donor directory 200405

8/14/2019 Donor Directory 200405

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Malawi

Development

Partnersin

EducationAgency

Directory


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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.................263.8 United Nations Fund for Population ..............................................................33

3.9 United Nations Childrens Emergency Fund .................................................36

3.10 United States Agency for International Development..................................40

3.11 World Bank .................................................................................................44

3.12 World Food Programme..............................................................................504.0 CIVIL SOCIETY COALITION FOR QUALITY BASIC EDUCATION .............56

APPENDIX I LIST OF COALITION PARTNERS AS OF JANUARY 2004 ..........62


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ACRONYMS AND ABBREVIATIONS

ADB African Development BankADF African Development FundAIDS Acquired Immune Deficiency SyndromeAIR American Institutes of ResearchASPNet Associated Schools Project NetworkBDS Basic Design StudyBMZ Federal Ministry of Economic Cooperation and DevelopmentCDSSs Community Day Secondary SchoolsCEA Canadian Executing AgencyCIDA Canadian International Development AgencyCPAR Canadian Physicians Aid and Relief CSP Country Strategy Paper CSSP Civil Society Support ProgrammesCSQBE Civil Society Coalition for Quality Basic EducationDCE Domasi College of EducationDED German Development ServiceDFID Department for International Development (UK)EN Exchange of NotesESSP Education Sector Support ProgrammeFA Financial AssistanceFC Financial CooperationGAP Gender Action Plan

GDP Gross Domestic ProductGESP Gender Equality Support ProjectGoM Government of MalawiGSES Grant to Support the Education Sector GTZ Deutsche Gesellschaft fur Technische ZusammenarbeitHIV Human Immuno Virus


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MDGs Millennium Development GoalsMIE Malawi Institute of EducationMIGA Multilateral Investment Guarantee AgencyMIITEP Malawi Intergraded In-service Teacher Education ProgrammeMoEST Ministry of Education Science and TechnologyPCoSP Primary Community Schools ProjectPEA Primary Education Advisors

PEP Primary Education ProjectPIF Policy Investment FrameworkPRSP Poverty Reduction Strategy Paper RMCs Regional Member CountriesSRH Sexual Reproductive HealthSSTEP Secondary School Teacher Education ProjectSTIs Sexually Transmitted InfectionsSWAp Sector Wide Approach

TC Technical CooperationTDCs Teachers Development CentresUNESCO United Nations Educational, Scientific and Cultural OrganisationUNFPA United Nations Fund for PopulationUNICEF United Nations Childrens Emergency FundUNISIA United Nations Special Initiative for Education in AfricaUSAID United States Agency for International DevelopmentWFP World Food Programme


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PREFACE

Development Partners and Civil Society in Malawi, including the Government of Malawi consider education as an essential and important ingredient in combatingpoverty in the country and raising the standards of living of the majority of thepeople. In a country were about 60 per cent of the population live below thepoverty line, the role that Development Partners can play in alleviating povertycannot be overemphasized. Although, the Malawi Government has over theyears increased its contribution to the Education Sector, significant gaps stillremain that justify the continued support of Development Partners. Despiteincreased 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 stakeholdersnotably civil society to mobilize themselves into forums that can more ablymonitor the implementation of education programmes across the country.

Initially, the contribution of the Malawi Government and Development Partners tothe Education Sector tended to be done in a largely uncoordinated fashionleading to a lot of duplication and wastage. This state of affairs prompted theGovernment to initiate the Policy Investment Framework (PIF) so as to facilitatethe coordination of all kinds of support from within Government and from itsexternal partners. The PIF recognizes the limitations of the project approachhitherto used by Development Partners to provide most of their support to theEducation 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, hencethe updating of the Partners in Education Directory. The Directory aims atfacilitating cooperation and collaboration among partners in a manner thateliminates duplication.


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1.0 INTRODUCTION

This document provides information on activities that Development Partners inEducation in Malawi and the Civil Society Coalition for Quality Basic Educationare 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 theEducation Sector.

ii) Avoid duplication among existing partners in education.iii) Facilitate collaboration and cooperation among partners.

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 andlocation)

Nature of support provided in education (technical assistance, financialassistance etc)

Historical and current support for education in Malawi (How long you havebeen 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


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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 financeinstitution whose purpose is to contribute to the economic development and thesocial progress of African countries individually and collectively. The Bankpromotes the investment of public and private capital for development, mainly byproviding loans and grants as well as technical assistance for support projectsand programmes that contribute to the social and economic development of itsRegional Member Countries (RMCs)

Policies and Guiding Principles

While acknowledging that all RMCs 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 eachcountry for the purpose of planning and processing operations. It is bestdisplayed in this project cycle:


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The borrower is responsible for the settlement of bills for the supply of goods andservices and the execution of the works. Their request for disbursement must beaccompanied by proof that the funds in question have been utilized inaccordance with the loan agreement and in particular the eligibility. To facilitatedisbursement procedures the bank has prepared a comprehensive disbursementmanual, which contains the forms and procedures.

Nature of Support Provided to EducationSupport is given primarily through grants and loans, which are focused onincreasing access and improving quality and equity of education in RMCs, withemphasis on basic education, through support to policy development,infrastructure development, provision of educational materials, teacher educationdevelopment and capacity building for educational management. The AfricanDevelopment 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 Malawieducation sector dates back to 1980. To date the Bank Group, through itsconcessionary 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 primaryand secondary schools, and new district and regional offices. They also providedresources for in-service training for primary school teachers.

The third project is nearing completion and worth approximately US $16 million.


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establishment and rehabilitation of physical facilities, provision of educationmaterials, training of under-qualified teachers and capacity building for schoolmanagement.

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 Supportto Community Day Secondary School Project, the Bank was cooperating withDANIDA in assisting the government to improve the quality of the educationprovided at Community Day Secondary Schools (CDSSs). But DANIDA pulledout in 2002. In the same project, the CIDA education advisor in Lilongweprovides advice in the implementation of the teacher education component of the

project. Finally under the almost completed Education III Project, textbooks for 10primary 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 hasdiscussed with the Ministry of Education future education support to theeducation sector. It is envisaged a project aimed at contributing to improvements

in the quality and equity of secondary education, especially at CDSSs willbe prepared in 2005.

Contact Details:

Contact Person:Abdi YounisPrincipal Education Specialist

Tel: 225 2020 5528e-mail: [email protected]


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3.2 Canadian International Development Agency

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. Meetingbasic human needs, including basic education, is one of the six priorityareas outlined in a 1997 Policy Statement. Gender equity is integrated intoall areas of work.

b. The goal of CIDA support to Malawi is to assist Malawi to reduce povertyand to better provide for the basic human needs of its people. Developinga healthy, literate and numerate human capital base allows broadparticipation in emerging opportunities, producing a more equitable andsustainable pattern of development.

c. In sectors of concentration such as education, CIDA will work withgovernment and other partners in complementary programming as a steptowards a SWAP process.

Priorities and Policies in Education

a. In 2000, CIDA committed to quadrupling its investment in basic educationfor a total expenditure over the period 2000-2005 of C $55 million. CIDAsBasic Education Action Plan sets out a framework for action It focuses on

CanadianInternational AgencecanadiennedeDevelopment Agency dveloppement international


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administrative staff of ClDA provides support to programmes and projectsin developing countries.

b. At country level, CIDA is represented by the Head of AID and the MalawiCanada Programme Support Unit provides technical and logistical supportto the programmes. The projects are implemented through existinggovernment structures with facilitation from a Canadian FacilitatingAgency 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 relatedto 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 andCanadian and local NGOs.

Historical and Current Support for Education in Malawi

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

CIDA remains committed to support for formal education, as prioritisedby the Malawi Poverty Reduction Strategy. In line with the programmingpriorities and policies set out by the Ministry of Education. CIDAs currentfocus continues to be in two areas upgrading of CDSS teachers toDiploma level and supply of teaching and learning materials for theprimary level. Disbursements in the education sector are expected to beC$4.5 million in 2002/03.

Closed Projects

Closing the Gender GAP. The project objective was to increase the


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Current Projects

a. Secondary School Teacher Education Project (SSTEP). SSTEP began inMay, 2000 following the contracting of a Canadian Executing Agency towork in partnership with Domasi College of Education. Implementation byDCE and the CEA is being done in cooperation with Chancellor Collegeand the Ministry of Education, Science and Technology. The purpose of

the five-year, C $6 million project is to strengthen the management anddelivery of education in Community Day Secondary Schools through theupgrading of the skills and knowledge of CDSS teachers to Diploma levelthrough a combination of distance education and short residentialcomponents. 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 sensitiveeducational materials to students, teachers, and teachers in training.Teachers and children in Standards 1 to 8 in all government-operatedprimary schools will be the main target group. Phase II will concentratesignificantly on capacity development to strengthen MoE's ability tomanage the supply and delivery of educational materials. Technicalassistance will be provided to MoE to: develop reliable, transparent,effective systems to identify requirements; procure materials identifiedusing international competitive bidding; and distribute them to educationalinstitutions. A Canadian Facilitation Agency will provide technical andcapacity building support. Phase II of the project. Phase II will also beimplemented using Recipient Country procurement. The expectedoutcomes of Phase II are:

i) To ensure an adequate supply of educational materials is available toteachers, teacher trainees and children in primary grades to improvethe teaching/learning process and to raise awareness of gender andhealth issues, particularly HIV/AIDS.

ii) To ensure that MoE's planning and management systems for procurement and distribution of education materials are more effectiveand transparent


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statement on a specific capacity issue. Currently GAP is supportingDomasi College of Education develop its strategic Plan.

b. Gender Equality Support Project (GESP). The GESP project is apossible opportunity for MoEST. The purpose of this project is tostrengthen the capacity of selected government and civil societyorganisations 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 providedassistance to Gender Committee at Domasi College of Education andsome support to NGOs targeting the promotion of education, especiallyfor the girls.


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 theapproach to be taken on the design of the project are underway with MoEand other stakeholders. Project design will be in accordance with MoEsPolicy Investment Framework.

Contact Details:

Contact Person:

McPherson Charles H. JereEducation Specialist

Physical Address:Malawi Canada Programme Support UnitSamala HouseCity CentreLilongwe,

Postal Address:


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3.3 Department for International Development (UK)

UK Department for International Development (DFID)

Aims and Objectives of the Organisation

The Department for International Development (DFID) is the UK Governmentdepartment responsible for promoting development and the reduction of poverty. The government first elected in 1997 has increased its commitment todevelopment by strengthening the department and increasing its budget.

The central focus of the Government's policy, set out in the 1997 White Paper onInternational Development, is a commitment to the International DevelopmentTargets, to halve the proportion of people living in extreme poverty by 2015.Associated targets include basic health care provision and universal access toprimary education by the same date. A second White Paper on InternationalDevelopment, published in December 2000, reaffirmed this commitment, whilefocusing specifically on how to manage the process of globalisation to benefitpoor people.

DFID seeks to work in partnership with governments committed to these targets,with business, civil society and the research community. DFID also works withmultilateral institutions such as the World Bank, United Nations agencies and theEuropean Community.

The bulk of DFID's assistance is concentrated on the poorest countries in Asiaand sub-Saharan Africa, but DFID also contributes to poverty elimination andsustainable development in middle-income countries in Latin America, the

DFIDDepartment for International

Development


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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 Governanceand Service Delivery. Advisers on Education, Health, Growth and Livelihoods,Governance, Economics and Social Development along with programmeadministration staff work across all three teams to deliver on the Country

Assistance Plan.Nature of Support Provided to Education

DFIDs 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 thewhole sector through assistance to the GoM to develop a Sector-wide Approach(SWAp). Eventually, following improvements in the Government of Malawis

financial management systems, DFID will disburse funding direct to theGovernment through sector budget support or general budget support. The formof support is either financial assistance (FA) which is a grant given to theGovernment of Malawi to implement the programme, or technical cooperation(TC) which is used to fund the technical inputs and management of theprogramme.

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 8-classroom schools were constructed, communities were trained in themanagement of the schools, the care and maintenance of the school buildingsand the maintenance of boreholes. In addition, staff received training at allschools. 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 betili d i Ph 4 f PC SP hi h b k th Chi d l I iti ti


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2. MALAWI SCHOOLS SUPPORT SYSTEMS PROJECT (MSSSP)

1996 2001, (7,500,000)The project was conceived as a support mechanism for the teacher trainingprogramme MIITEP. Between 1996 and 2000 one hundred and thirty teacher development centres (TDCs) were constructed and sited at existing primaryschools. In addition to the construction component of MSSSP, there is a training

programme through which all 315 Primary Education Advisers (PEAs) receivedresidential 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 becompleted in 2003.

3. MALAWI SUPPORT TO THE EDUCATION SECTOR PROGRAMME2001 2007; (61,000,000)This programme has two strands. Firstly, continuity of activities originating fromPCoSP and MSSSP. School mapping and poverty and educational analysisinformed the MoEST and the programme team as to which district, in each of thesix educational divisions, is in most need of assistance. The identified districtsare Mzimba South, Ntchisi, Ntcheu, Mangochi, Phalombe and Chikwawa. Work

in these districts has also informed the National Strategy for CommunityInvolvement in primary School Management and using participatory rightsassessment methodologies has developed a mechanism for school improvementplanning involving a wide range of stakeholders. Continuity in MSSSP has beenevidenced by the completion (in 2003) of the national network of TDCs (up to atotal of 136 new buildings plus PEA houses) and the roll out of the nationaltraining 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 theprimary curriculum and the system of classroom-based assessment (PCAR); theenhancement of district education office capacity (which included theconstruction and resourcing of DEO offices, where needed); support to thedevelopment of a SWAp and support to the Ministrys HIV/AIDs unit


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Contact Details:

Contact Person:Christine WallaceEducation Adviser

Physical Address:DFID MalawiBritish High CommissionLilongweMalawi

Postal Address:DFID Malawi PO Box 30042Lilongwe 3Malawi

Tel. (265) 01 772 400

Fax. (265) 01 772 657e-mail: [email protected]


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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 eliminationof poverty, through the GAVIM principles of Good Governance, Gender Equity,Poverty Reduction and Good Environmental Management


Following the Jomtien EFA conference, increasing attention is paid to primaryand basic education by Dutch development policy. There is though still significant

ongoing support for secondary and tertiary levels. Education policy, thoughfocuses on:

Support for broad reform process based on a national education plan Raising education quality Promoting equitable access and equal opportunities


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

Assistance through Dutch NGOs is gradually phasing out in favour of central andlocal 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 agrant to DFID to assist in the implementation of the ESSP.

Contact Details in Malawi:

As for DFID.


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3.5 Deutsche Gesellschaft fur Technische Zusammenarbeit GTZ (KfW)

Deutsche Gesellschaft fur Technische Zusammenarbeit GTZ (KfW)


In its document Combating Poverty. A Global Task. Action Program 2015. TheGerman 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, ecologicalcompatibility, economic efficiency as well as political dimensions like promotionof democracy, constitutional rights and peaceful conflict resolutions: all thesecontribute to the overarching task of poverty reduction. One of the underlyingfactors 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 socialservices: basic education primary health care, nutrition and clean water.However, support to basic education is not only given to the development of thesector. At the same time it is dealt with as a cross-cutting issue, which appearsin interventions like improving economic dynamics and active participation of thepoor, the right to food/agricultural reforms, realising human rights etc. TheGerman Government supports these structural changes on an international andmultilateral level and within partner countries and in collaboration with the civilsociety, the private sector, scientific and research institutions.

The prime aim of German DC in the basic education sector is to contribute to


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adopt a sustainable and resource-friendly approach to the natural environment inwhich they live and to participate more actively in the economic process. Againstthis background, German DC wishes to focus on the primary education sector,including its interface with the vocational education sector (non-formal vocationalbasic education, vocationally-oriented literacy and upgrading programmes tobridge the gap between primary school and the world of work).


The overall goal of the joint Malawi-German strategy for cooperation in thepriority area of basic education is to improve the quality of basic education.Based on the consideration of the aims of both partners, the experiences fromexisting 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 willfocus on the following sub-components:

1.) Improving the scope and quality of national teacher training in the primaryschool sector.

2.) Support for the reform of curricula for primary school teachers and primaryschools, 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 sub-components: HIV/AIDS prevention through behavioral change and awareness-raising Promotion of gender equality and the observation of girls and womens

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.


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German support for the construction of primary school buildings will not becontinued, 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 slightincrease in the number of pupils. At the same time, construction andmaintenance will still be supported by other donors (e.g. DFID) and within thescope of MASAF.

Organisational Structure

The Deutsche Gesellschaft fur Technische Zusammenarbeit (GTZ) with thehead office in Eschborn, Germany, and country offices in about 70 countriesworld-wide is the official implementing agency for technical co-operation of theFederal Ministry of Economic Cooperation and Development (BMZ). Financialassistance 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 inthe early 1990s with a commitment of approximately 69 Mio. so far. InTechnical Cooperation (TC; GTZ), three projects that had been underwayalready since 1993 (teacher training, basic education at district level, teaching

materials for natural science) were put together in a programme designed toimprove basic education in Malawi, whereby the focus was on teacher trainingand curricular reform. Support for the non-formal vocational education sector wasstarted in 1997 as part of the re-establishment of the Malawi vocational educationsystem and, following completion of the ongoing promotion phase, was alsointegrated into the basic education programme.

Within the scope of Financial Cooperation (FC; KfW), two programmes geared tothe construction of primary schools and teacher-training centres have beenfinanced since 1996. On top of this, materials and equipment have been providedfor the purpose of teacher training and instruction materials have been funded. Inregional terms, the measures concentrate on the greater Lilongwe, Mangochi,Balaka and Zomba area. Both FC programmes are being implemented incoordination with the TC projects The German Development Service (DED)


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caused by administrative weaknesses and this sectors underfunding. Spatiallyconfined improvements at the district level have had only a limited influence onthe national education system.


Until the framework conditions for a sectoral financing approach (SWAP) havebeen established, services will be rendered through the pluralistic organisationalstructure provided by technical, financial and human-resource cooperation. Thefollowing is scheduled in connection with individual sub-components:

Improving the scope and quality of national teacher training for the primaryschool 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 facultylevel at the university (sub-regional approach).

Support for the reform of curricula for primary school teachers and primaryschools, 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 thereplacement 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-formalvocational education (still to be confirmed).


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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 EducationP. O. Box 31131,Lilongwe

Tel/Fax: 01 755 000 / 01 - 751 378


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3.6 Japan International Cooperation Agency

Aims and objectives of the organisation

Japans Overseas Development Charter of 1992 defines the purpose of Japansaid as humanitarian considerations for conditions such as famine and poverty; arecognition of interdependence, and that the political stability and economicdevelopment is vital for the peace and prosperity of the world; and a recognitionof global environmental issues. Assistance is intended to assist the self-helpefforts of developing countries.

Education is seen as activating economic activities through human resource

development with long term planning and investment in education as essentialfor its success. JICA / US common agenda identifies three major objectives, oneof which is promoting health and human development. Girls and womenseducation is identified as a key component in furthering this goal. Africa isprioritised 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 peacefuland sustainable society. It is also an effective means or a driving engine topromote poverty alleviation and national development based on the principle of self-reliance. With this common understanding about the role of education, it isplaced as one of the highest priority for the international community to initiatet it t

Japan InternationalCooperation Agency


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Education in Africa was registered in UN type 2 documents in theJohannesburg 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 InternationalCooperation Agency (JICA) places the education sector of Malawi in one of themost prioritised areas with appreciation of Free Primary Education Policy since1994 for improvement of access and quality for basic education andstrengthening 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.

Organizational structure

JICA f d d i 1974 b th gi g f l i di i i ithi th

Priority Area. Basic Education Support Programme (BESP)

Capacity Building in Planning &Management in Education Sector

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

Strengthening Science &Mathematics in SecondaryEducation (SMASSE)e.x.. Africa Regional Cooperation (SMASSE

INSET). Grant Aid. Counterpart Training .JOCV Science and Mathematics

Improvement of UrbanPrimary Educatione.x.. Facility Construction andImprovement. Technical Advice

Needs/

Demand

Support fromPolicy Level

EducationAdministration

Sub-Sector Level


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donations in kind, particularly to school construction. Cash grants areusually not given, and there are strict rules on self financing of localrecurrent costs

The Counter Value Fund by which financial assistance is given to theministry of Finance which is used for the purchase of imported goodsneeded 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 advisersand consultants and of the Japanese Overseas Cooperation Volunteers

(JOCVs)

Management Principles and Procedures

JICA responds to requests from ministries, public organisations and local NGOs.Capital Aid Projects generally have a one year cycle which fits within theJapanese 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 mustbe 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 anoptimum plan for the project.

3. Further checks are made by JICA and the Ministry of Foreign Affairs4. The project is presented to Cabinet for approval5. An Exchange of Notes (EN) is made between the donor and the recipient

Ministries6. The recipient Government enters into a contract with a Japanese

company which receives payment from a Japanese bank on the


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education planning have been provided, and between 2000 and 2002, DistrictEducation Plans were developed through the support of National SchoolMapping and Micro-planning, now that goes on to NIPDEP (NationalImplementation Programme for District Education Plans) for buildingimplementation 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 in2004 /05. SMASSE (Strengthening Mathematics and Science in SecondaryEducation) is also based on DCE to support institutionalisation of in-servicetraining system for secondary teachers, especially in science and mathematicsubject. JOCV science and mathematics teachers are also continuouslydeploying to needy schools like CDSS (Community Day Secondary School).

Japan has been assisting the education sector in Malawi in various ways andthese include:

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), andExpanding 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 MalawiUnder 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 theeducational service to meet local needs as laid out by the district plan; strengthendistrict capacity to source support for funding and enable the effective use of resources. The main activities include:

Th d l t f i l i g t i i g g


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under the African regional network in maths and science called SMASSE-WECSA.

3. Improvement of Urban Primary EducationSt. Johns Primary School, Lilongwe Urban District, has been supported toimprove its learning environment through newly construction of 7 classroombrocks (14 classrooms) and about 190 sets of desk and chair for pupils and 15sets for teachers.In-service training for teachers for music education and classroom managementis to be also provided.

4. Policy Support in SWAPJICA will also fully support Malawi in the framework of SWAP (Sector WideApproaches) to achieve an effective and efficient development for the educationsector 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 policypapers.

Contact Details:

Contact Person:Yoshihito NAKAYAMA

Education Planning Adviser: Planning Division, MoETel: 265-(0)1-789336,Cell: 265-(0)9-245180e-mail: [email protected]

Physical Address:Japan International Cooperation AgencyDevelopment House, City Centre 1F

Postal Address:Japan International Cooperation AgencyP.O.Box 30321,Lilongwe 3,Malawi


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3.7 United Nations Educational, Scientific and Cultural Organisation

United Nations Educational, Scientific, and Cultural Organisation


The overall aims of UNESCO are to lay the foundations of peace by working inthe fields of its competence: education, science, culture, communication inorder to contribute to the acquisition, transfer and sharing of knowledge; and tofoster 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 povertyand exclusion, and hence furthering peace and prosperity, with a focus of educational efforts on children, youth and women.


UNESCOs work focuses on encouraging an annual raise in the proportion of GDP invested in education in the poorer nations. The main focus is onsupporting the aims of basic education for all.

Priority groups are Women, Children and Youth. The geographical focus ismainly Africa and the least Developed Countries. Areas of promotion andsensitisation include:


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UNESCOs support to education is mainly of an advocacy and awareness-raisingnature, what it describes as an ethical and intellectual role in ensuring broadunderstanding of, and commitment to, the universalisation of basic educationappropriate to the global needs in the 21 st 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 UNESCOestablished on 1 st June 1979 under General Notice No. 375 within the provisionsof the constitution of UNESCO (Article 7).

Mission

The mission of the Malawi National Commission for UNESCO is to contribute to

Governments poverty reduction initiatives particularly human capacity buildingthrough UNESCO programmes in education, the sciences, culture,communication, and information. The National Commission fulfills its mission by:

i) Executing activities in the following ways:

collaborating with Government in matters of policy formulation giving material, financial and other donations to institutions falling

within UNESCOs 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


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Strategic Plans and Objectives

It is important at the outset to note that though the education sector is the mainsector in UNESCO at the national level, sectors of sciences, culture andcommunication equally benefit from interaction with UNESCO through thefollowing institutions and government ministries:

i) the National Research Councilii) the Ministry of Informationiii) the Ministry of Forestry and Natural Resourcesiv) the Ministry of Gender and Community Servicev) the Ministry of Tourism, Parks and Wildlifev) the Ministry of Youth, Sports and Culturevi) Parliamentvii) the Universitiesviii) Print and Electronic Media Houses (MBC, TVM, MANA, Community

radios)ix) The Civil Society

For the biennium 2004 2005, the strategic priorities for the Malawi NationalCommission 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; statisticalcapacity building; inclusive education, Girls in Science Education; Technicaland Vocational Education and Quality;

Preserving, Development, Promotion and Marketing of Tangible and Intangible Cultural Heritage through preserving and promoting tangible andintangible 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,d l i d i b i i di h l i d i


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Fostering Knowledge Societies and promoting the use of Technology throughMulti Media and Diverse Media through promoting the increased use of multi-media centres, information technologies as well as of indigenous media,particularly at the level of the community; strengthening and improvingcommunity 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 andManagement of Diversity; Culture of Peace and Conflict Resolution andMainstreaming Education on Human Rights and Democracy (EHDR) into theEducation Curriculum and training teachers and teacher educators; promotingculture rights; capacity building for reporting on covenants and conventionsand strengthening grassroot programmes for promoting a culture of peace,human rights and democracy

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

UNESCOS Priorities in Education (2004 2005)

The education sector of UNESCO is guided by three strategic objectives adoptedin UNESCOs Medium-Term Strategy (2002 2007) namely:

Promoting education as a fundamental human right in accordance with theUniversal 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 UNESCOs education programme in the 2004 2005 bienniumis to help the education sector make progress towards each of the six EFAgoals which focus on primary education, gender parity, early childhood care and education, life skills, adult literacy and quality .


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

In Higher Education, UNESCO will continue to assist higher education institutionsto reform their education systems so that they are able to embrace such issuesas globalization, open and distance learning, public vs private funding andprovision, quality assurance, HIV/AIDS as well as their contribution towardsattainment of the EFA goals. Specifically, UNESCO will help the educationsector in strengthening the teacher-training institutions, by promoting technology-based systems for training and retraining teachers.

Basic Education

The planned priority areas in the 2004-2005 biennium will be focused onensuring a vigorous and effective implementation of the six EFA goals.

The issue of gender in the EFA campaign will receive particular attention. In thisregard, the Commission will work with other partners such as UNICEF, the Civilsociety organizations and other cooperating partners in addition to UNESCO toaccelerate the campaign for gender issues as we draw close to the target year of 2005 for elimination of gender disparities. Studies on factors affecting theparticipation (enrolment, attendance, completion and achievement) of both boysand 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 toguide 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 Playgroups in Malawi and Teacher Training College(s) and the Ministry of Gender and Community Service in developing and articulating a teacher training

g f ECD/E l L i g d i f t l t hi g i T h


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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 andprogrammes in literacy and non-formal education with the aim of developing anaction 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 thatnegatively impact on the quality of education and gender disparities in accessand participation. This will be achieved through studies; capacity buildingthrough international as well as local exchange of expertise and ideas; Scienceand Technical Education conference, contests and fairs. These activities willalso 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 Malawiand Mzuzu University will continue to be pursued.. Consolidation of the efforts toestablish a UNESCO chair at Mzuzu University will be the priority. Thedevelopment of a student mentoring project in order for the universities tocontribute to the EFA campaign and to the improvement of quality, retention andcompletion at primary and secondary will also be a priority. Efforts will continueto involve the universities in research activities.


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HIV/AIDS, Guidance, Counselling and Youth Development

Activities will also be undertaken through the Guidance, Counselling and YouthDevelopment Centre for Africa to mainstream HIV/AIDS prevention amongststudents and teachers

The Commission will continue to provide support to the centre in the area of coordination of training programmes, mobilization of resources and informationsharing.

The Commission will also assist the Guidance and Counselling unit of theMinistry of Education, in the development of a rolling plan on guidance andcounseling programmes for the Ministry with a focus on HIV/AIDS counselingand 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 SecretaryMr. 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


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3.8 United Nations Fund for Population

United Nations Population Fund (UNFPA) Malawi


UNFPA is the worlds largest international source of funding for population andreproductive health programmes. Its three main areas of emphasis are: (i) to helpensure universal access to SRH, including family planning, to all couples andindividuals; (ii) to support population and development strategies that enablecapacity building in population programming; and (iii) to promote awareness of population and development issues and to advocate the mobilisation of theresources and political will necessary to accomplish these areas of work. UNFPAworks with government organisations and NGOs in programmes that helpwomen, 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.


UNFPA is guided by and promotes the principles of the 1994 ICPD Programmeof Action that aim at meeting the peoples education and health needs, includingreproductive health as a precursor to sustainable development; and at ensuring


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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 anddevelopment studies at the University of Malawi, Chancellor College. Support isalso rendered for research and collection of population data in the University of Malawi.

UNFPAs education programmes fall within the Adolescent Sexual andReproductive Health (ASRH) sub-section in the UNFPA office. The educationprogrammes 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. Thetechnical support is mainly in terms of technical backstopping by the UNFPACountry Support Team based in Harare, which supports areas in which thecountry lacks capacity to effectively implement ASRH programmes. UNFPAfurther provides finances sourced from its core resources as well as multi-bilateral arrangements.

UNFPA also supports study tours and short-term trainings of staff in the Ministryof Education in various areas relevant for effective implementation of ASRH andHIV/AIDS programmes.


UNFPA has since 1997 supported the Ministry of Education to integratepopulation and development in carrier subjects in the primary and secondary

school curricula. UNFPA has also been supporting the University of Malawi in theteaching of Demography and Population studies. Technical support has beenprovided in the training of staff at the University and the Ministry, and also in therevision of the Demography curriculum to incorporate SRH, HIV/AIDS andgender issues.


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Areas of Collaboration and Cooperation with other Partners

In the education sector, UNFPA collaborates with UNICEF and The Governmentof Norway. UNICEF co-implements the life skills in the lower classes of primaryschool (standards 1 to 4) while UNFPA deals with standards 5 to 8 and forms 1to 4. The Government of Norway and SIDA provide substantial financial supportfor the programme.


UNFPA will continue supporting the Ministry of Education in the areas of HIV/AIDS and reproductive health for in-school young people as well aseducation professional staff. The support will be in terms of financial andtechnical assistance, trainings, provision of teaching and learning materials andsupplementary materials to augment pupils and teachers HIV/AIDS and SRHrelated behaviour development and change.

Contact details

Contact person: Daniel Msonda

Postal Address:UNFPAP.O. Box 30135Lilongwe 3.

Physical Address:Evelyn Court

Area 13Lilongwe

Telephone: +265 (0)1 771 444 or +265 (0)1 771 474Fax:+265 (0)1 771 402e mail: msonda@unfpa org or dan@unfpa unvh mw


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3.9 United Nations Childrens Emergency Fund

United Nations Childrens Fund

Aims and objectives of the Organization

The focus of UNICEFs work is on realizing rights and meeting childrens 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 peoplecan assess their other rights and is hence an important component of UNICEFsoverall integrated, human-rights oriented development policy.


Since the Jomtein EFA conference, the main emphasis has been on basic andprimary education and achieving equity and quality education for girls and other disadvantaged and vulnerable groups. The child friendly school framework is theoverall tool for ensuring quality and access for disadvantaged children. A strongarea of support is for complementary approaches which assist in providingequitable 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 allaspects of childrens and adolescents, psycho-social development. Recognisingthe vital significance of the earliest yearss of a childs growth and development,early childhood care and education is supported as a part of overall integratedsupport to Early Childhood Growth and Development. Womens education is


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are six Regional Education Advisers who provide technical support to countryoffices and five senior Education advisers at the global level.


Financial support and technical assistance to integrated projects andprogrammes which include an educational component. UNICEF has been activein a range of strategic activities focussing on quality and equity issues, includingteacher education, curriculum development, policy dialogue, social mobilisation,school management, decentralisation of education, action research andchildrens participation and planning. Many programmes focus directly ondisadvantaged groups, for example girls, children who are socially andeconomically disadvantaged such as street and working children. This is oftenthrough complementary approaches to education which, however, provide ameans of access to the formal system. From 2001, the child friendly school isthe framework for action and analysis.

Selection of activities is done in partnership with communities and Governmentsdepending on the context.

Support to NGOs working in similar areas, sometimes with overallUNICEF funded programmes

UNICEF is increasingly involved in support to Government policydevelopment, with a concern to ensure that Childrens Rights aremainstreamed and that educational systems are able to meet diverseneeds and work to counter disadvantages of all kinds

Global programmes of mobilisation, for example the Girls EducationProgramme which was initiated in Sub-Saharan Africa in 1994 and is nowset to spread to other regions

Support to children affected by emergencies, where education is now one

of the first and major programmatic aspects of UNICEFs emergencyresponse.



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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 inEducation

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 theycomplete their primary education

Advocate for the elimination of child labour

HIV/AIDS education including issues of sex and sexuality will be central tothese interventions

3. Adolescent Development and Participation and rights of Girl Child

This project will:


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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 BuildingCity Centre

Postal Address:UNICEF (Malawi)P.O. Box 30375Lilongwe 3

MalawiTel: (265) 01 770 770Fax: (265) 01 783 162E mail: [email protected]


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3.10 United States Agency for International Development

USAID United States Agency for International Development


USAIDs mission is to promote sustainable development, with a high priority inHuman Development. USAIDs 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 humandevelopment, following the establishment in 1987 of a Development Fund for

Africa by US Congress.


USAID supports the EFA targets by 2015 and Gender Equity in Education by2005. In the 1990s there has been a marked shift towards supporting basiceducation, which now accounts for around 65% of educational spending, with astrong 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 aconcern that all children gain the core skills they will need to function effectively


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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 documentoutlines a number of programmes and activities in the education sector. Thereare four main themes to the support:

1. Teacher Professional Skills improved

Advanced degree activity aiming to: train Malawi post-graduatestudents to become the next generation of lecturers of education inMalawi; to build the capacity of Chancellor college to provideadvanced degrees in education leadership/policy planning andanalysis and education testing and measurement; to strengthenprofessional/technical expertise within the Malawi NationalExamination 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 aformal education and training programme which specialises inproviding the minimum degree requirements for primary schoolteacher trainers

Information Communications and Technology to allow traineeteachers access to communication networks and the skills to

communicate with each other and other education professionalsworldwide Lakeland College Scholarships National Teacher Education Strategy Development Development,

articulation and implementation of policies on recruitment,deployment and incentives

2. More Effective Schools

Quality education through supporting teaching including in-service teacher training and the training of school committees onschool management

Social mobilisation Campaign for educational quality 14 districts


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3. Key Policies Reformed, Implemented and MonitoredUSAID will support two of the three elements required for PIF implementation:more strategic efficient planning and management; a shift of resources andresponsibility from central to district and school levels. Particular assistance willfocus on:

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; thedevelopment of a teacher development and education strategy

4. 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 Qualityand efficiency of basic education. Three main strands to this: 1. teachersprofessional skills improved; 2. more effective schools; 3. key policies reformed,implemented and monitored

Examples of activities are:1. TTC Strategic development, UPIC, Lakeland Scholarships2. Galle SMC-EQ, QUEST, IEQ Project II3. EMIS, (PIF?)

Contact Details:


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Postal address:USAID/MalawiP.O. Box 30455Lilongwe

Tel: (265) 01 772 455Fax: (265) 01 773 181

e-mail: [email protected]


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3.11 World Bank

World BankInternational Development Agency

Aims and Objectives of the OrganizationThe World Banks mission is to fight poverty with passion and professionalism for lasting results; and to help people help themselves and their environment byproviding resources, sharing knowledge, building capacity, and forgingpartnerships in the public and private sectors. The World Bank believes thateducation is the single most important key to poverty reduction, economic growthand 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 Banks 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


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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 theeducation sector in Malawi. It is envisaged in the new project under preparationthe Bank will participate with other partners in a pooling arrangement for thecomponent 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 DevelopmentAssociation (IDA), THE International Finance Corporation (IFC), THE MultilateralInvestment Guarantee Agency (MIGA) and the International Centre for Settlement of Investment Disputes (ICSID); and has its headquarters inWashington DC. The IDA is supported by the wealthier countries and providesCredits to support low-income developing countries to achieve their developmentobjectives. There are representatives in each country in which the Bankoperates, but the detailed organisational structure varies by region.

Nature of Support Given to Education

The Banks strategy on education focuses on helping countries to achieve theimmediate objective of universal enrolments and also pay attention to the healthydevelopment of the overall education system. We focus on measurabledevelopment outcomes to ensure that the country needs are met.

The Banks long-term goal in education is nothing less than to ensure thateveryone completes a basic education of adequate quality and has further

opportunities to learn advanced skills throughout life in a range of post-basiceducation settings. The Banks strategy on education focuses on supportingcountries to achieve the Millennium Development Goals (MDGs) in a context of sustainable and equitable growth. Recognising that each country is different, theBank staff work with clients to help them identify their next strategic stepst d hi i g th t g t Th b k f b ildi g t


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Historical and Current Support for Education in MalawiPrimary Education Project

The PEP which was a 4 year project started in May 1996 and terminated inDecember 2000.

It had the following components:

1. Primary classroom construction. The project was supposed to provide 1600classrooms mainly in rural areas. I n addition to classrooms the project was tofinance the construction of an administration block, tow teaches houses, twopit latrines and a borehole in each of the new school and the planting of sapling shade trees. Instead the project eventually project provided 960classroom clad 304, 60 administration blocks, 83 teachers houses, 320latrines and 23 boreholes.

2. Pedagogical Support and in-service teacher training. With parallel financingfrom that donors the project was to provide support to (a) the MalawiIntergraded In-service Teacher Education Program (MIITEP) for certificationof untrained teachers and (b) pedagogical support to all primary schoolteachers.

3. Teaching and learning materials. The project was to (a) acquire basic learningmaterials, including exercise books, pencils, slates, chalk boards; (b) furnishsecured book storage rooms in new primary schools; (c) strengthen theSupplies unite of the Ministry of Education including eh computerization of book distribution operation and provision of associated training and technicalassistance; (d) training of teachers and primary education advisers oneffective use and management of textbooks; and (e) evaluate the contentand durability of textbooks developed under the IDA-financed SecondEducation 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


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4. Acquisition and installation of science equipment at the 20 schoolsconstructed 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 thequality of teaching and learning through the provision of technical advisorysupport.

7. Training of deputy head of schools and new heads of school, methodsadvisors and heads of departments of all secondary schools in all managerialand technical areas, including leadership, vision organization, staffing, rules,discipline, gender sensitivity, HIV/AIDS and the relationship between theschool and the adjacent communities.

8. Strengthening capacity to design and carryout participative practical trainingthrough the provision of technical advisory services.

9. Adaptation of high quality, behaviour change instructional materials fromZimbabwe to be supplied to every secondary school.

10. Reprinting of some of the HIV/AIDS materials for immediate use in thetraining programs under component 7.

11. The project also provides various support to the EDMU to increase itscapacity to deliver the project through training of personnel and provision of equipment. It has also provided computers to the Ministry.


Education Sector Support Program

This project is estimated to be effective in early 2005 and has the followingcomponents:

Component 1:Teacher Capacity Development, which will complementgovernment 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 toadditional needs of secondary teacher education;

D l P i Ed i Di


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(i) Refurbishment of four Government secondary schools, including provisionof equipment.(ii) Provision of additional textbooks for graduating CDSS teachers

(complementary to CIDA financed SSTEP)

Component 3: Mitigating externalities affecting the quality of educationthrough 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, treatmentof malaria and fever, and the promotion of good health and nutrition practices.

Component 4 : Direct support to primary schools DSS which will providefunds directly to 50% of primary in the initial phase for basic learning materials,while strengthening the participation of communities in school management. Thecomponent will provide grants directly to about 50% of all primary schools twiceper school year, finance media campaigns, and provide training for MOE staff atall administrative levels and to communities. School committees will manage thegrants, which must be used to purchase basic learning materials for the school.

Component 5: Capacity Building and Policy Development, which comprisestwo major subcomponents as follows:5.1 National education policy consolidation and capacity building, whichentails:

(i) Developing a medium to long term prioritized and costed EducationSector Strategic plan to form the base for a future SWAP; thisstrategic planning exercise may include a number of studies andanalyses, including sub-sectoral strategies like for higher education,financing of higher education, rehabilitation guidelines andmechanisms, national plan for nutrition;

(ii) Developing a teacher education policy, strategy and model for thesystem and a timed implementation plan;

(iii) Initiating discussions on the formulation of language of instructionpolicy;

(iv) Assisting with the implementation of the new curriculum for primarylevel;

(v) Building capacity and developing FM, reporting and procurementprocedures for a wider SWAP based on expanded pooling



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5.2 Support to implementation of Government decentralization policy ineducation 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 phasewhich will focus mainly on rehabilitation of CDSSs among other things.

Contact Details:

Contact Person: Michael MamboEducation Specialist

Physical Address:World BankDevelopment HouseCity CentreLilongwe

Phone: (+265) 01 770611Fax: (+265) 01 771158e-mail: [email protected]

Task Manager Soren Nellemann, Human Development 1, Eastern and Southern Africa, MSNJ10-1000,1818 H Street, NW, Washington DC, 20433

Phone: 202-473-8394,e mail: snellemann@worldbank org



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3.12 World Food Programme

Aims and Objectives of the organization

WFPs mission is to eradicate hunger and poverty. WFPs programmes are aimedat combating hunger, promoting economic and social development, and toprovide relief assistance in emergencies throughout the world. WFPs food aid isprovided primarily to least developed and low income, food deficit countries andseventy 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 WFPStrategic Priority Number Four Support access to education and reduce gender disparity in access to education and skills training, the Malawi Poverty ReductionStrategy Paper (MPRSP), and the Millennium Development Goals (MDG). WFPrecognises the importance combating poverty and hunger through out the world.

Priorities in Education in Malawi.

World Food Programme recognises the importance of Human ResourcesDevelopment through education as a means towards combating poverty andhunger throughout the world. One of the many strategies used to promote childeducation is through school feeding.

World Food

Programme



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

The school feeding objectives are aimed at supporting the GovernmentsFree Primary Education Policy, which aims at ensuring that everyMalawian 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 workswith National Governments and local authorities to attract children to school inareas where enrolment ratios are lowest and school meals are most likely tomake a difference.

WFP sets up canteens where those children who attend receive hot food andnutritious snacks provided by donor governments. WFP also provides take homerations as an incentive for the families to send their children to school.

There are two components in the school-feeding project. The first componentconsists 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 andorphans 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 (194school days / year), all pupils in all grades will be served with 150gm of hot midmorning porridge of Corn Soya Blend (CSB).

The wet feeding food basket is designed to facilitate quick meal preparation for a



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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 allgirls (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 childs household. The incometransfer value of the food competes with the level of income a child can providethrough piecework. When the value of the take-home ration is more than what apupil 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 amonth after attending a minimum of 18 school days in a month. Each targetedpupil will receive a daily ration of 0.417kg, which adds up to 12.5kg in a month. InMalawi, there are only 10 school months in a school year; therefore the THR iscalculated over a 300 day period in one school year. In total, 120,497 girls anddouble orphan boys will receive the THR.


In 1995/96, a school feeding project was implemented by CPAR, a CanadianNGO, for WFP and Ministry of Education in a few schools in Lilongwe district.The project was successful, and from that experience, the Ministry of Educationrequested WFP to launch a pilot project in Dedza East, one of the chronicallyfood deficit areas of the country. The pilot project, which lasted two years, startedin 1999, targeting 23,000 pupils in 24 schools. It was expanded after a year toinclude some schools in Salima and Ntcheu districts, within the same catchmentarea of Dedza East, targeting 31,500 pupils in 37 schools.

Malawi was part of the 2002/03 Southern African Crisis Response Regional



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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 surveyTraining teachers, parents

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