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CARE believes that when citizens meaningfully participate in decision making and service providers engage with them seriously, access and quality of services for the poor will improve. In Malawi, CARE is using the Community Score Card combined with technology to allow school service users such as parents and community members to firstly, meaningfully participate in monitoring teacher absenteeism and provision of learning resources at schools and secondly, facilitate spaces for these citizens and the education service providers to engage seriously. The aim is for teacher attendance and teaching learning materials (TLMs), including textbooks, to be available at school, therefore leading to children having a higher quality of education.

OBJECTIVES

The World Bank funded project GPSA Strengthening Social Accountability in the Education Sector in Malawi (SSAES) is being implemented by CARE Malawi, in partnership with the Civil Society Education Coalition (CSEC) and technical partner Souktel. The 3-year project (January 2015- December 2017) is covering a total of 90 schools in six education districts of Mzuzu City, Kasungu, Dedza, Balaka, Mwanza, and Mulanje. SSAES has two key components, first to decrease teacher absenteeism and second to increase the level of efficiency, transparency and accountability in the school textbook procurement processes. SSAES uses the Community Score Card combined with technology to ‘close the feedback loop’ between citizens, education service providers and government by providing evidence and assistance to government agencies to act upon the feedback they receive.

For more details on project learnings see learning report below: ssaes-gpsa-_final_2.pdfFor more details on the ICT platform see below:malawi_fieldwork_trip_report_-_ken_3.pdf