfID) - 1 October 2014 to 31 September 2017

The aim of the project as the name implies is to keep girls in school through Cash Transfer.The main focus of KGIS are the adolescent standard 7 and 8 girls. When families living below poverty line are faced with an option to chose who amongst their male and female children to continue with Education.

Every Girl in School ( EGIS ) Funded by World Food Programme (WFP) - May 2017 to December 2017

The goal of this project is to raise awareness on the importance of education particularly for girls in 701 schools in its 10 impact districts by December 2017

Improving Education Quality in Community Day Secondary Schools ( IEQ - CDSS ) Funded by The Mastercard foundation and Echidna Giving - November 2017 to December 2020

IEQ - CDSS is a project which stems out from government's efforts to improve quality of education in all its schools at all levels.

Creative Centre for Community Mobilization ( CRECCOM ) Funded by CRECCOM - April 1999 to

All interventions that are purerly CRECCOM and not project based

Some of the completed projects for the pillar

Engaging Communities and Schools in Support of Adolescent Girls Education in Malawi ( ECSSAGEM ) Funded by Dubai Cares and Echidna Giving - 11 October 2016 to October 2017

CRECCOM will be mobilising parents, traditional leaders and entire communities to take an active role in the education of the girls in their areas. This project is expected to support 11,000 students in Thyolo district.

Girls Attainment in Basic Literacy and Education Social Mobilization Campaign ( GABLE SMC ) Funded by United States Agency for International Development (USAID) - 1994 to 1998

the project successfully changed negative attitudes, practices, beliefs and traditions of parents, teachers, children, initiation counselors, religious leaders and others towards girls’ education so that they began to dialogue and take action towards girl’s attendance, persistence and completion in primary school

Girls Attainment in Basic Literacy and Education Social Mobilization Campaign ( GABLE SMC-EQ ) Funded by United States Agency for International Development (USAID) - 1998 to 2004

designed to sensitize, motivate and mobilize communities (teachers, pupils, religious leaders, school management committees) to support and contribute to quality education for all children as they changed their attitudes and practices that left improvement of education quality to government. Through the implementation of the project, more school committees had become functional. Teachers, community leaders and SMC members had acquired a sense of ownership for their schools and were actively involved in improving the standards of education.

Malawi Education Support Activity ( MESA ) Funded by - 2003 to 2006

One key achievement under MESA was the mobilization of communities who supported orphans and vulnerable children through a number of orphan care activities and imparting local vocational skills to the children through collaboration with teachers. Communities were also equipped with proposal writing and grants management skills through the training and provision of small grants.

The Ambassadors Girls Scholarship Program ( AGSP ) Funded by United States Agency for International Development - 2005 to 2009

the seven - year nationwide project supported more than 6000 under privileged children, 66% of them girls. Children from child-headed families, from grandparents-headed families and some taken into extended families received scholarship and mentoring support and a considerable fraction of them have been selected to secondary schools, those who would have otherwise withdrawn from school.