Chinomba community formulates laws ahead of initiation camps.

By Elias Banda
Initiation camps for boys and girls begin the first week of August every year in Mulanje but this year, the Chinomba Village Community would like to treat the ceremony differently by formulating laws restricting the entry age and the curriculum.
The decision to restrict initiation operations  commonly known as thezo in local language came into effect after the community discovered that the number of girls dropping out of school for early marriages was on the increase.  The irony of the matter is that girls and boys aged between 7 and 9 are now considered legible for the ceremony and while at the initiation camps, they are taught sex theories and family matters contrally to their age.
Though the camps are separate for boys and girls, they run on the same period of about 14 days and when they graduate they are instructed to practice what they learnt at the camp by sexually cleansing their bodies. If they don’t sexually cleans, they would not get married in future or their bodies would have unexplained fatalities according to Vax Mwaukila, one of the community members at Chinomba. It is on the basis of  this belief that girls are forced to practice sex after graduating from the ceremonies in order to keep the bad spirits at bay. Enelesi Manganisha of Chinomba village said the sex theories and practices have a huge bearing on child education because girls prefer sex to education and they eventually drop from school to go for early marriage.
School going children who did not undergo initiation ceremony procedure are being marginalized and segregated by peers and they react by either abandoning school or going for an early entry into entry at the initiation camp. The impression is that those who went through initiation are considered the best people in the world.
After graduation, there is a special ceremony for girls known as Chitseko (dancing on the flat door). Here, girls dance while being half naked with beads around their waist and neck in full view of the community members. During this ceremony, girls display their sexy dancing skills and they send a message to the world that they are now have all capabilities to be wives. Enelesi Manganisha argues that the practice attracts a wrong sort of attention because it creates an opportunity for men and boys to choose sexual partners. She further argues that making some one dance while being half naked without his consent is a direct attack to her dignity.
It was against this background that a ADRA Malawi facilitated a community dialogue session were people advocated for change of the approach on the initiation ceremony. During the discussions, community members outlined the consequences the culture is bringing in the community including the escalation of HIV/AIDS cases, unwanted pregnancies and birth complications among others.  The agreed age is 13 and above and that sex matters should be removed from the curriculum and those found defying this law would pay a goat and K5000 (about $125).  

Community amends initiation policy to control early pregnancies in Mulanje

By Elias Banda
The  initiation policy has been revisited in Traditional Authority Chikumbu in Mulanje to bring under control cases of early pregnancies while fostering the promotion of delayed sex debut among younger girls.
Prior to the review process girls and boys aged between 9 and 10 years were legible for initiation and were exposed to sex and family matters, a situation widely condemned by the community because such issues were morally against their age.  And when they graduated, they were expected to put what they learn t into practice, a  situation that led to increased early pregnancies and marriage. Early sex debut   also had a bearing on school dropout among girls as they highly preferred marriage to school. 

mothers are now encouraging and supporting the girl child to go to school

Hot issue: community members debating the initiation ceremony policy review.

ADRA Malawi through the Enhanced Livelihood Gender Empowerment Project (ELGE) launched a sensitization campaign by engaging community leaders and traditional counselors known as Anankungwi in the local language, emphasizing on the effects of   the custom. A series of community dialogue sessions were conducted to analyze the impact of the cultural practice and how it would affect the society at large.
Group Village Headman Chitambi said things were now changing and it was imperative that some of the traditional practices especially those that impinged human freedoms were removed from the society.
The current policy adopted by chiefs enforces that those legible for initiation ceremony should be 13 years and above and that matters of sex and family should be removed. The new policy also highlights that religious organizations should be engaged to provide spiritual and moral support to the girls and boys while they undergo initiation ceremony. 
Speaking in an interview, ELGE Project Manager Andiyesa Mhango said since the amendment of the policy, there is an observed shift from reliance on traditional counselors as sole girl instructors to mothers taking more responsibility of instructing their daughters.     Andiyesa said that the increased women enrollment in the adult literacy program is encouraging more parental support in the girl child education. She said that her project is monitoring the situation though there are positive indications that the targeted communities are now placing more value on education than culture.
The ELGE Project is being supported by Sweden to bring about individual and society positive change in Mulanje. 

65 adult learners graduate in Salima

ADRA Malawi through the Tsogolo Labwino Project has facilitated capacity building of 65 adult learners who are now able to read and write. The graduates received certificates at a colorful ceremony held at Traditional Authority Kambwiri in Salima District.
According to Shadreck Bandawo, Tsogolo Labwino Community Development Coordinator, the number of graduates was a big success considering that many students left the formal education 30 years ago, but were still eager to advance their skills  . He however bemoaned the low number of male students who were only 2 out of 65.
Speaking during the function, Traditional Authority kambwiri urged people in his area to enroll in adult school classes. He advised graduates to use the skills acquired meaningfully especially for the development of the area.

Graduates displaying their certificates

The graduating class started learning in July 2012 with the initial enrollment of 136 students and only 8 were men. The oldest graduate was Selina Eliya 70, who shared her joy when she received her certificate.
For women the reading and writing skills would help them raise their self esteem and give them the opportunity to participate or elected in decision making positions in community based organization structures that have high male domination.
Tsogolo Labwino Project is being supported by Australia to improve the quality of life for people of Salima. 

Goats are changing lives

Written by Krystle Praestiin, ADRA Malawi Intern

Emily with one of her goats

When Emily and her four children met ADRA Malawi’s WEP2 (Women Empowerment Project Phase 2) staff she had just left her abusive husband after a violent clash caused her to miscarriage.

At the time the now completed WEP2 project was implementing a goat bank program. Emily was identified by her community as a woman in need of help so she received one goat from ADRA. (Goats in Malawi are very valuable because they provide families with security and income as they continue to reproduce.)

Emily also became an active member of other programs that ADRA was introducing to her village including: joining a Village Savings and Loans (VSL) group, Functional Adult Literacy (FAL) class and an energy saving stoves making group.

Since her involvement Emily has reared several goats and currently has five. Emily plans to sell a few of her goats to help her put iron sheets on her newly built house- for which she sold 2 goats. Her involvement in the VSL group and her ability to sell goats has helped her provide her family with basic needs like: clothing, school fees, school stationary, hygiene products and food. 

Emily with her familiy outside her new home

Being part of the VSL group has also provided her with income to start a small business selling drinks which also contributes to her ability to take care of her family and aging mother. Emily hopes that as ADRA continues working in her village through its new project (Enhanced Livelihoods through Gender Empowerment) that she will be able to receive some business management training so she can develop a more viable business in the future.

Emily is a role model to her community. Through her hard work in rearing goats and actively participating in development activities she shows people the benefits that come from her involvement.

At home her family has confidence in her ability to care for them and they are proud of her achievements. They are also encouraged to work hard because they have learnt that hard work makes anything possible. Emily is no longer afraid and worried because she knows where to go to get money for help. Emily also looks at life differently because all that she has learnt has given her a hope for the future.

Emily & her goats

Learning to read, write and do basic sums for example, has increased her confidence and skill levels. Emily can now read basic sentences, keep records for her business and of her transactions in the VSL groups. Her involvement in Functional Adult Literacy Classes has taught her the value of education and she does all she can to encourage her children to continue in their studies because she wants them to have a chance at succeeding in life

Her education has also allowed her to become a trainer of trainers for other women interested in being involved in VSL groups, this will ensure that more women like her will be able to benefit from this program well after ADRA Malawi has left. It is our hope that stories like hers will become common place.

Literacy and Peace- Commemorating World Literacy Day

Written by Krystle Praestiin

She stood nervously in front of the microphone, paper in hand, smiled politely at the guests of honour and began reading her story. A year ago this would not have been possible for Ms. Banda*, sure she was able to speak but never did she dream of being able to write a story and then read it perfectly before a large crowd of people, her voice booming confidently through the speaker system. She told of her literacy journey, how she attended Adult Literacy classes and about her new found confidence in being able to read and write and perform basic sums. Ms. Banda’s simple act of reading directly from her hand written notes was a perfect symbol of the transforming power that being literate is having in the lives of many adults in Malawi.

Yesterday, ADRA Malawi attended the commemoration of World Literacy Day in Phalombe District. This year’s theme “Literacy and Peace” saturated the large school ground at which the program was being held. Coordinated by ActionAid in partnership with UNESCO it featured speeches written and read by women who were once illiterate, dances, music and dramas promoting the importance of literacy, and speeches by the guests of honour- District Commissioner Emmanuel Banda, Principle Secretary for the Ministry of Education John Bisika and Executive Director of UNESCO Malawi, Dr.Mkandawire.

This year’s theme Literacy and Peace represents the importance of literacy in upholding human rights and creating greater understanding and appreciation for issues concerning development. In a statement made by the Director-General of UNESCO, Irina Bokova she states that, “Lasting peace is founded on a respect for human rights and social justice. Literacy, the foundation of all education and lifelong learning, is one of these rights. [It] is a prerequisite for peace because it carries multiple benefits, cutting across human, cultural, social, political and economic spheres.” (Quote taken from: http://unesdoc.unesco.org/images/0021/002113/211318e.pdf Literacy for Peace pdf, pg.1).

Of the 13 million people living in Malawi, 4.6 million are illiterate. The District of Phalombe has the highest illiteracy rate of the country with 38% of the 360,000 people living in Phalombe being illiterate. Giving greater significance for the location at which the program was held. The program aimed to promote to the local community and leaders, of which at least 800 were in attendance, the importance of literacy and to show how beneficial being literate is to improving livelihoods. It was also as an opportunity to express publicly, Malawi’s commitment to reducing the illiteracy rate by 50% by 2015.

So far “3,021 students are enrolled in adult literacy classes, [in Phalombe] and this year 239 students graduated from the program (it is estimated that there are 8000 classes country wide),” says the District Commissioner Emmanuel Banda, “[if Malawi continues to increase adult literacy classes] using the REFLECT approach it will also assist children in school through the encouragement of their parents, who will see the importance of education. Literacy will also help to increase participation in and understanding of development issues, such as family planning [which will improve people’s livelihoods].”

 ADRA Malawi has this year adopted the REFLECT approach to literacy in its Action for Social Change (AFSC) programme, Danida/ADRA Denmark and its Enhance Livelihood through Gender Empowerment (ELGE) project, SMC/SIDA/ADRA Sweden. Throughout the world the approach has proven to be highly effective compared to the Functional Adult Literacy approach which tends to be more academic, because it is practical and relevant, as it combines discussions of relevant community development and social issues with reading, writing and basic mathematical skills. For example, during a class the students might choose to discuss and learn about how to improve farming. Students will then discuss this topic and learn to read and write words that are associated to this topic and to perform calculations (where applicable). As the classes continue to meet the topics will keep progressing until each student is able to read, write and perform basic calculations fluently.

ADRA Malawi is currently training REFLECT circle facilitators who will be responsible for facilitating REFLECT circle classes. AFSC programme has established 34 circles in 34 Group Village Heads and ELGE project has established 19 circles in 19 villages. Through this approach ADRA Malawi hopes to contribute to an increase in adult literacy and empowerment and ultimately improve the livelihoods of many community members.

In his closing speech the Principle Secretary for the Ministry of Education said, “Let us all unite during this year’s theme of Literacy and Peace [to stamp out illiteracy in Malawi].” Together with Non-Government Organisations like ActionAid, ADRA Malawi is committed to improving literacy and peace through all its programmes/projects.


* not real name for privacy

The rain slept on the roofs

Author: Michael Usi

For what one would call literal translation of my vernacular Chichewa , I would say ‘the rain slept on the roofs’ .It rained throughout the night and the following morning I was on a trip with Mrs. Thoko Mwapasa, Project Manager for RECAB (Resilience and Capacity Building) to Lisungwi, one of the project catchment areas. We started off in the rains to the site.

The field visit was aimed at assessing the crop situation in the drought stricken villages, monitoring the progress of the PD Hearth approach of restoring and maintain body weights of the under five children, to learn more on the ADRA/Government and World Vision Task Force for the Looming Hunger and appraising the Savings and Loan Committees.

On the way and more when we got to Lisungwi, the manager decided that we also should look at the progress of the Functional Adult Literacy (FAL) Activity.

I was impressed with the enthusiasm and fact based evidence of the progress of the initiatives. It was also apparent by just driving around that 2010 will be a very bad year for maize harvest in this area.

It was however heart fulfilling seeing in reality what I read in project reports unfolding. It was like watching a movie after reading a script.

Now a special moment arrived! The project manager started quizzing the FAL class students on spellings. The old ages and looks of the students were enough evidence t o believe that they would not pass the spelling quiz that Thoko had just planned. I was not very sure how the mood would be if they kept failing the spelling quiz. One by one they spelled their names right. It was r abe ka (Rabecca), then ro zi b e Ke ne si ( Rozibe Kenesi). I was impressed and wished Thoko had stopped the quiz at least to end on a good note. Then it was the turn of a lady with shy and timid looks. As if that was not enough, she had the longest name to spell. I wished she had a shorter name at least for this quizz! Immediately my primary standard 2 school time parachuted in my mind. I remembered how my teacher Mrs Damalekani spoiled my day.

It all started with us on the front seats being asked to spell when, what, which, where. My turn had not come till my time came.They all did well and enjoyed hand clapping. I was ready to spell why since that was the only word remaining on the list that was supposed to be memorised. To my surprise, my teacher asked me to spell under!!!! Everybody in the class sympathised with me. I looked at the teacher and do not remember to have been seeing her. I was in my own world. She repeated as if she knew that I thought she had made a mistake for indeed that is what I thought. ‘Spell under’. I just had to confirm my failure by spelling it out.

Now goes Asiyazawo to the blackboard. Beaming with confidence, she picked the piece of chalk, looked at nobody and went writing Asiyazawo. She stopped when she finished writing the name. As she walked back to her seat, everybody was either laughing, smiling, looking, shaking heads or admiring Asiyazawo. She did it. Coincidentally her name means ‘not minding your business’. I did mind her business of capability to spell her long name. She was toast of the day and indeed of the visit!

The women cited need to read the bible and sing church hymnals as main motivation for interest in FAL classes. I was impresses! Indeed where there is a will there is a way! Greetings to Asiyazawo and the class!

Functional Adult Literacy Education brings joy

..... Woman promoted after attending adult education

Author: Andiyesa Mhango
Women Empowerment Project Phase 2 (WEP2), ADRA Sweden, Sida

One of the most memorable moments in life for 27 year old Elena Benala, was when she was promoted at her work place, NASFAM, (an association for small holder farmers, Mulanje Branch) from a Warehouse Grader to Instructor. Elena is one of the many girls here in Mulanje, who did not have a chance to attend school due to poverty. However, once she started attending the functional adult literacy program in her village, initiated by Women Empowerment Project in 2008, her competencies were easily noticed. Her employer in particular could see Elena’s growing interest learning how to read and write. This brought on her promotion from paprika grader to instructor.
The changes in her life became so radical when her reading and writing skills combined well with her job and thus she was recommended to the company management by her supervisor, Alex Tembani for a promotion. Mr Tembani said he was surprised one day when instead of using her thumb to sign on the payment voucher, Elena could now sign her name with a pen. He also said that the grading job does not require any formal qualifications while being an instructor requires some basics such reading, counting and writing.
Her new position means that instead of grading crops, she is now responsible for instructing others and verifying the packaging of seeds. Though her salary is confidential, Elena said she is now earning enough to help feed her twin children and send them to school.
The promotion of Elena has ignited hopes among young women to enrol with adult literacy program. Elena is now proud to mention that Women Empowerment Project has contributed to the quality of her life through the adult literacy program in her village of Sitolo.
















Above Left: Elena displaying writing skill in front of her kitchen and opposite is the NASFAM Warehouse where she works.