Community Building in Malawi

Community building was center stage during IPA’s Malawi study visit. Our Director and Project Manager were invited for a 1-week study visit by our member in Malawi, the Students’ Parents Association (SPA). The visit took place between 13 and 20 February 2023, and we had the opportunity to meet well over 1000 of the 3.5 million members of the organisations, visited several primary and secondary schools, and had a meeting with the Minister of Education and her Deputy. It was a first step in Parents International co-designing activities and projects with SPA to support parents in one of the poorest countries in the world.

The Malawi Study Visit and its Context

Malawi is a former British colony, formerly known as Nyasaland, situated in South-eastern Africa. It has a very young population of about 20 million people with a roughly 20% share of children in the population and only about 3% over 65 years of age. Nearly 75% of the people live below the poverty level that is an income of 1.9 USD per day. In the country, there are about 6000 primary schools that obviously mean large schools and large classes.

Most families work in agriculture that became highly dependant on fertilisers in the last few decades. With the introduction of a multi-party system, traditional tribal structures became far less supported and as a result local communities became highly individualistic and atomised. This makes the life of parents more difficult as there is little or no sharing of child care or educational obligations while economic collaboration is also often missing that makes work less effective and more vulnerable.

At the same time, with an over 80% of Christians and about 13% of Muslims living in mixed communities, we have experienced a far more peaceful and tolerant cohabitation than in any other country we have visited, including EU countries. Seeing how parents are trying to do the best for their children and invest well over their means was a humbling experience.

Collaborating for Change

Our member has a nationwide network, mostly linked to traditional structures, so we have agreed that we are going to support them primarily in (re)building local communities. The reason why they need help is that with a life expectancy of only 50 years, old practices from 30 or more years ago is not well remembered. We have also promised to link them to partners that can help them in returning to organic farming that would make them less dependent on fertiliser producers raising prices.

Another major area of collaboration is linked to formal education. The first issue is logistics, most children walk multiple kilometres a day to reach their school, often on an empty stomach. Most schools don’t have electricity, and not even secondary schools are connected to the internet. Schools are lacking even basic furniture such as benches and tables, in many primary schools there isn’t even enough room in the classrooms, the children are learning outside, which in the rainy season often results in education suspended due to bad weather.  

Sanitary conditions are dire, and governmental food programmes (one portion of porridge a day) is not available in any of the schools we visited. A recent cholera outbreak has resulted in much better access to clean water though. School is supposed to be free, but it is common practice to collect so-called development fees to cover basic expenses such as utility fees, school materials. The schools also have a mandatory uniform, that is a high expense for poor families, in the primary schools it is not enforced, but in secondary school lack of uniform worn results in the children being sent home.

The government may not know about it (as it was stated in a news article published during our visit) or keeps a closed eye, but we are committed to support the implementation of the UNCRC, partly by reminding the government that they should ensure free education.

Teachers don’t receive any in-service training and working with parents is not part of their initial training, so we are also offering to train trainers to enable professionals to collaborate with parents. The schools have no regular contact with parents other than formally established PTA-s that are usually not representing the interests of the most deprived families, and so called Mother Groups that only focus on getting young girls who drop out due to pregnancy back to school,  and they never go to the communities their students live in, and the majority of parents don’t go to the schools.

The teacher to student ratio is extremely high as well, in the primary schools we have visited for 4000 students there were only 50-60 teachers, who are assigned to schools by the ministry and also have to commute, and not from communities around the school.

We hope to work closely together with SPA to help them do even more for parents in Malawi.

IPA Presents SAILS Project Research Outcomes at Vilnius Conference

The International Parents Alliance (IPA) recently had the honor of presenting the results of their research, which served as the foundation for the development of resources within the SAILS project. This took place at an international conference organized by Vytautas Magnus University in Vilnius, Lithuania. The presentation was well received by a diverse international audience, who expressed great interest in the research findings. In fact, the audience’s enthusiasm led to an invitation for IPA to transform this presentation into a formal journal article for publication in the Social Education Journal.

The Importance of for Media and Information Literacy

The invitation to contribute a journal article highlights the growing recognition of media and information literacy as one of the essential skills for the 21st century. Teaching media and information literacy equips both educators and students with critical skills, such as information literacy and technological literacy. These skills are invaluable in helping learners navigate and critically analyze media content. Furthermore, this type of literacy fosters the development of essential learning skills, including critical thinking, creative thinking, collaboration, and communication.

Media literacy goes beyond simply understanding content; it empowers individuals to decode, assess, and produce media thoughtfully and responsibly. In an era of information overload, it is crucial to develop the ability to critically evaluate sources, understand the motives behind media messages, and appreciate the broader impact of media on society. This makes media and information literacy not just a practical skill, but a critical tool for engaging with the world today.

Key Themes of the Conference

The conference, hosted in Vilnius, focused on the significant role that media and information literacy plays in today’s digital age. Participants engaged in discussions around the coding and decoding of media messages and explored the emotional and intellectual influence that media has on individuals and societies. These conversations aimed to uncover the ways in which media can shape thought patterns, influence emotions, and impact societal development. A central question posed at the conference was how to create media that is both thoughtful and responsible.

Participants also explored the need for educational systems to integrate media literacy into curricula to empower students and the broader community to navigate the media landscape with confidence. By improving media literacy, individuals are better equipped to combat the negative effects of propaganda and understand the dynamics of information ecology—the study of the ways information is created, shared, and consumed in society.

The Role of Media and Information Literacy in a Global Context

One of the key messages from the conference was the relevance of media and information literacy in a global media environment. Media literacy equips people with the tools they need to critically assess the messages they receive from the media and enables them to participate responsibly in the global exchange of information. As media becomes increasingly interconnected and globalized, these skills are more vital than ever.

The conference highlighted that in order to become competent media consumers, individuals must understand not only the content but also the processes behind media production. This requires turning to media and information literacy education, which provides the necessary knowledge to critically engage with media, thus fostering a well-informed and active citizenry.

Conference Sponsors and International Collaboration

The conference in Vilnius was supported by prominent organizations, including the National Security and Defence Committee of the Seimas of the Republic of Lithuania and the U.S. State Department’s Bureau of Democracy, Human Rights, and Labor (DRL). Attendees included international experts from the International Research and Exchange Council (IREX), representatives from the DRL, Lithuanian government officials, and educators from Vytautas Magnus University and other partner institutions.

This wide array of international experts underscored the importance of collaboration in promoting media and information literacy across borders. By bringing together a global community of professionals, the conference provided a platform for sharing ideas and best practices for educating individuals about media literacy in an increasingly interconnected world.

Future Publication in the ParentHelp Library

Following the successful presentation of the SAILS project research outcomes at the Vilnius conference, the findings will be further disseminated through a journal article. Once published in the Social Education Journal, this article will also be made available in the ParentHelp Library, offering parents, educators, and other stakeholders access to the valuable insights gained from the SAILS project.

The publication will mark another step in the ongoing effort to promote media and information literacy and ensure that parents and educators are equipped with the resources they need to help young people navigate today’s complex media environment.