Donor Directory 200405

Malawi Development Partners in Education Agency Directory 2004/05

Development Partners in Education Directory

TABLE OF CONTENTS

ACRONYMS AND ABBREVIATIONS................................................................... ii PREFACE.............................................................................................................1 1.0 INTRODUCTION ............................................................................................2 2.0 PURPOSE OF THE DIRECTORY ..................................................................2 3.0 AGENCIES IN ALPHABETICAL ORDER .......................................................3 3.1 African Development Bank .............................................................................3 3.2 Canadian International Development Agency .................................................6 3.3 Department for International Development (UK) ...........................................10 3.4 Dutch Government........................................................................................14 3.5 Deutsche Gessellschaft fur Technische Zusammenarbeit GTZ (KfW)..........16 3.6 Japan International Cooperation Agency ......................................................21 3.7 United Nations Educational, Scientific and Cultural Organisation .................26 3.8 United Nations Fund for Population ..............................................................33 3.9 United Nations Children’s Emergency Fund .................................................36 3.10 United States Agency for International Development..................................40 3.11 World Bank .................................................................................................44 3.12 World Food Programme..............................................................................50 4.0 CIVIL SOCIETY COALITION FOR QUALITY BASIC EDUCATION .............56 APPENDIX I LIST OF COALITION PARTNERS AS OF JANUARY 2004 ..........62

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Development Partners in Education Directory

ACRONYMS AND ABBREVIATIONS

ADB ADF AIDS AIR ASPNet BDS BMZ CDSSs CEA CIDA CPAR CSP CSSP CSQBE DCE DED DFID EN ESSP FA FC GAP GDP GESP GoM GSES GTZ HIV ICSID IBRD IDA IEQ IFC JBIC JICA JOCVs KfW MaSSAJ

African Development Bank African Development Fund Acquired Immune Deficiency Syndrome American Institutes of Research Associated Schools Project Network Basic Design Study Federal Ministry of Economic Cooperation and Development Community Day Secondary Schools Canadian Executing Agency Canadian International Development Agency Canadian Physicians Aid and Relief Country Strategy Paper Civil Society Support Programmes Civil Society Coalition for Quality Basic Education Domasi College of Education German Development Service Department for International Development (UK) Exchange of Notes Education Sector Support Programme Financial Assistance Financial Cooperation Gender Action Plan Gross Domestic Product Gender Equality Support Project Government of Malawi Grant to Support the Education Sector Deutsche Gesellschaft fur Technische Zusammenarbeit Human Immuno Virus International Centre for Settlement of Investment Disputes International Bank for Reconstruction and Development International Development Association Improve Education Quality International Finance Corporation Japan Bank for International Cooperation Japan International Cooperation Agency Japanese Overseas Cooperation Volunteers Kreditanstalt fur Wiederaufbau Malawi Safety, Security and Justice

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Development Partners in Education Directory MDGs MIE MIGA MIITEP MoEST PCoSP PEA PEP PIF PRSP RMCs SRH SSTEP STIs SWAp TC TDCs UNESCO UNFPA UNICEF UNISIA USAID WFP

Millennium Development Goals Malawi Institute of Education Multilateral Investment Guarantee Agency Malawi Intergraded In-service Teacher Education Programme Ministry of Education Science and Technology Primary Community Schools Project Primary Education Advisors Primary Education Project Policy Investment Framework Poverty Reduction Strategy Paper Regional Member Countries Sexual Reproductive Health Secondary School Teacher Education Project Sexually Transmitted Infections Sector Wide Approach Technical Cooperation Teachers Development Centres United Nations Educational, Scientific and Cultural Organisation United Nations Fund for Population United Nations Children’s Emergency Fund United Nations Special Initiative for Education in Africa United States Agency for International Development World Food Programme

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Development Partners in Education Directory

PREFACE

Development Partners and Civil Society in Malawi, including the Government of Malawi consider education as an essential and important ingredient in combating poverty in the country and raising the standards of living of the majority of the people. In a country were about 60 per cent of the population live below the poverty line, the role that Development Partners can play in alleviating poverty cannot be overemphasized. Although, the Malawi Government has over the years increased its contribution to the Education Sector, significant gaps still remain that justify the continued support of Development Partners. Despite increased funding by both the Malawi Government and Development Partners, there has been significant challenges in terms of access to and quality of education, particularly over the last ten years, prompting many stakeholders notably civil society to mobilize themselves into forums that can more ably monitor the implementation of education programmes across the country. Initially, the contribution of the Malawi Government and Development Partners to the Education Sector tended to be done in a largely uncoordinated fashion leading to a lot of duplication and wastage. This state of affairs prompted the Government to initiate the Policy Investment Framework (PIF) so as to facilitate the coordination of all kinds of support from within Government and from its external partners. The PIF recognizes the limitations of the project approach hitherto used by Development Partners to provide most of their support to the Education Sector in favour of the Sector Wide Approach (Swap). The movement towards Swaps has raised the need for updated information on the activities of all Development Partners working in the Education Sector, hence the updating of the Partners in Education Directory. The Directory aims at facilitating cooperation and collaboration among partners in a manner that eliminates duplication.

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Development Partners in Education Directory

1.0 INTRODUCTION This document provides information on activities that Development Partners in Education in Malawi and the Civil Society Coalition for Quality Basic Education are currently engaged and plan to embark on in the near future.

2.0 PURPOSE OF THE DIRECTORY The Directory has a multi-fold purpose, which include: i)

Facilitating entry and targeting of programmes for new entrants into the Education Sector. Avoid duplication among existing partners in education. Facilitate collaboration and cooperation among partners.

ii) iii)

The information in the Directory includes: • • • •

• • •

•

•

Name and Logo of Organisation Aims and objectives of the organization. Policies and Guiding Principle of the Organisation. (adopted a Swaps Approach, emphasis on the poor, universal primary education etc) Priorities in Education in Malawi. (primary, secondary, tertiary) Organisation structure (office set up in terms of education support and location) Nature of support provided in education (technical assistance, financial assistance etc) Historical and current support for education in Malawi (How long you have been in the education sector, current programmes or projects) Areas of collaboration and cooperation with other partners (Are you working with, or through other partners on all or some programmes or projects, if so which ones) Future support for Education in Malawi (What are your immediate plans for the future. This could include approved programmes or projects but not yet implemented) Any other information you consider necessary on directorate in general.

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Development Partners in Education Directory

3.0 AGENCIES IN ALPHABETICAL ORDER 3.1 African Development Bank

African Development Bank Aims and Objectives of the Organisation The African Development Bank is a regional multilateral development finance institution whose purpose is to contribute to the economic development and the social progress of African countries individually and collectively. The Bank promotes the investment of public and private capital for development, mainly by providing loans and grants as well as technical assistance for support projects and programmes that contribute to the social and economic development of its Regional Member Countries (RMC’s) Policies and Guiding Principles While acknowledging that all RMC’s are eligible for Bank Assistance, the bank recognises that the poorer and less developed among them should be eligible for loans on terms softer than ADB resources. The following programming and operations documents are prepared for each country for the purpose of planning and processing operations. It is best displayed in this project cycle: • • • • • • • •

The Country Strategy Paper (CSP) Project identification Project preparation Project appraisal Loan negotiations and approval Project implementation Project completion Project post-evaluation

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Development Partners in Education Directory The borrower is responsible for the settlement of bills for the supply of goods and services and the execution of the works. Their request for disbursement must be accompanied by proof that the funds in question have been utilized in accordance with the loan agreement and in particular the eligibility. To facilitate disbursement procedures the bank has prepared a comprehensive disbursement manual, which contains the forms and procedures. Nature of Support Provided to Education Support is given primarily through grants and loans, which are focused on increasing access and improving quality and equity of education in RMCs, with emphasis on basic education, through support to policy development, infrastructure development, provision of educational materials, teacher education development and capacity building for educational management. The African Development Bank identifies the PIF/PRSP as being the foundations on which the development of education in Malawi over the medium term will be based. The bank provides loans and grants through the following lending instruments: • • • • •

Project loans Lines of credit Investment loans Structural adjustment loans Technical assistance grants

Historical and Current Support for Education in Malawi. The involvement of the African Development Bank Group in the Malawi education sector dates back to 1980. To date the Bank Group, through its concessionary window the African Development Fund (ADF) has funded four education projects at a cost of approximately US $67 million and a fourth is under preparation. The first two projects are complete and established new primary and secondary schools, and new district and regional offices. They also provided resources for in-service training for primary school teachers. The third project is nearing completion and worth approximately US $16 million. The objective of the project is to contribute to government efforts to increase access to and improve the quality of, primary education in ten districts and secondary education in three districts. This will involve establishing schools, providing institutional support to the planning unit and in-service training for primary school teachers. A fourth project at an approximate cost of US $20 million has recently started and is expected to be completed at the end of 2007 The objective is to assist in government efforts to improve the quality of secondary education provided at the Community Day Secondary Schools (CDSSs). This will be achieved through the

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Development Partners in Education Directory establishment and rehabilitation of physical facilities, provision of education materials, training of under-qualified teachers and capacity building for school management. Areas of Collaboration and Cooperation with other Partners The Bank will support, in collaboration with other development partners, national education programs. Collaboration with other development partners: Under the on-going ADF Support to Community Day Secondary School Project, the Bank was cooperating with DANIDA in assisting the government to improve the quality of the education provided at Community Day Secondary Schools (CDSSs). But DANIDA pulled out in 2002. In the same project, the CIDA education advisor in Lilongwe provides advice in the implementation of the teacher education component of the project. Finally under the almost completed Education III Project, textbooks for 10 primary schools established under the project were provided by CIDA. Future Support for Education in Malawi Future ADF support for the education sector - In October 2004, the Bank has discussed with the Ministry of Education future education support to the education sector. It is envisaged a project aimed at contributing to improvements in the quality and equity of secondary education, especially at CDSSs will be prepared in 2005. Contact Details: Contact Person: Abdi Younis Principal Education Specialist Tel: 225 2020 5528 e-mail: [email protected]

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Development Partners in Education Directory

3.2 Canadian International Development Agency

Canadian International Development Agency

Agencecanadiennede développement international

Canadian International Development Agency (CIDA) Aims and objectives of the Organization a. A February 1995 Foreign Policy Statement, Canada in the World, committed Canada to reducing poverty in developing countries. Meeting basic human needs, including basic education, is one of the six priority areas outlined in a 1997 Policy Statement. Gender equity is integrated into all areas of work. b. The goal of CIDA support to Malawi is to assist Malawi to reduce poverty and to better provide for the basic human needs of its people. Developing a healthy, literate and numerate human capital base allows broad participation in emerging opportunities, producing a more equitable and sustainable pattern of development. c. In sectors of concentration such as education, CIDA will work with government and other partners in complementary programming as a step towards a SWAP process. Priorities and Policies in Education a. In 2000, CIDA committed to quadrupling its investment in basic education for a total expenditure over the period 2000-2005 of C $55 million. CIDA’s Basic Education Action Plan sets out a framework for action. It focuses on three critical goals; b. Ensuring access to free and compulsory primary education for all by 2015; c. Eliminating gender disparities in primary and secondary education; and d. Improving the quality of basic education for all learners. Organizational Structure a. The Canadian International Development Agency is the federal agency responsible for delivering Canada's foreign aid. It reports to Parliament through the Minister for International Cooperation. The technical and

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Development Partners in Education Directory administrative staff of ClDA provides support to programmes and projects in developing countries. b. At country level, CIDA is represented by the Head of AID and the Malawi Canada Programme Support Unit provides technical and logistical support to the programmes. The projects are implemented through existing government structures with facilitation from a Canadian Facilitating Agency or Project Offices. Types of Support Given to Education •

Bilateral support is the main form of assistance, given in the form of financial aid and technical assistance, to projects and programmes related to basic education, to issues of governance within education, and gender equality and HIV/AIDS as education as cross cutting themes.

•

Assistance is also channeled through multilateral organizations and Canadian and local NGOs.

Historical and Current Support for Education in Malawi •

Canada has provided bilateral support since 1964. From the early 1960;s to the Mid 80’s support was mainly through technical assistance and capacity building to education institutions such as the Methods Advisory Services, Malawi Institute of Education and tertiary Institutions.

•

CIDA remains committed to support for formal education, as prioritised by the Malawi Poverty Reduction Strategy. In line with the programming priorities and policies set out by the Ministry of Education. CIDA’s current focus continues to be in two areas – upgrading of CDSS teachers to Diploma level and supply of teaching and learning materials for the primary level. Disbursements in the education sector are expected to be C$4.5 million in 2002/03.

Closed Projects •

Closing the Gender GAP. The project objective was to increase the number of girls in primary schools. It was in implemented through UNICEF and was completed in 1999.

•

Grant to Support the Education Sector (GSES). This C $15 million project provided more than 11 million textbooks and teachers’ guides to approximately 3.5 million primary school children and their teachers, as well as 12300 storage cabinets to approximately 4500 schools. The project completed in September 2004

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Development Partners in Education Directory Current Projects a. Secondary School Teacher Education Project (SSTEP). SSTEP began in May, 2000 following the contracting of a Canadian Executing Agency to work in partnership with Domasi College of Education. Implementation by DCE and the CEA is being done in cooperation with Chancellor College and the Ministry of Education, Science and Technology. The purpose of the five-year, C $6 million project is to strengthen the management and delivery of education in Community Day Secondary Schools through the upgrading of the skills and knowledge of CDSS teachers to Diploma level through a combination of distance education and short residential components. This programme will be completed in December 2005. b. Grant to Support the Education Sector in Malawi, Phase II 2004-2009. This is C $ 20 million The purpose of Phase II is to strengthen the capacity of MoE to provide and manage the supply of quality gender sensitive educational materials to students, teachers, and teachers in training. Teachers and children in Standards 1 to 8 in all government-operated primary schools will be the main target group. Phase II will concentrate significantly on capacity development to strengthen MoE's ability to manage the supply and delivery of educational materials. Technical assistance will be provided to MoE to: develop reliable, transparent, effective systems to identify requirements; procure materials identified using international competitive bidding; and distribute them to educational institutions. A Canadian Facilitation Agency will provide technical and capacity building support. Phase II of the project. Phase II will also be implemented using Recipient Country procurement. The expected outcomes of Phase II are: i) To ensure an adequate supply of educational materials is available to teachers, teacher trainees and children in primary grades to improve the teaching/learning process and to raise awareness of gender and health issues, particularly HIV/AIDS. ii) To ensure that MoE's planning and management systems for procurement and distribution of education materials are more effective and transparent. Other CIDA interventions that Impact on the Education Sector a. Government Assistance Project (GAP) The purpose of this project is to improve the efficiency and effectiveness of GOM Ministries, local government and supporting organizations through a responsive mechanism for capacity building. Support from the project is triggered by a formal request approved by the PS, in the form of a “problem

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Development Partners in Education Directory statement” on a specific capacity issue. Currently GAP is supporting Domasi College of Education develop its strategic Plan. b. Gender Equality Support Project (GESP). The GESP project is a possible opportunity for MoEST. The purpose of this project is to strengthen the capacity of selected government and civil society organisations to promote gender equality in the areas of health, education, governance, gender and violence against women. Initiatives, which will promote gender equality in the area of education, could be considered for support under this project. GESP has provided assistance to Gender Committee at Domasi College of Education and some support to NGOs targeting the promotion of education, especially for the girls. Future Support for Education in Malawi a. In response to the request of the Ministry, CIDA is considering further support to the secondary teacher education focussing on the training of CDSS teachers. Discussions on the nature and type of support and on the approach to be taken on the design of the project are underway with MoE and other stakeholders. Project design will be in accordance with MoE’s Policy Investment Framework. Contact Details: Contact Person: McPherson Charles H. Jere Education Specialist Physical Address: Malawi Canada Programme Support Unit Samala House City Centre Lilongwe, Postal Address: Malawi Canada Programme Support Unit Private Bag, A 59. LILONGWE. Tel. 01770245 Fax 01775080. e-mail: [email protected]

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Development Partners in Education Directory 3.3 Department for International Development (UK)

DFID

Department for I nternati onal D evel opment

UK – Department for International Development (DFID) Aims and Objectives of the Organisation The Department for International Development (DFID) is the UK Government department responsible for promoting development and the reduction of poverty. The government first elected in 1997 has increased its commitment to development by strengthening the department and increasing its budget. The central focus of the Government's policy, set out in the 1997 White Paper on International Development, is a commitment to the International Development Targets, to halve the proportion of people living in extreme poverty by 2015. Associated targets include basic health care provision and universal access to primary education by the same date. A second White Paper on International Development, published in December 2000, reaffirmed this commitment, while focusing specifically on how to manage the process of globalisation to benefit poor people. DFID seeks to work in partnership with governments committed to these targets, with business, civil society and the research community. DFID also works with multilateral institutions such as the World Bank, United Nations agencies and the European Community. The bulk of DFID's assistance is concentrated on the poorest countries in Asia and sub-Saharan Africa, but DFID also contributes to poverty elimination and sustainable development in middle-income countries in Latin America, the Caribbean and elsewhere. In the transition countries of central and Eastern Europe, DFID is helping to ensure the process of change brings benefits to all people, particularly to the poorest. As well as headquarters in London and East Kilbride, DFID has offices in many developing countries. In others, DFID works through staff based in British embassies and high commissions.

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Development Partners in Education Directory Organizational Structure DFID Malawi has an office situated in the British High Commission in Lilongwe. There are three theme teams: Growth and Livelihoods, Pro-poor Governance and Service Delivery. Advisers on Education, Health, Growth and Livelihoods, Governance, Economics and Social Development along with programme administration staff work across all three teams to deliver on the Country Assistance Plan. Nature of Support Provided to Education DFID’s involvement in Malawi has previously focused only on the early years of primary education (Standards 1 – 4). From 2004/5 our support is aimed at the whole sector through assistance to the GoM to develop a Sector-wide Approach (SWAp). Eventually, following improvements in the Government of Malawi’s financial management systems, DFID will disburse funding direct to the Government through sector budget support or general budget support. The form of support is either financial assistance (FA) which is a grant given to the Government of Malawi to implement the programme, or technical cooperation (TC) which is used to fund the technical inputs and management of the programme. Historical and Current Support for education in Malawi 1. PRIMARY COMMUNITY SCHOOLS PROJECT (PCoSP) 1995 – 2001; (£18,000,000) The original project was implemented in three phases. Ninety seven 8classroom schools were constructed, communities were trained in the management of the schools, the care and maintenance of the school buildings and the maintenance of boreholes. In addition, staff received training at all schools. All 97 schools were fully operational by August 2000. Devaluation and cost-effective construction methods resulted in an underspend, so in consultation with MoEST it was agreed that the surplus funds would be utilised in a Phase 4 of PCoSP which became known as the Chiradzulu Initiative. During the period January 2000 to December 2001, PCoSP activities were concentrated in the district of Chiradzulu, rehabilitating and expanding approximately 30 schools to bring them up to a minimal standard. Schools were resourced and communities and school staff were trained. District education management capacity was enhanced through resourcing and training.

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Development Partners in Education Directory 2. MALAWI SCHOOLS SUPPORT SYSTEMS PROJECT (MSSSP) 1996 – 2001, (£7,500,000) The project was conceived as a support mechanism for the teacher training programme MIITEP. Between 1996 and 2000 one hundred and thirty teacher development centres (TDCs) were constructed and sited at existing primary schools. In addition to the construction component of MSSSP, there is a training programme through which all 315 Primary Education Advisers (PEAs) received residential training at Malawi Institute of Education (MIE). To complement this, zonal training teams have been inducted and the training of three members of staff (headteacher, deputy headteacher + one senior member of staff - of which, at least one must be a female) in all of the 4,500 primary schools is due to be completed in 2003. 3. MALAWI SUPPORT TO THE EDUCATION SECTOR PROGRAMME 2001 – 2007; (£61,000,000) This programme has two strands. Firstly, continuity of activities originating from PCoSP and MSSSP. School mapping and poverty and educational analysis informed the MoEST and the programme team as to which district, in each of the six educational divisions, is in most need of assistance. The identified districts are Mzimba South, Ntchisi, Ntcheu, Mangochi, Phalombe and Chikwawa. Work in these districts has also informed the National Strategy for Community Involvement in primary School Management and using participatory rights assessment methodologies has developed a mechanism for school improvement planning involving a wide range of stakeholders. Continuity in MSSSP has been evidenced by the completion (in 2003) of the national network of TDCs (up to a total of 136 new buildings plus PEA houses) and the roll out of the national training programme, resulting in all 315 PEAs and approximately 13,500 senior school staff completing their training. Secondly, there is additional work, which includes inputs into: the reform of primary curriculum and the system of classroom-based assessment (PCAR); enhancement of district education office capacity (which included construction and resourcing of DEO offices, where needed); support to development of a SWAp and support to the Ministry’s HIV/AIDs unit.

the the the the

The programme aims to allow for a significant enhancement of MoEST capacity after so that in years five - seven the programme can move towards direct budgetary support to GoM. In the interim programme funds will be managed through the DFID Office.

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Development Partners in Education Directory

Contact Details: Contact Person: Christine Wallace Education Adviser Physical Address: DFID Malawi British High Commission Lilongwe Malawi Postal Address: DFID Malawi PO Box 30042 Lilongwe 3 Malawi Tel. (265) 01 772 400 Fax. (265) 01 772 657 e-mail: [email protected]

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Development Partners in Education Directory

3.4 Dutch Government

Dutch Government - Support provided through DFID Aims and Objectives of the Organization The central objective of the Dutch Cooperation Policy is the structural elimination of poverty, through the GAVIM principles of Good Governance, Gender Equity, Poverty Reduction and Good Environmental Management Priorities and Policies in Education Following the Jomtien EFA conference, increasing attention is paid to primary and basic education by Dutch development policy. There is though still significant ongoing support for secondary and tertiary levels. Education policy, though focuses on: • • • •

Support for broad reform process based on a national education plan Raising education quality Promoting equitable access and equal opportunities Strengthening capacity for management of educational programmes and systems

Types of Support Given to Education The main form of assistance is bilateral assistance through financial aid and technical cooperation to educational projects and programmes in developing countries. Multilateral education programmes, though are also supported. Particular foci include: • Teacher training

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Development Partners in Education Directory • • • •

Provision of teaching and learning materials School facilities Institutional capacity building Basic adult literacy

Assistance through Dutch NGO’s is gradually phasing out in favour of central and local government control and management. Nature of the Support Given to Education in Malawi The current level of support is equivalent to £18m, over three years, and is a grant to DFID to assist in the implementation of the ESSP. Contact Details in Malawi: As for DFID.

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Development Partners in Education Directory

3.5 Deutsche Gesellschaft fur Technische Zusammenarbeit GTZ (KfW)

Deutsche Gesellschaft fur Technische Zusammenarbeit GTZ (KfW) Aims and Objectives of the Organization In its document ‘Combating Poverty. A Global Task. Action Program 2015.’ The German Government lays out its strategies to contribute to the achievement of the international goal of bisecting the share of the extreme poor by the year 2015. Dimensions of sustainable development like social justice, ecological compatibility, economic efficiency as well as political dimensions like promotion of democracy, constitutional rights and peaceful conflict resolutions: all these contribute to the overarching task of poverty reduction. One of the underlying factors of all strategies is the recognition that the majority of the poor are women and girls. As lack of access to education in view of the poor is one of the major problems, one of the ten key areas of intervention is targeting the guarantee of social services: basic education primary health care, nutrition and clean water. However, support to basic education is not only given to the development of the sector. At the same time it is dealt with as a cross-cutting issue, which appears in interventions like improving economic dynamics and active participation of the poor, the right to food/agricultural reforms, realising human rights etc. The German Government supports these structural changes on an international and multilateral level and within partner countries and in collaboration with the civil society, the private sector, scientific and research institutions. The prime aim of German DC in the basic education sector is to contribute to relevant international development objectives. As part of its DC activities with Malawi, the German government wishes to help combat poverty in Malawi and correspondingly support implementation of the national PRSP. In keeping with Jomtien and Dakar, basic education is not just about teaching reading, writing and arithmetic, but should aim to satisfy “basic learning requirements”, i.e. those basic skills and knowledge people need to be able to improve their living conditions. This also includes basic skills, know-how and abilities that will enable those concerned to participate more effectively in the political, cultural and social areas of life. People are to be empowered to resolve conflicts peacefully, to

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Development Partners in Education Directory adopt a sustainable and resource-friendly approach to the natural environment in which they live and to participate more actively in the economic process. Against this background, German DC wishes to focus on the primary education sector, including its interface with the vocational education sector (non-formal vocational basic education, vocationally-oriented literacy and upgrading programmes to bridge the gap between primary school and the world of work). Priorities and Policies in Education The overall goal of the joint Malawi-German strategy for cooperation in the priority area of basic education is to improve the quality of basic education. Based on the consideration of the aims of both partners, the experiences from existing projects and the Complementarity with other donors, the first phase of the strategy focuses on primary education and the vocationally-oriented training that follows on immediately afterwards. The common strategy will focus on will focus on the following sub-components: 1.) Improving the scope and quality of national teacher training in the primary school sector. 2.) Support for the reform of curricula for primary school teachers and primary schools, including the design of instruction materials. 3.) Improving vocational training that follows on directly from completed or interrupted primary-level schooling. 4.) Supporting implementation of the decentralization process The following cross-sectoral themes will be taken into consideration in all subcomponents: • HIV/AIDS prevention through behavioral change and awareness-raising • Promotion of gender equality and the observation of girls’ and women’s human rights • Promotion of democratic values as well as the ability to take part in the political process and to resolve conflicts peacefully. • Hygiene and health education, as well as tips on nutrition. • Educating people to adopt a sustainable approach to the use of natural resources. • Promotion of framework conditions conducive to gainful employment at a later date. In the case of sub-component 2, implementation of the strategy will focus initially on grades 1 to 4 in the first phase. Implementation of the new curriculum will start in 2005. The Malawi and German governments will hold annual discussions to clarify whether and how the priority area strategy needs to be modified or adapted.

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Development Partners in Education Directory German support for the construction of primary school buildings will not be continued, as teacher training and the reform of the curricula are more urgent. Thanks to the construction programme, the number of schools improved initially, going up from 4,000 in 1998 to 4,480 in 1999 and 4,870 in 2000 with just a slight increase in the number of pupils. At the same time, construction and maintenance will still be supported by other donors (e.g. DFID) and within the scope of MASAF. Organisational Structure The ‘Deutsche Gesellschaft fur Technische Zusammenarbeit’ (GTZ) with the head office in Eschborn, Germany, and country offices in about 70 countries world-wide is the official implementing agency for technical co-operation of the Federal Ministry of Economic Cooperation and Development (BMZ). Financial assistance is generally channelled through a separate institution, the ‘Kreditanstalt fur Wiederaufbau’ (KfW). Historical Support for Education in Malawi German Development Cooperation (DC) with Malawi in this priority area began in the early 1990s with a commitment of approximately 69 Mio. € so far. In Technical Cooperation (TC; GTZ), three projects that had been underway already since 1993 (teacher training, basic education at district level, teaching materials for natural science) were put together in a programme designed to improve basic education in Malawi, whereby the focus was on teacher training and curricular reform. Support for the non-formal vocational education sector was started in 1997 as part of the re-establishment of the Malawi vocational education system and, following completion of the ongoing promotion phase, was also integrated into the basic education programme. Within the scope of Financial Cooperation (FC; KfW), two programmes geared to the construction of primary schools and teacher-training centres have been financed since 1996. On top of this, materials and equipment have been provided for the purpose of teacher training and instruction materials have been funded. In regional terms, the measures concentrate on the greater Lilongwe, Mangochi, Balaka and Zomba area. Both FC programmes are being implemented in coordination with the TC projects. The German Development Service (DED) does not appoint development workers in the primary school sector. InWent does not have any country-specific programmes for Malawi either, but is planning projects in the field of teacher training. A series of smaller, private German organisations is supporting basic education in individual districts. However, there has been no coordination with governmental DC to date. Experience to date has been mixed, in both the TC and the FC sector. Progress has been achieved in the fields of teacher training, curricular reform and school construction. However, implementation problems and risks to sustainability are

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Development Partners in Education Directory caused by administrative weaknesses and this sector’s underfunding. Spatially confined improvements at the district level have had only a limited influence on the national education system. Future Support for Education in Malawi Until the framework conditions for a sectoral financing approach (SWAP) have been established, services will be rendered through the pluralistic organisational structure provided by technical, financial and human-resource cooperation. The following is scheduled in connection with individual sub-components: Improving the scope and quality of national teacher training for the primary school sector • FC (KfW): Rehabilitate and construct Teacher Training Colleges • TC (GTZ): Support improvements to the organisation of teacher training; group all activities in the priority area. • CIM/DED: Assign experts to support the TTCs. • InWent: Support human resource and organisational development at the Faculty of Education, provide upgrading for TTC management and at faculty level at the university (sub-regional approach). Support for the reform of curricula for primary school teachers and primary schools, including the design of instruction materials • TC (GTZ): Support improvements to the contents of training courses (curricular reform), assess needs and design teaching materials • FC (KfW): In coordination with TC, fund printing and distribution of teaching materials for teacher training, elaborate a concept to sustainably secure the replacement of teaching materials. Improving vocational training that follows on directly from completed or interrupted primary-level schooling • TC (GTZ): Support the definition of the interface between primary and vocational education. Develop and disseminate modular programmes for primary school leavers and drop-outs. • CIM/DED, where appropriate: Implement a pilot project on non-formal vocational education (still to be confirmed). Supporting implementation of the decentralisation process. • TC (GTZ): Advise MOEST and coordinate activities with other institutions and donors. • FC (KfW): Co-finance a sectoral financing approach as soon as the appropriate framework conditions have been generated. • InWent: Offer courses for the district managers in the school authorities scheduled for decentralisation and for the directors of the Teacher Development Centres (TDCs).

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Development Partners in Education Directory Contact Details:

Contact Person: Dr Wilfried Goertler Physical Address: GTZ Basic Education Area 3, LADD Premises (Near Escom and next to WICO) Postal Address: GTZ Basic Education P. O. Box 31131, Lilongwe Tel/Fax: 01 – 755 000 / 01 - 751 378

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Development Partners in Education Directory

3.6 Japan International Cooperation Agency

Japan International Cooperation Agency

Aims and objectives of the organisation Japans Overseas Development Charter of 1992 defines the purpose of Japan’s aid as humanitarian considerations for conditions such as famine and poverty; a recognition of interdependence, and that the political stability and economic development is vital for the peace and prosperity of the world; and a recognition of global environmental issues. Assistance is intended to assist the self-help efforts of developing countries. Education is seen as activating economic activities through human resource development with long term planning and investment in education as essential for its success. JICA / US common agenda identifies three major objectives, one of which is promoting health and human development. Girls and women’s education is identified as a key component in furthering this goal. Africa is prioritised as a region in which educational needs are particularly great Policies and Guiding Principle of the Organization Education is the basic human right for all and the foundation to build a peaceful and sustainable society. It is also an effective means or a driving engine to promote poverty alleviation and national development based on the principle of self-reliance. With this common understanding about the role of education, it is placed as one of the highest priority for the international community to initiate strong commitment. Having gone through the global conferences on Education for All in Jomtien (Thailand) in 1990 and Dakar (Senegal) in 2000, improvement of basic education has been given to the high priority in order to attain Education for All (EFA). The Government of Japan also made an appeal for the importance of education in nation building through Basic Education for Growth Initiative (BEGIN) on the occasion of the Kananaskis Summit in June 2002. Moreover, in September of the same year, Capacity Development for Science and Mathematics

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Development Partners in Education Directory Education in Africa was registered in UN type 2 documents in the Johannesburg Declaration on Sustainable Development in WSSD Summit. These are showing strong initiatives and commitments from Japan to support for strengthening basic education in developing countries. Under this background, the Government of Japan through Japan International Cooperation Agency (JICA) places the education sector of Malawi in one of the most prioritised areas with appreciation of Free Primary Education Policy since 1994 for improvement of access and quality for basic education and strengthening the capacity in education planning, administrative management. Priorities in Education in Malawi JICA has been providing supports to promote the implementation of Policy and Investment Framework: PIF through the following programme. Priority Area. Basic Education Support Programme (BESP)

Capacity Building in Planning & Management in Education Sector

Education Administratio n

e.x.) Long-term Expert (Education Planning), Development Study (NIPDEP), Counterpart Training, etc.

Support from Policy Level

Needs/ Demand SubSector Level

Improvement of Urban Primary Education e.x.. Facility Construction Improvement. Technical Advice

and

Strengthening Science & Mathematics in Secondary Education (SMASSE) e.x.. Africa Regional Cooperation (SMASSE INSET). Grant Aid. Counterpart Training.

JOCV Science and Mathematics Teachers Organizational structure

JICA was founded in 1974 by the merging of several previous divisions within the Japan Ministry of Foreign Affairs, Ministry of International Trade and Ministry of Agriculture, Fisheries and Forestry. The headquarters are located in Shinjuku, Tokyo. Nature of Support Given to Education The Government of Japan gives: •

Bilateral grant assistance – education is supported mainly through

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Development Partners in Education Directory

•

• •

donations in kind, particularly to school construction. Cash grants are usually not given, and there are strict rules on self financing of local recurrent costs The ‘Counter Value Fund’ by which financial assistance is given to the ministry of Finance which is used for the purchase of imported goods needed under structural Adjustment Programmes. These are sold locally, and the local currency used to finance development activities Bilateral loans through the Japan Bank for International Cooperation (JBIC) Multilateral loans through multilateral development banks and the UN

JICA contributes via: •

Technical cooperation which includes the provision of technical advisers and consultants and of the Japanese Overseas Cooperation Volunteers (JOCVs)

Management Principles and Procedures JICA responds to requests from ministries, public organisations and local NGO’s. Capital Aid Projects generally have a one year cycle which fits within the Japanese fiscal year, though extensions of one year can be made. The Project Cycle: 1. A request is made by the developing country Government and assessed for its feasibility and consistency with JICA aims. An official request must be made for any kind of assistance provided by Japan 2. A basic design study (BDS) is made by the recipient Ministry and JICA, with the input of supporting consultancy teams from Japan, to develop an optimum plan for the project. 3. Further checks are made by JICA and the Ministry of Foreign Affairs 4. The project is presented to Cabinet for approval 5. An Exchange of Notes (EN) is made between the donor and the recipient Ministries 6. The recipient Government enters into a contract with a Japanese company which receives payment from a Japanese bank on the authorization of the recipient local company 7. Monitoring and evaluation of project activities. Historical, Current and Future Support for Education in Malawi JICA has been supporting education sector in Malawi by mainly JOCV science and mathematics teachers. And since 1999, by displacement of a technical adviser (Education Planning Adviser) in the Ministry, a full-scale technical support to education sector has been started. A support for coordination with other development partners and a technical support for capacity building in

23

Development Partners in Education Directory education planning have been provided, and between 2000 and 2002, District Education Plans were developed through the support of National School Mapping and Micro-planning, now that goes on to NIPDEP (National Implementation Programme for District Education Plans) for building implementation capacity from 2002. Moreover, Basic Design Study of grant aid for facility improvement at DCE (Domasi College of Education) was done in 2003 and is planned to implement in 2004 /05. SMASSE (Strengthening Mathematics and Science in Secondary Education) is also based on DCE to support institutionalisation of in-service training system for secondary teachers, especially in science and mathematic subject. JOCV science and mathematics teachers are also continuously deploying to needy schools like CDSS (Community Day Secondary School). Japan has been assisting the education sector in Malawi in various ways and these include: z z z z

Capacity Building in policy planning, implementation, management, monitoring and evaluation at central and district levels; Strengthening science and mathematics education through teacher development education and training, especially, institutionalisation of INSET system at secondary education), and Expanding the capacity of facilities at teachers’ college in order to develop qualified secondary teachers that meets the demand. Training programmes and dispatch of JOCV volunteers in tertiary, secondary teacher training education.

Specifically, the following are the current major interventions of JICA to Malawi: 1. National School Mapping and Micro Planning Project in Malawi Under this project JICA is supporting the PIF implementation process through capacity building, development and formulation of education plan. It aims to: ensure greater equity in the distribution of education services; adapt the educational service to meet local needs as laid out by the district plan; strengthen district capacity to source support for funding and enable the effective use of resources. The main activities include: • The development of a micro-planning training programme • Capacity building at a district level • The formulation of district education plans based on PIF policy 2. Strengthening of Mathematics and Science in Secondary Education (SMASSE) JICA has started new activities since October 2004 to support secondary teacher education through providing INSET-training programmes for maths and science subjects. These programmes are aiming at institutionalising the INSET system for the sustainable secondary teacher training. And also these are conducted

24

Development Partners in Education Directory under the African regional network in maths and science called SMASSEWECSA. 3. Improvement of Urban Primary Education St. John’s Primary School, Lilongwe Urban District, has been supported to improve its learning environment through newly construction of 7 classroom brocks (14 classrooms) and about 190 sets of desk and chair for pupils and 15 sets for teachers. In-service training for teachers for music education and classroom management is to be also provided. 4. Policy Support in SWAP JICA will also fully support Malawi in the framework of SWAP (Sector Wide Approaches) to achieve an effective and efficient development for the education sector through active participation of coordination with MoE and other development partners through developing the Education Sector Plan, coordinating a working group of HIV/AIDS Strategic Plans and other policy papers. Contact Details: Contact Person: Yoshihito NAKAYAMA Education Planning Adviser: Planning Division, MoE Tel: 265-(0)1-789336, Cell: 265-(0)9-245180 e-mail: [email protected] Physical Address: Japan International Cooperation Agency Development House, City Centre 1F Postal Address: Japan International Cooperation Agency P.O.Box 30321, Lilongwe 3, Malawi Tel: 265-(0)1-772234, 771644 Fax: 265-(0)1-771125 e-mail: [email protected]

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Development Partners in Education Directory

3.7 United Nations Educational, Scientific and Cultural Organisation

United Nations Educational, Scientific, and Cultural Organisation

Aims and Objectives of the Organization The overall aims of UNESCO are to ‘lay the foundations of peace by working in the fields of its competence: education, science, culture, communication – in order to contribute to the acquisition, transfer and sharing of knowledge; and to foster values of liberty, dignity, justice and solidarity among individuals and nations.’ Poverty alleviation is seen in terms of the threat it poses to the peaceful living of communities and societies and to the human and natural environment. Education for all throughout life is seen as the best way of eradicating poverty and exclusion, and hence furthering peace and prosperity, with a focus of educational efforts on children, youth and women. Priorities and Policies in Education UNESCO’s work focuses on encouraging an annual raise in the proportion of GDP invested in education in the poorer nations. The main focus is on supporting the aims of basic education for all. Priority groups are Women, Children and Youth. The geographical focus is mainly Africa and the least Developed Countries. Areas of promotion and sensitisation include: • • • • • •

Promotion of multilingualism and diversity in education Enhancement of learning opportunities for disadvantaged groups Promoting Women’s and Girl’s Education in Africa The education of children in difficult circumstances Inclusion strategies for children with special needs Education for sustainable future

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Development Partners in Education Directory Types of Support Given to Education UNESCO’s support to education is mainly of an advocacy and awareness-raising nature, what it describes as an ‘ethical and intellectual role’ in ensuring broad understanding of, and commitment to, the universalisation of basic education appropriate to the global needs in the 21st century. Some examples include: • • •

Support for measurement of progress of the EFA targets. Decade-long campaigns in specific areas, for example the decade for literacy in Africa. The development of UNISIA – the UN Special Initiative for Education in Africa

Historical and Current Support in Malawi UNESCO operates through the Malawi National Commission for UNESCO established on 1st June 1979 under General Notice No. 375 within the provisions of the constitution of UNESCO (Article 7). Mission The mission of the Malawi National Commission for UNESCO is to contribute to Government’s poverty reduction initiatives particularly human capacity building through UNESCO programmes in education, the sciences, culture, communication, and information. The National Commission fulfills its mission by: i)

Executing activities in the following ways: • • • •

ii) iii) iv)

collaborating with Government in matters of policy formulation giving material, financial and other donations to institutions falling within UNESCO’s fields of competence conducting policy or research in education, the sciences, culture and communication organizing training workshops and seminars and facilitating the attendance by Malawi experts of courses organized outside the country by UNESCO.

Being government’s chief advisor on activities undertaken by UNESCO, which are of interest to Malawi; Liaising between UNESCO and Malawians and/or Malawian institutions working in the areas of competence of UNESCO to ensure that the country benefits from the interaction with UNESCO; Ensures that information, which UNESCO generates through research and other activities, is made available to individuals and institutions who can benefit from it.

27

Development Partners in Education Directory Strategic Plans and Objectives It is important at the outset to note that though the education sector is the main sector in UNESCO at the national level, sectors of sciences, culture and communication equally benefit from interaction with UNESCO through the following institutions and government ministries: i) ii) iii) iv) v) v) vi) vii) viii) ix)

the National Research Council the Ministry of Information the Ministry of Forestry and Natural Resources the Ministry of Gender and Community Service the Ministry of Tourism, Parks and Wildlife the Ministry of Youth, Sports and Culture Parliament the Universities Print and Electronic Media Houses (MBC, TVM, MANA, Community radios) The Civil Society

For the biennium 2004 – 2005, the strategic priorities for the Malawi National Commission for UNESCO will be anchored on: •

Advocating and supporting Quality Education for All (EFA) through supporting the development of national policy plans and management systems; statistical capacity building; inclusive education, Girls in Science Education; Technical and Vocational Education and Quality;

•

Preserving, Development, Promotion and Marketing of Tangible and Intangible Cultural Heritage through preserving and promoting tangible and intangible heritage; promoting community based eco cultural and tourism; supporting the development of legal instruments for copyrights and neighbouring rights for protection of indigenous knowledge and practices

•

Promoting Environmental Sustainability through Water Management and Renewable Energy through promoting sustainable water management; promoting the development and use of renewable energy; identifying, developing and promoting basic indigenous technologies and supporting follow-up activities to the WSSD Plan of Action.

•

Promoting traditional knowledge in the preservation of Biodiversity through improved capacity in conservation of species and ecosystems; training of specialists in Biodiversity; enhancing methodologies for monitoring activities at site level; preparation of nomination files for new sites recommended for enlisting under MAB and the World Heritage list.

28

Development Partners in Education Directory •

Fostering Knowledge Societies and promoting the use of Technology through Multi Media and Diverse Media through promoting the increased use of multimedia centres, information technologies as well as of indigenous media, particularly at the level of the community; strengthening and improving community media; promoting press freedom and facilitating media training.

•

Promoting and Protecting Human Rights and building a Culture of Peace through elaborating Core Human Concepts for national Integration and Management of Diversity; Culture of Peace and Conflict Resolution and Mainstreaming Education on Human Rights and Democracy (EHDR) into the Education Curriculum and training teachers and teacher educators; promoting culture rights; capacity building for reporting on covenants and conventions and strengthening grassroot programmes for promoting a culture of peace, human rights and democracy

•

Addressing HIV/AIDS issues through a cultural approach to HIV/AIDS prevention, care, Guidance, and Counselling.

UNESCO’S Priorities in Education (2004 – 2005) The education sector of UNESCO is guided by three strategic objectives adopted in UNESCO’s Medium-Term Strategy (2002 – 2007) namely: ƒ

Promoting education as a fundamental human right in accordance with the Universal Declaration on Human Rights; Improving the quality of education through the diversification of contents and methods and the promotion of universally shared values; and Promoting experimentation, innovation and the diffusion and sharing of information and best practices as well as policy dialogue in education. The focus of UNESCO’s education programme in the 2004 – 2005 biennium is to help the education sector make progress towards each of the six EFA goals which focus on primary education, gender parity, early childhood care and education, life skills, adult literacy and quality. Additionally, UNESCO will the sector address two widely shared challenges: secondary education, and higher education. At secondary level UNESCO will focus on three areas: -

The reform of general secondary education with a view to its expansion, diversification and improvement; The state and status of technical and vocational education and training;

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Development Partners in Education Directory -

Promotion of science and technology in collaboration with the Natural Sciences sector.

In Higher Education, UNESCO will continue to assist higher education institutions to reform their education systems so that they are able to embrace such issues as globalization, open and distance learning, public vs private funding and provision, quality assurance, HIV/AIDS as well as their contribution towards attainment of the EFA goals. Specifically, UNESCO will help the education sector in strengthening the teacher-training institutions, by promoting technologybased systems for training and retraining teachers. Basic Education The planned priority areas in the 2004-2005 biennium will be focused on ensuring a vigorous and effective implementation of the six EFA goals. The issue of gender in the EFA campaign will receive particular attention. In this regard, the Commission will work with other partners such as UNICEF, the Civil society organizations and other cooperating partners in addition to UNESCO to accelerate the campaign for gender issues as we draw close to the target year of 2005 for elimination of gender disparities. Studies on factors affecting the participation (enrolment, attendance, completion and achievement) of both boys and girls at all levels of education especially at primary and secondary as well as early learning (ECD and infant classes of primary school) will be carried out to guide policy and decision making. i.

Early Childhood Care and Education

The National Commission will work with the Ministry of Gender and other stakeholders to ensure implementation of the ECD policy and incorporation of the policy and strategies in the EFA action plan. The Commission will work with partners such as Malawi Institute of Education, Chancellor College (University of Malawi), the Association of Pre-school Play groups in Malawi and Teacher Training College(s) and the Ministry of Gender and Community Service in developing and articulating a teacher training programme for ECD/Early Learning and infant classes teaching in Teacher Training Colleges. ii.

Primary Education

With regard to the six EFA goals, the Commission’s role will be geared towards tasks of advocacy, coordination, capacity building and information sharing at national level on the EFA national plan of action.

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Development Partners in Education Directory Particular attention will be focused on issues of access, equity and HIV/AIDS, guidance and counseling particularly for girls. iii.

Literacy and Non-formal Education

Efforts will continue to assist Government in reviewing its policies and programmes in literacy and non-formal education with the aim of developing an action plan for the UN decade for literacy 2003 -2012 within the EFA framework. General Secondary and Vocational Education Emphasis will be to address the policy issues and pedagogical approaches that negatively impact on the quality of education and gender disparities in access and participation. This will be achieved through studies; capacity building through international as well as local exchange of expertise and ideas; Science and Technical Education conference, contests and fairs. These activities will also be done under the banner of Associated Schools Project Network (ASPnet). Tertiary Education

Teachers Education The issue of quality of teaching will be addressed through capacity building initiatives in Teacher Training Colleges and at the Teacher Development Unit. Efforts will be made to explore the use of ICT in Teacher Training Colleges for libraries and tutors to enhance their knowledge base and skills. University Efforts to introduce the use of ICT in distance learning in the University of Malawi and Mzuzu University will continue to be pursued.. Consolidation of the efforts to establish a UNESCO chair at Mzuzu University will be the priority. The development of a student mentoring project in order for the universities to contribute to the EFA campaign and to the improvement of quality, retention and completion at primary and secondary will also be a priority. Efforts will continue to involve the universities in research activities. Education Management, Monitoring and Assessment Efforts to lobby for admission of more Malawian candidates to courses offered by international institutions such as the IIEP, the Institute of Statistic, the Institute for Rural Education (China) and the Galilee College of Community Education will continue with the aim of equipping education personnel with appropriate skills and knowledge to manage, monitor and assess/evaluate the education system.

31

Development Partners in Education Directory HIV/AIDS, Guidance, Counselling and Youth Development Activities will also be undertaken through the Guidance, Counselling and Youth Development Centre for Africa to mainstream HIV/AIDS prevention amongst students and teachers The Commission will continue to provide support to the centre in the area of coordination of training programmes, mobilization of resources and information sharing. The Commission will also assist the Guidance and Counselling unit of the Ministry of Education, in the development of a rolling plan on guidance and counseling programmes for the Ministry with a focus on HIV/AIDS counseling and prevention. The Commission will further assist the unit in the mobilization of funding for the programme from other cooperating partners. Contact details: Contact Persons: Mr. F. R. Mkandawire, Executive Secretary Mrs. H. Kulemeka-Kishindo, Deputy Executive Secretary Mr. D. Mulera, Assistant Executive Secretary (Education) Physical Address: Malawi National Commission for UNESCO, Area 9/138 Lilongwe Postal Address: Malawi National Commission for UNESCO, P.O. Box 30278, LILONGWE 3 Tel: (265) (0) 1 755 144/ 194 Fax: (265) (0) 1 755 134 e-mail: [email protected]

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Development Partners in Education Directory

3.8 United Nations Fund for Population

United Nations Population Fund (UNFPA) – Malawi

Aims and Objectives of the Organization UNFPA is the world’s largest international source of funding for population and reproductive health programmes. Its three main areas of emphasis are: (i) to help ensure universal access to SRH, including family planning, to all couples and individuals; (ii) to support population and development strategies that enable capacity building in population programming; and (iii) to promote awareness of population and development issues and to advocate the mobilisation of the resources and political will necessary to accomplish these areas of work. UNFPA works with government organisations and NGOs in programmes that help women, men and young people to plan and avoid unwanted pregnancies; undergo pregnancy and childbirth safely; avoid sexually transmitted infections (STIs), including HIV/AIDS; combat violence against women and promote gender equity and equality. Priorities and Policies in Education UNFPA is guided by and promotes the principles of the 1994 ICPD Programme of Action that aim at meeting the people’s education and health needs, including reproductive health as a precursor to sustainable development; and at ensuring that all couples and individuals have the right to decide freely and responsibly the number and spacing of their children as well as the right to the information and means to do so. Priorities in the Education Sector UNFPA supports the Ministry of Education to introduce HIV/AIDS Life skills and sexual and reproductive health education in all primary and secondary schools in Malawi. This involves pre-service and in-service training of primary and secondary school teachers, printing and distribution of teaching and learning

33

Development Partners in Education Directory materials including pupils books, teachers guides, syllabuses, source books, etc. Pre-service training of teachers takes place in Teacher Training Colleges, Chancellor College and Domasi Teachers College. UNFPA also supports the teaching of Demography and population and development studies at the University of Malawi, Chancellor College. Support is also rendered for research and collection of population data in the University of Malawi. UNFPA’s education programmes fall within the Adolescent Sexual and Reproductive Health (ASRH) sub-section in the UNFPA office. The education programmes are overseen by the Programme Associate responsible for ASRH.

Nature of Support Provided in Education UNFPA provides financial and technical support to the Ministry of Education. The technical support is mainly in terms of technical backstopping by the UNFPA Country Support Team based in Harare, which supports areas in which the country lacks capacity to effectively implement ASRH programmes. UNFPA further provides finances sourced from its core resources as well as multibilateral arrangements. UNFPA also supports study tours and short-term trainings of staff in the Ministry of Education in various areas relevant for effective implementation of ASRH and HIV/AIDS programmes. Historical and Current Support for Education in Malawi UNFPA has since 1997 supported the Ministry of Education to integrate population and development in carrier subjects in the primary and secondary school curricula. UNFPA has also been supporting the University of Malawi in the teaching of Demography and Population studies. Technical support has been provided in the training of staff at the University and the Ministry, and also in the revision of the Demography curriculum to incorporate SRH, HIV/AIDS and gender issues. Currently, UNFPA is supporting the Ministry to introduce HIV/AIDS related life skills and sexual and reproductive health education in the formal schools system. This is being done within a project called “Life skills/SRH education for Inschool Young People”. The project budget is $3,097,866 and runs from 2003 – 2007.

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Development Partners in Education Directory Areas of Collaboration and Cooperation with other Partners In the education sector, UNFPA collaborates with UNICEF and The Government of Norway. UNICEF co-implements the life skills in the lower classes of primary school (standards 1 to 4) while UNFPA deals with standards 5 to 8 and forms 1 to 4. The Government of Norway and SIDA provide substantial financial support for the programme. Future Support for Education in Malawi UNFPA will continue supporting the Ministry of Education in the areas of HIV/AIDS and reproductive health for in-school young people as well as education professional staff. The support will be in terms of financial and technical assistance, trainings, provision of teaching and learning materials and supplementary materials to augment pupils’ and teachers’ HIV/AIDS and SRH related behaviour development and change. Contact details Contact person: Daniel Msonda Postal Address: UNFPA P.O. Box 30135 Lilongwe 3. Physical Address: Evelyn Court Area 13 Lilongwe Telephone: +265 (0)1 771 444 or +265 (0)1 771 474 Fax:+265 (0)1 771 402 e-mail: [email protected] or [email protected]

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Development Partners in Education Directory

3.9 United Nations Children’s Emergency Fund

United Nations Children’s Fund Aims and objectives of the Organization The focus of UNICEF’s work is on realizing rights and meeting children’s basic needs and making a reality the 1989 Convention on the rights of the Child. Education is seen as an important right in itself and as a means by which people can assess their other rights and is hence an important component of UNICEF’s overall integrated, human-rights oriented development policy. Priorities and Policies in Education Since the Jomtein EFA conference, the main emphasis has been on basic and primary education and achieving equity and quality education for girls and other disadvantaged and vulnerable groups. The child friendly school framework is the overall tool for ensuring quality and access for disadvantaged children. A strong area of support is for complementary approaches which assist in providing equitable access for all. It is reognised that education means the development of the skills and knowledge, competencies and values that serve as a basis for lifelong learning. This is a concern for holistic approaches which foster all aspects of children’s and adolescents, psycho-social development. Recognising the vital significance of the earliest years’s of a child’s growth and development, early childhood care and education is supported as a part of overall integrated support to Early Childhood Growth and Development. Women’s education is also supported, recognising the significance of this to future generations of children. Organizational Structure UNICEF has its headquarters in New York. It is operational world-wide and has a defined education programme in almost every country in which it works. There

36

Development Partners in Education Directory are six Regional Education Advisers who provide technical support to country offices and five senior Education advisers at the global level. Types of Support Given to Education Financial support and technical assistance to integrated projects and programmes which include an educational component. UNICEF has been active in a range of strategic activities focussing on quality and equity issues, including teacher education, curriculum development, policy dialogue, social mobilisation, school management, decentralisation of education, action research and children’s participation and planning. Many programmes focus directly on disadvantaged groups, for example girls, children who are socially and economically disadvantaged such as street and working children. This is often through complementary approaches to education which, however, provide a means of access to the formal system. From 2001, the child friendly school is the framework for action and analysis. Selection of activities is done in partnership with communities and Governments depending on the context. • •

• •

Support to NGO’s working in similar areas, sometimes with overall UNICEF funded programmes UNICEF is increasingly involved in support to Government policy development, with a concern to ensure that Children’s Rights are mainstreamed and that educational systems are able to meet diverse needs and work to counter disadvantages of all kinds Global programmes of mobilisation, for example the Girls Education Programme which was initiated in Sub-Saharan Africa in 1994 and is now set to spread to other regions Support to children affected by emergencies, where education is now one of the first and major programmatic aspects of UNICEF’s emergency response.

Historical and Current Support for Education in Malawi The 1997-2001 UNICEF Basic Education Programme used community schools to respond to issues of access, quality and girls participation. The programme also supported the introduction of life skills education as a response to HIV/AIDS. The 2002-2006 programme was developed within a human rights framework which recognises education as a right for all children. It is located within the PIF framework and responds to issues identified by a situation analysis. There are four main project components: 1. Quality of Education and HIV/AIDS prevention

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Development Partners in Education Directory

This project will: • Promote child-centred and gender-sensitive teaching-learning processes • Promote teacher supervision • Support the promotion of health, nutrition and hygiene education • Provide learning materials and basic furniture • Promote community involvement in school management • Support provision of furniture, water and sanitation facilities • Collaborate with communities and other organisations on programmes that promote early learning and stimulation • Support measures to increase learning achievements, support efforts to mainstream inclusive education • A central component of this project is life skills education as a response to HIV/AIDS 2. Participation and Retention of Girls and Disadvantaged Children in Education This project will: • Support measures to ensure full and equal access to basic education for girls • Promote retention, completion and achievement rates for girls • Ensure elimination of gender discrimination in classrooms, textbooks and schools, home and community • Mobilise families and communities against harmful traditions and cultural practices • Promote measures to get orphans, working children, street children and children with special needs into school and to remain there until they complete their primary education • Advocate for the elimination of child labour • HIV/AIDS education including issues of sex and sexuality will be central to these interventions 3. Adolescent Development and Participation and rights of Girl Child This project will: • Support the provision of services and opportunities for the development and participation of adolescents • Give special attention to HIV/AIDS and Adolescent girls • Create safe and supportive environments for adolescents through policy development, systems of monitoring, inclusive programmes • Provide adolescents with age and gender specific information and opportunities • Provide access to appropriate and effective services and opportunities

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Development Partners in Education Directory 4. Support to Sector Reform This project will: • Support the establishment and strengthening of policies and institutional capacities • Address issues of impact of HIV/AIDS on the education system • Promote sectoral co-ordination within the framework of SIPS and SWAPS • Promote national capacities in the area of monitoring and use of data for strengthening programming Contact Details: Contact Person: Bernard Gatawa Physical Address: Stanbic Bank Building City Centre Postal Address: UNICEF (Malawi) P.O. Box 30375 Lilongwe 3 Malawi Tel: (265) 01 770 770 Fax: (265) 01 783 162 E mail: [email protected]

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Development Partners in Education Directory

3.10 United States Agency for International Development

USAID – United States Agency for International Development

Aims and Objectives of the Organization USAID’s mission is to promote sustainable development, with a high priority in Human Development. USAID’s current Agency Goal (one of six overall goals): human capacity built through education and training was established in 1997. Priority is given to Sub Saharan Africa as the region with the lowest human development, following the establishment in 1987 of a Development Fund for Africa by US Congress. Priorities and Policies in Education USAID supports the EFA targets by 2015 and Gender Equity in Education by 2005. In the 1990’s there has been a marked shift towards supporting basic education, which now accounts for around 65% of educational spending, with a strong focus on equity and quality. USAID defines basic education activities broadly to include literacy training for adults or out-of-school adolescents, early childhood development, or training for teachers at any of these levels. The common thread among these elements is a concern that all children gain the core skills they will need to function effectively in all aspects of their life: skills including literacy, numeracy and habits of critical thinking. Due to US Congress’s concerns regarding budget support, USAID is moving away for Budget Support to project assistance

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Development Partners in Education Directory Historical and Current Support for Education in Malawi USAID signed, in August 2001, a bilateral agreement with the government of Malawi outlining a programme of support and development. The document outlines a number of programmes and activities in the education sector. There are four main themes to the support: 1.

Teacher Professional Skills improved •

•

•

• •

2.

Advanced degree activity aiming to: train Malawi post-graduate students to become the next generation of lecturers of education in Malawi; to build the capacity of Chancellor college to provide advanced degrees in education leadership/policy planning and analysis and education testing and measurement; to strengthen professional/technical expertise within the Malawi National Examination Board in the area of testing and measurement Primary Education Teacher Training to establish: a core of education specialists in primary school methods; and to establish a formal education and training programme which specialises in providing the minimum degree requirements for primary school teacher trainers Information Communications and Technology – to allow trainee teachers access to communication networks and the skills to communicate with each other and other education professionals worldwide Lakeland College Scholarships National Teacher Education Strategy Development – Development, articulation and implementation of policies on recruitment, deployment and incentives

More Effective Schools • • •

Quality education through supporting teaching – including inservice teacher training and the training of school committees on school management Social mobilisation Campaign for educational quality – 14 districts have been targeted, programme aims to expand into those remaining Improving education quality – the IEQ II project is a partnership between the Malawi Institute of Education (MIE) and the American Institutes of Research (AIR). The overall goal is to direct its efforts in assisting the GoM to promote quality primary education through targeted classroom research and learner assessments

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Development Partners in Education Directory 3.

Key Policies Reformed, Implemented and Monitored

USAID will support two of the three elements required for PIF implementation: more strategic efficient planning and management; a shift of resources and responsibility from central to district and school levels. Particular assistance will focus on: • • • •

4.

Capacity building to strengthen national, divisional and district planning Strengthening EMIS at all levels Assistance with the formulation of the national strategic plan for teacher education and professional development There are also two technical areas that will be supported focussing on: strengthening EMIS as a tool for PIF monitoring and evaluation; the development of a teacher development and education strategy Mitigating the impact of HIV/AIDS on the Education Sector

This will be done on multiple levels: • Pre-service teacher training on life skills curriculum • School committees • Central Ministry support The Role of the Agency in Education Focus on basic education. Have structure where focus is on improved Quality and efficiency of basic education. Three main strands to this: 1. teachers professional skills improved; 2. more effective schools; 3. key policies reformed, implemented and monitored Examples of activities are: 1. TTC Strategic development, UPIC, Lakeland Scholarships 2. Galle SMC-EQ, QUEST, IEQ Project II 3. EMIS, (PIF?) Contact Details: Contact Person: W. Mvalo SO4 Team Leader Physical address USAID/Malawi NICO House, City Centre, Lilongwe

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Development Partners in Education Directory Postal address: USAID/Malawi P.O. Box 30455 Lilongwe Tel: (265) 01 772 455 Fax: (265) 01 773 181 e-mail: [email protected]

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Development Partners in Education Directory

3.11 World Bank

World Bank International Development Agency Aims and Objectives of the Organization The World Banks mission is to fight poverty with passion and professionalism for lasting results; and to help people help themselves and their environment by providing resources, sharing knowledge, building capacity, and forging partnerships in the public and private sectors. The World Bank believes that education is the single most important key to poverty reduction, economic growth and a cohesive society. Any efforts to improve the quality of life for the poor will not be successful without increased attention to education. Policies and Guiding Principles of the Organization The World Bank’s five agreed operating principles in education are: • • • • • •

Focus on the client and client needs Analyse comprehensively Act selectively Use knowledge well Concentrate on development impact Work with others in productive partnerships

As a consequence, the World Bank supports decentralised management, close to the beneficiaries; consultation and inclusion of stakeholders in decision making. There is a strong emphasis on the use of public information dissemination to enhance accountability. The World Bank also supports efforts to harmonize donor procedures, starting with monitoring, reporting and evaluation. The Bank is committed to the development of a SWAP in the education sector as way of better coordinating support to this sector. Areas of Collaboration and Cooperation with other Partners

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Development Partners in Education Directory

The Bank collaborates and cooperates with other partners in the organization of the Joint Sector Review which is held once every year to review progress in the education sector in Malawi. It is envisaged in the new project under preparation the Bank will participate with other partners in a pooling arrangement for the component which will provide direct financial support to primary schools. Organizational Structure The World Bank Group comprises five institutions: the International Bank for Reconstruction and Development (IBRD), the International Development Association (IDA), THE International Finance Corporation (IFC), THE Multilateral Investment Guarantee Agency (MIGA) and the International Centre for Settlement of Investment Disputes (ICSID); and has its headquarters in Washington DC. The IDA is supported by the wealthier countries and provides Credits to support low-income developing countries to achieve their development objectives. There are representatives in each country in which the Bank operates, but the detailed organisational structure varies by region. Nature of Support Given to Education The Bank’s strategy on education focuses on helping countries to achieve the immediate objective of universal enrolments and also pay attention to the healthy development of the overall education system. We focus on measurable development outcomes to ensure that the country needs are met. The Bank’s long-term goal in education is nothing less than to ensure that everyone completes a basic education of adequate quality and has further opportunities to learn advanced skills throughout life in a range of post-basic education settings. The Bank’s strategy on education focuses on supporting countries to achieve the Millennium Development Goals (MDG’s) in a context of sustainable and equitable growth. Recognising that each country is different, the Bank staff work with clients to help them identify their next strategic steps towards achieving these targets. The bank focuses on building country leadership and ownership on education expansion and reform. Of late the Bank has also started to focus in post primary education and has been financing projects in both secondary and tertiary education with emphasis on teacher education and development. The Bank considers secondary education an important subsector to the socio-economic development of Malawi.

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Development Partners in Education Directory Historical and Current Support for Education in Malawi Primary Education Project The PEP which was a 4 year project started in May 1996 and terminated in December 2000. It had the following components: 1. Primary classroom construction. The project was supposed to provide 1600 classrooms mainly in rural areas. I n addition to classrooms the project was to finance the construction of an administration block, tow teaches houses, two pit latrines and a borehole in each of the new school and the planting of sapling shade trees. Instead the project eventually project provided 960 classroom clad 304, 60 administration blocks, 83 teachers houses, 320 latrines and 23 boreholes. 2. Pedagogical Support and in-service teacher training. With parallel financing from that donors the project was to provide support to (a) the Malawi Intergraded In-service Teacher Education Program (MIITEP) for certification of untrained teachers and (b) pedagogical support to all primary school teachers. 3. Teaching and learning materials. The project was to (a) acquire basic learning materials, including exercise books, pencils, slates, chalk boards; (b) furnish secured book storage rooms in new primary schools; (c) strengthen the Supplies unite of the Ministry of Education including eh computerization of book distribution operation and provision of associated training and technical assistance; (d) training of teachers and primary education advisers on effective use and management of textbooks; and (e) evaluate the content and durability of textbooks developed under the IDA-financed Second Education Sector Credit. Current World Bank Project Secondary Education Project The SEP which started in 1998 has the following components. 1. Construction, furnishing and equipping of 15 rural secondary schools , including school facilities, furniture and equipment, library furnishings and staff housing 2. Construction, furnishing and equipping of 5 urban secondary schools including school facilities, furniture and equipment, library furnishings and staff housing 3. Acquisition and distribution of textbooks in core subjects in all secondary schools forms, reference books for school libraries basic school supplies and consumables for science, for the 20 constructed schools constructed under component 1.

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Development Partners in Education Directory 4. Acquisition and installation of science equipment at the 20 schools constructed under component 1. 5. Acquisition of textbooks, school supplies and consumables for science for grant-aided secondary schools in Malawi. 6. Development of a training course to increase the effectiveness of secondary school-based managers in improving skills for teachers, and to increase the quality of teaching and learning through the provision of technical advisory support. 7. Training of deputy head of schools and new heads of school, methods advisors and heads of departments of all secondary schools in all managerial and technical areas, including leadership, vision organization, staffing, rules, discipline, gender sensitivity, HIV/AIDS and the relationship between the school and the adjacent communities. 8. Strengthening capacity to design and carryout participative practical training through the provision of technical advisory services. 9. Adaptation of high quality, behaviour change instructional materials from Zimbabwe to be supplied to every secondary school. 10. Reprinting of some of the HIV/AIDS materials for immediate use in the training programs under component 7. 11. The project also provides various support to the EDMU to increase its capacity to deliver the project through training of personnel and provision of equipment. It has also provided computers to the Ministry. Future Support for Education in Malawi Education Sector Support Program This project is estimated to be effective in early 2005 and has the following components: Component 1:Teacher Capacity Development, which will complement government and donors efforts to improve quality and expand capacity of teacher development and training at all levels. It sub-components are: (i) Refurbishment of Education Faculties at Chancellor College, Malawi Polytechnic, and new works at Mzuzu University related to additional needs of secondary teacher education; (ii) Construction of a new primary teacher training college; (iii) (iii) Staff development of lecturers at tertiary and secondary teachers colleges; and (iv) (iv) Student assessment surveys to establish a baseline against which student achievement can be measured. Component 2: Quality Improvements and Inputs designed to improve the conditions of learning at selected secondary schools staffed with trained teachers or newly trained teachers: Its sub-components are:

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Development Partners in Education Directory (i) (ii)

Refurbishment of four Government secondary schools, including provision of equipment. Provision of additional textbooks for graduating CDSS teachers (complementary to CIDA financed SSTEP)

Component 3: Mitigating externalities affecting the quality of education through Providing a School Health and Nutrition package to all primary schools, which will include the following cost-effective interventions: distribution of vitamin A and iron-folic acid to school children under 10 years old, de-worming, treatment of malaria and fever, and the promotion of good health and nutrition practices. Component 4: Direct support to primary schools – DSS which will provide funds directly to 50% of primary in the initial phase for basic learning materials, while strengthening the participation of communities in school management. The component will provide grants directly to about 50% of all primary schools twice per school year, finance media campaigns, and provide training for MOE staff at all administrative levels and to communities. School committees will manage the grants, which must be used to purchase basic learning materials for the school. Component 5: Capacity Building and Policy Development, which comprises two major subcomponents as follows: 5.1 National education policy consolidation and capacity building, which entails: (i) Developing a medium to long term prioritized and costed Education Sector Strategic plan to form the base for a future SWAP; this strategic planning exercise may include a number of studies and analyses, including sub-sectoral strategies like for higher education, financing of higher education, rehabilitation guidelines and mechanisms, national plan for nutrition; (ii) Developing a teacher education policy, strategy and model for the system and a timed implementation plan; (iii) Initiating discussions on the formulation of language of instruction policy; (iv) Assisting with the implementation of the new curriculum for primary level; (v) Building capacity and developing FM, reporting and procurement procedures for a wider SWAP - based on expanded pooling arrangements; (vi) Preparing operational plans for outsourcing hostels and catering under an overall financing plan for higher education - and other necessary activities, as required – at universities; and (vii) Training secondary school managers, Portfolio of work/cluster training (as a continuation of a SEP activity).

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Development Partners in Education Directory 5.2 Support to implementation of Government decentralization policy in education with a view to: (i) Developing a training and capacity building plan for training MOE staff at central and decentralized levels in the context of their emerging functions; (ii) Supporting implementation of training activities at district level; and (iii) Financing other inputs for institutional strengthening of the districts. It is envisaged in the long term planning that ESSUP will have a second phase which will focus mainly on rehabilitation of CDSSs among other things. Contact Details: Contact Person: Michael Mambo Education Specialist Physical Address: World Bank Development House City Centre Lilongwe Phone: (+265) 01 770611 Fax: (+265) 01 771158 e-mail: [email protected] Task Manager Soren Nellemann, Human Development 1, Eastern and Southern Africa, MSN J10-1000, 1818 H Street, NW, Washington DC, 20433 Phone: 202-473-8394, e-mail: [email protected]

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Development Partners in Education Directory

3.12 World Food Programme

World Food Programme

Aims and Objectives of the organization WFPs mission is to eradicate hunger and poverty. WFPs programmes are aimed at combating hunger, promoting economic and social development, and to provide relief assistance in emergencies throughout the world. WFPs food aid is provided primarily to least developed and low income, food deficit countries and seventy per cent of people WFP feeds are women and children. Policies and Guiding Principle of the Organization Children are important to WFP. WFP knows that education is a crucial factor in helping kids grow up to lead healthy fulfilling lives. This is in line with WFP Strategic Priority Number Four “Support access to education and reduce gender disparity in access to education and skills training”, the Malawi Poverty Reduction Strategy Paper (MPRSP), and the Millennium Development Goals (MDG). WFP recognises the importance combating poverty and hunger through out the world. Priorities in Education in Malawi. World Food Programme recognises the importance of Human Resources Development through education as a means towards combating poverty and hunger throughout the world. One of the many strategies used to promote child education is through school feeding. The long-term objective of the project is to increase primary school enrolment and attendance and reduce dropout rates of children in food insecure areas, particularly girls and orphans. The expected outcomes are: • • •

Increased school enrolment, attendance and retention of children, particularly of girls and orphans, in food-insecure areas; Increased number of children graduating to the next class The establishment of a community-based system for the management of school feeding;

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Development Partners in Education Directory •

Enhanced household awareness about education, especially of girls and its relation to health and hygiene, HIV/AIDS and food security.

The school feeding objectives are aimed at supporting the Government’s Free Primary Education Policy, which aims at ensuring that every Malawian child attains primary education. Country Director - Deputy Country Director/Head of Program - Program Officer - Heads of Sub Office - Program Assistants - Food Aid Monitor Nature of Support Provided in Education WFP organizes school feeding programmes throughout the world. WFP works with National Governments and local authorities to attract children to school in areas where enrolment ratios are lowest and school meals are most likely to make a difference. WFP sets up canteens where those children who attend receive hot food and nutritious snacks provided by donor governments. WFP also provides take home rations as an incentive for the families’ to send their children to school. There are two components in the school-feeding project. The first component consists of a daily on-site feeding (Direct Feeding) for all children attending the targeted primary schools. The second component seeks to encourage regular attendance of girls and orphans at schools by means of providing a take-home incentive. i)

Wet feeding / Direct Feeding

Under this component, a mid-morning hot porridge will be provided to both girls and boys in targeted schools. Every school day throughout the school year (194 school days / year), all pupils in all grades will be served with 150gm of hot mid morning porridge of Corn Soya Blend (CSB). The wet feeding food basket is designed to facilitate quick meal preparation for a large number of children. In total, 210,000 pupils will be targeted for this component. The targeted primary schools in Malawi are all half-day schools. Pupils start lessons at 7.30am and finish by 1.00 pm. Junior classes (grades 1-4) finish by 12.00 noon and the rest of the grades (5-8) at 1.00 pm. Feeding will start with the lower grades (1-4) at 08.00 am, and end with the most senior grades (5-8). The timing of the school meal minimizes the possibility of it substituting meals provided at home. Feeding pupils at this time enables them to

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Development Partners in Education Directory eat and continue learning on a full stomach, thereby addressing the problem of short-term hunger that interferes with learning. ii)

Direct Distribution / Take-Home Rations (THR)

The School Feeding Project will also distribute Take-Home Rations (THR) to all girls (whether orphans or not) and to orphan boys with neither parent alive. Take-home rations are incentives for parents and guardians to enroll their girl children in school and encourage their regular attendance. Take-home rations act as income transfer to the child’s household. The income transfer value of the food competes with the level of income a child can provide through piecework. When the value of the take-home ration is more than what a pupil earns through piecework, a family has an added incentive to send their child to school. Maize meal, a staple food in Malawi, will be provided to targeted pupils once a month after attending a minimum of 18 school days in a month. Each targeted pupil will receive a daily ration of 0.417kg, which adds up to 12.5kg in a month. In Malawi, there are only 10 school months in a school year; therefore the THR is calculated over a 300 day period in one school year. In total, 120,497 girls and double orphan boys will receive the THR. Historical and Current Support for Education in Malawi In 1995/96, a school feeding project was implemented by CPAR, a Canadian NGO, for WFP and Ministry of Education in a few schools in Lilongwe district. The project was successful, and from that experience, the Ministry of Education requested WFP to launch a pilot project in Dedza East, one of the chronically food deficit areas of the country. The pilot project, which lasted two years, started in 1999, targeting 23,000 pupils in 24 schools. It was expanded after a year to include some schools in Salima and Ntcheu districts, within the same catchment area of Dedza East, targeting 31,500 pupils in 37 schools. Malawi was part of the 2002/03 Southern African Crisis Response Regional Emergency Operations, which started in July 2002 and ran through to June 2003. Under this operation, individuals in targeted rural areas received support through large-scale general food distribution (GFD) providing a direct contribution to their household food stocks. To protect vulnerable children and to ensure continued school attendance in areas affected by the emergency, in January 2003 WFP responded to the call of the Malawi Government to extend its school feeding to other food insecure districts to help keep children in school during the hunger crisis. Therefore currently, WFP targets 210,000 school children in 249 schools

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Development Partners in Education Directory covering 10 food deficit districts, Kasungu, Lilongwe, Ntcheu, Dedza, Salima, Mangochi, Thyolo, Chikwawa, Nsanje and Nkhatabay. Areas of Collaboration and Cooperation with other partners UNICEF

Water and sanitation facilities Equipment, learning and recreation materials De-worming baseline survey Training teachers, parents

World Bank

School Health and Nutrition activities

Communities

Cooking, guarding food at night, buying/or collection of firewood, distribution of food

Ministry of Education

Paying staff, monitoring and reporting

FAO

Technical support of school garden activities and funding school garden activities

GTZ

Technical support for fuel-efficient stoves production

MASAF

Building classroom blocks, teachers houses, food stores and latrines

The Ministry of Education is the project implementer. A Coordinator at the MoE headquarters is appointed with the overall responsibility of coordinating the Activity within the Ministry at the central level, and for reporting and liaising with WFP. District Education Managers (DEMs) as members of the District Assemblies are involved in implementation and monitoring of the Project. DEMs appoint District Project Coordinators who work closely with Primary Education Advisers (PEAs). These district officials carry out community sensitisations well in advance of the commencement to the school feeding operations in order to ensure the setting up of institutional structures at the village level that can oversee implementation. Teachers in targeted schools and School Committees are sensitised and oriented before implementation starts. They are also provided with a project manual describing activities necessary for effective implementation. All school feeding staff (WFP and MoE) is trained in project monitoring, reporting, Gender Human Rights and HIV/AIDS issues as well as Prevention of sexual exploitation. They are also trained in food handling and storage.

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Development Partners in Education Directory The Ministry of Education and Human Resource Development is the projectimplementing partner. The structure of involvement starts with the central level and extends down to the district and school level. The Ministry is responsible for implementation, monitoring and reporting on progress of project objectives. The Ministry of Health is involved in the de-worming activities, conducting surveys, facilitating in workshops for teachers, de-worming drug administration and in monitoring. WFP will collaborate with the World Bank’s school health and nutrition project to ensure synergy in implementation. WFP will work with FAO and the Ministry of Agriculture in the area of school gardens. These organizations will provide technical support and training teachers and community members on improved methods of farming and in nutrition education. WFP already has a partnership with UNICEF to collaborate in promoting education in Malawi, especially that of girls and orphans. Building on WFP’s food contribution, UNICEF has started channeling its resources towards those schools with feeding programs for: capacity building, providing adequate safe water points and sanitation facilities, providing schools with furniture, instructional and recreational materials, facilitating formation of anti-AIDS clubs in beneficiary schools and building girl-friendly facilities. Jointly, both agencies will support mobilization of communities for school feeding and de-worming and also explore micronutrient supplementation. WFP will also collaborate with GTZ in implementing the production and disseminating the use of fuel-efficient stoves in schools as a way of contributing to improvement of the environment. This will be also use to disseminate them to the households of the surrounding communities. The school-feeding project follows a strong community-based approach to ensure committed parental involvement and co-management, and also to reduce the burden on teachers at the targeted schools. Communities will contribute time and labor for implementation and monitoring of activities. Communities will be further encouraged to seek the support from MASAF, a World Bank funded organization, for building additional classrooms, teachers’ houses, latrines and stores for food and non-food items. The food basket for the School Feeding Program consists of Corn Soya Blend and maize meal. These are commodities that are part of the normal Malawian diet and eaten by most Malawians. The food basket has been designed to minimize the number of commodities to be handled at the schools, and to facilitate quick meal preparation for a large number of children. CSB provides relevant nutrients for school children, and in addition, it can be easily fortified to enrich it further.

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Development Partners in Education Directory Future Support for Education in Malawi It was established during the evaluation of the first Malawi’s Country Programme (1998-2001) in 2000 that communities may be able to continue this activity, if provided with adequate technical support. Complementary assistance is being sought with FAO and the Ministry of Agriculture for the development of school gardens as part of the exit strategy. Schools and surrounding communities are also encouraged to establish woodlots, diversify their crop production and receive relevant training as a means of achieving sustainability. Contact Details: Contact Person: Patricia Saukila e-mail:[email protected] Physical Address: World Food Programme Kang’ombe Building City Centre, Lilongwe 3, Postal Address: World Food Programme PO Box 30571 Capital City Lilongwe 3 Tel: +265 1 774 666 Fax: +265 1 775 904 e-mail: [email protected]

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Development Partners in Education Directory

4.0 CIVIL SOCIETY COALITION FOR QUALITY BASIC EDUCATION

CIVIL SOCIETY COALITION FOR QUALITY BASIC EDUCATION

Aims and Objectives of the Organization Aim The aim of CSCQBE is to achieve measurable change in the quality of basic education for all through supporting and influencing the implementation and monitoring of government education policies, strategies and plans. The Coalition is particularly interested in how the government of Malawi will promote access, quality and relevance of basic education to all boys and girls, the youth and adults through application and implementation of the Vision 2020, Education Act, the Policy and Investment Framework, the Education for All Goals, the Millennium Development Goals and the Malawi Poverty Reduction Strategy Paper. Mission The mission of CSCQBE is to achieve measurable change in the quality of basic education by 2015 through supporting and influencing the implementation of government policy. Objectives The following are the Objectives for CSCQBE a. Advocate and lobby for actions and policies needed to ensure that every citizen of Malawi can realize their rights to quality, free public education;

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Development Partners in Education Directory b. Provide a common platform and meeting point for civil society organizations to campaigning activities on quality basic education for all; c. Co-operation with National; Sub regional; regional and Global networks in pursuit of its aims, such as ANCEFA and SANCEFA d. Form a national movement with a long-term commitment to promote and monitor the implementation of the right to basic education and the achievement of the 2005 and 2015 National EFA Plans and the PIF document. Policies and Guiding Principle of the Organization The Civil Society Coalition for Quality Basic Education (CSCQBE) was formed in July 2000. CSCQBE is a Coalition of diverse independent and voluntary organizations (non-governmental organizations, community-based organizations, teachers union, religious based organizations, and District Networks), each having their own activities and constituencies. The Coalition unites Civil Society organizations in the common pursuit of the right to quality basic education in Malawi through supporting, influencing and monitoring of government policies, strategies, plans and acts. The Coalition operates as a non profit organization. Its activities are focused on the basic education sector, which is defined in line with the provisions of the education act, as covering the primary education sector. Priorities in Education in Malawi Civil society organizations including the CSCQBE have emerged at a time the education sector in Malawi is facing a lot of challenges since the introduction of Free Primary Education in 1994. The challenges include shortage of well qualified teachers, teaching and learning materials, classrooms, and teachers’ houses, low salaries of teachers, poor maintenance of infrastructures, and lack of adequate community support to school governance, among others. This is leading to absenteeism, high dropout, and in general poor quality of education. Against this background government had developed several policies and strategies, all of which call for active participation of different stakeholders including civil society in policy implementation. Civil society has an additional role of holding government accountable in the delivery of basic services and resources allocated to education sector in the Government budget. This will provide the checks and balances government solemnly requires for transparent, effective and efficient sustainable pro poor programme implementation. Organizational Structure The supreme decision making body for the CSCQBE is the Council, which is an assembly of the Coalition Networks and member organizations currently, 54 in

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Development Partners in Education Directory number. Then there is an Executive Committee which operates as Board of Directors. The organizations that make up the membership of the Executive Committee include ACEM, which is the Chair, VSO, the Vice Chair, CARE Malawi, Action Aid, PRISAM, CRECCOM, Save the Children Malawi, YOCRIS, and CCAP Livingstonia Education Project. The Coalition set up various sub committees to advise and conduct activities in thematic areas such as budget monitoring, research, community mobilisation, advocacy and fundraising. The CSCQBE has its Secretariat in Arwa House, City Centre, Lilongwe, and it is this Secretariat managed by the Coalition Coordinator, that ensures the day to day running of the Coalition and acts as focal point for information about the CSCQBE. Presently, the Coalition Coordinator is Mr. Limbani Nsapato. Information about the Coalition can also be obtained from member organizations spread across the country, and district networks established in Mzimba, Ntchisi, Dowa, Lilongwe, Ntcheu, Mangochi, Blantyre, Zomba, Chikwawa and Phalombe. Nature of Support Provided in Education Since its establishment in 2000, the Civil Society Coalition for Quality Basic Education with support from its donors such as DFID, CEF, OXFAM, NDI, and Ireland Aid, largely provides technical and moral support to the government of Malawi in its Education and poverty reduction programmes. This is done through the participation of its staff and membership in different government and civil society decision making forums. The Civil Society members contribute to development and implementation, monitoring and review of major policies, strategies, budgets, and plans of the government in the Basic Education sector. These include the Education sector Plan, the Education Act, the Education Budget, the Policy and Investment Framework, the Malawi Poverty Reduction Strategy Paper and the Malawi Education for All Plan. In its advocacy programmes, the Civil Society Coalition facilitates capacity building and training of civil society organizations, and sensitizes and mobilizes local grassroots structures such as parents’ teacher associations and school management committees and communities in order to effectively contribute towards implementation of education plans at national, regional, district and area levels. Some members of the CSCQBE are also involved in service delivery in areas of school construction and provision of materials for teaching and learning. This is evidenced by the outpouring of private schools, church schools, colleges and universities as well as vocational and technical centers.

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Development Partners in Education Directory Strategic Activities The major strategic activities for the Coalition are to: a. Monitor the educational budget of government b. Conduct research in educational issues c. Build the capacity of civil society organizations attached to the Coalition for them to advocate on policy issues. d. To advocate on key educational issues. e. To sensitize and mobilize communities on policy and educational content issues. Funding for these activities comes from donors and contributions from the members. Current Programmes/Projects Title of Project

Duration

Project Cost

Basic Education Coalition Support Project Civil Society Capacity Building Project Enhancing the Capacity of Civil Society to Influence Government Policy and Practice. Pilot Project to Address Absenteeism in Primary schools Civil Society Coordination Project

2004 -2007

US$518, 181, 80 US$ 136,360.37 CEF GBP 23, 400 OXFAM

2004-2006 2004-2005

June-Dec. 2004 2004-2005

Donor Agency DFID

US$ 58, 000

NDI

US$18, 181.82

IRELAND AID

Advocacy Areas The Civil Society Coalition for Quality Basic Education advocates for the following: a. Free, quality public education for all children in the primary sector b. Fair and regular salaries for teachers, properly equipped classrooms and a supply of quality textbooks. c. Reform of policies to ensure their support rather than undermine free, quality public basic education. d. The mobilization of political will and new resources in support of National Education plans to achieve the EFA goals. e. Democratic participation of, and accountability to, civil society, including teachers and their union, in education decision making at all levels.

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Development Partners in Education Directory f. Provision of quality early childhood education and care. g. The eradication of adult-illiteracy and a second chance to learn for youth and adults who miss out on formal schooling. h. An end to child labor i. Quality private basic education. Areas of Collaboration and Cooperation with other Partners The CSCQBE collaborates with various stakeholders and partners at local and international levels. These include government through the Ministry of Education, Local assemblies, the Parliamentary committees on Education and Budget and Finance, and funding agencies such as DFID, CEF, OXFAM, NDI, and Ireland AID. The Coalition also is in partnership with other Civil Society Coalitions in other sectors like the Malawi Economic Justice Network (MEJN), Civil Society Agriculture Network (CISANET), and Malawi Health Equity Network (MHEN). At the international level the CSCQBE collaborates with regional and global civil society coalitions on education for all(EFA) such as Africa Network Campaign for Education for All (ANCEFA), the Global Campaign for Education (GCE) and the Pamoja Africa Reflect Network. Major successes and challenges •

Successes a) More NGOs wooed into the Coalition to build one powerful civil society voice on educational policy matters. The Coalition has membership of 54 NGOs. b) Networking with other Civil Society Networks locally and internationally c) Contribution towards the formulation and implementation of government policies and strategies, e.g. the Malawi Poverty Reduction Strategy Paper, and the Education Policy and investment Framework d) Promotion of Education for All and Millennium Development Goals in education e) Monitoring implementation of policies and government expenditure f) Partnership with government, parliament and donors on socioeconomic development of the country. g) Establishment of District networks as focal point for policy awareness and policy monitoring h) Community mobilisation and sensitization of policy issues

•

Challenges a) Lack of adequate capacity in policy analysis and advocacy

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Development Partners in Education Directory b) Lack of a comprehensive Information, Education and Communication and strategy c) Insufficient coordination among CSOs d) Inadequate finances to make impacting advocacy campaigns. e) Need to motivate other NGOs to join the Coalition Future Support for Education Malawi a. Need to re-strategize and re-focus CSCQBE activities in line with the spirit of coordination, networking and Sector Wide Approaches (SWAp) to development. b. How to make Coordination programme with other Civil Society Organizations networks operate faithfully at a more decentralized level, at regional and district levels, to directly and meaningfully benefit grassroots civil society structures in policy interaction and governance. c. Strengthen capacity of civil society and local grassroots structures in policy advocacy and analysis in line with the national strategy for strengthening community participation in primary school management. d. Develop a strong funding base for activities with mechanisms for self reliance to avoid perpetual donor dependency. Contact Details: Contact Person: Mr. Limbani Elia Nsapato, Coalition Coordinator Physical Address: Civil Society Coalition for Quality Basic Education Arwa House, City Centre, Lilongwe, Malawi Postal Address: Civil Society Coalition for Quality Basic Education P.O. Box 30736, City Centre, Lilongwe 3. Malawi. Tel: 01 773 624, 01 770 713, Cell: 08 304 360, 09 942 607 e-mail: [email protected] [email protected]

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Development Partners in Education Directory

APPENDIX I LIST OF COALITION PARTNERS AS OF JANUARY 2004

CIVIL SOCIETY COALITION FOR QUALITY BASIC ORGANISATIONS: AS OF JANUARY 2004. ORGANISATION CONTACT ADDRESS PERSONS CARE (MW) Norman Tembo P/Bag A89, Lilongwe The Story Workshop Geoffrey Nkata P/Bag 266, Blantyre GTZ Basic Education

Annie Ntambo

Forum for Women Educationists in Malawi (FAWEMA) MASPA

Hellen Dzoole Mwale/ Mrs Msowoya James Chapita

PAMET

Moses Binali/Llyod Bakuwa Alice Ching’oma

VSO

EDUCATION MEMBERS CONTACT PERSONS AND TELEPHONE

FAX/E-MAIL

01 774 738/637

[email protected]

01 621 335/ 08 201 693

Fax: 01 620 263 [email protected]; [email protected] Fax: 01 524 898 [email protected] [email protected] Fax: 01 774 733

Box 655, Zomba C/o Box 30736, Lilongwe 3 Box 976, Zomba Box 1015, Blantyre

01 525 065/ 08 302 819 01 774 729/733 01 515 273/ 08 891 630 01 623 895

Fax: 01 527 296 [email protected] Fax: 01 623 895 [email protected]

1st Floor, British Council Building,

01 772 496/ 443/445

Fax: 01 772 497 Alic.chin’[email protected]

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Development Partners in Education Directory

Development Aid from People to People (DAPP) TUM Chisomo Children’s Club

Ackim John Mvula Wilfred Masebo

P/Bag B300, Capital City, LL3 P/Bag 342, Blantyre 3

09 511 184

Fax: 01 676 908 [email protected]

P/Bag 11, Lilongwe Box 31215, Blantyre 3

01 727 006

Fax: 01 727 006 [email protected] [email protected] Fax: 01 623 391

Box 30384, Lilongwe 3 P/Bag 213, Blantyre

ECM

Ireen Mwenelupembe /Lucy Maunde C. Mastala

OXFAM

Robert White

CRECCOM

George Jobe

Box 5224, Zomba

01 761 156/ 01 772 066 01 622 558/ 01 636 907/ 08 842 991 01 525 939/909/ 09 958 959

CERT

Dr J Chimombo

Box 280, Zomba

01 524 490/ 09 940 956

Box 30268, LL 3 Box 30296, LL 3 C/o District Youth Office, Box 63, Dedza

01 771 561

WUSC Evangelical Association of Malawi Youth and Children Right Shield (YOCRIS)

Phoebe Faith Chifungo Bright Kampaundi

63

01 623 391

01 726 656 09 511 879/ 01 223 745

Fax: 01 772 019 [email protected] Fax: 01 620 024 [email protected] Fax: 01 525 046 [email protected]/ [email protected] Fax: 01 524 046 jpgchimombo@chirunga. sdnp.org.mw Fax: 01 771 823 [email protected] Fax: 01 725 107 [email protected] [email protected]

Development Partners in Education Directory

Youth Arm Organization

William Katunga

Fresh Water Project

Charles J Banda

EveryChild Malawi

M Moyo/Dereck Luhanga

EveryChild Malawi Lilongwe Participatory Rural Development Org (PRDO) National Democratic Institute (NDI)

Hilda Lupiya

Action Aid/CEF

Julita Nsanjama

Livingstonia Synod Education Project

Moses B Kamanga

Centre for Youth and Children Affairs (CEYCA) Sight Savers

Collins Chipendo

Robert Egolet Okio Luckson Chirwa

Abigail Suka

Box 31662, Chichiri, BT 3 Box 126, Chileka Box 20272, Mzuzu 2 Box 1438, Lilongwe Box 30410, Lilongwe P/Bag 64, Kasungu New Building Society Building 2nd Floor, P/Bag 38, Lilongwe Box 30735, LL Box 5, Ekwendeni /Box 112, Mzuzu Box 30861, Lilongwe 3 Box 197,

64

09 235 182

Fax: C/o 01 673 211 [email protected]

01 692 335/678/ 08 836 330 01 332 180 Director: 01 333 297/08 829 114

[email protected]

01 762 022

[email protected]

01 253 643

Fax: 01 253 643 [email protected]

01 751 514/ 08 842 624

Fax: 01 751 506 [email protected] [email protected]

01 757 503/ 508/500 01 339 371/ 01 334 395/ 08 347 144

[email protected] [email protected] [email protected]

01 727 825

[email protected]

09 955 861

[email protected]/

[email protected] [email protected]

Development Partners in Education Directory

International Youth Net and Felix Limbani Counseling (YONECO) YARD Gofrey Mfiti

Lilongwe Box 471, Zomba P/Bag 12, Lunzu Box 30010, BT 3

Save the Children Mw

Margret Ali

PRISAM

Henry Kumwenda

Deeper Life Christian Ministry

Mr Khumbanyiwa

NAMISA

Innocent Chitosi

Association of Christian Educators in Malawi (ACEM) Nkhomano Centre for Development

Prof Anaclet Phiri

Box 999, Lilongwe

Dan Mzumara

Target National Relief and Development (TANARD) Malawi Economic Justice Network (MEJN) Association of Sunni Madrassahs (ASUM)

Emmanuel Domoya

01 525 674/560 01 694 251

[email protected] Fax: 01 525 560 [email protected] [email protected]

09 922 690

[email protected] [email protected]

01 727 494

[email protected]

01 755 692

[email protected]

08 861 096/ 01 758 090 01 759 775/778/ 08 850 319

[email protected]

Box 5898, Limbe/ Box 196, Karonga Box 143, Mchinji

01 362 719/ 01 362 712

Fax: 01 362 500 [email protected]/ [email protected]

01 242 469/ 08 879 682

[email protected]

Collins Magalasi

Box 20135, Lilongwe 2

01 750 533

Fax: 01 750 098 [email protected]

Nazir MK Nathanie/ Rashid

Box 1081, Lilongwe

01 727 344

Fax: 01 725 160 [email protected]

Box 30109, LL 3 Box 30752, Capital City Lilongwe 3

65

[email protected]

Development Partners in Education Directory

Counseling for the Adolescent and Youth Organization (CAYO) Foundation for Children’s Rights Maphunziro Foundation FORED Youth With A Vision Labour Resource Centre Anglican Diocese of Northern Malawi Africa Evangelical Blantyre Synod Education Office Evangelical Lutheran Dev Project Anglican Diocese of Upper Shire Muslim Association of Malawi DISTRICT NETWORKS Mzimba South District

Wasike Fryson Chodzi Samuel Kapira Gondwe

Box 724, Mzuzu

01 792 597/ 09 950 923 /09 203 564 08 382 071 08 380 091

MacDonald SF Sembereka (Revd) Joseph Wezullo Phiri -

P/Bag 27, Balaka

01 545 370/ 08 863 884

Mrs Elizabeth Crossley Pastor LL Kafukiza Henry Thoza

P/Bag B353, Lilongwe 3

C/o TUM, P/Bag 11, LL Box 280, Zomba.

Fax: 01 331 050/01 330 335 [email protected] [email protected] Fax: 01 545 398 [email protected] m/ [email protected] [email protected]; [email protected]

01545 436

Fax: 01 545 436

Rev PG Vinkhumbo Revd. Symon Matumbo NAC Polepole

Box 120, Mzuzu Box 1216, Lilongwe Box 223, Balaka Box 2467, BT Box 30349, LL 3 Box 497, BT

01 675 316/ 01 676 236 01 797 858/ 01 761 430 01 623 851

[email protected]/ [email protected] [email protected]

Lovemore

C/O, The

08 838 839

66

01 333 805

[email protected]

Fax: 01 333 805 [email protected]

01 790 185

[email protected]

Development Partners in Education Directory

Network

Gondwe

Ntchisi District Network Lincoln Kapira Dowa District Network Lilongwe District Network

Robert Egolet Okio Collins Chipendo

Ntcheu District Network Mangochi District Network Zomba District Network Blantyre District Network

Eric Tsetekani

Chikwawa District Network Phalombe District Network

Landani Masingati Anderson Kumpolota

Peter Ngalawa James Chapita William Katunga

DEM, Box 28, Mzimba Box 1 Ntchisi. P/Bag 64, Kasungu CEYCA, Box 30861, Lilongwe 3 Box 34, Ntcheu Box 16, Mangochi MASPA, Box 976, Zomba Youth Arm Organisation , Box 31662, Blantyre 3. Box 21 Chikwawa P/Bag 32, Phalombe

67

01 285 454 08 325 698 01 253 643 01 727 825 09 239 960

Fax: 01 253 643 [email protected] [email protected]

09 954 006 01 593 575 09 214 997 01 515 273 08 891 630 09 235 182

01 420 211 08 335 329 08 899 558

maspa@malawi,net [email protected]

[email protected] [email protected]