Promoting Equal Access to Education in Malawi Project

(Project Phased Out in November 2024)

Project Profile

The project was an Inclusive Education Project with the goal of Promoting equal access to quality education in Malawi through community empowerment.

Project 1: It run for 6 years (2018 to 2024) with funding from the Scottish Government through the Sense Scotland. The projects catchment areas were Chitipa (15 zones & 75 Primary Schools), Karonga (13 zones & 65 primary schools) and Nkhata Bay (13 zones & 65 primary schools)

Project 2: It run for 7 years focusing on improved education & increased opportunities for young people with additional learning needs in Chitipa, Karonga ,Nkhata Bay, Kasungu and Nkhotakota contributing towards Global Goals 2, 4 & 10.

Beneficiaries: Learners with disabilities, Learners without disabilities, Parents of learners with disabilities, Teachers, Community leaders (e.g. School governing structures, local leaders, religious leaders), Education officials and other stakeholders.

Project Sustainability

Parent Support Group through IGA and trainings on IE.
Peer support groups i.e. clubs that lobby and advocate for the rights and needs of learners with disabilities
Zonal Eeducation Coordinators i.e. volunteer democratically chosen by parents of learners with disabilities
Working with teachers, PEAS, ACCOs, specialist teachers and CDAs.
Involvement of the local government stakeholders and school structures.

Achievements

1. Attitudinal change

Parents are now sending their children with disabilities to school where teachers as well as fellow learners are very welcoming. This has been achieved through teacher trainings on inclusive practices and trainings for learners through peer educators that helped them to9 love and accept their peers with disabilities.

2. Parental involvement

Parents are not only sending their children with disabilities to school, but they are also directly involved in their learning. They are able to9 provide materials needed for school through small IGAs that they are involved in 8in their groups called Parent Support Groups (PSGs).

Some parents also work hand in hand with teachers to follow their children performance, help them with homework as well as provide locally made learning needs their by reducing the problem of lack of suitable teaching and learning materials

Mr. Godfrey D. Simkonda & Wlison Mulungu

Teachers having good relationship with children of disabilities.

Mr. Godfrey D. Simkonda of Chisenga primary school cherishing with Wlison Mulungu, a learner with intellectual disability.

Wilson testified that his relationship with teachers and other learners motivates him to remain in school.

This comes as a result of the project trainings to teachers, community leaders, parents and learners themselves.

Improved Learner performance (Charity and her mother)

Charity is a girls with special needs who got selected to Mzuzu Government Secondary School from Rwanatonga primary School, Kavuzi Zone, Nkhata Bay after the introduction of Inclusive education at the school.

Special Needs Student Being Pushed by Fellow Student

Inspired by the PEATEMA training on inclusive education, one of the primary school learners goes the extra mile-literally.

This compassionate student gently pushes his friend, who is physically challenged, to and from school. Their daily journey is a living example of how a simple act of support can create a ripple effect of understanding and acceptance throughout the school and community.

Together, they show us that when we embrace our differences, every child has the opportunity to thrive and now their school has become a beacon of inclusion and kindness.

Ephraim Simwaza in a Maize Garden

Parents taking an active role to support their children. This is Ephraim Simwaza in a maize garden that belongs to Parent Support Group.

School feeding Program (Students About to receive Their Meal)

In Chitipa District, community spirit is making a tangible difference in the lives of young learners. Local residents have banded together to launch a school feeding program at a nearby primary school. By opening community gardens where they farm maize – the key ingredient for the nutritious meals served daily.

In a remarkable display of teamwork, volunteers take turns cooking for the learners, ensuring that each child receives a healthy, home-cooked meal.

This initiative not only addresses the school’s nutritional needs but also encourages learners to go to school and it strengthens community bonds while promoting sustainable local agriculture.

It’s a shining example of how collective action can enrich both the lives of children and the entire community.