Donor Directory 200405

Malawi
Development
Partners
in
Education
Agency
Directory
2004/05
Development Partners in Education Directory
TABLE OF CONTENTS
ACRONYMS AND ABBREVIATIONS................................................................... ii

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

ADF African Development Fund
AIDS Acquired Immune Deficiency Syndrome
AIR American Institutes of Research
ASPNet Associated Schools Project Network
BDS Basic Design Study
BMZ Federal Ministry of Economic Cooperation and Development
CDSSs Community Day Secondary Schools
CEA Canadian Executing Agency
CIDA Canadian International Development Agency
CPAR Canadian Physicians Aid and Relief
CSP Country Strategy Paper
CSSP Civil Society Support Programmes
CSQBE Civil Society Coalition for Quality Basic Education
DCE Domasi College of Education
DED German Development Service
DFID Department for International Development (UK)
EN Exchange of Notes
ESSP Education Sector Support Programme
FA Financial Assistance
FC Financial Cooperation
GAP Gender Action Plan
GDP Gross Domestic Product
GESP Gender Equality Support Project
GoM Government of Malawi
GSES Grant to Support the Education Sector
GTZ Deutsche Gesellschaft fur Technische Zusammenarbeit
HIV Human Immuno Virus
ICSID International Centre for Settlement of Investment Disputes
IBRD International Bank for Reconstruction and Development
IDA International Development Association
IEQ Improve Education Quality
IFC International Finance Corporation
JBIC Japan Bank for International Cooperation
JICA Japan International Cooperation Agency
JOCVs Japanese Overseas Cooperation Volunteers
KfW Kreditanstalt fur Wiederaufbau
MaSSAJ Malawi Safety, Security and Justice
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MDGs Millennium Development Goals

MIE Malawi Institute of Education
MIGA Multilateral Investment Guarantee Agency
MIITEP Malawi Intergraded In-service Teacher Education Programme
MoEST Ministry of Education Science and Technology
PCoSP Primary Community Schools Project
PEA Primary Education Advisors
PEP Primary Education Project
PIF Policy Investment Framework
PRSP Poverty Reduction Strategy Paper
RMCs Regional Member Countries
SRH Sexual Reproductive Health
SSTEP Secondary School Teacher Education Project
STIs Sexually Transmitted Infections
SWAp Sector Wide Approach
TC Technical Cooperation
TDCs Teachers Development Centres
UNESCO United Nations Educational, Scientific and Cultural Organisation
UNFPA United Nations Fund for Population
UNICEF United Nations Children’s Emergency Fund
UNISIA United Nations Special Initiative for Education in Africa
USAID United States Agency for International Development
WFP 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 combating
poverty in the country and raising the standards of living of the majority of the
people. In a country were about 60 per cent of the population live below the
poverty line, the role that Development Partners can play in alleviating poverty
cannot be overemphasized. Although, the Malawi Government has over the
years increased its contribution to the Education Sector, significant gaps still
remain that justify the continued support of Development Partners. Despite
increased funding by both the Malawi Government and Development Partners,
there has been significant challenges in terms of access to and quality of
education, particularly over the last ten years, prompting many stakeholders
notably civil society to mobilize themselves into forums that can more ably
monitor the implementation of education programmes across the country.
Initially, the contribution of the Malawi Government and Development Partners to

the Education Sector tended to be done in a largely uncoordinated fashion
leading to a lot of duplication and wastage. This state of affairs prompted the
Government to initiate the Policy Investment Framework (PIF) so as to facilitate
the coordination of all kinds of support from within Government and from its
external partners. The PIF recognizes the limitations of the project approach
hitherto used by Development Partners to provide most of their support to the
Education Sector in favour of the Sector Wide Approach (Swap).
The movement towards Swaps has raised the need for updated information on
the activities of all Development Partners working in the Education Sector, hence
the updating of the Partners in Education Directory. The Directory aims at
facilitating cooperation and collaboration among partners in a manner that
eliminates duplication.
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1.0 INTRODUCTION
This document provides information on activities that Development Partners in

Education in Malawi and the Civil Society Coalition for Quality Basic Education
are currently engaged and plan to embark on in the near future.
2.0 PURPOSE OF THE DIRECTORY
The Directory has a multi-fold purpose, which include:
i) Facilitating entry and targeting of programmes for new entrants into the
Education Sector.
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 and
location)
• Nature of support provided in education (technical assistance, financial
assistance etc)
• Historical and current support for education in Malawi (How long you have
been in the education sector, current programmes or projects)
• Areas of collaboration and cooperation with other partners (Are you
working with, or through other partners on all or some programmes or
projects, if so which ones)
• Future support for Education in Malawi (What are your immediate plans
for the future. This could include approved programmes or projects but not
yet implemented)
• Any other information you consider necessary on directorate in general.
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3.0 AGENCIES IN ALPHABETICAL ORDER
3.1 African Development Bank
African Development Bank
Aims and Objectives of the Organisation
The African Development Bank is a regional multilateral development finance

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

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

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

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

e-mail: a.younis@afdb.org
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3.2 Canadian International Development Agency
Canadian International Agencecanadiennede

Development Agency développement international
Canadian International Development Agency (CIDA)
Aims and objectives of the Organization
a. A February 1995 Foreign Policy Statement, Canada in the World,

committed Canada to reducing poverty in developing countries. Meeting
basic human needs, including basic education, is one of the six priority
areas outlined in a 1997 Policy Statement. Gender equity is integrated into
all areas of work.
b. The goal of CIDA support to Malawi is to assist Malawi to reduce poverty
and to better provide for the basic human needs of its people. Developing
a healthy, literate and numerate human capital base allows broad
participation in emerging opportunities, producing a more equitable and
sustainable pattern of development.
c. In sectors of concentration such as education, CIDA will work with
government and other partners in complementary programming as a step
towards a SWAP process.
Priorities and Policies in Education
a. In 2000, CIDA committed to quadrupling its investment in basic education

for a total expenditure over the period 2000-2005 of C $55 million. CIDA’s
Basic Education Action Plan sets out a framework for action. It focuses on
three critical goals;
b. Ensuring access to free and compulsory primary education for all by 2015;
c. Eliminating gender disparities in primary and secondary education; and
d. Improving the quality of basic education for all learners.
Organizational Structure
a. The Canadian International Development Agency is the federal agency

responsible for delivering Canada's foreign aid. It reports to Parliament
through the Minister for International Cooperation. The technical and
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administrative staff of ClDA provides support to programmes and projects

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

financial aid and technical assistance, to projects and programmes related
to basic education, to issues of governance within education, and gender
equality and HIV/AIDS as education as cross cutting themes.
• Assistance is also channeled through multilateral organizations and

Canadian and local NGOs.
Historical and Current Support for Education in Malawi
• Canada has provided bilateral support since 1964. From the early 1960;s
to the Mid 80’s support was mainly through technical assistance and
capacity building to education institutions such as the Methods Advisory
Services, Malawi Institute of Education and tertiary Institutions.
• CIDA remains committed to support for formal education, as prioritised

by the Malawi Poverty Reduction Strategy. In line with the programming
priorities and policies set out by the Ministry of Education. CIDA’s current
focus continues to be in two areas – upgrading of CDSS teachers to
Diploma level and supply of teaching and learning materials for the
primary level. Disbursements in the education sector are expected to be
C$4.5 million in 2002/03.
Closed Projects
• Closing the Gender GAP. The project objective was to increase the
number of girls in primary schools. It was in implemented through
UNICEF and was completed in 1999.
• Grant to Support the Education Sector (GSES). This C $15 million

project provided more than 11 million textbooks and teachers’ guides to
approximately 3.5 million primary school children and their teachers, as
well as 12300 storage cabinets to approximately 4500 schools. The
project completed in September 2004
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Current Projects
a. Secondary School Teacher Education Project (SSTEP). SSTEP began in

May, 2000 following the contracting of a Canadian Executing Agency to
work in partnership with Domasi College of Education. Implementation by
DCE and the CEA is being done in cooperation with Chancellor College
and the Ministry of Education, Science and Technology. The purpose of
the five-year, C $6 million project is to strengthen the management and
delivery of education in Community Day Secondary Schools through the
upgrading of the skills and knowledge of CDSS teachers to Diploma level
through a combination of distance education and short residential
components. This programme will be completed in December 2005.
b. Grant to Support the Education Sector in Malawi, Phase II 2004-2009.

This is C $ 20 million The purpose of Phase II is to strengthen the capacity
of MoE to provide and manage the supply of quality gender sensitive
educational materials to students, teachers, and teachers in training.
Teachers and children in Standards 1 to 8 in all government-operated
primary schools will be the main target group. Phase II will concentrate
significantly on capacity development to strengthen MoE's ability to
manage the supply and delivery of educational materials. Technical
assistance will be provided to MoE to: develop reliable, transparent,
effective systems to identify requirements; procure materials identified
using international competitive bidding; and distribute them to educational
institutions. A Canadian Facilitation Agency will provide technical and
capacity building support. Phase II of the project. Phase II will also be
implemented using Recipient Country procurement. The expected
outcomes of Phase II are:
i) To ensure an adequate supply of educational materials is available to

teachers, teacher trainees and children in primary grades to improve
the teaching/learning process and to raise awareness of gender and
health issues, particularly HIV/AIDS.
ii) To ensure that MoE's planning and management systems for

procurement and distribution of education materials are more effective
and transparent.
Other CIDA interventions that Impact on the Education Sector
a. Government Assistance Project (GAP) The purpose of this project is to

improve the efficiency and effectiveness of GOM Ministries, local
government and supporting organizations through a responsive
mechanism for capacity building. Support from the project is triggered
by a formal request approved by the PS, in the form of a “problem
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statement” on a specific capacity issue. Currently GAP is supporting

Domasi College of Education develop its strategic Plan.
b. Gender Equality Support Project (GESP). The GESP project is a

possible opportunity for MoEST. The purpose of this project is to
strengthen the capacity of selected government and civil society
organisations to promote gender equality in the areas of health,
education, governance, gender and violence against women.
Initiatives, which will promote gender equality in the area of education,
could be considered for support under this project. GESP has provided
assistance to Gender Committee at Domasi College of Education and
some support to NGOs targeting the promotion of education, especially
for the girls.
a. In response to the request of the Ministry, CIDA is considering further

support to the secondary teacher education focussing on the training of
CDSS teachers. Discussions on the nature and type of support and on the
approach to be taken on the design of the project are underway with MoE
and other stakeholders. Project design will be in accordance with MoE’s
Policy Investment Framework.
Contact Details:
Contact Person:
McPherson Charles H. Jere

Education Specialist
Physical Address:
Malawi Canada Programme Support Unit
Samala House
City Centre
Lilongwe,
Postal Address:
Malawi Canada Programme Support Unit
Private Bag, A 59.
LILONGWE.
Tel. 01770245
Fax 01775080.
e-mail: mjere@cidamalawi.org
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3.3 Department for International Development (UK)
DFID
Department for
I nternati onal
D evel opment
UK – Department for International Development (DFID)
Aims and Objectives of the Organisation
The Department for International Development (DFID) is the UK Government

department responsible for promoting development and the reduction of
poverty. The government first elected in 1997 has increased its commitment to
development by strengthening the department and increasing its budget.
The central focus of the Government's policy, set out in the 1997 White Paper on
International Development, is a commitment to the International Development
Targets, to halve the proportion of people living in extreme poverty by 2015.
Associated targets include basic health care provision and universal access to
primary education by the same date. A second White Paper on International
Development, published in December 2000, reaffirmed this commitment, while
focusing specifically on how to manage the process of globalisation to benefit
poor people.
DFID seeks to work in partnership with governments committed to these targets,

with business, civil society and the research community. DFID also works with
multilateral institutions such as the World Bank, United Nations agencies and the
European Community.
The bulk of DFID's assistance is concentrated on the poorest countries in Asia

and sub-Saharan Africa, but DFID also contributes to poverty elimination and
sustainable development in middle-income countries in Latin America, the
Caribbean and elsewhere. In the transition countries of central and Eastern
Europe, DFID is helping to ensure the process of change brings benefits to all
people, particularly to the poorest.
As well as headquarters in London and East Kilbride, DFID has offices in many
developing countries. In others, DFID works through staff based in British
embassies and high commissions.
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DFID Malawi has an office situated in the British High Commission in Lilongwe.
There are three theme teams: Growth and Livelihoods, Pro-poor Governance
and Service Delivery. Advisers on Education, Health, Growth and Livelihoods,
Governance, Economics and Social Development along with programme
administration staff work across all three teams to deliver on the Country
Assistance Plan.
Nature of Support Provided to Education
DFID’s involvement in Malawi has previously focused only on the early years of
primary education (Standards 1 – 4). From 2004/5 our support is aimed at the
whole sector through assistance to the GoM to develop a Sector-wide Approach
(SWAp). Eventually, following improvements in the Government of Malawi’s
financial management systems, DFID will disburse funding direct to the
Government through sector budget support or general budget support. The form
of support is either financial assistance (FA) which is a grant given to the
Government of Malawi to implement the programme, or technical cooperation
(TC) which is used to fund the technical inputs and management of the
programme.
Historical and Current Support for education in Malawi
1. PRIMARY COMMUNITY SCHOOLS PROJECT (PCoSP)
1995 – 2001; (£18,000,000)
The original project was implemented in three phases. Ninety seven 8-

classroom schools were constructed, communities were trained in the
management of the schools, the care and maintenance of the school buildings
and the maintenance of boreholes. In addition, staff received training at all
schools. All 97 schools were fully operational by August 2000.
Devaluation and cost-effective construction methods resulted in an underspend,

so in consultation with MoEST it was agreed that the surplus funds would be
utilised in a Phase 4 of PCoSP which became known as the Chiradzulu Initiative.
During the period January 2000 to December 2001, PCoSP activities were
concentrated in the district of Chiradzulu, rehabilitating and expanding
approximately 30 schools to bring them up to a minimal standard. Schools were
resourced and communities and school staff were trained. District education
management capacity was enhanced through resourcing and training.
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2. MALAWI SCHOOLS SUPPORT SYSTEMS PROJECT (MSSSP)
1996 – 2001, (£7,500,000)

The project was conceived as a support mechanism for the teacher training
programme MIITEP. Between 1996 and 2000 one hundred and thirty teacher
development centres (TDCs) were constructed and sited at existing primary
schools. In addition to the construction component of MSSSP, there is a training
programme through which all 315 Primary Education Advisers (PEAs) received
residential training at Malawi Institute of Education (MIE). To complement this,
zonal training teams have been inducted and the training of three members of
staff (headteacher, deputy headteacher + one senior member of staff - of which,
at least one must be a female) in all of the 4,500 primary schools is due to be
completed in 2003.
3. MALAWI SUPPORT TO THE EDUCATION SECTOR PROGRAMME
2001 – 2007; (£61,000,000)

This programme has two strands. Firstly, continuity of activities originating from
PCoSP and MSSSP. School mapping and poverty and educational analysis
informed the MoEST and the programme team as to which district, in each of the
six educational divisions, is in most need of assistance. The identified districts
are Mzimba South, Ntchisi, Ntcheu, Mangochi, Phalombe and Chikwawa. Work
in these districts has also informed the National Strategy for Community
Involvement in primary School Management and using participatory rights
assessment methodologies has developed a mechanism for school improvement
planning involving a wide range of stakeholders. Continuity in MSSSP has been
evidenced by the completion (in 2003) of the national network of TDCs (up to a
total of 136 new buildings plus PEA houses) and the roll out of the national
training programme, resulting in all 315 PEAs and approximately 13,500 senior
school staff completing their training.
Secondly, there is additional work, which includes inputs into: the reform of the
primary curriculum and the system of classroom-based assessment (PCAR); the
enhancement of district education office capacity (which included the
construction and resourcing of DEO offices, where needed); support to the
development of a SWAp and support to the Ministry’s HIV/AIDs unit.
The programme aims to allow for a significant enhancement of MoEST capacity

after so that in years five - seven the programme can move towards direct
budgetary support to GoM. In the interim programme funds will be managed
through the DFID Office.
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Contact Details:
Contact Person:
Christine Wallace
Education Adviser
Physical Address:
DFID Malawi
British High Commission
Lilongwe
Malawi
Postal Address:
DFID Malawi
PO Box 30042
Lilongwe 3
Malawi
Tel. (265) 01 772 400

Fax. (265) 01 772 657
e-mail: c-wallace@dfid.gov.uk
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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 elimination
of 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 primary

and basic education by Dutch development policy. There is though still significant
ongoing support for secondary and tertiary levels. Education policy, though
focuses on:
• Support for broad reform process based on a national education plan

• Raising education quality
• Promoting equitable access and equal opportunities
• Strengthening capacity for management of educational programmes and
systems
The main form of assistance is bilateral assistance through financial aid and
technical cooperation to educational projects and programmes in developing
countries. Multilateral education programmes, though are also supported.
Particular foci include:
• Teacher training
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• Provision of teaching and learning materials

• School facilities
• Institutional capacity building
• Basic adult literacy
Assistance through Dutch NGO’s is gradually phasing out in favour of central and
local government control and management.
Nature of the Support Given to Education in Malawi
The current level of support is equivalent to £18m, over three years, and is a
grant to DFID to assist in the implementation of the ESSP.
Contact Details in Malawi:
As for DFID.
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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.’ The
German Government lays out its strategies to contribute to the achievement of
the international goal of bisecting the share of the extreme poor by the year 2015.
Dimensions of sustainable development like social justice, ecological
compatibility, economic efficiency as well as political dimensions like promotion
of democracy, constitutional rights and peaceful conflict resolutions: all these
contribute to the overarching task of poverty reduction. One of the underlying
factors of all strategies is the recognition that the majority of the poor are women
and girls.
As lack of access to education in view of the poor is one of the major problems,
one of the ten key areas of intervention is targeting the guarantee of social
services: basic education primary health care, nutrition and clean water.
However, support to basic education is not only given to the development of the
sector. At the same time it is dealt with as a cross-cutting issue, which appears
in interventions like improving economic dynamics and active participation of the
poor, the right to food/agricultural reforms, realising human rights etc. The
German Government supports these structural changes on an international and
multilateral level and within partner countries and in collaboration with the civil
society, the private sector, scientific and research institutions.
The prime aim of German DC in the basic education sector is to contribute to

relevant international development objectives. As part of its DC activities with
Malawi, the German government wishes to help combat poverty in Malawi and
correspondingly support implementation of the national PRSP. In keeping with
Jomtien and Dakar, basic education is not just about teaching reading, writing
and arithmetic, but should aim to satisfy “basic learning requirements”, i.e. those
basic skills and knowledge people need to be able to improve their living
conditions. This also includes basic skills, know-how and abilities that will enable
those concerned to participate more effectively in the political, cultural and social
areas of life. People are to be empowered to resolve conflicts peacefully, to
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adopt a sustainable and resource-friendly approach to the natural environment in

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

on grades 1 to 4 in the first phase. Implementation of the new curriculum will start
in 2005. The Malawi and German governments will hold annual discussions to
clarify whether and how the priority area strategy needs to be modified or
adapted.
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German support for the construction of primary school buildings will not be
continued, as teacher training and the reform of the curricula are more urgent.
Thanks to the construction programme, the number of schools improved initially,
going up from 4,000 in 1998 to 4,480 in 1999 and 4,870 in 2000 with just a slight
increase in the number of pupils. At the same time, construction and
maintenance will still be supported by other donors (e.g. DFID) and within the
scope of MASAF.
Organisational Structure
The ‘Deutsche Gesellschaft fur Technische Zusammenarbeit’ (GTZ) with the

head office in Eschborn, Germany, and country offices in about 70 countries
world-wide is the official implementing agency for technical co-operation of the
Federal Ministry of Economic Cooperation and Development (BMZ). Financial
assistance is generally channelled through a separate institution, the
‘Kreditanstalt fur Wiederaufbau’ (KfW).
Historical Support for Education in Malawi
German Development Cooperation (DC) with Malawi in this priority area began in
the early 1990s with a commitment of approximately 69 Mio. € so far. In
Technical Cooperation (TC; GTZ), three projects that had been underway
already since 1993 (teacher training, basic education at district level, teaching
materials for natural science) were put together in a programme designed to
improve basic education in Malawi, whereby the focus was on teacher training
and curricular reform. Support for the non-formal vocational education sector was
started in 1997 as part of the re-establishment of the Malawi vocational education
system and, following completion of the ongoing promotion phase, was also
integrated into the basic education programme.
Within the scope of Financial Cooperation (FC; KfW), two programmes geared to
the construction of primary schools and teacher-training centres have been
financed since 1996. On top of this, materials and equipment have been provided
for the purpose of teacher training and instruction materials have been funded. In
regional terms, the measures concentrate on the greater Lilongwe, Mangochi,
Balaka and Zomba area. Both FC programmes are being implemented in
coordination with the TC projects. The German Development Service (DED)
does not appoint development workers in the primary school sector. InWent does
not have any country-specific programmes for Malawi either, but is planning
projects in the field of teacher training. A series of smaller, private German
organisations is supporting basic education in individual districts. However, there
has been no coordination with governmental DC to date.
Experience to date has been mixed, in both the TC and the FC sector. Progress
has been achieved in the fields of teacher training, curricular reform and school
construction. However, implementation problems and risks to sustainability are
18
caused by administrative weaknesses and this sector’s underfunding. Spatially

confined improvements at the district level have had only a limited influence on
the national education system.
Until the framework conditions for a sectoral financing approach (SWAP) have
been established, services will be rendered through the pluralistic organisational
structure provided by technical, financial and human-resource cooperation. The
following is scheduled in connection with individual sub-components:
Improving the scope and quality of national teacher training for the primary
school sector
• FC (KfW): Rehabilitate and construct Teacher Training Colleges
• TC (GTZ): Support improvements to the organisation of teacher training;
group all activities in the priority area.
• CIM/DED: Assign experts to support the TTCs.
• InWent: Support human resource and organisational development at the
Faculty of Education, provide upgrading for TTC management and at faculty
level at the university (sub-regional approach).
Support for the reform of curricula for primary school teachers and primary
schools, including the design of instruction materials
• TC (GTZ): Support improvements to the contents of training courses
(curricular reform), assess needs and design teaching materials
• FC (KfW): In coordination with TC, fund printing and distribution of teaching
materials for teacher training, elaborate a concept to sustainably secure the
replacement of teaching materials.
Improving vocational training that follows on directly from completed or

interrupted primary-level schooling
• TC (GTZ): Support the definition of the interface between primary and
vocational education. Develop and disseminate modular programmes for
primary school leavers and drop-outs.
• CIM/DED, where appropriate: Implement a pilot project on non-formal
vocational education (still to be confirmed).
Supporting implementation of the decentralisation process.

• TC (GTZ): Advise MOEST and coordinate activities with other institutions and
donors.
• FC (KfW): Co-finance a sectoral financing approach as soon as the
appropriate framework conditions have been generated.
• InWent: Offer courses for the district managers in the school authorities
scheduled for decentralisation and for the directors of the Teacher
Development Centres (TDCs).
19
Contact Details:
Contact Person:
Dr Wilfried Goertler
Physical Address:
GTZ Basic Education
Area 3,
LADD Premises (Near Escom and next to WICO)
Postal Address:
GTZ Basic Education
P. O. Box 31131,
Lilongwe
Tel/Fax: 01 – 755 000 / 01 - 751 378
20
3.6 Japan International Cooperation Agency
Japan International
Cooperation Agency
Aims and objectives of the organisation
Japans Overseas Development Charter of 1992 defines the purpose of Japan’s

aid as humanitarian considerations for conditions such as famine and poverty; a
recognition of interdependence, and that the political stability and economic
development is vital for the peace and prosperity of the world; and a recognition
of global environmental issues. Assistance is intended to assist the self-help
efforts of developing countries.
Education is seen as activating economic activities through human resource

development with long term planning and investment in education as essential
for its success. JICA / US common agenda identifies three major objectives, one
of which is promoting health and human development. Girls and women’s
education is identified as a key component in furthering this goal. Africa is
prioritised as a region in which educational needs are particularly great
Policies and Guiding Principle of the Organization
Education is the basic human right for all and the foundation to build a peaceful
and sustainable society. It is also an effective means or a driving engine to
promote poverty alleviation and national development based on the principle of
self-reliance. With this common understanding about the role of education, it is
placed as one of the highest priority for the international community to initiate
strong commitment.
Having gone through the global conferences on Education for All in Jomtien
(Thailand) in 1990 and Dakar (Senegal) in 2000, improvement of basic education
has been given to the high priority in order to attain Education for All (EFA).
The Government of Japan also made an appeal for the importance of education
in nation building through Basic Education for Growth Initiative (BEGIN) on
the occasion of the Kananaskis Summit in June 2002. Moreover, in September of
the same year, Capacity Development for Science and Mathematics
21
Education in Africa was registered in UN type 2 documents in the

Johannesburg Declaration on Sustainable Development in WSSD Summit.
These are showing strong initiatives and commitments from Japan to support for
strengthening basic education in developing countries.
Under this background, the Government of Japan through Japan International

Cooperation Agency (JICA) places the education sector of Malawi in one of the
most prioritised areas with appreciation of Free Primary Education Policy since
1994 for improvement of access and quality for basic education and
strengthening the capacity in education planning, administrative management.
Priorities in Education in Malawi
JICA has been providing supports to promote the implementation of Policy and
Investment Framework: PIF through the following programme.
Priority Area. Basic Education Support Programme (BESP)
Education
Capacity Building in Planning &
Administratio
Management in Education Sector
n e.x.) Long-term Expert (Education Planning),
Development Study (NIPDEP), Counterpart Training, etc.
Needs/ Support from

Policy Level
Demand
Improvement of Urban Strengthening Science &
Sub- Primary Education Mathematics in Secondary
Sector e.x.. Facility Construction and Education (SMASSE)
Level Improvement. Technical Advice e.x.. Africa Regional Cooperation (SMASSE
INSET). Grant Aid. Counterpart Training.
JOCV Science and Mathematics
Teachers
Organizational structure
JICA was founded in 1974 by the merging of several previous divisions within the
Japan Ministry of Foreign Affairs, Ministry of International Trade and Ministry of
Agriculture, Fisheries and Forestry. The headquarters are located in Shinjuku,
Tokyo.
Nature of Support Given to Education
The Government of Japan gives:
• Bilateral grant assistance – education is supported mainly through
22
donations in kind, particularly to school construction. Cash grants are

usually not given, and there are strict rules on self financing of local
recurrent costs
• The ‘Counter Value Fund’ by which financial assistance is given to the
ministry of Finance which is used for the purchase of imported goods
needed under structural Adjustment Programmes. These are sold locally,
and the local currency used to finance development activities
• Bilateral loans through the Japan Bank for International Cooperation
(JBIC)
• Multilateral loans through multilateral development banks and the UN
JICA contributes via:
• Technical cooperation which includes the provision of technical advisers

and consultants and of the Japanese Overseas Cooperation Volunteers
(JOCVs)
Management Principles and Procedures
JICA responds to requests from ministries, public organisations and local NGO’s.
Capital Aid Projects generally have a one year cycle which fits within the
Japanese fiscal year, though extensions of one year can be made.
The Project Cycle:

1. A request is made by the developing country Government and assessed
for its feasibility and consistency with JICA aims. An official request must
be made for any kind of assistance provided by Japan
2. A basic design study (BDS) is made by the recipient Ministry and JICA,
with the input of supporting consultancy teams from Japan, to develop an
optimum plan for the project.
3. Further checks are made by JICA and the Ministry of Foreign Affairs
4. The project is presented to Cabinet for approval
5. An Exchange of Notes (EN) is made between the donor and the recipient
Ministries
6. The recipient Government enters into a contract with a Japanese
company which receives payment from a Japanese bank on the
authorization of the recipient local company
7. Monitoring and evaluation of project activities.
Historical, Current and Future Support for Education in Malawi
JICA has been supporting education sector in Malawi by mainly JOCV science
and mathematics teachers. And since 1999, by displacement of a technical
adviser (Education Planning Adviser) in the Ministry, a full-scale technical
support to education sector has been started. A support for coordination with
other development partners and a technical support for capacity building in
23
education planning have been provided, and between 2000 and 2002, District
Education Plans were developed through the support of National School
Mapping and Micro-planning, now that goes on to NIPDEP (National
Implementation Programme for District Education Plans) for building
implementation capacity from 2002.
Moreover, Basic Design Study of grant aid for facility improvement at DCE
(Domasi College of Education) was done in 2003 and is planned to implement in
2004 /05. SMASSE (Strengthening Mathematics and Science in Secondary
Education) is also based on DCE to support institutionalisation of in-service
training system for secondary teachers, especially in science and mathematic
subject. JOCV science and mathematics teachers are also continuously
deploying to needy schools like CDSS (Community Day Secondary School).
Japan has been assisting the education sector in Malawi in various ways and
these include:
z Capacity Building in policy planning, implementation, management,

monitoring and evaluation at central and district levels;
z Strengthening science and mathematics education through teacher
development education and training, especially, institutionalisation of
INSET system at secondary education), and
z Expanding the capacity of facilities at teachers’ college in order to
develop qualified secondary teachers that meets the demand.
z Training programmes and dispatch of JOCV volunteers in tertiary,
secondary teacher training education.
Specifically, the following are the current major interventions of JICA to Malawi:
1. National School Mapping and Micro Planning Project in Malawi

Under this project JICA is supporting the PIF implementation process through
capacity building, development and formulation of education plan. It aims to:
ensure greater equity in the distribution of education services; adapt the
educational service to meet local needs as laid out by the district plan; strengthen
district capacity to source support for funding and enable the effective use of
resources. The main activities include:
• The development of a micro-planning training programme
• Capacity building at a district level
• The formulation of district education plans based on PIF policy
2. Strengthening of Mathematics and Science in Secondary Education

(SMASSE)
JICA has started new activities since October 2004 to support secondary teacher
education through providing INSET-training programmes for maths and science
subjects. These programmes are aiming at institutionalising the INSET system
for the sustainable secondary teacher training. And also these are conducted
24
under the African regional network in maths and science called SMASSE-
WECSA.
3. Improvement of Urban Primary Education

St. John’s Primary School, Lilongwe Urban District, has been supported to
improve its learning environment through newly construction of 7 classroom
brocks (14 classrooms) and about 190 sets of desk and chair for pupils and 15
sets for teachers.
In-service training for teachers for music education and classroom management
is to be also provided.
4. Policy Support in SWAP

JICA will also fully support Malawi in the framework of SWAP (Sector Wide
Approaches) to achieve an effective and efficient development for the education
sector through active participation of coordination with MoE and other
development partners through developing the Education Sector Plan,
coordinating a working group of HIV/AIDS Strategic Plans and other policy
papers.
Contact Details:
Contact Person:
Yoshihito NAKAYAMA
Education Planning Adviser: Planning Division, MoE
Tel: 265-(0)1-789336,
Cell: 265-(0)9-245180
e-mail: nakayoshi@amakasa.net
Physical Address:
Japan International Cooperation Agency
Development House, City Centre 1F
Postal Address:
Japan International Cooperation Agency
P.O.Box 30321,
Lilongwe 3,
Malawi
Tel: 265-(0)1-772234, 771644

Fax: 265-(0)1-771125
e-mail: jicamw@malawi.net
25
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 in
the fields of its competence: education, science, culture, communication – in
order to contribute to the acquisition, transfer and sharing of knowledge; and to
foster values of liberty, dignity, justice and solidarity among individuals and
nations.’
Poverty alleviation is seen in terms of the threat it poses to the peaceful living of
communities and societies and to the human and natural environment.
Education for all throughout life is seen as the best way of eradicating poverty
and exclusion, and hence furthering peace and prosperity, with a focus of
educational efforts on children, youth and women.
UNESCO’s work focuses on encouraging an annual raise in the proportion of

GDP invested in education in the poorer nations. The main focus is on
supporting the aims of basic education for all.
Priority groups are Women, Children and Youth. The geographical focus is
mainly Africa and the least Developed Countries. Areas of promotion and
sensitisation include:
• Promotion of multilingualism and diversity in education

• Enhancement of learning opportunities for disadvantaged groups
• Promoting Women’s and Girl’s Education in Africa
• The education of children in difficult circumstances
• Inclusion strategies for children with special needs
• Education for sustainable future
26
UNESCO’s support to education is mainly of an advocacy and awareness-raising

nature, what it describes as an ‘ethical and intellectual role’ in ensuring broad
understanding of, and commitment to, the universalisation of basic education
appropriate to the global needs in the 21st century.
Some examples include:
• Support for measurement of progress of the EFA targets.

• Decade-long campaigns in specific areas, for example the decade for literacy
in Africa.
• The development of UNISIA – the UN Special Initiative for Education in Africa
Historical and Current Support in Malawi
UNESCO operates through the Malawi National Commission for UNESCO

established on 1st June 1979 under General Notice No. 375 within the provisions
of the constitution of UNESCO (Article 7).
Mission
The mission of the Malawi National Commission for UNESCO is to contribute to

Government’s poverty reduction initiatives particularly human capacity building
through UNESCO programmes in education, the sciences, culture,
communication, and information. The National Commission fulfills its mission by:
i) Executing activities in the following ways:
• collaborating with Government in matters of policy formulation

• giving material, financial and other donations to institutions falling
within UNESCO’s fields of competence
• conducting policy or research in education, the sciences, culture and
communication
• organizing training workshops and seminars and facilitating the
attendance by Malawi experts of courses organized outside the
country by UNESCO.
ii) Being government’s chief advisor on activities undertaken by UNESCO,

which are of interest to Malawi;
iii) Liaising between UNESCO and Malawians and/or Malawian institutions
working in the areas of competence of UNESCO to ensure that the
country benefits from the interaction with UNESCO;
iv) Ensures that information, which UNESCO generates through research
and other activities, is made available to individuals and institutions who
can benefit from it.
27
Strategic Plans and Objectives
It is important at the outset to note that though the education sector is the main
sector in UNESCO at the national level, sectors of sciences, culture and
communication equally benefit from interaction with UNESCO through the
following institutions and government ministries:
i) the National Research Council

ii) the Ministry of Information
iii) the Ministry of Forestry and Natural Resources
iv) the Ministry of Gender and Community Service
v) the Ministry of Tourism, Parks and Wildlife
v) the Ministry of Youth, Sports and Culture
vi) Parliament
vii) the Universities
viii) 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 National
Commission for UNESCO will be anchored on:
• Advocating and supporting Quality Education for All (EFA) through supporting
the development of national policy plans and management systems; statistical
capacity building; inclusive education, Girls in Science Education; Technical
and Vocational Education and Quality;
• Preserving, Development, Promotion and Marketing of Tangible and

Intangible Cultural Heritage through preserving and promoting tangible and
intangible heritage; promoting community based eco cultural and tourism;
supporting the development of legal instruments for copyrights and
neighbouring rights for protection of indigenous knowledge and practices
• Promoting Environmental Sustainability through Water Management and

Renewable Energy through promoting sustainable water management;
promoting the development and use of renewable energy; identifying,
developing and promoting basic indigenous technologies and supporting
follow-up activities to the WSSD Plan of Action.
• Promoting traditional knowledge in the preservation of Biodiversity through

improved capacity in conservation of species and ecosystems; training of
specialists in Biodiversity; enhancing methodologies for monitoring activities
at site level; preparation of nomination files for new sites recommended for
enlisting under MAB and the World Heritage list.
28
• Fostering Knowledge Societies and promoting the use of Technology through

Multi 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 improving
community media; promoting press freedom and facilitating media training.
• Promoting and Protecting Human Rights and building a Culture of Peace

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

prevention, care, Guidance, and Counselling.
UNESCO’S Priorities in Education (2004 – 2005)
The education sector of UNESCO is guided by three strategic objectives adopted

in UNESCO’s Medium-Term Strategy (2002 – 2007) namely:
Promoting education as a fundamental human right in accordance with the

Universal Declaration on Human Rights;
Improving the quality of education through the diversification of contents and

methods and the promotion of universally shared values; and
Promoting experimentation, innovation and the diffusion and sharing of

information and best practices as well as policy dialogue in education.
The focus of UNESCO’s education programme in the 2004 – 2005 biennium

is to help the education sector make progress towards each of the six EFA
goals which focus on primary education, gender parity, early childhood
care and education, life skills, adult literacy and quality.
Additionally, UNESCO will the sector address two widely shared challenges:
secondary education, and higher education.
At secondary level UNESCO will focus on three areas:
- The reform of general secondary education with a view to its expansion,

diversification and improvement;
- The state and status of technical and vocational education and training;
29
- Promotion of science and technology in collaboration with the Natural

Sciences sector.
In Higher Education, UNESCO will continue to assist higher education institutions

to reform their education systems so that they are able to embrace such issues
as globalization, open and distance learning, public vs private funding and
provision, quality assurance, HIV/AIDS as well as their contribution towards
attainment of the EFA goals. Specifically, UNESCO will help the education
sector in strengthening the teacher-training institutions, by promoting technology-
based systems for training and retraining teachers.
Basic Education
The planned priority areas in the 2004-2005 biennium will be focused on

ensuring a vigorous and effective implementation of the six EFA goals.
The issue of gender in the EFA campaign will receive particular attention. In this
regard, the Commission will work with other partners such as UNICEF, the Civil
society organizations and other cooperating partners in addition to UNESCO to
accelerate the campaign for gender issues as we draw close to the target year of
2005 for elimination of gender disparities. Studies on factors affecting the
participation (enrolment, attendance, completion and achievement) of both boys
and girls at all levels of education especially at primary and secondary as well as
early learning (ECD and infant classes of primary school) will be carried out to
guide policy and decision making.
i. Early Childhood Care and Education
The National Commission will work with the Ministry of Gender and other
stakeholders to ensure implementation of the ECD policy and incorporation of
the policy and strategies in the EFA action plan.
The Commission will work with partners such as Malawi Institute of Education,
Chancellor College (University of Malawi), the Association of Pre-school Play
groups in Malawi and Teacher Training College(s) and the Ministry of Gender
and Community Service in developing and articulating a teacher training
programme for ECD/Early Learning and infant classes teaching in Teacher
Training Colleges.
ii. Primary Education
With regard to the six EFA goals, the Commission’s role will be geared towards
tasks of advocacy, coordination, capacity building and information sharing at
national level on the EFA national plan of action.
30
Particular attention will be focused on issues of access, equity and HIV/AIDS,

guidance and counseling particularly for girls.
iii. Literacy and Non-formal Education
Efforts will continue to assist Government in reviewing its policies and

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

initiatives in Teacher Training Colleges and at the Teacher Development Unit.
Efforts will be made to explore the use of ICT in Teacher Training Colleges for
libraries and tutors to enhance their knowledge base and skills.
University
Efforts to introduce the use of ICT in distance learning in the University of Malawi
and Mzuzu University will continue to be pursued.. Consolidation of the efforts to
establish a UNESCO chair at Mzuzu University will be the priority. The
development of a student mentoring project in order for the universities to
contribute to the EFA campaign and to the improvement of quality, retention and
completion at primary and secondary will also be a priority. Efforts will continue
to involve the universities in research activities.
Education Management, Monitoring and Assessment
Efforts to lobby for admission of more Malawian candidates to courses offered by

international institutions such as the IIEP, the Institute of Statistic, the Institute for
Rural Education (China) and the Galilee College of Community Education will
continue with the aim of equipping education personnel with appropriate skills
and knowledge to manage, monitor and assess/evaluate the education system.
31
HIV/AIDS, Guidance, Counselling and Youth Development
Activities will also be undertaken through the Guidance, Counselling and Youth
Development Centre for Africa to mainstream HIV/AIDS prevention amongst
students and teachers
The Commission will continue to provide support to the centre in the area of
coordination of training programmes, mobilization of resources and information
sharing.
The Commission will also assist the Guidance and Counselling unit of the
Ministry of Education, in the development of a rolling plan on guidance and
counseling programmes for the Ministry with a focus on HIV/AIDS counseling
and prevention. The Commission will further assist the unit in the mobilization of
funding for the programme from other cooperating partners.
Contact details:
Contact Persons:
Mr. F. R. Mkandawire,
Executive Secretary
Mrs. H. Kulemeka-Kishindo,
Deputy Executive Secretary
Mr. D. Mulera,
Assistant Executive Secretary (Education)
Physical Address:
Malawi National Commission for UNESCO,
Area 9/138
Lilongwe
Postal Address:
Malawi National Commission for UNESCO,
P.O. Box 30278,
LILONGWE 3
Tel: (265) (0) 1 755 144/ 194

Fax: (265) (0) 1 755 134
e-mail: mnatcom@malawi.net
32
3.8 United Nations Fund for Population
United Nations Population Fund (UNFPA) – Malawi
UNFPA is the world’s largest international source of funding for population and
reproductive health programmes. Its three main areas of emphasis are: (i) to help
ensure universal access to SRH, including family planning, to all couples and
individuals; (ii) to support population and development strategies that enable
capacity building in population programming; and (iii) to promote awareness of
population and development issues and to advocate the mobilisation of the
resources and political will necessary to accomplish these areas of work. UNFPA
works with government organisations and NGOs in programmes that help
women, men and young people to plan and avoid unwanted pregnancies;
undergo pregnancy and childbirth safely; avoid sexually transmitted infections
(STIs), including HIV/AIDS; combat violence against women and promote gender
equity and equality.
UNFPA is guided by and promotes the principles of the 1994 ICPD Programme
of Action that aim at meeting the people’s education and health needs, including
reproductive health as a precursor to sustainable development; and at ensuring
that all couples and individuals have the right to decide freely and responsibly the
number and spacing of their children as well as the right to the information and
means to do so.
Priorities in the Education Sector
UNFPA supports the Ministry of Education to introduce HIV/AIDS Life skills and
sexual and reproductive health education in all primary and secondary schools in
Malawi. This involves pre-service and in-service training of primary and
secondary school teachers, printing and distribution of teaching and learning
33
materials including pupils books, teachers guides, syllabuses, source books, etc.
Pre-service training of teachers takes place in Teacher Training Colleges,
Chancellor College and Domasi Teachers College.
UNFPA also supports the teaching of Demography and population and

development studies at the University of Malawi, Chancellor College. Support is
also rendered for research and collection of population data in the University of
Malawi.
UNFPA’s education programmes fall within the Adolescent Sexual and

Reproductive Health (ASRH) sub-section in the UNFPA office. The education
programmes are overseen by the Programme Associate responsible for ASRH.
Nature of Support Provided in Education
UNFPA provides financial and technical support to the Ministry of Education. The
technical support is mainly in terms of technical backstopping by the UNFPA
Country Support Team based in Harare, which supports areas in which the
country lacks capacity to effectively implement ASRH programmes. UNFPA
further provides finances sourced from its core resources as well as multi-
bilateral arrangements.
UNFPA also supports study tours and short-term trainings of staff in the Ministry
of Education in various areas relevant for effective implementation of ASRH and
HIV/AIDS programmes.
UNFPA has since 1997 supported the Ministry of Education to integrate

population and development in carrier subjects in the primary and secondary
school curricula. UNFPA has also been supporting the University of Malawi in the
teaching of Demography and Population studies. Technical support has been
provided in the training of staff at the University and the Ministry, and also in the
revision of the Demography curriculum to incorporate SRH, HIV/AIDS and
gender issues.
Currently, UNFPA is supporting the Ministry to introduce HIV/AIDS related life

skills and sexual and reproductive health education in the formal schools system.
This is being done within a project called “Life skills/SRH education for In-
school Young People”. The project budget is $3,097,866 and runs from 2003 –
2007.
34
In the education sector, UNFPA collaborates with UNICEF and The Government
of Norway. UNICEF co-implements the life skills in the lower classes of primary
school (standards 1 to 4) while UNFPA deals with standards 5 to 8 and forms 1
to 4. The Government of Norway and SIDA provide substantial financial support
for the programme.
UNFPA will continue supporting the Ministry of Education in the areas of

HIV/AIDS and reproductive health for in-school young people as well as
education professional staff. The support will be in terms of financial and
technical assistance, trainings, provision of teaching and learning materials and
supplementary materials to augment pupils’ and teachers’ HIV/AIDS and SRH
related behaviour development and change.
Contact details
Contact person:
Daniel Msonda
Postal Address:
UNFPA
P.O. Box 30135
Lilongwe 3.
Physical Address:
Evelyn Court
Area 13
Lilongwe
Telephone: +265 (0)1 771 444 or +265 (0)1 771 474

Fax:+265 (0)1 771 402
e-mail: msonda@unfpa.org or dan@unfpa.unvh.mw
35
3.9 United Nations Children’s Emergency Fund
United Nations Children’s Fund
Aims and objectives of the Organization
The focus of UNICEF’s work is on realizing rights and meeting children’s basic
needs and making a reality the 1989 Convention on the rights of the Child.
Education is seen as an important right in itself and as a means by which people
can assess their other rights and is hence an important component of UNICEF’s
overall integrated, human-rights oriented development policy.
Since the Jomtein EFA conference, the main emphasis has been on basic and
primary education and achieving equity and quality education for girls and other
disadvantaged and vulnerable groups. The child friendly school framework is the
overall tool for ensuring quality and access for disadvantaged children. A strong
area of support is for complementary approaches which assist in providing
equitable access for all. It is reognised that education means the development of
the skills and knowledge, competencies and values that serve as a basis for
lifelong learning. This is a concern for holistic approaches which foster all
aspects of children’s and adolescents, psycho-social development. Recognising
the vital significance of the earliest years’s of a child’s growth and development,
early childhood care and education is supported as a part of overall integrated
support to Early Childhood Growth and Development. Women’s education is
also supported, recognising the significance of this to future generations of
children.
UNICEF has its headquarters in New York. It is operational world-wide and has
a defined education programme in almost every country in which it works. There
36
are six Regional Education Advisers who provide technical support to country
offices and five senior Education advisers at the global level.
Financial support and technical assistance to integrated projects and

programmes which include an educational component. UNICEF has been active
in a range of strategic activities focussing on quality and equity issues, including
teacher education, curriculum development, policy dialogue, social mobilisation,
school management, decentralisation of education, action research and
children’s participation and planning. Many programmes focus directly on
disadvantaged groups, for example girls, children who are socially and
economically disadvantaged such as street and working children. This is often
through complementary approaches to education which, however, provide a
means of access to the formal system. From 2001, the child friendly school is
the framework for action and analysis.
Selection of activities is done in partnership with communities and Governments

depending on the context.
• Support to NGO’s working in similar areas, sometimes with overall

UNICEF funded programmes
• UNICEF is increasingly involved in support to Government policy
development, with a concern to ensure that Children’s Rights are
mainstreamed and that educational systems are able to meet diverse
needs and work to counter disadvantages of all kinds
• Global programmes of mobilisation, for example the Girls Education
Programme which was initiated in Sub-Saharan Africa in 1994 and is now
set to spread to other regions
• Support to children affected by emergencies, where education is now one
of the first and major programmatic aspects of UNICEF’s emergency
response.
The 1997-2001 UNICEF Basic Education Programme used community schools

to respond to issues of access, quality and girls participation. The programme
also supported the introduction of life skills education as a response to HIV/AIDS.
The 2002-2006 programme was developed within a human rights framework

which recognises education as a right for all children. It is located within the PIF
framework and responds to issues identified by a situation analysis. There are
four main project components:
1. Quality of Education and HIV/AIDS prevention
37
This project will:

• Promote child-centred and gender-sensitive teaching-learning processes
• Promote teacher supervision
• Support the promotion of health, nutrition and hygiene education
• Provide learning materials and basic furniture
• Promote community involvement in school management
• Support provision of furniture, water and sanitation facilities
• Collaborate with communities and other organisations on programmes
that promote early learning and stimulation
• Support measures to increase learning achievements, support efforts to
mainstream inclusive education
• A central component of this project is life skills education as a response
to HIV/AIDS
2. Participation and Retention of Girls and Disadvantaged Children in

Education
This project will:

• Support measures to ensure full and equal access to basic education for
girls
• Promote retention, completion and achievement rates for girls
• Ensure elimination of gender discrimination in classrooms, textbooks and
schools, home and community
• Mobilise families and communities against harmful traditions and cultural
practices
• Promote measures to get orphans, working children, street children and
children with special needs into school and to remain there until they
complete their primary education
• Advocate for the elimination of child labour
• HIV/AIDS education including issues of sex and sexuality will be central to
these interventions
3. Adolescent Development and Participation and rights of Girl Child
This project will:

• Support the provision of services and opportunities for the development
and participation of adolescents
• Give special attention to HIV/AIDS and Adolescent girls
• Create safe and supportive environments for adolescents through policy
development, systems of monitoring, inclusive programmes
• Provide adolescents with age and gender specific information and
opportunities
• Provide access to appropriate and effective services and opportunities
38
4. Support to Sector Reform
This project will:

• Support the establishment and strengthening of policies and institutional
capacities
• Address issues of impact of HIV/AIDS on the education system
• Promote sectoral co-ordination within the framework of SIPS and SWAPS
• Promote national capacities in the area of monitoring and use of data for
strengthening programming
Contact Details:
Contact Person:
Bernard Gatawa
Physical Address:
Stanbic Bank Building
City Centre
Postal Address:
UNICEF (Malawi)
P.O. Box 30375
Lilongwe 3
Malawi
Tel: (265) 01 770 770

Fax: (265) 01 783 162
E mail: bgatawa@unicef.org
39
3.10 United States Agency for International Development
USAID – United States Agency for International Development
USAID’s mission is to promote sustainable development, with a high priority in

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

away for Budget Support to project assistance
40
USAID signed, in August 2001, a bilateral agreement with the government of

Malawi outlining a programme of support and development. The document
outlines a number of programmes and activities in the education sector. There
are four main themes to the support:
1. Teacher Professional Skills improved
• Advanced degree activity aiming to: train Malawi post-graduate

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

service teacher training and the training of school committees on
school management
• Social mobilisation Campaign for educational quality – 14 districts
have been targeted, programme aims to expand into those
remaining
• Improving education quality – the IEQ II project is a partnership
between the Malawi Institute of Education (MIE) and the American
Institutes of Research (AIR). The overall goal is to direct its efforts
in assisting the GoM to promote quality primary education through
targeted classroom research and learner assessments
41
3. Key Policies Reformed, Implemented and Monitored
USAID will support two of the three elements required for PIF implementation:
more strategic efficient planning and management; a shift of resources and
responsibility from central to district and school levels. Particular assistance will
focus on:
• Capacity building to strengthen national, divisional and district planning

• Strengthening EMIS at all levels
• Assistance with the formulation of the national strategic plan for teacher
education and professional development
• There are also two technical areas that will be supported focussing on:
strengthening EMIS as a tool for PIF monitoring and evaluation; the
development of a teacher development and education strategy
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 Quality

and efficiency of basic education. Three main strands to this: 1. teachers
professional skills improved; 2. more effective schools; 3. key policies reformed,
implemented and monitored
Examples of activities are:

1. TTC Strategic development, UPIC, Lakeland Scholarships
2. Galle SMC-EQ, QUEST, IEQ Project II
3. EMIS, (PIF?)
Contact Details:
Contact Person:
W. Mvalo
SO4 Team Leader
Physical address
USAID/Malawi
NICO House,
City Centre,
Lilongwe
42
Postal address:
USAID/Malawi
P.O. Box 30455
Lilongwe
Tel: (265) 01 772 455

Fax: (265) 01 773 181
e-mail: wmvalo@usaid.gov
43
3.11 World Bank
World Bank
International Development Agency
The World Banks mission is to fight poverty with passion and professionalism for
lasting results; and to help people help themselves and their environment by
providing resources, sharing knowledge, building capacity, and forging
partnerships in the public and private sectors. The World Bank believes that
education is the single most important key to poverty reduction, economic growth
and a cohesive society. Any efforts to improve the quality of life for the poor will
not be successful without increased attention to education.
Policies and Guiding Principles of the Organization
The World Bank’s five agreed operating principles in education are:
• Focus on the client and client needs

• Analyse comprehensively
• Act selectively
• Use knowledge well
• Concentrate on development impact
• Work with others in productive partnerships
As a consequence, the World Bank supports decentralised management, close

to the beneficiaries; consultation and inclusion of stakeholders in decision making.
There is a strong emphasis on the use of public information dissemination to
enhance accountability. The World Bank also supports efforts to harmonize
donor procedures, starting with monitoring, reporting and evaluation. The Bank is
committed to the development of a SWAP in the education sector as way of
better coordinating support to this sector.
44
The Bank collaborates and cooperates with other partners in the organization of
the Joint Sector Review which is held once every year to review progress in the
education sector in Malawi. It is envisaged in the new project under preparation
the Bank will participate with other partners in a pooling arrangement for the
component which will provide direct financial support to primary schools.
The World Bank Group comprises five institutions: the International Bank for
Reconstruction and Development (IBRD), the International Development
Association (IDA), THE International Finance Corporation (IFC), THE Multilateral
Investment Guarantee Agency (MIGA) and the International Centre for
Settlement of Investment Disputes (ICSID); and has its headquarters in
Washington DC. The IDA is supported by the wealthier countries and provides
Credits to support low-income developing countries to achieve their development
objectives. There are representatives in each country in which the Bank
operates, but the detailed organisational structure varies by region.
Nature of Support Given to Education
The Bank’s strategy on education focuses on helping countries to achieve the

immediate objective of universal enrolments and also pay attention to the healthy
development of the overall education system. We focus on measurable
development outcomes to ensure that the country needs are met.
The Bank’s long-term goal in education is nothing less than to ensure that
everyone completes a basic education of adequate quality and has further
opportunities to learn advanced skills throughout life in a range of post-basic
education settings. The Bank’s strategy on education focuses on supporting
countries to achieve the Millennium Development Goals (MDG’s) in a context of
sustainable and equitable growth. Recognising that each country is different, the
Bank staff work with clients to help them identify their next strategic steps
towards achieving these targets. The bank focuses on building country
leadership and ownership on education expansion and reform.
Of late the Bank has also started to focus in post primary education and has
been financing projects in both secondary and tertiary education with emphasis
on teacher education and development. The Bank considers secondary
education an important subsector to the socio-economic development of Malawi.
45
Primary Education Project
The PEP which was a 4 year project started in May 1996 and terminated in
December 2000.
It had the following components:

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

including school facilities, furniture and equipment, library furnishings and
staff housing
2. Construction, furnishing and equipping of 5 urban secondary schools
including school facilities, furniture and equipment, library furnishings and
staff housing
3. Acquisition and distribution of textbooks in core subjects in all secondary
schools forms, reference books for school libraries basic school supplies and
consumables for science, for the 20 constructed schools constructed under
component 1.
46
4. Acquisition and installation of science equipment at the 20 schools

constructed under component 1.
5. Acquisition of textbooks, school supplies and consumables for science for
grant-aided secondary schools in Malawi.
6. Development of a training course to increase the effectiveness of secondary
school-based managers in improving skills for teachers, and to increase the
quality of teaching and learning through the provision of technical advisory
support.
7. Training of deputy head of schools and new heads of school, methods
advisors and heads of departments of all secondary schools in all managerial
and technical areas, including leadership, vision organization, staffing, rules,
discipline, gender sensitivity, HIV/AIDS and the relationship between the
school and the adjacent communities.
8. Strengthening capacity to design and carryout participative practical training
through the provision of technical advisory services.
9. Adaptation of high quality, behaviour change instructional materials from
Zimbabwe to be supplied to every secondary school.
10. Reprinting of some of the HIV/AIDS materials for immediate use in the
training programs under component 7.
11. The project also provides various support to the EDMU to increase its
capacity to deliver the project through training of personnel and provision of
equipment. It has also provided computers to the Ministry.
Education Sector Support Program
This project is estimated to be effective in early 2005 and has the following
components:
Component 1:Teacher Capacity Development, which will complement

government and donors efforts to improve quality and expand capacity of teacher
development and training at all levels. It sub-components are:
(i) Refurbishment of Education Faculties at Chancellor College, Malawi
Polytechnic, and new works at Mzuzu University related to
additional needs of secondary teacher education;
(ii) Construction of a new primary teacher training college;
(iii) (iii) Staff development of lecturers at tertiary and secondary teachers
colleges; and (iv)
(iv) Student assessment surveys to establish a baseline against which student
achievement can be measured.
Component 2: Quality Improvements and Inputs designed to improve the

conditions of learning at selected secondary schools staffed with trained teachers
or newly trained teachers: Its sub-components are:
47
(i) Refurbishment of four Government secondary schools, including provision

of equipment.
(ii) Provision of additional textbooks for graduating CDSS teachers
(complementary to CIDA financed SSTEP)
Component 3: Mitigating externalities affecting the quality of education

through Providing a School Health and Nutrition package to all primary schools,
which will include the following cost-effective interventions: distribution of vitamin
A and iron-folic acid to school children under 10 years old, de-worming, treatment
of malaria and fever, and the promotion of good health and nutrition practices.
Component 4: Direct support to primary schools – DSS which will provide

funds directly to 50% of primary in the initial phase for basic learning materials,
while strengthening the participation of communities in school management. The
component will provide grants directly to about 50% of all primary schools twice
per school year, finance media campaigns, and provide training for MOE staff at
all administrative levels and to communities. School committees will manage the
grants, which must be used to purchase basic learning materials for the school.
Component 5: Capacity Building and Policy Development, which comprises

two major subcomponents as follows:
5.1 National education policy consolidation and capacity building, which
entails:
(i) Developing a medium to long term prioritized and costed Education
Sector Strategic plan to form the base for a future SWAP; this
strategic planning exercise may include a number of studies and
analyses, including sub-sectoral strategies like for higher education,
financing of higher education, rehabilitation guidelines and
mechanisms, national plan for nutrition;
(ii) Developing a teacher education policy, strategy and model for the
system and a timed implementation plan;
(iii) Initiating discussions on the formulation of language of instruction
policy;
(iv) Assisting with the implementation of the new curriculum for primary
level;
(v) Building capacity and developing FM, reporting and procurement
procedures for a wider SWAP - based on expanded pooling
arrangements;
(vi) Preparing operational plans for outsourcing hostels and catering
under an overall financing plan for higher education - and other
necessary activities, as required – at universities; and
(vii) Training secondary school managers, Portfolio of work/cluster
training (as a continuation of a SEP activity).
48
5.2 Support to implementation of Government decentralization policy in

education with a view to:
(i) Developing a training and capacity building plan for training MOE
staff at central and decentralized levels in the context of their
emerging functions;
(ii) Supporting implementation of training activities at district level; and
(iii) Financing other inputs for institutional strengthening of the districts.
It is envisaged in the long term planning that ESSUP will have a second phase
which will focus mainly on rehabilitation of CDSSs among other things.
Contact Details:
Contact Person:
Michael Mambo
Education Specialist
Physical Address:
World Bank
Development House
City Centre
Lilongwe
Phone: (+265) 01 770611

Fax: (+265) 01 771158
e-mail: mmambo@worldbank.org
Task Manager
Soren Nellemann, Human Development 1, Eastern and Southern Africa, MSN
J10-1000,
1818 H Street, NW, Washington DC, 20433
Phone: 202-473-8394,
e-mail: snellemann@worldbank.org
49
3.12 World Food Programme
World Food
Programme
Aims and Objectives of the organization
WFPs mission is to eradicate hunger and poverty. WFPs programmes are aimed
at combating hunger, promoting economic and social development, and to
provide relief assistance in emergencies throughout the world. WFPs food aid is
provided primarily to least developed and low income, food deficit countries and
seventy per cent of people WFP feeds are women and children.
Children are important to WFP. WFP knows that education is a crucial factor in
helping kids grow up to lead healthy fulfilling lives. This is in line with WFP
Strategic Priority Number Four “Support access to education and reduce gender
disparity in access to education and skills training”, the Malawi Poverty Reduction
Strategy Paper (MPRSP), and the Millennium Development Goals (MDG). WFP
recognises the importance combating poverty and hunger through out the world.
Priorities in Education in Malawi.
World Food Programme recognises the importance of Human Resources

Development through education as a means towards combating poverty and
hunger throughout the world. One of the many strategies used to promote child
education is through school feeding.
The long-term objective of the project is to increase primary school enrolment

and attendance and reduce dropout rates of children in food insecure areas,
particularly girls and orphans. The expected outcomes are:
• Increased school enrolment, attendance and retention of children,

particularly of girls and orphans, in food-insecure areas;
• Increased number of children graduating to the next class
• The establishment of a community-based system for the management
of school feeding;
50
• Enhanced household awareness about education, especially of girls

and its relation to health and hygiene, HIV/AIDS and food security.
The school feeding objectives are aimed at supporting the Government’s

Free Primary Education Policy, which aims at ensuring that every
Malawian child attains primary education.
Country Director - Deputy Country Director/Head of Program - Program

Officer - Heads of Sub Office - Program Assistants - Food Aid Monitor
WFP organizes school feeding programmes throughout the world. WFP works
with National Governments and local authorities to attract children to school in
areas where enrolment ratios are lowest and school meals are most likely to
make a difference.
WFP sets up canteens where those children who attend receive hot food and
nutritious snacks provided by donor governments. WFP also provides take home
rations as an incentive for the families’ to send their children to school.
There are two components in the school-feeding project. The first component
consists of a daily on-site feeding (Direct Feeding) for all children attending the
targeted primary schools.
The second component seeks to encourage regular attendance of girls and

orphans at schools by means of providing a take-home incentive.
i) Wet feeding / Direct Feeding
Under this component, a mid-morning hot porridge will be provided to both girls
and boys in targeted schools. Every school day throughout the school year (194
school days / year), all pupils in all grades will be served with 150gm of hot mid
morning porridge of Corn Soya Blend (CSB).
The wet feeding food basket is designed to facilitate quick meal preparation for a
large number of children. In total, 210,000 pupils will be targeted for this
component.
The targeted primary schools in Malawi are all half-day schools. Pupils start
lessons at 7.30am and finish by 1.00 pm. Junior classes (grades 1-4) finish by
12.00 noon and the rest of the grades (5-8) at 1.00 pm.
Feeding will start with the lower grades (1-4) at 08.00 am, and end with the most
senior grades (5-8). The timing of the school meal minimizes the possibility of it
substituting meals provided at home. Feeding pupils at this time enables them to
51
eat and continue learning on a full stomach, thereby addressing the problem of
short-term hunger that interferes with learning.
ii) Direct Distribution / Take-Home Rations (THR)
The School Feeding Project will also distribute Take-Home Rations (THR) to all
girls (whether orphans or not) and to orphan boys with neither parent alive.
Take-home rations are incentives for parents and guardians to enroll their
girl children in school and encourage their regular attendance.
Take-home rations act as income transfer to the child’s household. The income
transfer value of the food competes with the level of income a child can provide
through piecework. When the value of the take-home ration is more than what a
pupil earns through piecework, a family has an added incentive to send their
child to school.
Maize meal, a staple food in Malawi, will be provided to targeted pupils once a
month after attending a minimum of 18 school days in a month. Each targeted
pupil will receive a daily ration of 0.417kg, which adds up to 12.5kg in a month. In
Malawi, there are only 10 school months in a school year; therefore the THR is
calculated over a 300 day period in one school year. In total, 120,497 girls and
double orphan boys will receive the THR.
In 1995/96, a school feeding project was implemented by CPAR, a Canadian

NGO, for WFP and Ministry of Education in a few schools in Lilongwe district.
The project was successful, and from that experience, the Ministry of Education
requested WFP to launch a pilot project in Dedza East, one of the chronically
food deficit areas of the country. The pilot project, which lasted two years, started
in 1999, targeting 23,000 pupils in 24 schools. It was expanded after a year to
include some schools in Salima and Ntcheu districts, within the same catchment
area of Dedza East, targeting 31,500 pupils in 37 schools.
Malawi was part of the 2002/03 Southern African Crisis Response Regional
Emergency Operations, which started in July 2002 and ran through to June 2003.
Under this operation, individuals in targeted rural areas received support through
large-scale general food distribution (GFD) providing a direct contribution to their
household food stocks. To protect vulnerable children and to ensure continued
school attendance in areas affected by the emergency, in January 2003 WFP
responded to the call of the Malawi Government to extend its school feeding to
other food insecure districts to help keep children in school during the hunger
crisis. Therefore currently, WFP targets 210,000 school children in 249 schools
52
covering 10 food deficit districts, Kasungu, Lilongwe, Ntcheu, Dedza, Salima,

Mangochi, Thyolo, Chikwawa, Nsanje and Nkhatabay.
Areas of Collaboration and Cooperation with other partners
UNICEF Water and sanitation facilities

Equipment, learning and recreation materials
De-worming baseline survey
Training teachers, parents
World Bank School Health and Nutrition activities
Communities Cooking, guarding food at night, buying/or collection

of firewood, distribution of food
Ministry of Education Paying staff, monitoring and reporting
FAO Technical support of school garden activities and

funding school garden activities
GTZ Technical support for fuel-efficient stoves production
MASAF Building classroom blocks, teachers houses, food

stores and latrines
The Ministry of Education is the project implementer. A Coordinator at the MoE

headquarters is appointed with the overall responsibility of coordinating the
Activity within the Ministry at the central level, and for reporting and liaising with
WFP.
District Education Managers (DEMs) as members of the District Assemblies are

involved in implementation and monitoring of the Project. DEMs appoint District
Project Coordinators who work closely with Primary Education Advisers (PEAs).
These district officials carry out community sensitisations well in advance of the
commencement to the school feeding operations in order to ensure the setting up
of institutional structures at the village level that can oversee implementation.
Teachers in targeted schools and School Committees are sensitised and

oriented before implementation starts. They are also provided with a project
manual describing activities necessary for effective implementation.
All school feeding staff (WFP and MoE) is trained in project monitoring, reporting,
Gender Human Rights and HIV/AIDS issues as well as Prevention of sexual
exploitation. They are also trained in food handling and storage.
53
The Ministry of Education and Human Resource Development is the project-

implementing partner. The structure of involvement starts with the central level
and extends down to the district and school level. The Ministry is responsible for
implementation, monitoring and reporting on progress of project objectives.
The Ministry of Health is involved in the de-worming activities, conducting

surveys, facilitating in workshops for teachers, de-worming drug administration
and in monitoring. WFP will collaborate with the World Bank’s school health and
nutrition project to ensure synergy in implementation.
WFP will work with FAO and the Ministry of Agriculture in the area of school
gardens. These organizations will provide technical support and training teachers
and community members on improved methods of farming and in nutrition
education.
WFP already has a partnership with UNICEF to collaborate in promoting

education in Malawi, especially that of girls and orphans. Building on WFP’s food
contribution, UNICEF has started channeling its resources towards those schools
with feeding programs for: capacity building, providing adequate safe water
points and sanitation facilities, providing schools with furniture, instructional and
recreational materials, facilitating formation of anti-AIDS clubs in beneficiary
schools and building girl-friendly facilities. Jointly, both agencies will support
mobilization of communities for school feeding and de-worming and also explore
micronutrient supplementation.
WFP will also collaborate with GTZ in implementing the production and
disseminating the use of fuel-efficient stoves in schools as a way of contributing
to improvement of the environment. This will be also use to disseminate them to
the households of the surrounding communities.
The school-feeding project follows a strong community-based approach to

ensure committed parental involvement and co-management, and also to reduce
the burden on teachers at the targeted schools. Communities will contribute time
and labor for implementation and monitoring of activities. Communities will be
further encouraged to seek the support from MASAF, a World Bank funded
organization, for building additional classrooms, teachers’ houses, latrines and
stores for food and non-food items.
The food basket for the School Feeding Program consists of Corn Soya Blend
and maize meal. These are commodities that are part of the normal Malawian
diet and eaten by most Malawians. The food basket has been designed to
minimize the number of commodities to be handled at the schools, and to
facilitate quick meal preparation for a large number of children. CSB provides
relevant nutrients for school children, and in addition, it can be easily fortified to
enrich it further.
54
It was established during the evaluation of the first Malawi’s Country Programme
(1998-2001) in 2000 that communities may be able to continue this activity, if
provided with adequate technical support. Complementary assistance is being
sought with FAO and the Ministry of Agriculture for the development of school
gardens as part of the exit strategy. Schools and surrounding communities are
also encouraged to establish woodlots, diversify their crop production and
receive relevant training as a means of achieving sustainability.
Contact Details:
Contact Person:
Patricia Saukila
e-mail:patricia.saukila@wfp.org
Physical Address:
World Food Programme
Kang’ombe Building
City Centre,
Lilongwe 3,
Postal Address:
World Food Programme
PO Box 30571
Capital City
Lilongwe 3
Tel: +265 1 774 666

Fax: +265 1 775 904
e-mail: wfp.Lilongwe@wfp.org
55
4.0 CIVIL SOCIETY COALITION FOR QUALITY BASIC EDUCATION
CIVIL SOCIETY COALITION FOR QUALITY BASIC EDUCATION
Aim
The aim of CSCQBE is to achieve measurable change in the quality of basic

education for all through supporting and influencing the implementation and
monitoring of government education policies, strategies and plans.
The Coalition is particularly interested in how the government of Malawi will

promote access, quality and relevance of basic education to all boys and girls,
the youth and adults through application and implementation of the Vision 2020,
Education Act, the Policy and Investment Framework, the Education for All Goals,
the Millennium Development Goals and the Malawi Poverty Reduction Strategy
Paper.
Mission
The mission of CSCQBE is to achieve measurable change in the quality of basic

education by 2015 through supporting and influencing the implementation of
government policy.
Objectives
The following are the Objectives for CSCQBE
a. Advocate and lobby for actions and policies needed to ensure that
every citizen of Malawi can realize their rights to quality, free public
education;
56
b. Provide a common platform and meeting point for civil society

organizations to campaigning activities on quality basic education for
all;
c. Co-operation with National; Sub regional; regional and Global networks
in pursuit of its aims, such as ANCEFA and SANCEFA
d. Form a national movement with a long-term commitment to promote
and monitor the implementation of the right to basic education and the
achievement of the 2005 and 2015 National EFA Plans and the PIF
document.
The Civil Society Coalition for Quality Basic Education (CSCQBE) was formed in
July 2000. CSCQBE is a Coalition of diverse independent and voluntary
organizations (non-governmental organizations, community-based organizations,
teachers union, religious based organizations, and District Networks), each
having their own activities and constituencies. The Coalition unites Civil Society
organizations in the common pursuit of the right to quality basic education in
Malawi through supporting, influencing and monitoring of government policies,
strategies, plans and acts. The Coalition operates as a non profit organization. Its
activities are focused on the basic education sector, which is defined in line with
the provisions of the education act, as covering the primary education sector.
Priorities in Education in Malawi
Civil society organizations including the CSCQBE have emerged at a time the
education sector in Malawi is facing a lot of challenges since the introduction of
Free Primary Education in 1994. The challenges include shortage of well
qualified teachers, teaching and learning materials, classrooms, and teachers’
houses, low salaries of teachers, poor maintenance of infrastructures, and lack of
adequate community support to school governance, among others. This is
leading to absenteeism, high dropout, and in general poor quality of education.
Against this background government had developed several policies and

strategies, all of which call for active participation of different stakeholders
including civil society in policy implementation. Civil society has an additional role
of holding government accountable in the delivery of basic services and
resources allocated to education sector in the Government budget. This will
provide the checks and balances government solemnly requires for transparent,
effective and efficient sustainable pro poor programme implementation.
The supreme decision making body for the CSCQBE is the Council, which is an
assembly of the Coalition Networks and member organizations currently, 54 in
57
number. Then there is an Executive Committee which operates as Board of

Directors. The organizations that make up the membership of the Executive
Committee include ACEM, which is the Chair, VSO, the Vice Chair, CARE
Malawi, Action Aid, PRISAM, CRECCOM, Save the Children Malawi, YOCRIS,
and CCAP Livingstonia Education Project. The Coalition set up various sub
committees to advise and conduct activities in thematic areas such as budget
monitoring, research, community mobilisation, advocacy and fundraising. The
CSCQBE has its Secretariat in Arwa House, City Centre, Lilongwe, and it is this
Secretariat managed by the Coalition Coordinator, that ensures the day to day
running of the Coalition and acts as focal point for information about the
CSCQBE. Presently, the Coalition Coordinator is Mr. Limbani Nsapato.
Information about the Coalition can also be obtained from member organizations
spread across the country, and district networks established in Mzimba, Ntchisi,
Dowa, Lilongwe, Ntcheu, Mangochi, Blantyre, Zomba, Chikwawa and Phalombe.
Since its establishment in 2000, the Civil Society Coalition for Quality Basic
Education with support from its donors such as DFID, CEF, OXFAM, NDI, and
Ireland Aid, largely provides technical and moral support to the government of
Malawi in its Education and poverty reduction programmes. This is done through
the participation of its staff and membership in different government and civil
society decision making forums. The Civil Society members contribute to
development and implementation, monitoring and review of major policies,
strategies, budgets, and plans of the government in the Basic Education sector.
These include the Education sector Plan, the Education Act, the Education
Budget, the Policy and Investment Framework, the Malawi Poverty Reduction
Strategy Paper and the Malawi Education for All Plan.
In its advocacy programmes, the Civil Society Coalition facilitates capacity

building and training of civil society organizations, and sensitizes and mobilizes
local grassroots structures such as parents’ teacher associations and school
management committees and communities in order to effectively contribute
towards implementation of education plans at national, regional, district and area
levels.
Some members of the CSCQBE are also involved in service delivery in areas of
school construction and provision of materials for teaching and learning. This is
evidenced by the outpouring of private schools, church schools, colleges and
universities as well as vocational and technical centers.
58
Strategic Activities
The major strategic activities for the Coalition are to:
a. Monitor the educational budget of government

b. Conduct research in educational issues
c. Build the capacity of civil society organizations attached to the
Coalition for them to advocate on policy issues.
d. To advocate on key educational issues.
e. To sensitize and mobilize communities on policy and educational
content issues.
Funding for these activities comes from donors and contributions from the
members.
Current Programmes/Projects
Title of Project Duration Project Cost Donor

Agency
Basic Education Coalition Support 2004 -2007 US$518, 181, DFID
Project 80
Civil Society Capacity Building Project 2004-2006 US$ 136,360.37 CEF
Enhancing the Capacity of Civil Society 2004-2005 GBP 23, 400 OXFAM
to Influence Government Policy and
Practice.
Pilot Project to Address Absenteeism in June-Dec. US$ 58, 000 NDI
Primary schools 2004
Civil Society Coordination Project 2004-2005 US$18, 181.82 IRELAND
AID
Advocacy Areas
The Civil Society Coalition for Quality Basic Education advocates for the
following:
a. Free, quality public education for all children in the primary sector
b. Fair and regular salaries for teachers, properly equipped classrooms
and a supply of quality textbooks.
c. Reform of policies to ensure their support rather than undermine free,
quality public basic education.
d. The mobilization of political will and new resources in support of
National Education plans to achieve the EFA goals.
e. Democratic participation of, and accountability to, civil society,
including teachers and their union, in education decision making at all
levels.
59
f. Provision of quality early childhood education and care.

g. The eradication of adult-illiteracy and a second chance to learn for
youth and adults who miss out on formal schooling.
h. An end to child labor
i. Quality private basic education.
The CSCQBE collaborates with various stakeholders and partners at local and
international levels. These include government through the Ministry of Education,
Local assemblies, the Parliamentary committees on Education and Budget and
Finance, and funding agencies such as DFID, CEF, OXFAM, NDI, and Ireland
AID. The Coalition also is in partnership with other Civil Society Coalitions in
other sectors like the Malawi Economic Justice Network (MEJN), Civil Society
Agriculture Network (CISANET), and Malawi Health Equity Network (MHEN). At
the international level the CSCQBE collaborates with regional and global civil
society coalitions on education for all(EFA) such as Africa Network Campaign for
Education for All (ANCEFA), the Global Campaign for Education (GCE) and the
Pamoja Africa Reflect Network.
Major successes and challenges
• Successes
a) More NGOs wooed into the Coalition to build one powerful civil
society voice on educational policy matters. The Coalition has
membership of 54 NGOs.
b) Networking with other Civil Society Networks locally and
internationally
c) Contribution towards the formulation and implementation of
government policies and strategies, e.g. the Malawi Poverty
Reduction Strategy Paper, and the Education Policy and
investment Framework
d) Promotion of Education for All and Millennium Development Goals
in education
e) Monitoring implementation of policies and government expenditure
f) Partnership with government, parliament and donors on socio-
economic development of the country.
g) Establishment of District networks as focal point for policy
awareness and policy monitoring
h) Community mobilisation and sensitization of policy issues
• Challenges
a) Lack of adequate capacity in policy analysis and advocacy
60
b) Lack of a comprehensive Information, Education and Communication

and strategy
c) Insufficient coordination among CSOs
d) Inadequate finances to make impacting advocacy campaigns.
e) Need to motivate other NGOs to join the Coalition
Future Support for Education Malawi
a. Need to re-strategize and re-focus CSCQBE activities in line with the

spirit of coordination, networking and Sector Wide Approaches (SWAp)
to development.
b. How to make Coordination programme with other Civil Society

Organizations networks operate faithfully at a more decentralized level,
at regional and district levels, to directly and meaningfully benefit
grassroots civil society structures in policy interaction and governance.
c. Strengthen capacity of civil society and local grassroots structures in

policy advocacy and analysis in line with the national strategy for
strengthening community participation in primary school management.
d. Develop a strong funding base for activities with mechanisms for self
reliance to avoid perpetual donor dependency.
Contact Details:
Contact Person:
Mr. Limbani Elia Nsapato,
Coalition Coordinator
Physical Address:
Civil Society Coalition for Quality Basic Education
Arwa House,
City Centre,
Lilongwe,
Malawi
Postal Address:
Civil Society Coalition for Quality Basic Education
P.O. Box 30736,
City Centre,
Lilongwe 3.
Malawi.
Tel: 01 773 624, 01 770 713, Cell: 08 304 360, 09 942 607
e-mail: cscqbe@sdnp.org.mw
liensa@yahoo.com
61
APPENDIX I LIST OF COALITION PARTNERS AS OF JANUARY 2004
CIVIL SOCIETY COALITION FOR QUALITY BASIC EDUCATION MEMBERS CONTACT PERSONS AND
ORGANISATIONS: AS OF JANUARY 2004.
ORGANISATION CONTACT ADDRESS TELEPHONE FAX/E-MAIL
PERSONS
CARE (MW) Norman Tembo P/Bag A89, 01 774 738/637 Norman@caremalawi.org
Lilongwe
The Story Workshop Geoffrey Nkata P/Bag 266, 01 621 335/ Fax: 01 620 263
Blantyre 08 201 693 swet@malawi.net;
geoffnkata@yahoo.com
GTZ Basic Education Annie Ntambo Box 655, 01 525 065/ Fax: 01 524 898
Zomba 08 302 819 gtzbasiceducation@malawi.net
Forum for Women Hellen Dzoole C/o Box 01 774 729/733 fawema@sdnp.org.mw
Educationists in Mwale/ Mrs 30736, Fax: 01 774 733
Malawi (FAWEMA) Msowoya Lilongwe 3
MASPA James Chapita Box 976, 01 515 273/ Fax: 01 527 296
Zomba 08 891 630 maspa@malawi.net
PAMET Moses Box 1015, 01 623 895 Fax: 01 623 895
Binali/Llyod Blantyre pamet@sdnp.org.mw
Bakuwa
VSO Alice Ching’oma 1st Floor, 01 772 496/ Fax: 01 772 497
British 443/445 Alic.chin’goma@vsoint.org
Council
Building,
62
P/Bag B300,
Capital City,
LL3
Development Aid from Ackim John P/Bag 342, 09 511 184 Fax: 01 676 908
People to People Mvula Blantyre 3 dappttc@africaonline.net
(DAPP)
TUM Wilfred Masebo P/Bag 11, 01 727 006 Fax: 01 727 006
Lilongwe tum@sdnp.org.mw
Chisomo Children’s Ireen Box 31215, 01 623 391 chisomo@sdnp.org.mw
Club Mwenelupembe Blantyre 3 Fax: 01 623 391
/Lucy Maunde
ECM C. Mastala Box 30384, 01 761 156/ Fax: 01 772 019
Lilongwe 3 01 772 066 ecm@malawi.net
OXFAM Robert White P/Bag 213, 01 622 558/ Fax: 01 620 024
Blantyre 01 636 907/ Rwhite@oxfam.org.uk
08 842 991
CRECCOM George Jobe Box 5224, 01 525 939/909/ Fax: 01 525 046
Zomba 09 958 959 creccom@malawi.net/
geaorgejobe@yahoo.co.uk
CERT Dr J Chimombo Box 280, 01 524 490/ Fax: 01 524 046
Zomba 09 940 956 jpgchimombo@chirunga.
sdnp.org.mw
WUSC Box 30268, 01 771 561 Fax: 01 771 823
LL 3 wusc@malawi.net
Evangelical Phoebe Faith Box 30296, 01 726 656 Fax: 01 725 107
Association of Malawi Chifungo LL 3 eaom@malawi.net
Youth and Children Bright Kampaundi C/o District 09 511 879/ Yocris2004@malawi.net
Right Shield (YOCRIS) Youth Office, 01 223 745
Box 63,
Dedza
63
Youth Arm William Katunga Box 31662, 09 235 182 Fax: C/o 01 673 211
Organization Chichiri, BT williamkatunga@yahoo.com
3
Fresh Water Project Charles J Banda Box 126, 01 692 335/678/ freshwater@llcom.net
Chileka 08 836 330
EveryChild Malawi M Moyo/Dereck Box 20272, 01 332 180 rudokumwenda@everychild.org.mw
Luhanga Mzuzu 2 Director: 01 333 betrykalanga@everychild.org.mw
Box 1438, 297/08 829 114
Lilongwe
EveryChild Malawi - Hilda Lupiya Box 30410, 01 762 022 hlupiya@everychild.org.mw
Lilongwe Lilongwe
Participatory Rural Robert Egolet P/Bag 64, 01 253 643 Fax: 01 253 643
Development Org Okio Kasungu Prdo22002@yahoo.com
(PRDO)
National Democratic Luckson Chirwa New Building 01 751 514/ Fax: 01 751 506
Institute (NDI) Society 08 842 624 lchirwa@malawi.net
Building rchiphiko@malawi.net
2nd Floor,
P/Bag 38,
Lilongwe
Action Aid/CEF Julita Nsanjama Box 30735, 01 757 503/ julitansanjama@actionaidmalawi.org
LL 508/500 julitansanjama@yahoo.com
Livingstonia Synod Moses B Box 5, 01 339 371/ ccapeducation@malawi.net
Education Project Kamanga Ekwendeni 01 334 395/
/Box 112, 08 347 144
Mzuzu
Centre for Youth and Collins Chipendo Box 30861, 01 727 825 ceyca@malawi.net
Children Affairs Lilongwe 3
(CEYCA)
Sight Savers Abigail Suka Box 197, 09 955 861 asuka@malawi.net/
64
International Lilongwe ssimalawi@malawi.net

Youth Net and Felix Limbani Box 471, 01 525 674/560 Fax: 01 525 560
Counseling (YONECO) Zomba yoneco@sdnp.org.mw
YARD Gofrey Mfiti P/Bag 12, 01 694 251 Yard_malawi@yahoo.com
Lunzu
Save the Children Mw Margret Ali Box 30010, 09 922 690 Margret2472000@yahoo.co.uk
BT 3 Magret_ali@yahoo.com
PRISAM Henry Kumwenda Box 30109, 01 727 494 prisam@sdnp.org.mw

LL 3
Deeper Life Christian Mr Khumbanyiwa Box 30752, 01 755 692 deeperlife@sdnp.org.mw
Ministry Capital City
Lilongwe 3
NAMISA Innocent Chitosi 08 861 096/ i_chitosi@yahoo.co.uk
01 758 090
Association of Prof Anaclet Phiri Box 999, 01 759 775/778/ acem@malawi.net
Christian Educators in Lilongwe 08 850 319
Malawi (ACEM)
Nkhomano Centre for Dan Mzumara Box 5898, 01 362 719/ Fax: 01 362 500
Development Limbe/ Box 01 362 712 wids@malawi.net/
196, wids@sdnp.org.mw
Karonga
Target National Relief Emmanuel Box 143, 01 242 469/ tanard@malawi.net
and Development Domoya Mchinji 08 879 682
(TANARD)
Malawi Economic Collins Magalasi Box 20135, 01 750 533 Fax: 01 750 098
Justice Network Lilongwe 2 mejn@sdnp.org.mw
(MEJN)
Association of Sunni Nazir MK Box 1081, 01 727 344 Fax: 01 725 160
Madrassahs (ASUM) Nathanie/ Rashid Lilongwe asum@malawi.net
65
Wasike
Counseling for the Fryson Chodzi P/Bag B353, 01 792 597/ cayo@globemw.net
Adolescent and Youth Lilongwe 3 09 950 923
Organization (CAYO) /09 203 564
Foundation for Samuel Kapira Box 724, 08 382 071 Fax: 01 331 050/01 330 335
Children’s Rights Gondwe Mzuzu 08 380 091 kamzimu@yahoo.co.uk
mmcfoundation@yahoo.co.uk
Maphunziro MacDonald SF P/Bag 27, 01 545 370/ Fax: 01 545 398
Foundation Sembereka Balaka 08 863 884 Maphunziro_foundation@yahoo.co
(Revd) m/ chembiji@yahoo.com
FORED Joseph Wezullo C/o TUM, foreded@mailcity.com;
Phiri P/Bag 11, LL joephiri@europe.com
Youth With A Vision - Box 280, -
Zomba.
Labour Resource
Centre
Anglican Diocese of Mrs Elizabeth Box 120, 01 333 805 Fax: 01 333 805
Northern Malawi Crossley Mzuzu biggers@malawi.net
Africa Evangelical Pastor LL Box 1216, 01 790 185
Kafukiza Lilongwe
Blantyre Synod Henry Thoza Box 223, 01545 436 Fax: 01 545 436
Education Office Balaka
Evangelical Lutheran Rev PG Box 2467, 01 675 316/ eldp@malawi.net/
Dev Project Vinkhumbo BT 01 676 236 pvgvinkhumbo@yahoo.com
Anglican Diocese of Revd. Symon Box 30349, 01 797 858/ nyanja@eomw.net
Upper Shire Matumbo LL 3 01 761 430
Muslim Association of NAC Polepole Box 497, BT 01 623 851 mam@globemalawi.net
Malawi
DISTRICT NETWORKS
Mzimba South District Lovemore C/O, The 08 838 839
66
Network Gondwe DEM, Box

28, Mzimba
Ntchisi District Network Lincoln Kapira Box 1 01 285 454
Ntchisi. 08 325 698
Dowa District Network Robert Egolet P/Bag 64, 01 253 643 Fax: 01 253 643
Okio Kasungu Prdo22002@yahoo.com
Lilongwe District Collins Chipendo CEYCA, Box 01 727 825 ceyca@malawi.net
Network 30861, 09 239 960
Lilongwe 3
Ntcheu District Eric Tsetekani Box 34, 09 954 006
Network Ntcheu
Mangochi District Peter Ngalawa Box 16, 01 593 575
Network Mangochi 09 214 997
Zomba District James Chapita MASPA, Box 01 515 273 maspa@malawi,net
Network 976, Zomba 08 891 630
Blantyre District William Katunga Youth Arm 09 235 182 williamkatunga@yahoo.com
Network Organisation
, Box 31662,
Blantyre 3.
Chikwawa District Landani Box 21 01 420 211 lmasingati@yahoo.co.uk
Network Masingati Chikwawa 08 335 329
Phalombe District Anderson P/Bag 32, 08 899 558 andersonkumpolota@yahoo.com
Network Kumpolota Phalombe
67

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Malawi

ACRONYMS AND ABBREVIATIONS................................................................... ii

ACRONYMS AND ABBREVIATIONS

ADB African Development Bank

MDGs Millennium Development Goals

Development Partners and Civil Society in Malawi, including the Government of

Initially, the contribution of the Malawi Government and Development Partners to

This document provides information on activities that Development Partners in

2.0 PURPOSE OF THE DIRECTORY

The Directory has a multi-fold purpose, which include:

The information in the Directory includes:

• Name and Logo of Organisation

3.0 AGENCIES IN ALPHABETICAL ORDER

3.1 African Development Bank

African Development Bank

Aims and Objectives of the Organisation

The African Development Bank is a regional multilateral development finance

Policies and Guiding Principles

• The Country Strategy Paper (CSP)

Nature of Support Provided to Education

Historical and Current Support for Education in Malawi.

The involvement of the African Development Bank Group in the Malawi

establishment and rehabilitation of physical facilities, provision of education

Areas of Collaboration and Cooperation with other Partners

Future Support for Education in Malawi

Tel: 225 2020 5528

3.2 Canadian International Development Agency

Canadian International Agencecanadiennede

Canadian International Development Agency (CIDA)

Aims and objectives of the Organization

a. A February 1995 Foreign Policy Statement, Canada in the World,

Priorities and Policies in Education

a. In 2000, CIDA committed to quadrupling its investment in basic education

a. The Canadian International Development Agency is the federal agency

administrative staff of ClDA provides support to programmes and projects

Types of Support Given to Education

• Bilateral support is the main form of assistance, given in the form of

• Assistance is also channeled through multilateral organizations and

Historical and Current Support for Education in Malawi

• CIDA remains committed to support for formal education, as prioritised

• Grant to Support the Education Sector (GSES). This C $15 million

a. Secondary School Teacher Education Project (SSTEP). SSTEP began in

b. Grant to Support the Education Sector in Malawi, Phase II 2004-2009.

i) To ensure an adequate supply of educational materials is available to

ii) To ensure that MoE's planning and management systems for

Other CIDA interventions that Impact on the Education Sector

a. Government Assistance Project (GAP) The purpose of this project is to

statement” on a specific capacity issue. Currently GAP is supporting

b. Gender Equality Support Project (GESP). The GESP project is a

Future Support for Education in Malawi

a. In response to the request of the Ministry, CIDA is considering further

McPherson Charles H. Jere

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 Government

DFID seeks to work in partnership with governments committed to these targets,

The bulk of DFID's assistance is concentrated on the poorest countries in Asia

Nature of Support Provided to Education

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-