Education

As a way of empowering girls to be effective advocates for girls’ education issues, the DfID funded, Keeping Girls in School (KGIS) project plans to implement school based girls’ advocacy weekends in all its 10 implementing districts in Malawi.

The activities are aimed at providing a platform for girls to share issues that they face and to build their capacity as champions and advocates who can effectively bring out their issues to duty bearers – actors who have a responsibility and obligation to realise the rights of the girls.

On Thursday, 16^th July 2015, Save the Children officially launched a Norad Framework project-Quality Learning and Accountability in style. The colorful ceremony took place at Ligowe Primary School in Neno district. 

Estelle discovered something about herself after joining Save the Children’s, Adolescent Development (AD) programme early last year – she realised that she was becoming an adolescent girl. When she is not playing a game of netball with her friends or doing chores at home like most girls in her community, she spends a lot of time at the AD programme. In her school group, she holds the position of chairperson, which mainly puts her in charge of organising members.

Keeping Girls in School – a Save the Children UKaid funded Improving School Experience and Cash Transfer project on Thursday, March 12, 2015 handed over vehicles to its partners. The event which took place at Save the Children offices attracted over 15 representatives from the five organizations implementing the Keeping Girls in School (KGIS) project.

Today, the grounds of Pheleni Primary School, in Lilongwe Rural were filled with colour and pomp on the World Literacy Day Commemoration thanks in part to the collaborative Save the Children and USAID project, Tiwerenge ndi Ana Athu (TiANA). TiANA is a project funded by USAIDs All Children Reading Grand Challenge, which supports and helps improve Save the Children’s, Literacy Boost Initiative – an evidence based response to an alarming global trend—the rise in the numbers of children finishing primary school who are unable to read well enough to learn.