"Promoting education and gender equality in Malawi"
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Hendrina Givah, National Co-ordinator, FAWEMA. Providing a perspective from Malawian civil society on the challenges and opportunities in promoting education and gender equality in Malawi.
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This document provides an overview of Child-Friendly Schools in Rwanda. It discusses six key ingredients for making schools more child-friendly: 1) creating a gender-sensitive environment; 2) improving teaching and learning; 3) including every child; 4) promoting health and sanitation; 5) encouraging student participation and life skills; and 6) involving the community. Child-Friendly Schools aim to address challenges such as high dropout rates, gender disparities, and the needs of vulnerable children. They do this through improved facilities, teacher training, and programs that support girls' education and involve parents and community members. The ultimate goal is to transform Rwanda's education system and help the country achieve its vision of social and economic
Sarva shiksha abhiyan
The Sarva Shiksha Abhiyan (SSA) is India's largest ever educational program launched in 2000 with the goal of universalizing elementary education. It aims to provide free and compulsory education to children aged 6-14 as a fundamental right. Key objectives include increasing access to education, enrollment, retention, and quality of education while reducing dropouts. It focuses on bridging gender and social gaps. SSA provides a framework to implement elementary education schemes through opening new schools, strengthening infrastructure, and implementing the Right to Education Act. It takes a holistic view of education and focuses on equity, access, gender concerns, the centrality of teachers, and creating an inclusive environment for disadvantaged groups.
Some people and places responsible volunteer projects you could work with
Take a look at some of the skills share volunteer programmes that need your help - people and places responsle volunteer projects abroad
Educational philosophy - Education and Society
The document discusses the role of various agencies and institutions in promoting education, including families, communities, schools, and mass media. It describes how these different groups socialize individuals, transmit cultural values, provide both formal and informal education, and help perpetuate society from one generation to the next. The document also covers concepts like lifelong learning, continuing education, and mass education which aim to broaden access to education for all members of a community.
Sarva shiksha abhiyan
The Sarva Shiksha Abhiyan (SSA) is India's largest ever educational program launched in 2000 with the goal of universalizing elementary education. It aims to provide free and compulsory education to children aged 6-14 as a fundamental right. Key objectives include increasing access to schools, enrollment, retention, and reducing dropouts while also improving quality of education and bridging gender and social gaps. The program devolves implementation responsibilities to local governments and communities and focuses on opening new schools and strengthening existing infrastructure. The 2010 Right to Education Act revamped SSA to better achieve its holistic, equitable, and inclusive education goals.
Women Empowerment: Challenges and Remedies
The presentation intends to show that education is one of the most important tools to empower women across the globe
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The document discusses the need and importance of educating women, including that educated women are more likely to be aware of population control, health and nutrition of children, and have more control over money. It also notes that educating women helps reduce the spread of HIV/AIDS. However, barriers to women's education include poverty, lack of qualified female teachers, sexual harassment fears, and social issues like child marriage. Measures to promote women's education proposed in the document include establishing more schools for girls, appointing more women teachers, increasing hostel facilities, ensuring curriculum is relevant to women's lives.
Expert presentation by Ms. Gerison Lansdown, International Expert on Child Ri...
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This document discusses inclusive education and defines it as addressing the diversity of learners' needs through increasing participation and reducing exclusion. Key points include:
- Inclusive education is a human right supported by international law and promotes respect, dignity and diversity.
- It provides social, educational, and economic benefits like improving social cohesion and tolerance as well as reducing costs.
- Barriers to inclusion include discrimination, inaccessible environments, lack of teacher training, and views of disability.
- Successful inclusion requires commitment, resources, partnerships, and adapting schools' cultures, policies and practices.
- Indicators of effective inclusion include inclusive cultures, policies, and teaching practices that value all students.GCAbuddies
The document discusses issues related to low girls' education rates in India, noting that 60 million girls ages 6-14 remain uneducated with only 30% of rural girls ages 5-9 attending primary school. It analyzes root causes such as poverty, gender inequality, and cultural factors discouraging girls' education. Potential solutions proposed include establishing free girls-only schools, utilizing existing infrastructure, generating employment for local women teachers, and imparting vocational skills to help empower girls.
Child participation in Maban, South Sudan
Save the Children operates in Maban County, South Sudan, providing education and child protection programs for refugees and internally displaced people. They incorporate child participation in several ways: (1) establishing children's clubs in schools to give children a voice, (2) engaging children in disaster risk mapping and response planning, and (3) having children help design and present radio programs, booklets, and workshops. However, challenges to greater child participation include low literacy rates, lack of resources to engage all children, cultural practices that reduce children's opportunities, and environmental factors like drought and conflict.
Female Access to Education
Females in many parts of Asia and Africa face significant barriers to accessing education. Historically, cultural norms valued sons over daughters and girls' roles were confined to the household. Today, girls face issues like early marriage, poverty, domestic duties, safety concerns, and distance to schools. As a result, 42% of girls in the developing world are not enrolled in school. Solutions require addressing cultural attitudes, improving school facilities, and coordinated efforts by governments and organizations to promote girls' education. Educating females has been shown to increase a country's overall development.
Promoting Quality and Inclusive Education for Out of Reach Children in Nepal ...
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Presentation by Purna Kumar Shrestha at the European Education Practitioner's Network seminar "Live & Learn: Exploring Education in Fragile Contexts" on the 2nd June in BrusselsInnovation Prevention and Response Program: Adressing the Link Between Teen P...
DREAMS (Determined Resilient Empowered AIDS-free Mentored Safe) Innovation Challenge (IC) is a partnership of 56 organizations to implement innovative solutions that reduce HIV infections in adolescent girs and young women (AGYW) in 10 countries. DREAMS is responding because adolescent girls and young women are getting infected with HIV at alarming rates (~360,000 every year). WEI/Bantwana DREAMS IC focuses on the highly vulnerable under-served sub-population of AGYW who are pregnant/young mothers who have recently dropped out or are in school, but at the greatest risk of dropping out.
The holistic package of services to prevent AGYW school drop-outs includes: Prevention to create supportive environment for girls in schools and communities: training of teachers on GBV and sexual violence, Protect our Youth Clubs, early warning system for girls' retention, and parent/community sensitization on girls' education.
and Response to address educational needs of pregnant girls and teen mothers: part time continuing education for girls, mentorship for girls to support retention, wrap-around services (HTC, ASRH, financial literacy, and life skills), and early childhood stimulation classes.
Challenges include long standing cultural practices and beliefs which are barriers to these girls' access to education, in school and in the community, lack of male/partner support, and limited time frame, budget and small sample sizes.
Key strategies/Lessons learned: Government involvement at all levels, inclusive strategy for in-school POY clubs and PTCE sites, and involvement of male partners.
This was presented by Jessica Smolow at the CIES conference in March, 2018.
NGOs of Mumbai into Education Sector
This document discusses the educational status of children in India and various organizations working to improve access and quality of education. It notes that over 40% of India's population is children and many face barriers to schooling due to socioeconomic factors. Several NGOs are working to address these issues through initiatives like residential schools, literacy programs, vocational training and empowering marginalized communities. However, some limitations of NGOs are a lack of funding, accountability and failure to take a rights-based approach or pressure governments to fulfill their responsibilities. Alternatives suggested include making education more accessible, using activity-based and life skills learning integrated with local knowledge.
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youngindians82526
The document discusses challenges facing education in India, particularly in rural areas. It notes issues like severe teacher shortages resulting in high student-teacher ratios, lack of basic school facilities, and an increased proportion of girls dropping out of school between ages 11-14. Suggested solutions include incorporating yoga/meditation and practical labs into curriculums, improving teacher-student ratios, encouraging extracurricular activities, and efforts by government and community to promote education's importance to rural parents. The document emphasizes that educating women educates generations, and that "the cost of education is less than the cost of ignorance."
B.Ed. # Schooling of girls : Gender,School and Society
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Manuel Miandica of Kuwangisana shares the organization's community outreach initiative in rural Mozambique which works with religious leaders and communities to prevent the spread of HIV/AIDS and assist people living with HIV.
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More from Scotland Malawi Partnership
Glasgow University- Blantyre Clinical and Translations Research Facility
The document discusses the establishment of the Blantyre Clinical & Translational Research Facility (B-CTRF) in Malawi through a partnership between the University of Glasgow and Malawian institutions. The B-CTRF aims to build research capacity in Malawi by allowing joint health studies on shared disease burdens between the populations of Blantyre, Scotland and Blantyre, Malawi. It will receive £2 million to construct a new clinical laboratory facility. The partnership also provides educational opportunities for Malawian students and hopes to better understand and address multi-morbidity challenges through collaborative research initiatives between Glasgow and Malawian researchers.
Cervical cancer screening project- lessons learnt
The document summarizes the Nkhoma Cervical Screening Programme in Malawi led by experts from the University of Edinburgh. Key points:
- The programme provides cervical cancer screening and treatment using visual inspection with acetic acid (VIA) and thermo-coagulation in Malawi, which has the highest cervical cancer rates in the world.
- Over 17,000 women have been screened so far across Nkhoma Hospital and 8 rural health centers. Over 70% of women with abnormal results received same-day treatment.
- The program is exploring using HPV testing to help triage patients and ensure accurate follow-up. Lessons learned include the importance of community engagement and integrating with HIV
Africa Health Placements
Africa Health Placements is expanding its operations to support healthcare in Malawi by recruiting international doctors and medical specialists for placements of 1-2 years. There is a shortage of family medicine specialists in Malawi to provide teaching and supervision, so the organization plans to recruit 2-4 family medicine specialists for two-year placements. There is also a need for clinical mentors at Christian Health Association of Malawi (CHAM) training colleges and hospitals, so 10-20 UK doctors will be recruited for one-year clinical and mentoring placements. The organization has experience making over 500 healthcare facility placements that have resulted in over 30 million patient consultations across locations in South Africa.
Scottish Global Health Collaborative- NHS Global Health Framework
This document discusses international volunteering in the Scottish health service. It aims to define international volunteering, examine current activity in Scotland, identify benefits and challenges, and suggest ways to improve Scotland's approach. The author conducted research through literature reviews, surveys, and stakeholder engagement. Benefits identified include improved leadership, clinical, and personal skills for volunteers as well as recruitment, system learning, and reputation for the NHS. Challenges include impacts on service delivery, costs, health/safety risks, and reputation. The author recommends developing a strategic vision, better coordination/support, maximizing benefits, maintaining standards, collaboration, local commitment, support mechanisms, and managing expectations.
Scottish Global Health Collaborative- THET Mapping Survey
The Scottish Global Health Collaborative conducted a mapping survey from January to March 2017 to understand current contributions to global health, barriers, and need for improved coordination. 438 responses were received so far, with 146 working in global health. Respondents represented a diversity of roles like nurses, doctors, and public health practitioners working in over 50 countries like Malawi, Uganda, and India. The survey found that 55% volunteer for global health work, with most committing 1-5 days per year, and the top barriers to overseas work were finding time and backfill for annual leave.
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The document discusses Scotland's international development strategy and its focus on health in Malawi. It notes that health was well represented in consultation events. The strategy will invest in development assistance, capacity strengthening, and investment in 4 partner countries including Malawi. It highlights the partnership approach of using existing links between Scottish and Malawian health systems to achieve impact. Examples are given of medical education projects between the University of Edinburgh, University of St Andrews, and the College of Medicine in Malawi. The document also discusses areas for improvement and next steps in funding.SMP HE/FE Forum: 10 years of Scotland-Malawi HE and FE links
The document summarizes achievements from a 10-year partnership between the Scottish Government and higher education institutions in Malawi. Some key achievements include overhauling medical degree programs at the College of Medicine, increasing annual medical graduates from 16 to over 100, and providing scholarships for 74 Malawians to pursue master's degrees in-country. The partnership approach leverages historic links between Scotland and Malawi to efficiently catalyze development through culturally-specific and sustainable initiatives.
SMP HE/FE Forum: Thought Leadership and the HE Sector in Malawi
This document discusses thought leadership in higher education in Malawi. It provides background on the University of Malawi's 50th anniversary and its integration with various national and international education plans. It identifies national needs like developing human capital and research to address country priorities. Higher education institutions need infrastructure, funding, staff development, and international links. The document proposes that the University of Malawi address these gaps through a tracer study, thought leadership dialogue, and contributing to the national education strategy pillars of access, quality, and governance. Key issues raised during a thought leadership dialogue include infrastructure, funding, capacity building, research support, and international links. Potential support from Scottish higher education institutions is also discussed.
SMP HE/FE Forum: NGO Case Study-VSO "Bridging the Gap"
Bridging the Gap was a presentation about partnerships between vocational skills organizations (VSOs) and higher education institutions. It discussed examples of successful VSO partnerships that achieved strategic focus through finding the right partner and supporting links with local universities. The presentation highlighted challenges such as identifying joint research agendas and grants, but also successes like partnerships providing skills and experience that led to innovation with potential for scale and replication. It further noted learning points around moving beyond relationships to partnerships, and identified ways an organization called SMP could support research mapping and identifying funding sources.
SMP HE/FE Forum: Private Sector Case Study- Johnson and Johnson "Bridging the...
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The document outlines Johnson & Johnson's Credo, which establishes the company's responsibilities to various stakeholders. It details that the company's first responsibility is to doctors, nurses, patients and customers, ensuring products and services are high quality and reasonably priced. It also outlines responsibilities to employees, such as respecting their dignity and providing fair compensation. The Credo stresses responsibility to local communities and the world, including being good citizens through charitable donations. The final responsibility is to stockholders, with the goal of operating profitably according to the Credo's principles to provide a fair return.SMP HE/FE Forum: Academic Case Study- University of Edinburgh "Bridging the Gap"
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The University of Edinburgh offers 8-week work placements for their MSc students, where students apply their academic training to research questions for host organizations. Students produce a 12,000 word report under the supervision of the host and academic supervisors. Challenges include matching academic requirements with organizational needs, providing support for students and hosts, and funding. Successes include valuable research for organizations and some students later being hired by their hosts. Lessons learned include the need for flexibility and the placements help train future professionals.SMP Health Links Forum 10th November 2015
The SMP’s Health Links Forum looked back on 10 years of health partnerships, funded by the Scottish Government, between Scotland and Malawi, and explored the UN’s new Global Goals, in particular Goal 3 “Good Health and Well-being”.
SMP Health Links Forum 14th May 2015
This document discusses the use of mobile health (mHealth) in Malawi. It provides examples of how mHealth can be used for health services and information through tools like PDAs and mobile phones. Some potential uses of mHealth mentioned include education and awareness, remote data collection, monitoring, communication and training for healthcare workers, and disease tracking. The document also discusses strengths like increased mobile coverage and affordability, as well as challenges such as security, app relevance, and costs. Specific mHealth tools used in Malawi are mentioned like Dial a Doc and emergency triage assessment. Barriers to healthcare at the primary level are summarized from a study. Next steps proposed for further developing mHealth in Malawi include optimizing emergency
Supporting co-operatives in malawi (co-op college)
This document discusses supporting co-operatives in Malawi from 2012-2015 and outlines plans for a new project from 2015-2018. It defines co-operatives and their key principles. The prior project achieved its targets of training thousands of members and forming hundreds of new co-ops. The new project aims to empower more women and youth as leaders and entrepreneurs through co-ops, increase incomes, and promote environmentally sustainable practices among 1,900 members. It will be led by UK and Malawian partners including a coffee, macadamia, and organic farmers cooperative.
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Presentation from David Hope Jones and Keith Bohannon from Scotland Malawi Partnership (SMP) on investment in Malawi.
SMP Health Links Forum 18th February 2015
The document provides updates on the Scotland Malawi Partnership including their work with the NHS, recent funding news, and upcoming training workshops on language and culture. It also includes a table listing several Scottish organizations that received funding for health projects in Malawi, the amounts awarded, and brief descriptions of the projects. The projects focus on areas like maternal and child health, primary healthcare improvement, breast cancer, and eye health.
SMP Higher and Further Education Forum Dec 2014
This document summarizes a forum on higher education in Malawi. It discusses the UK Department for International Development's (DFID) new approach to higher education, which includes establishing a higher education taskforce to assess how to better support higher education in developing countries. DFID aims to create self-sustaining higher education systems through partnerships between countries and initiatives focused on innovation, research, skills development and monitoring/evaluation. The document also provides an overview of the World Bank's skills development project in Malawi, which aims to increase the market relevance and quality of post-secondary education in the country.
SMP Health Links Forum 28th October 2014
This document discusses a health partnership project between Scotland and Malawi. It contains the following key points:
1) The project aimed to reduce maternal and neonatal mortality rates in Ntcheu district, Malawi by training midwives and promoting community health through motherhood taskforces.
2) Successes included improvements in antenatal care, facility deliveries, and maternal health knowledge that aligned with government priorities.
3) Challenges included staff turnover disrupting planning and a lack of understanding between partners about roles.
4) An evaluation found increased clinic attendance and skilled birth attendance, and decreased infant and neonatal mortality rates, showing the project was effective.
Sharing Lessons in Partnership-SMP Health Links Forum June 2014
This document describes a partnership between EMMS International, a Scottish healthcare charity, and Ekwendeni College of Health Sciences in Malawi to establish nursing and clinical officer training programs. With funding from 2013-2016, the project renovated facilities, purchased equipment and books, and developed curricula for registered nurse and clinical officer courses. The first graduates are expected in 2016. Challenges included a change in college leadership and delays in accrediting the nursing program, but the partnership overcame obstacles through open communication and mutual support. Lessons learned include the importance of financial oversight, contingency planning for staff changes, and recognizing student willingness to self-fund their education.
Malawi: Post-election analysis May 2014
The document analyzes the results of Malawi's 2014 general election, which included presidential, local, and parliamentary elections. It finds that Peter Mutharika won the presidency with 36.4% of votes, while his party the DPP won the most parliamentary seats. However, the DPP lost significant ground compared to 2009, with opposition parties like the MCP and PP gaining seats. Voter turnout for all elections was around 70%. Regional analysis shows the DPP dominates in the south while the MCP dominates in the central region and PP in the north. Long-term trends include increased judicialization of electoral disputes and a more volatile multi-party system compared to the 1990s. Allegations of voting
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
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Chapter 6
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NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
"Promoting education and gender equality in Malawi"
- 1. GENDER EQUALITY THROUGH EDUCATION IN MALAWI: CHALLENGES AND OPPORTUNITIES Dr Jane Cullen and Dr Lore Gallastegi on behalf of Mrs Hendrina Givah (National Co-ordinator FAWEMA)
- 3. What is FAWEMA? FORUM FOR AFRICAN WOMEN EDUCATIONALISTS IN MALAWI (FAWEMA) “Supporting Girls and Women to Acquire Education for Development”
- 4. FAWEMA • Vision: To enable girls and women to exploit their full potential in order to effectively contribute towards community and national development. • Goal: To advance girls’ education and women’s empowerment through education. • Strategy: Fostering positive policies, practices, and attitudes towards girls’ education
- 5. FAWEMA members planning activities
- 6. Cultural Challenges • Puberty • Caring responsibilities – Community – Family – School • Harmful cultural practices • Early marriage • Sexual violence
- 8. Educational Challenges • Physical challenges – School buildings – Distance to schools • Lack of female role models in schools • Lack of enough qualified teachers • Fees in secondary schools – Self-boarding
- 10. Opportunities to promote gender equality • Mother Groups • Gender Responsive Teaching • TUSEME clubs: Speak Out clubs • Female hygiene education • Bursaries and awards • Influencing policy making
- 11. Latrines built in for girl learners
- 12. Girls returning to school after Mothers group initiative
- 13. Gender responsive training at TTC
- 14. Opportunities for young mothers
- 15. Malawi Access to Teaching Saltire Scholarship
- 16. Malawi Access to Teaching Saltire Scholarships • 1000 women in 4 districts returning to education in their local communities • Working in rural schools as Teaching Assistants, acting as role models for girls • Studying to retake secondary examinations which could give them access to teacher training • Helping to change perceptions among teachers about girls’ and women’s role in education
- 17. Suggested ways forward • Establish accountability forums; use a “name and shame strategy” of districts with high school drop outs’. Hold duty bearers (MPs, Councilors and local chiefs and parents) accountable by empowering children and communities • Reward communities, committees, teachers of school whose drop out rates are decreasing. • Lobby governments to make (lower) secondary school education free • Increase supply of teaching/learning materials and infrastructures including sanitary facilities for girls • Introduce mobile laboratories/libraries for rural schools to increase access to laboratory/reading facilities and science camps for rural girls (& boys in examination classes) • Empower young people through empowerment camps and identifying youth ambassadors to help fight early marriage
Editor's Notes
- Mother group built latrine for gir learners
- Girls returning to school after mothers group intiative
- Gender Responsive training, Machinga TTC
- MATSS induction: Role models in schools, Second opportunities