English as Foreign Language program in Dzaleka refugee Camp

We run the English as Foreign Language Program in the Dzaleka refugee camp to help new arrivals Children and Youth to have access to education in formal schools.

We have been running the English as Foreign Language Program in the Dzaleka refugee camp since September 2017, using Jesuit Refugee Service- Professional & Post-secondary (PPSE) Malawi Curriculum. These classes have been attended by over 1200 children and youth from Dzaleka with eight classes. Likewise, they can do jobs that require their English language skills so that, they can sustain their livelihood in the refugee camp.

 We were inspired to implement these activities because new arrivals in the Dzaleka refugee camp have been struggling to have access to education in formal schools. It is my understanding from a recent UNHCR survey, that there are over 7,000 school-aged children in Dzaleka that are currently out of the formal education programs due to full capacity, with around 3,000 of these children and youth in an independent school in the camp. 

 In this regard, we continue implementing these activities to increase the intellectual capacity of children and youth within Dzeleka. Our goal is to allow new arrival children and youth to start seeing connections they did not know before, and eventually be able to engage in camp activities and educational opportunities that require them to speak English.

1.The Problem That Needs Change

In the Dzaleka refugee camp, many children do not have access to education; mainly the new arrivals - children that have arrived since 2016. 

2. Cause Factors    

There are inadequate resources and the financial possibility to support carrying out these activities effectively by the implementing partners in place. In like manner, most of these children are living without parental care, and others belong to poor families that cannot afford to pay school fees for them at private schools.

3.  Long-Term bad consequences

The fact of not having access to education for some children in the community is leading them to serious risks like; 

• Child marriage & sexual intercourse, 
• More cases of alcohol and substance abuse 
• Child labor 
• Not knowing how to prevent and protect themselves when being at risk.

4. Impact of this work in the community 

• Children will be enrolled in the formal learning programs operating within the community without language barriers.
• Children & youth will be enhanced with effective skills that will lead them to good orientation focused on achieving their goals and objectives and gain realistic ideas on what it means to be responsible citizens.  

As the outcome of this program so far, 115 graduates from our classes went to access formal education programs around the camp including, Secondary School, Post-Secondary Education Programs, Professional Certificates, and Diploma Programs. Likewise, they can do jobs that require their English language skills so that, they can sustain their livelihood in the refugee camp.

 We were inspired to implement these activities because new arrivals in the Dzaleka refugee camp have been struggling to have access to education in formal schools. It is my understanding from a recent UNHCR survey, that there are over 7,000 school-aged children in Dzaleka that are currently out of the formal education programs due to full capacity, with around 3,000 of these children and youth in an independent school in the camp. 

 In this regard, we continue implementing these activities to increase the intellectual capacity of children and youth within Dzeleka. Our goal is to allow new arrival children and youth to start seeing connections they did not know before, and eventually be able to engage in camp activities and educational opportunities that require them to speak English.

The steps I have taken to understand the needs of the population I want to serve included;

Doing need assessment in the community to identify the needs of the community and suggest possible solutions.  

We organized community outreach Methods to reach the community within the community to acquire information from the community.

We organized surveys in the neighborhood to determine residents' needs that helped us to learn new needs from the community that will be helpful to us in the next admission process.  

Conducted open information sessions to members of the community to inform them about our programs  

 In other words, we host community awareness campaigns, workshop training; debates, and communicating through social, where we increase the understanding and capacity to protect children within the community. There, we explain child protection issues and spread knowledge to people to understand the risks of child abuse and make an effort to provide appropriate service to their children. 

 Likewise, we organize various child-friendly spaces activities to increase resilience and children’s ability to protect themselves when they are at risk

 We also monitor the child protection committees, Community-based Organizations, Local institutions to find out if child protection services provided are appropriate to the best interest of children, and if they are being planned and carried out on proper time and accordingly

We use machinery equipment’s irrigation methods where we irrigate our different crops in our gardens to help sustaining our projects.  

We use machinery equipment’s irrigation methods where we irrigate our different crops in our gardens to help sustaining our projects.  

But also we plan to open a computer class to teach valuable computer skills to community members with no knowledge or previous experience with computers. This course is also designed to promote response to the professional development and livelihood needs of refugees and other forcibly displaced people. The project offers professional, vocational and technical skills training to Refugees, Asylum Seekers, and Host Community Members in or around Dzaleka Refugee Camp. The project prepares participants with knowledge and skills and supports their integration into the job market and other livelihoods avenues.

We also use internet to make researches of our different teaching resources for the program.

Our program is developed to meet the needs of out-of-school children and young adults in Dzaleka Refugee Camp.  Its classes are developed as a refugee community-led initiative responding to the demand for out-of-school adolescents to learn English and other basic skills, and to the inability of the formal school system To enroll them due to limited space and number of teachers.  There are Eight (8) classes organized in 4 levels, beginner, pre-intermediate, intermediate, and advanced that makes 483 students.  Females: 215 and Males: 268.

But also we will be embarking on 12 months of HAIRDRESSING & COSMETOLOGY from January 2021 to December 2021 to help ensure the safety and wellbeing of out-of-school girls in Dzaleka Refugee Camp. We planned to carry out these activities in the community because, there are difficulties that refugee girls’ children are encountering such as early marriage, rape, abduction, sexual violence, and poverty. They are also struggling to get access to education due to limited spaces in schools with implementing partners. However, today we approach you regarding our planned project. We will implement this project with; monthly teacher’s incentive stationaries and practical materials that require your support

This program aims for sustainable change that affects girls today to complete these vocation training so that they are empowered to be self-reliant in a way that invests their rights through their future. 

Total number of learners
HAIRDRESSING: 50
COSMETOLOGY: 50

Our impact goals for the next year include, to provide English literacy education to out-of-school children, youths, and community members. Our goal is to allow new arrival children and youth to start seeing connections they did not know before, and eventually be able to engage in camp activities and educational opportunities that require them to speak English.

In this regard, we continue implementing these activities to increase the intellectual capacity of children and youth within Dzeleka. Our goal is to allow new arrival children and youth to start seeing connections they did not know before, and eventually be able to engage in camp activities and educational opportunities that require them to speak English.

Likewise, we plan to provide vocational service training to out-of-schoolgirl children in the community we can do better and more to empower girls through addressing barriers they face through innovative paths that focus on sustainable outcomes. This program focuses on minimizing gender disparities in education and encourages girls’ development. 

 Especially new arrivals’ girls have been struggling to access education in the formal schools due to full capacity in schools. Due to this fact, these girls are often left idle without employment opportunities, and they face violations of their rights around the community and their future remains uncertain.

Impact of this work in the community 

As the outcome of this program so far, 115 graduates from our classes went to access formal education programs around the camp including, Secondary School, Post-Secondary Education Programs, Professional Certificates, and Diploma Programs. Likewise, they can do jobs that require them English language skills so that, they can sustain their livelihood in the refugee camp.

Progress evaluation

Students undertake exams every semester to determine whether they can advance to the next class. 

We are experiencing instability and irregularities of teachers due to lack of stipend/salary provision and diverse challenges. We had to replace teachers for many times to cover classes. In addition, we are lacking stationary and other teaching resources. English as Foreign Language Classes Report

We have a team we trust, they are calcified personals and they know their duties and responsibilities. 

We have been running the English as Foreign Language Program in the Dzaleka refugee camp since September 2017, using Jesuit Refugee Service- Professional & Post-secondary (PPSE) Malawi Curriculum
Likewise, we have received some stationary resources, teachers’ stipends, and capacity-building training provided intermittently by Southern New Hampshire University.

Lastly, we worked with Worldwide Learning in terms of training and capacity building.

We provide vocational service training to out-of-schoolgirl children in the community we can do better and more to empower girls by addressing barriers they face through innovative paths that focus on sustainable outcomes. This program focuses on minimizing gender disparities in education and encourages girls’ development. 

We are basically heartened to implement these vocational training activities because there are so many aged schoolgirls that are out of school in the community in the Dzaleka refugee camp due to the nature and demands of camp life. Especially new arrivals’ girls have been struggling to access education in the formal schools due to full capacity in schools. Due to this fact, these girls are often left idle without employment opportunities, and they face violations of their rights around the community and their future remains uncertain.

What we do

1. Hosting community awareness campaigns, workshop training; debates, and communicating through social, where we increase the understanding and capacity to protect children within the community. There, we explain child protection issues and spreading knowledge to people to understand the risks of child abuse and make an effort to provide appropriate service to their children. 

  2. Organize various child-friendly spaces activities to increase resilience and children’s abilities to protect themselves when they are at risk

 3. Monitoring the child protection committees, Community-based Organizations, Local institutions to know if the services they provide comprise the proper skills and experiences required by child protection. 

 4. Cooperating with all community-based organizations, social services; international agencies to ensure child protection programming is focusing on all special interests of vulnerable children

 5. Advocacy support for children to have their voices heard on issues that are important to them regarding health and social care services, education, etc. 

6. engages various distributions of both food and nonfood items. These commodities are offered to relieve and prevent the Long-Term Negative Effects of the risks of experiencing children so that to enhance a positive impact on their lives. Intended beneficiaries receive their commodities fairly, according to their specified needs. Distribution selection is done by criteria and priority of victims.