In communities like Kazembe Village, located within the Mulanje district of Malawi, adolescent girls face significant challenges that disrupt their educational journeys. Among these challenges, early marriage and the subsequent dropout from school loom large, robbing young girls of their right to education and a brighter future. However, the Girls Get Equal project, implemented by Creative Centre for Community Mobilization (CRECCOM) and funded by Norad through Plan International, stepped in to change this narrative. Through targeted psycho-social support (PSS) interventions, these programs aim to empower girls like Maja Lyton to overcome adversity and reclaim their education.
Before the intervention, stories like Maja Lyton's were all too common. At just 17 years old, Maja found herself coerced into marriage by false promises of security and care. Trapped in a relationship marked by abuse and unfulfilled promises, Maja made the courageous decision to break free and pursue her education once more. However, the path back to school was fraught with challenges, both emotional and logistical. Without adequate support structures in place, many girls like Maja struggled to reintegrate into the educational system, facing stigma and isolation from their peers.
"A certain man lied to me that he should marry me and that he will be taking care of all my affairs. Then I got married and while in the marriage. I noticed that there were a number of problems that I noticed. The man used to beat me when we disagreed on different things and even did not satisfy what he promised me during the time we were starting the relationship and I thought of ending the marriage and going back to school."
Thanks to the intervention of the Girls Get Equal project, Maja's story took a different turn. Empowered by psycho-social support provided by trained facilitators and the dedicated efforts of the mother group at Nkanda Primary School, Maja found the strength to return to her studies. Supported by her family and community, Maja's journey back to school was marked by encouragement and solidarity, rather than judgment and ridicule. Through targeted interventions and a nurturing environment, Maja and other returning students were equipped with the tools they needed to thrive academically and emotionally.
"My parents welcomed the idea [of returning to school] and were very happy since they were not expecting that I could leave the family and go back to school to continue with my education... At first, I used to ignore what my parents used to advise me on the importance of getting educated."
The Headteacher of Nkanda Primary School also explained how the school is tirelessly working to ensure that students stay focused in their education.
"We even ensure that we advise fellows of the readmitted students that they should not laugh at the ones who have returned back to school by laughing at them when they fail in class... We even encourage their fellow teachers to be putting them in groups as one of the ways of teaching them so as to easily associate with their fellow students."
Through targeted interventions and a holistic approach to education, initiatives like the Girls Get Equal project are transforming the educational landscape for girls in communities like Kazembe Village. By providing psycho-social support, fostering inclusive environments, and empowering girls to reclaim their education, these programs are not just changing individual lives; they're building a brighter, more equitable future for entire communities.
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