Show Navigation

  • HOME
  • SUBMIT A BRIEF
  • CONTACT
  • PAST ASSIGNMENTS

All Galleries
  • Facebook
  • Twitter
x
Download

53 images Created 30 Mar 2017

MALAWI (Concern Worldwide) – Improving education and tackling gender-based violence in rural schools

**Please note that the photographer and Concern Worldwide's project must both be credited where these images are used.**

Malawi ranks 124th out of 186 countries on the 2012 Gender Inequality Index. Many girls in the southernmost district of Nsanje drop out of school as a result of forced marriages. Thus, there is marked gender disparity in access to essential tools for social and economic development. Indeed, gender inequality permeates the lives of most women and girls in Malawi, manifesting as exclusion from decision-making processes, lack of economic opportunities, low levels of education and high prevalence of violence.

Concern Worldwide’s education programmes in Nsanje seek to enable children, particularly girls and those from marginalised groups, to gain access to education so that they can develop to their fullest potential. To achieve this, Concern is implementing a project funded by the United Nations Trust Fund to End Violence Against Women, titled 'Ending School-related Gender-based Violence in Malawi'. School-related gender-based violence represents a considerable barrier to participation in education, gender equality and to the achievement of Education for All and the Millennium Development Goals.

The project empowers students to speak out about issues that affect them using the medium of interactive theatre, and also engages men specifically to fight gender-based violence (GBV) as the main perpetrators of GBV themselves.

These images document this work, led by Concern's partner Theatre for a Change, and also allied education work that has sought not only to get more girls enrolled in school but also to keep them there. For example, working with a local organisation called boNGO using funding from The Scottish Government, Concern has created 'Happy Classrooms' designed to bring colour and liveliness to the learning experience.

Also documented is the success story of Alinafe, a young girl who is doing well in school and yet almost dropped out recently to get married.

Note that images are displayed in the order captured, not as a story. Nevertheless, full details of the scene can be found in the captions.
View: 100 | All

Loading ()...

  • CAPTION: Theatre for a Change opens its training with an activity to designed to promote working together as a group, regardless of gender. After teaching the participants a song, they sing "it's yours, it's mine, let's do things together, let's play together, let's love one another". LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Petro Anderson (left) and Edina Ali (right).
    IMG38345.jpg
  • CAPTION: Ginford from Theatre for a Change holds aloft the topic and learning aim for the day. Today's topic is cultural practices, and the learning aim is to explore how these affect boys and girls differently, and the consequences of this. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Ginford Maulidi.
    IMG38379.jpg
  • CAPTION: Before starting to look at the topic in depth, Theatre for a Change's facilitators introduce the learning aim. The participants are asked to read this out loud creatively, showing their understanding of the aim through their voices and bodily gestures. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Ndinzani Sonex, Sabrina Banda, Iness Peter, David Petro and Alex Chuma.
    IMG38399.jpg
  • CAPTION: Aubrey answers a 'reflection question'. These are posed after activities to ensure that participants have understood what they were designed to convey. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Aubrey Driver, Ndinzani Sonex and Francis Bamusi.
    IMG38461.jpg
  • CAPTION: Following a group brainstorming session on some of the common harmful cultural practices in their area (Nsanje District), Group 3 presents what it came up with. One of the practices on their list, 'Kusatsa Fumbi', happens when a girl who's just entered puberty goes for a ceremony to initiate her into adulthood. Before she is released, a man who may be considerably older than her is sent to sleep with her. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: [Multiple individuals].
    IMG38470.jpg
  • CAPTION: Theatre for a Change's facilitator, Ginford Maulidi. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Ginford Maulidi.
    IMG38477.jpg
  • CAPTION: Under the shade of a big tree, a group of students prepares for a role play on harmful cultural practices and how they might be able to challenge these either as victims or as members of the Student Council. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: [Multiple individuals].
    IMG38529.jpg
  • CAPTION: A group of students puts on a role play in which a family comes to meet its chief and his assistant for permission to bake bricks in a kiln. The chief tells them that before they do this, they must go through a practice that requires the husband and wife to sex before starting such work. While this may not be a problem in most cases, it certainly is problematic where people are unmarried, as they must find others from outside to have sex with. Men often look for young girls for this, as they assume that it'll be less likely they'll resist. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: [Multiple individuals].
    IMG38531.jpg
  • CAPTION: A group of students puts on play about the practice of 'nthena'. It starts with a husband and wife coming into their home from their farmland discussing their son-in-law who's been very good to them by helping them with money for this farmland. As they feel they need to show their appreciation for him, they decide to give him an 'nthena' (a bonus wife). This person will come from the same family, most probably the younger sister of the woman he's already married to. Usually, these are girls in their teens, under the age of adulthood.  LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Behind, from left to right: Salima Samuel, Mary Mande, Medsun Kundesi and Martha Sinusi; front, from left to right: Sabrina Banda and Chimwemwe Nicks.
    IMG38547.jpg
  • CAPTION: Fyness thinks very hard about a 'reflection question'. These are posed after activities to ensure that participants have understood what they were designed to convey. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Francis Bamusi (left) and Fyness Joseph.
    IMG38596.jpg
  • CAPTION: Theatre for a Change's facilitator Ginford Maulidi leads the students in playing 'Manja Manja', which means 'clapping'. This is a reflection game in which the person in the middle of the circle calls out what s/he has learned during the session, while those forming the circle then follow with 'manja manja' as they clap in rhythm. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Diya Bamusi, Edina Ali, Ginford Maulidi and Medsun Kundesi.
    IMG38660.jpg
  • CAPTION: Theatre for a Change's facilitator Ginford Maulidi joins the students in playing 'Oleo', an energiser. The person in the middle leads, singing the word 'Oleo' and making creative gestures. The leader may vary his or her tone, do it fast or slow, jump, etc. Not all energisers are done at the beginning; this one was done at the end as a 'closing activity' (those at the beginning are 'warmups'). LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Ginford Maulidi, Mika Edward and David Petro.
    IMG38682.jpg
  • CAPTION: Playing 'Kambuzi Kali Mkhonde', a game wherein one person plays a goat and another (in this case, Francis) plays a hyena. The hyena chases the goat, while the circle of people that Francis is trying to break into represent an enclosure. When the hyena gets inside, the goat should escape. The people try to protect the goat by preventing the hyena from entering, but when it gets inside they create a space for the goat to get out. Some refection questions follow to relate this game to what's been covered during the training. The goat is said to represent a child and the hyena a perpetrator of violence. The enclosure represents the protectors of the child, the role of the Student Council in real life, guarding against violations. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Francis Bamusi.
    IMG38695.jpg
  • CAPTION: Playing 'Kambuzi Kali Mkhonde', a game wherein one person (in this case, Ndinzani) plays a goat and another plays a hyena. The hyena chases the goat, while the circle of people that Ndinzani is breaking out of represents an enclosure. When the hyena gets inside, the goat should escape. The people try to protect the goat by preventing the hyena from entering, but when it gets inside they create a space for the goat to get out. Some refection questions follow to relate this game to what's been covered during the training. The goat is said to represent a child and the hyena a perpetrator of violence. The enclosure represents the protectors of the child, the role of the Student Council in real life, guarding against violations. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Escaping the circle: Ndinzani Sonex.
    IMG38716.jpg
  • CAPTION: Playing 'Manja Manja', which means 'clapping'. This is a reflection game in which the person in the middle of the circle calls out what s/he has learned during the session, while those forming the circle then follow with 'manja manja' as they clap in rhythm. Pointing to himself, Alex sings 'ineyo ndaphunzira…', meaning 'I have learned…'. LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Front: Alex Chuma; behind: Chimwemwe Nicks (left) and Sabrina Banda.
    IMG38771.jpg
  • CAPTION: Playing 'Oleo', an energiser. The person in the middle (in this case, Mika) leads, singing the word 'Oleo' and making creative gestures. The leader may vary his or her tone, do it fast or slow, jump, etc. Not all energisers are done at the beginning; this one was done at the end as a 'closing activity' (those at the beginning are 'warmups').  LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Centre: Mika Edward; behind, from left to right: Diya Bamusi, Iness Peter, Mary Mande and Medsun Kundesi.
    IMG38803.jpg
  • CAPTION: Playing 'Oleo', an energiser. The person in the middle leads (in this case, Mika, though Medsun is keen to get in on the action), singing the word 'Oleo' and making creative gestures. The leader may vary his or her tone, do it fast or slow, jump, etc. Not all energisers are done at the beginning; this one was done at the end as a 'closing activity' (those at the beginning are 'warmups'). LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Front:  Mika Edward; behind, from left to right:  Iness Peter, Mary Mande and Medsun Kundesi.
    IMG38809.jpg
  • CAPTION: Playing 'Oleo', an energiser. The person in the middle (in this case, Sabrina) leads, singing the word 'Oleo' and making creative gestures. The leader may vary his or her tone, do it fast or slow, jump, etc. Not all energisers are done at the beginning; this one was done at the end as a 'closing activity' (those at the beginning are 'warmups'). LOCATION: Mpepe Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Sabrina Banda.
    IMG38826.jpg
  • CAPTION: Flora enthusiastically stands to answer a question. The EQUAPEG Project has been about encouraging more of Nsanje's girls to attend school, and also to do well there such that they won't drop out later. By training teachers to use more participatory techniques in their literacy instruction, they are helping young girls to stay engaged with their education. Their growing enthusiasm for learning reduces the chances that their parents will subsequently withdraw them and get them married off while they're still minors. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Flora Monja.
    IMG38908.jpg
  • CAPTION: Flora enthusiastically stands to answer a question. The EQUAPEG Project has been about encouraging more of Nsanje's girls to attend school, and also to do well there such that they won't drop out later. By training teachers to use more participatory techniques in their literacy instruction, they are helping young girls to stay engaged with their education. Their growing enthusiasm for learning reduces the chances that their parents will subsequently withdraw them and get them married off while they're still minors. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Flora Monja.
    IMG38916.jpg
  • CAPTION: Concern Worldwide recognised the importance not only of getting more girls into education, but also of making the case to stay in school compelling. Its EQUAPEG Project therefore sought to enhance literacy outcomes by training teachers of the first three standards in participatory literacy methodologies. Here, Mrs Chizenga is teaching her 1st Standard children how to form basic short words using specific sounds. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Front: Sailuma Tafali (left) and UNKNOWN (right); behind: G Chizenga.
    IMG38932.jpg
  • CAPTION: 1st Standard learners follow their teacher's lead during a Chichewa language class, as she engages them with a participatory literacy teaching methodology that she was trained in under the EQUAPEG Project. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: UNKNOWN.
    IMG38953.jpg
  • CAPTION: 2nd Standard learners pay close attention to their teacher in their Chichewa language class, as she uses literacy teaching techniques developed during training under the EQUAPEG Project. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: UNKNOWN.
    IMG38971.jpg
  • CAPTION: A 2nd Standard learner pays close attention to his teacher during a Chichewa language class, as she uses literacy teaching techniques developed during training under the EQUAPEG Project. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: UNKNOWN.
    IMG38972.jpg
  • CAPTION: Concern Worldwide recognised the importance not only of getting more girls into education, but also of making the case to stay in school compelling. Its EQUAPEG Project therefore sought to enhance literacy outcomes by training teachers of the first three standards in participatory literacy methodologies. Here, Mrs Zingapeta is helping her 2nd Standard class to practise syllables, while forming slightly more complex words from these syllables as compared with what they do in the 1st Standard. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Blandina Zingapeta.
    IMG38983.jpg
  • CAPTION: Mrs Joe's 3rd Standard Class. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Front row, from left to right: Tanangochi, Chifundo Charles and Martin Judo. [Behind: multiple individuals.]
    IMG38988.jpg
  • CAPTION: Surrounded by the bright and cheerful walls of boNGO's 'Happy Classroom', Mrs Joe enthusiastically leads her 3rd Standard learners in a Chichewa literacy class. Mpatsa Primary School has been held up as a 'model school' because its teachers have been doing an especially good job of implementing what they have learned from their EQUAPEG training. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Charity Viano ('Mrs Joe').
    IMG39015.jpg
  • CAPTION: Mrs Joe finds that her enthusiastic utilisation of new participatory teaching techniques results in tremendous pupil engagement. "Before, we used to be a little relaxed about our work", she admits. "The methods we’ve been taught have made it worth striving harder; they’re so enjoyable!" LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Charity Viano ('Mrs Joe').
    IMG39023.jpg
  • CAPTION: Mrs Joe finds that her enthusiastic utilisation of new participatory teaching techniques results in tremendous pupil engagement. "Before, we used to be a little relaxed about our work", she admits. "The methods we’ve been taught have made it worth striving harder; they’re so enjoyable!" LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Charity Viano ('Mrs Joe').
    IMG39024.jpg
  • CAPTION: Mrs Joe finds that her enthusiastic utilisation of new participatory teaching techniques results in tremendous pupil engagement. "Before, we used to be a little relaxed about our work", she admits. "The methods we’ve been taught have made it worth striving harder; they’re so enjoyable!" LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Charity Viano ('Mrs Joe').
    IMG39034.jpg
  • CAPTION: Mrs Joe finds that her enthusiastic utilisation of new participatory teaching techniques results in tremendous pupil engagement. "Before, we used to be a little relaxed about our work", she admits. "The methods we’ve been taught have made it worth striving harder; they’re so enjoyable!" LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Charity Viano ('Mrs Joe').
    IMG39037.jpg
  • CAPTION: Mrs Joe finds that her enthusiastic utilisation of new participatory techniques, including the use of teaching and learning materials such as this 'word tree', results in tremendous pupil engagement. "Before, we used to be a little relaxed about our work", she admits. "The methods we’ve been taught have made it worth striving harder; they’re so enjoyable!" LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Charity Viano ('Mrs Joe') (left) and Gladys Simbi.
    IMG39043.jpg
  • CAPTION: Mrs Joe finds that her enthusiastic utilisation of new participatory techniques, including reference to brightly coloured learning material painted onto the walls of her 'Happy Classroom' by boNGO, results in tremendous pupil engagement. "Before, we used to be a little relaxed about our work", she admits. "The methods we’ve been taught have made it worth striving harder; they’re so enjoyable!" LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Charity Viano ('Mrs Joe').
    IMG39048.jpg
  • CAPTION: Boys and girls from Mpatsa Primary School really enjoy the new approach to teaching literacy. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Aloni Kapindu (left) and Gladys Simbi (right).
    IMG39072.jpg
  • CAPTION: Mrs Joe does her rounds, marking learners' homework. LOCATION: Mpatsa Primary School, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Charity Viano ('Mrs Joe').
    IMG39082.jpg
  • CAPTION: Nyarayi Gauzeni, Mgona’s Group Village Head, enjoys some quality time with her daughter Blessings under the shade of a tree. In the mornings, Nyarayi says she scours her whole area, ensuring all children - including girls - have gone to school. Rather than looking at schools in isolation, Concern has taken a holistic approach, broadening out to entire communities and their traditional authority structures of village chiefs and group village heads. These figures have significant influence over what happens in their communities. LOCATION: Mgona Village, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Nyarayi Gauzeni (left) and Blessings Gauzani (right).
    IMG39118.jpg
  • CAPTION: Nyarayi Gauzeni, Mgona’s Group Village Head, gives a couple of girls a pep talk during their walk home from school. "It’s important for we women to be educated", she stresses, "so that we can help ourselves and not rely on others". LOCATION: Mgona Village, Tengani Traditional Authority, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Maureen Mpenga, Nyarayi Gauzeni and Ethel Tsambalikagwa.
    IMG39124.jpg
  • CAPTION: Jackson Kupheka teaches the months and seasons. boNGO, the catchy short form of 'based on Need-driven Grassroots Ownership', conceived the methodology of painting classrooms with brightly coloured learning material, so as to make both teaching and learning a lot more enjoyable. They took material from the books the teachers taught the children from and reproduced it in a massive and durable manner. LOCATION: Bwangu Primary School, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Jackson Kupheka (teacher) and Tadala Tomas (pupil).
    IMG39176.jpg
  • CAPTION: Jackson Kupheka teaches the days of the week. boNGO, the catchy short form of 'based on Need-driven Grassroots Ownership', conceived the methodology of painting classrooms with brightly coloured learning material, so as to make both teaching and learning a lot more enjoyable. They took material from the books the teachers taught the children from and reproduced it in a massive and durable manner. LOCATION: Bwangu Primary School, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Jackson Kupheka.
    IMG39188.jpg
  • CAPTION: Ndalama practises reading from the wall of her 'Happy Classroom'. Teachers have observed that their pupils really take time to absorb everything that boNGO have painted on the walls and learn on their own, even when there is no teacher present such as during break times. LOCATION: Bwangu Primary School, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Ndalama Boyce.
    IMG39193.jpg
  • CAPTION: Ndalama comes forward enthusiastically to spell out a word on the blackboard. LOCATION: Bwangu Primary School, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Ndalama Boyce.
    IMG39213.jpg
  • CAPTION: Jackson Kupheka teaches the letters of the alphabet. boNGO, the catchy short form of 'based on Need-driven Grassroots Ownership', conceived the methodology of painting classrooms with brightly coloured learning material, so as to make both teaching and learning a lot more enjoyable. They took material from the books the teachers taught the children from and reproduced it in a massive and durable manner. LOCATION: Bwangu Primary School, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Jackson Kupheka (teacher), Dorica Mahadi (pupil with stick) and Lakese Charles (pupil facing camera).
    IMG39251.jpg
  • CAPTION: Teacher Lyford Jeke works on a descriptive exercise with Alinafe, one of his pupils. Alinafe, who almost left school at one point to get married, especially likes the learning environment she now gets to enjoy in the Happy Classrooms. "They’re much nicer to be in", she says. "I really like the bright walls". She also looks up to Mr Jeke, and is keen to be a teacher like him when she's older. LOCATION: Misenvu Primary School, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Alinafe Denia (left) and Lyford Jeke (right).
    IMG39288.jpg
  • CAPTION: Teacher Lyford Jeke works with Alinafe, one of his pupils, on a maths problem. Alinafe, who almost left school at one point to get married, especially likes the learning environment she now gets to enjoy in the Happy Classrooms. "They’re much nicer to be in", she says. "I really like the bright walls". She also looks up to Mr Jeke, and is keen to be a teacher like him when she's older. LOCATION: Misenvu Primary School, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Alinafe Denia (left) and Lyford Jeke (right).
    IMG39296.jpg
  • CAPTION: Alinafe concentrates intently, eager to show the rest of her class that she can answer her teacher's question. She recently came third in her class across all subjects, and says she would like to be a teacher when she grows up. Yet last summer, she very nearly left school altogether to get married. Hers is one of the success stories of Concern Worldwide's EQUAPEG Project, as she is now back in school and thriving. LOCATION: Misenvu Primary School, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Alinafe Denia.
    IMG39300.jpg
  • CAPTION: Standing confidently at the blackboard, Alinafe shows the rest of her class that she can answer her teacher's question. She recently came third in her class across all subjects, and says she would like to be a teacher when she grows up. Yet last summer, she very nearly left school altogether to get married. Hers is one of the success stories of Concern Worldwide's EQUAPEG Project, as she is now back in school and thriving. LOCATION: Misenvu Primary School, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Alinafe Denia.
    IMG39301.jpg
  • CAPTION: Alinafe, her parents and siblings live together in this humble mud walled, thatched roofed hut. The family grows its own food, and the parents and adult children earn a small amount of money by doing casual labour on other people’s farms. As she's thriving at school, Alinafe stands a great chance of later earning her own income through a good job, and thereby raising herself out of this situation of poverty. LOCATION: Misenvu Village, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Alinafe Denia (left) and Aluvanesi (right).
    IMG39325.jpg
  • CAPTION: Alinafe, her parents and siblings live together in this humble mud walled, thatched roofed hut. The family grows its own food, and the parents and adult children earn a small amount of money by doing casual labour on other people’s farms. As she's thriving at school, Alinafe stands a great chance of later earning her own income through a good job, and thereby raising herself out of this situation of poverty. LOCATION: Misenvu Village, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Alinafe Denia (left) and Danger Renald (right).
    IMG39331.jpg
  • CAPTION: Alinafe, pictured here with her mother and father, is 14 years old. She is currently studying in the 6th Standard at school. Her favourite subject is Chichewa, the national language of Malawi. She recently came third in her class across all subjects, and says she would like to be a teacher when she grows up. Yet last summer, she very nearly left school altogether to get married. Hers is one of the success stories of Concern Worldwide's EQUAPEG Project, as she is now back in school and thriving. LOCATION: Misenvu Village, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: From left to right: Alinafe Denia, Aluvanesi and Danger Renald.
    IMG39340.jpg
  • CAPTION: Alinafe helps her father Danger as he re-thatches the roof of their home. The family grows its own food, and the parents and adult children earn a small amount of money by doing casual labour on other people’s farms. "Though we're poor, staying in school will give her the best start in life", Danger asserts. "She’s good at her studies; perhaps she could become a doctor or a teacher". LOCATION: Misenvu Village, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Danger Renald (left) and Alinafe Denia (right).
    IMG39358.jpg
  • CAPTION: Alinafe helps her mother Aluvanesi draw water from the well. Aluvanesi recounts how some family friends from the same village had approached her and her husband three years ago with the proposal that Alinafe should marry their son. "We refused", she insists, "and we denied her permission when she herself asked last summer. We told her she’s too young; she needed to complete her education". LOCATION: Misenvu Village, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Alinafe Denia (left) and Aluvanesi (right).
    IMG39413.jpg
  • CAPTION: Alinafe carries a headload of water back home.  LOCATION: Misenvu Village, situated within Mwabvi Game Reserve, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Alinafe Denia.
    IMG39427.jpg
  • CAPTION: Project Manager Daisy Nyambi welcomes Social Welfare Officer Hellen Simwaka to Concern Worldwide's offices in Nsanje to discuss progress in the EQUAPEG Project. Funded by The Scottish Government and implemented in close consultation with Malawian Government structures, EQUAPEG has been rolled out across 25 schools in the district over the past 3.5 years. LOCATION: Nsanje, Nsanje District, Malawi. INDIVIDUAL(S) PHOTOGRAPHED: Hellen Simwaka (left) and Daisy Nyambi (right).
    IMG39443.jpg