Inclusive Education for Marginalized Girls in Malawi: What Worked in Link Education’s Leave No Girl Behind Project

By BEC member Link Education. Written by Clement Mwazambumba, with introduction by Dr. Samantha Ross.

Link Education’s TEAM Girl Malawi[1] UKAid-funded project[2] has drawn to a very successful close. 77% of the highly marginalized participants can read, write and understand and use maths; 74% have stronger sexual reproductive health and life skills; over 1,000 returned to primary school, 1,115 graduated from vocational training in tailoring or hairdressing, and 1,902 gained entrepreneurship skills. 13% of the girls had some kind of disability. These girls, who were being left behind, had never been to school or if they had, had not gained foundational skills, were finally able to thrive – 88% of the girls ‘agreed a lot’ that participation in TEAM had helped their future.

TEAM has demonstrated an efficient and effective inclusive model that can deliver quality education in a non-formal setting to the most marginalised youth, including those with disabilities, supporting the Government of Malawi’s commitment to provide 12 years of education and to reach the most vulnerable. Globally, TEAM delivers several of the World Bank’s ‘Great Buys’ and ‘Promising Buys’ as listed by the Global Education Evidence Advisory Panel framework.

We have identified six drivers that led to TEAM’s success and suggest that these should be embedded in all holistic programming.

Learner with baby in a community-based accelerated learning centre, Malawi

1.      Partnerships: work alongside other national education programmes, district education and welfare officers, primary schools, disability organisations, community groups, village leaders and local businesses to holistically support learners. For example, community members conducted home follow-ups on absenteeism and mapped solutions; disability organisations and government departments conducted assessments and developed support networks.

2.      Community-driven: build on community knowledge, resources and vision. Communities identified and managed learning centres and ensured spaces were safe, appropriate and accessible; utilising community resources kept costs low; child-care provided by mother groups enabled young mothers or carers to attend; and community messaging promoted value of education and child protection.

3.      Safety and protection:  develop comprehensive community-led safeguarding systems that involve girls, boys, parents, husbands, facilitators, schools, village leaders and district teams to ensure learners feel safe and supported.

4.      Adaptive and flexible: create an enabling, inclusive environment so all participants succeed. For example differentiated learning plans; facilitator guides that focused on inclusion and relevance; class times negotiated around learners’ other responsibilities; and crucially an environment that continuously listens, reflects and responds whilst using data to drive evidence-based adaptations.

5.      Build agency: listen to participants and recognise their own visions and abilities whilst nurturing self-esteem, decision-making and foundational skills to they can choose their own next steps.

6.      Value for money: keep costs low and promote sustainability by working within existing systems and structures at government, civil society, and community level; establish innovative linkages for more efficient delivery such as child protection.

You can see a short video summarizing the project here.

You can read the TEAM Girl Malawi Final Reflections Summary Report here written by the Girls’ Education Challenge fund manager.

Read on to hear more from Clement Mwazambumba, District Manager from 2018 to 2023 – the lifetime of the project.

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TEAM Girl Malawi supported over 5,000 10 to 19-year-old, highly marginalised and out-of-school girls with diverse needs such as pregnant girls, breastfeeding girls and girls in early marriage. The project worked across one urban and two rural districts in Malawi (Lilongwe urban, Dedza and Mchinji). In these regions, there was an above average rate of girls’ dropout, grade repetition, orphans and child-headed households.

Complementary Basic Education graduate learning sewing skills, Malawi

My role involved coordinating with staff from partner organisations and external stakeholders such as the government and other CSOs.

From the outset, our objectives were to support girls to get reading, writing and numeracy skills. For many of us who were working in education, this was not new. However, inclusive education – making sure we were also supporting girls with disabilities and other challenges – was new. Our early screening process helped us to understand the barriers these girls faced. We talked to the girls and their parents as part of the process. As a result, our understanding of how best we could help the girls, along with our objectives, became a lot clearer. It also encouraged us to engage experts with experience of working in inclusive education and child protection.

One of the first challenges we faced was explaining our scope to the communities – what we were trying to achieve, and what we could and could not do. We needed to engage parents and get them ‘on board’ but explain that we would not be tackling everything at the family and community level. There is a lot of hunger and poverty, and sometimes families need their children to work. It is difficult for them to prioritise education. So, we kept talking and talking to families and began to gain some consensus.

Indeed, the engagement of many parents was extremely heartening. There was great cooperation and enthusiasm from many of the parents whose children had not had an opportunity to go to school – particularly those with disabilities. Some parents even joined lessons to see for themselves what was happening – and during COVID-19 closures a number of parents contacted us looking for information on how their children could continue to be educated.

Learner with disabilities being given individual support, Malawi

The parental enthusiasm was a great boost for us and when these children went through the programme, when they improved – even in their ability to socialise with peers and staff – it was very exciting for parents, but it was also an enriching experience for us.

In terms of other achievements, I think we were successful in getting girls through the educational content, particularly with the impact of COVID-19. We started with seven subjects but had to rationalise these so that we could get through as much as possible. I believe the learners received the best education and learning environment possible.

One thing that could be enhanced in future programmes is the training of facilitators. Many of them did not have the same skills as teachers, particularly in teaching diverse classes with children with different needs. This improved with each cohort but more online training or refresher courses could be included with more time and resources.

I believe that we have started a good dialogue about the educational needs of marginalised girls at many levels – within communities and with government structures in the three regions. We have also brought inclusivity to the fore.

On a personal note, this has been the most enriching experience. I had a background in education and working with schools, but this has gone beyond education. I have experience and depth in other areas, such as safeguarding and inclusion, that I will be able to put to good use in the future.

Smiling learner with baby in a community-based accelerated learning centre, Malawi

[1] This is a link to a summary of the endline findings.

[2] The project was funded by FCDO’s Leave No Girl behind portfolio, part of the Girls’ Education Challenge

Students’ Welfare in the Center: Creating Safe, Inclusive, and Healthy Environments

By BEC member Luminos Fund

In a Luminos Fund classroom in Ghana, students gather in a circle around the Luminos Program Coordinator, Suwaida Aziz. Students eagerly raise their hands to answer questions as Suwaida leads the class through “Your Promise,” a story for Luminos students to help them understand their rights and what to do if they have any concerns. Today, students listen to the story of Alpha, a child who has learning difficulties and sometimes mixes up his numbers.

“Can we learn if we have trouble writing?” Suwaida asks the class, prompting a series of hands to fly in the air. This short story about Alpha emphasizes inclusive learning and celebrating children’s unique differences.

At Luminos, we have the privilege of supporting vulnerable children every day through our catch-up education programs in Sub-Saharan Africa and the Middle East. In just one year, the Luminos program helps formerly out-of-school children learn how to read, write, and do math through a joyful, activity-based curriculum. At the heart of our mission is a firm commitment to protect children from harm. In the Luminos program, we have a zero tolerance policy for abuse of any kind. Students’ well-being is a top priority. Not only is it a fundamental right of all children, but it also helps them to learn effectively.

“We not only teach and support students, but we also train and engage teachers, parents, and community members to ensure all students have a safe and inclusive environment and experience joyful learning,” says Corina Wornee, Luminos Global Safeguarding Lead and Liberia Senior Program Manager.

“By including the entire community, we ensure that everyone is more mindful of the well-being of their children. And Luminos is ensuring that learning is happening in a safe, joyful, and welcoming environment.”

Luminos takes a three-fold approach to ensure our student’s well-being: 1) safeguarding students’ welfare through extensive child protection training, 2) creating inclusive classrooms, and 3) supporting students’ health.

1.      Safeguarding Student’s Welfare

We prioritize the well-being of our students by ensuring that staff are well-trained, students are educated about their rights, and there is a well-defined process to address any concerns. In all Luminos program locations, staff and teachers receive child protection and safeguarding training created by local and international specialists.

In these training sessions, we thoroughly review the Luminos Child Protection and Safeguarding Policy, covering topics such as child rights, classroom management, types of abuse, inclusive and gender-responsive teaching, and safeguarding with parents and the community. These sessions are designed to be interactive, providing teachers with frequent opportunities to apply new knowledge through case studies and role plays.

We also involve parents and community members as a holistic part of our child safeguarding strategy. Relevant topics are addressed in initial meetings with parent engagement groups before the school year starts and are woven into monthly meetings that teachers hold with parents throughout the year. Luminos strives to ensure all parents have a clear understanding of our safeguarding policy and their roles, and that they feel that the Luminos team respects their culture and rights to guide their child.

Finally, we make sure our students are educated about their rights so that they can build the confidence and skills to help protect themselves and their peers. Lessons are delivered throughout the year through a narrative format, using “Your Promise.”  Lessons are reinforced throughout the year.

2.      Inclusive Classrooms

All children learn best when they are happy. Ensuring all students feel included and able to fully participate in class is essential for providing a joyful learning experience. To that end, we prioritize inclusion in every facet of the Luminos program, from teacher recruiting and training to classroom instruction. Reinforcing the belief that all children are capable of learning is critical. We also train teachers in gender-responsive teaching and work with parents to support girls’ learning by addressing gender-related topics in our parent engagement meetings. Our pedagogy intentionally includes using multiple techniques to engage students and present information in a variety of ways, maximizing learning for all students, regardless of background and learning needs.

3.      Healthy Students

We recognize that good health supports students in having enjoyable and successful learning experiences. Health information is often limited in the communities where we work, so Luminos integrates some health education into our daily curriculum. Topics include common diseases, hygiene, nutrition, the human body, and substance abuse, among others. In places where there is significant food insecurity, Luminos also provides a free hot lunch to our students, helping them stay healthy, concentrate better on their lessons, and serving as an additional incentive for enrollment and attendance.

Through this three-fold approach, we prioritize our students’ safety and well-being, allowing them to fully engage in our classrooms and experience joyful learning firsthand.

“Placing student welfare at the center of everything we do is part of Luminos’ DNA,” Corina notes. “It is only after ensuring students feel safe and included that joyful learning can occur, allowing students to build foundational reading, writing, and math skills.”

To learn more about Luminos’ approach to making learning joyful in our classrooms, explore the full Joyful Learning element of the Luminos Method!

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About the Luminos Fund:

The Luminos Fund is an international education nonprofit that provides transformative education programs to thousands of out-of-school children, helping them to catch up to grade level, reintegrate into government schools, and prepare for lifelong learning. In just one school year, we teach students to read and do math – to learn how to learn – through a joyful, activity-based curriculum.

Study Exchange Visits: Embracing an Impactful Opportunity

Written by Jackson Wu-Pong (Chemonics International)

Far too often, international development projects, caught in their own hustle and bustle, don’t commit the time and energy to engage with similar projects across the country, region, or world. Study Exchange Visits offer an engaging opportunity for development practitioners and policy makers to connect across similarities and differences. In short, Study Exchange Visits involve representatives from one development project spending strategic, intentional, and mutually informative time in another project’s context. Although the initial investments cannot be ignored, project leaders should not discount the benefits of increased intra-group collaboration, mutual learning, and improved development outcomes. These opportunities for progress are especially salient as Human Rights Day marks the 75th anniversary of the Universal Declaration of Human Rights’ proclamation, with Article 26 emphasizing education as a human right.

In both Georgia and Tajikistan, education system leaders are challenged to find the right balance between centralized authority and school autonomy. Compared to Tajikistan, where nearly all decisions and authority flow directly from the President’s office and the Ministry of Education and Sciences to less-autonomous schools, the Georgian system allows extensive autonomy at the school level with less standardization, monitoring, and supportive resources. Leaders from the USAID/Tajikistan Learn Together Activity (LTA) project along with representatives from Tajikistan’s Ministry of Education and Science (MoES) visited the USAID/Georgia Educating the Future Activity (EFA) project leadership and the Georgian Ministry of Education and Science (MoES) in a Study Exchange Visit.

LTA supports the Tajik MoES’ capacity to improve literacy and numeracy skills to impact primary (Grades 1-4) students' learning outcomes nationwide. The project is in full swing, with nationwide rollouts for teacher training, school leadership support, and educational television programs in 2023. EFA is in the early stages of implementation, supporting the Government of Georgia (GoG) in enhancing the quality of pre-service teacher education programs, building the capacity of school administrators, and strengthening school autonomy with a specific focus on Educational Resource Centers (ERCs).

The following points illustrate how any implementing partner can build mutual learning and support between projects. 

The Tajik Deputy Minister of Education and Science Abdulzoda presents a traditional Chakan embroidery to the principal of No. 2 Sagarejo Nugzar Chanturia Public School following a hospitable and informative school visit.

Photo Credit: Jackson Wu-Pong, Chemonics.

 Embracing Opportunity

Implementing partners with a sufficiently large portfolio have an opportunity to dynamically support their projects by building cross-project collaboration and learning. Study Exchange Visits are an excellent vehicle for fostering such international connections between government entities and project structures.

Further, Study Exchange Visits offer immense value in team building across silos. In this example, the Tajik delegation made frequent mention of how much each of their seven officials learned from spending a week together when, during normal business, they rarely have the opportunity to collaborate across Ministerial departments.

Making the Investment

Implementing partners looking to conduct a Study Exchange Visit should build the time and expense into their initial proposals, budgets, and annual work plans. Early planning engages stakeholders in the home office and partner country while preventing last-minute panic. For the Georgia trip, the LTA team wrote a Study Exchange Visit into their Year 3 Work Plan, received approval from USAID, and then coordinated between the Georgian and Tajik Ministries to finalize agendas, attendees, and logistics.

Pairing Similar Countries

The connected countries in a Study Exchange Visit should be similar in some way, be it historical, cultural, linguistic, religious, or otherwise. Both Georgia and Tajikistan are mountainous former Soviet Union countries sharing a commitment to continued educational development. Because of these similarities, the delegations could have fruitful conversations about educating hard-to-reach communities, ethnic and linguistic minorities, teacher retention, and shifting responsibilities to schools, among many other topics on which they differed. Without their similarities, the number of differences would be overwhelming and counterproductive.

Setting up Peer-to-Peer Connections

To encourage a productive and efficient Study Exchange Visit, organizers should identify parallel job functions between delegation members and build the visit around those pairs. This allows each of the pairs to “lead” one of the meetings and have a detailed and sophisticated connection. In one example from Tbilisi, the Tajik delegation’s representative from the Department of Higher Education took a more substantial role when meeting with the Georgian National Assessment and Examination Center, which coordinates university entrance exams, and at Ilia State University compared to meetings with the Georgian Education Resource Centers, which do not interact with higher education.

Emphasizing Learning and Teaching

Implementing partners looking to arrange a Study Exchange Visit should emphasize equity between the delegations. Both delegations repeated a principle of occupying both teaching and learning roles throughout the week. These roles were established at the initial planning stages and reflect the contextual similarities and common goals between the Georgia and Tajikistan education systems. This dual mindset pulled the delegations to an equitable playing field where both could benefit rather than assuming a hierarchy of knowledge, development, and ultimately power.

 Final Thoughts

There is no denying that the financial and time costs of planning and executing Study Exchange Visits can be substantial. However, Chemonics’ experience with the Tajik delegation in Georgia demonstrates their tremendous professional value. The Tajik delegation gained essential insight by connecting with their Georgian counterparts and each other. Educators and Ministry officials in Georgia had the opportunity to reflect on their own challenges while hearing about similar obstacles in Tajikistan. Further, project teams from both countries supported each other in their shared objectives around teacher professional development, improved student learning outcomes, and the pursuit of education as a human right — and look forward to more productive project implementation as a result.