DOCSLIB.ORG

Basic Education Sector Analysis Report

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Basic Education Sector Analysis Report BASIC EDUCATION SECTOR ANALYSIS REPORT - MALAWI - AUGUST 2012 JAPAN INTERNATIONAL COOPERATION AGENCY (JICA) INTERNATIONAL DEVELOPMENT CENTER OF JAPAN INC. (IDCJ) HM JR 12-078 BASIC EDUCATION SECTOR ANALYSIS REPORT - MALAWI - AUGUST 2012 JAPAN INTERNATIONAL COOPERATION AGENCY (JICA) INTERNATIONAL DEVELOPMENT CENTER OF JAPAN INC. (IDCJ) (Source: JICA, 2005) Note: Mwanza District was divided into Mwanza and Neno Districts. Map of Malawi Abbreviations AfDB: African Development Bank CBCC: Community-based Childcare Centre CDRF: Capacity Development Results Framework CDSS: Community Day Secondary School CERT: Centre for Educational Research and Training, University of Malawi CIDA: Canadian International Development Agency CPD: Continuous Professional Development CPEA: Coordinating Primary Education Advisor CSR: (Malawi) Country Status Report CSS: Conventional Secondary School DANIDA: Danish International Development Agency DAS: Development Assistance Strategy DCE: Domasi College of Education DEM: District Education Manager DEMIS: District Education Management Information System DEO: District Education Office DFID: Department for International Development, United Kingdom (UK) DIAS: Directorate of Inspection & Advisory Services DP: Development Partner DPG: Development Partners Group DPP: Democratic Progressive Party DSS: Direct Support to Schools DTED: Directorate of Teacher Education & Development ECD Early Childhood Development EDO: Education Division Office EDSA: Education Decentralization Support Activity EFA: Education for All EIMU: Education Infrastructure Management Unit EMIS: Education Management Information System EPDC: Education Policy and Data Center EQUIP: Education Quality Implementation Program ESIP: Education Sector Implementation Plan EU: European Union FBE: Free Basic Education FMR: Financial Monitoring Report FTI: Fast Track Initiative GDP: Gross Domestic Product GER: Gross Enrollment Rate i GIZ: Deutsche Gesellschaft fur Internationale Zusammenarbeit GNI: Gross National Income GoM: Government of Malawi HIV/AIDS: Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome IDA: International Development Association IDCJ: International Development Center of Japan Inc. INSET: In-Service Training IPTE: Initial Primary Teacher Education IQEM: Improvement of Quality Education in Malawi JCE: Junior Certificate Examination JFA: Joint Financing Arrangement JICA: Japan International Cooperation Agency JSR: Joint Sector Review MANEB: Malawi National Examinations Board MASTEP: Malawi Special Teacher Education Programme MDGs: Millennium Development Goals MDPC: Ministry of Development Planning and Cooperation MIC: Multi Indicator Cluster Survey MIE: Malawi Institute of Education MIITEP: Malawi Integrated In-service Teacher Education Programme MK: Malawi Kwacha MLG&RD: Ministry of Local Government & Rural Development MoEST: Ministry of Education, Science and Technology MoU: Memorandum of Understanding MPRSP: Malawi Poverty Reduction Strategy Paper MSCE: Malawi School Certificate Examination MTEF: Medium-term Expenditure Framework NESP: National Education Sector Plan NGO: Non-Governmental Organization NSO: National Statistical Office ODL: Open & Distance Learning ORT: Other Recurrent Transactions PCAR: Primary Curriculum Assessment Reform PEA: Primary Education Advisor PIF: Policy & Investment Framework PRESET: Pre-Service Training PSLCE: Primary School Leaving Certificate Examination SACMEQ: Southern and Eastern Africa Consortium for Monitoring Education Quality SADC: Southern African Development Community SEMA: Senior Education Method Advisor ii SEST: Secretary for Education, Science and Technology SIP: School Improvement Plan SMC: School Management Committee SNE: Special Needs Education SWAps: Sector Wide Approaches SWG: Sector Working Group TDC: Teacher Development Center TSC: Teaching Service Commission TTC: Teacher Training College UDF: United Democratic Front UIS: UNESCO Institute for Statistics UNDP: United Nations Development Programme UNESCO: United Nations Educational, Scientific and Cultural Organization UNICEF: United Nations Children’s Fund USAID: United States Agency for International Development WB: World Bank WBI: World Bank Institute WFP: World Food Programme iii iv Executive Summary Chapter 1: Outline of the Study As the target year of the Millennium Development Goals (MDGs) and Education for All (EFA) approaches, non-traditional forms of aid modalities such as SWAPs and general budget support are progressively tested and used in providing aid. In this context, the Japan International Cooperation Agency (JICA) has commissioned a study to carry out a comprehensive and in-depth analysis of the education sector in 13 countries in Sub-Saharan Africa and Latin America 1 so that more strategic and effective programs/projects can be formulated. The purpose of the study is twofold: 1) to gather relevant data and information, analyze them, and to identify priorities in the education sector in each country, and 2) to propose how to improve the quality and the methodologies of JICA’s analysis on basic education. Chapter 2: Political and Socio-economic Situation in Malawi In 1994, the presidential election was held with multiple parties for the first time in Malawi. Since then, the country has enjoyed a period of relatively stable domestic political environment. In 2012, President Mutharika passed away unexpectedly and the then Vice President Banda became the new president. The major socio-economic indicators are: GNI per capita: USD 330 (current international $), GDP growth rate: 7.1%, population living below 1US$ per day: 65%, life expectancy: 53.5 years, and adult literacy rate: 74%. Chapter 3: Educational Policies and Reforms The national education policy, the Policy & Investment Framework (PIF) for 2000 to 2015 was approved in 2002 in order to reach goals in education set forth in Vision 2020, a national long-term development strategy created in 2000, and to accomplish Education for All (EFA) goal) by 2015. The PIF has outlined 5 main objectives which are i) increasing access to education, ii) alleviating existing inequalities across social groups and regions, iii) maintaining and improving the quality and relevance of education, iv) developing an institutional and financial framework and v) increasing the sources of finance for the education sector such as the communities and the private sector (JICA, 2011). In order to achieve the goals of the PIF, the National Education Sector Plan (NESP) for 2008 to 2017 was prepared as a mid-term plan of the education sector. In addition, the Education Sector Implementation Plan (ESIP) for 2009 to 2013 was made to accomplish the goals set forth in each subsector of the NESP. According to some of the major NESP indicators shown in the ESIP Monitoring Plan, the Ministry of Education, Science and Technology (MoEST) is seeking to achieve 88% net enrollment rate (NER) compared to 79% in 2009, 76.2% completion rate 1 The target countries are Kenya, Ethiopia, Uganda, Rwanda, Malawi, Zambia, Cameroon, Senegal, Mali, Niger, Burkina Faso, Guatemala, and Nicaragua. v (72.6% in 2009), 5% repetition rate (19.16% in 2009) and 0% dropout rate (8.42% in 2009), all in primary education by 2013 through implementation of the ESIP. Chapter 4: Status and Challenges of Basic Education Sector Development [Access] With the adoption of the free primary education policy in 1994, the enrollment of primary education from Standards 1 to 8 increased drastically, achieving as high as 126% for primary education gross enrollment rate (GER) and 110% for primary NER2 in 2011. However, many challenges remain. For example, due to high repetition and dropout rates, the GER of Standards 5 to 8 is less than half of those of Standards 1 to 4. The secondary education has showed low GER of 18.9%. [Internal Efficiency] Promotion, repetition and dropout rates are worst in Standards 1 in the primary education. The education system does not allow automatic promotion. When pupils do not pass the promotion exam or teachers judge a pupil does not reach the certain learning level, then he/she is requested to repeat the same grade. This is considered to be a factor to the low promotion rate and high repetition rate. Malawi's primary education repetition rate in 2009 was very high at 18.8% compared to other countries in Sub-Saharan Africa. In secondary education, the dropout rates are also high because of difficulties in paying school fees, marriage and pregnancy. [Equity] In terms of access to primary education and its learning achievement, boys have higher completion rate than girls by 14%. The gender parity index (GPI) showed that girls have better enrollment than boys to primary education, but boys have better to secondary education and the gap widens in upper grades. On the other hand, the primary completion rate in urban areas is 34 %-point higher than that of rural areas. The completion rate of pupils in the highest income group out of five income level groups was 44 %-point higher than that of the lowest income group. Therefore, it can be concluded that the income and urban/rural gaps are wider than the gender gap. [Learning Outcomes] According to the statistics of UNICEF, the completion rates of Standard 8 was 66.8% (boys 65.4% girls 68.1%) in 2010 showing improvement by 8 %-points from 2005. The completion rate of lower secondary education in 2010 was 32.5%. In the Southern and Eastern Africa Consortium for Monitoring Education Quality (SACMEQ) III assessment in 2007, Malawi was 15th of 15 countries in reading
Load more

Recommended publications
  • National Education Policy (NEP)
    Government of the Republic of Malawi National Education Policy (NEP) December, 2013 Ministry of Education, Science and Technology P/Bag 328, Lilongwe 3 Tel: 0 1789 422 Fax: 01 788 064 ii Foreword The National Education Policy (NEP) is designed to respond to the Malawi Growth and Development Strategy II (MGDS II) and various related national education policies including regional and international protocols on education. The policy recognizes that Early Childhood Education (ECD), primary and secondary education is critical foundations to tertiary education. It further recognizes the importance of inclusion of special needs education, out-of-school youth and adult literacy in the education sector. The NEP attempts to define the provision of quality education in a holistic manner through expanded access and equity, improved quality and relevance, and improved governance and management. The NEP is the Malawi Government’s document that spells out government policy on education. It outlines the sector’s priorities and defines the country’s education policies that will guide the development of the education sector in Malawi. The government recognizes that education is the backbone for socio-economic development, economic growth and a major source of economic empowerment for all people especially women, the youth and the physically challenged. It also has a strong impact on literacy; behaviour in terms of reproductive, maternal and child health; and on knowledge of HIV and AIDS. The policy also subscribes itself to the Sector Wide Approach (SWAp) to development, planning and financing of the education sector in line with the Malawi Development Assistance Strategy and Sector Working Group Guidelines.
    [Show full text]
  • Measuring and Assessing School Quality in Rural Malawi Hewett Et Al., 2008
    Measuring and Assessing School Quality in Rural Malawi Hewett et al., 2008 Measuring and Assessing School Quality in Rural Malawi Paul C. Hewett, Barbara S. Mensch, Joseph Chimombo, Sharon Ghuman, Cynthia Lloyd and Richard Gregory In developing countries, the school is the main learning and socializing institution outside the family. Investments in schooling are thought to be critical for individual poverty alleviation, the achievement of gender equity and empowerment, and societal economic growth. In recent years, the push for universal schooling — a goal that has been embraced by the international community through the Millennium Development Goals — has led to the elimination of school fees in many African countries. Malawi, one of the poorest countries in the world, was an early pioneer in eliminating school fees at the primary level and has seen an enormous increase in enrollment. With limited resources and under-trained teachers, the quality of most schools is believed to be poor with the result that students in primary school are probably not acquiring basic competencies. Without adequate quality, the promises implicit in the achievement of universal schooling are not likely to be met. In this paper, we will use the first wave of a longitudinal study being implemented in primary schools in two districts of southern Malawi to describe the levels and distribution of school quality, as well as to evaluate the association between various indicators of school quality and two educational outcomes 1) aggregated scores on administered literacy and math exams, and b) current school attendance. We begin by reviewing the literature on school quality in developing countries, discuss the limitations of conventional conceptualizations, while in turn proving a broader definition of school quality.
    [Show full text]
  • Malawi Secondary Education Project (PPAR)
    Document of The World Bank Public Disclosure Authorized Report No.: 52888 PROJECT PERFORMANCE ASSESSMENT REPORT Public Disclosure Authorized MALAWI SECONDARY EDUCATION PROJECT (CR. 3051) Public Disclosure Authorized JANUARY 29, 2010 Public Disclosure Authorized Sector Evaluation Division Independent Evaluation Group Currency Equivalents (annual averages) Currency Unit = Kwacha Secondary Education Project As of October 1997 As of March 16, 2006 US$1 = Kwacha 17.4 MWK1 = US$0.01 SDR 1.0 = US$1.36 (as of December 1997) US$1.43783 = SDR1 Abbreviations and Acronyms AfDB African Development Bank CAS Country Assistance Strategy CDSS Community Day Secondary School CIDA Canadian International Development Agency DANIDA Danish International Development Agency DCA Development Credit Agreement DPL Development Policy Loan EDMU Educational Development Management Unit EFA Education for All EMIS Educational Management information system EU European Union FTI Fast-Track Initiative to achieve Education for All JCE Junior Certificate Examination GDP Gross domestic product GTZ Gesellschaft fuer Zusammenarbeit ICR Implementation Completion Report IDA International Development Association IEG Independent Evaluation Group ISR Implementation Status and Results Report MOE Ministry of Education MSCE Malawi School Certificate Examination NGO Nongovernmental organization OECD Organization for Economic Cooperation and Development PAD Project Appraisal Document PCU Project Coordination Unit PIU Project Implementation Unit PSLCE Primary School Leaving Certificate of Education PPAR Project Performance Assessment Report PRSP Poverty Reduction Strategy Paper PRSC Poverty Reduction Strategy Credit QAG Quality Assurance Group SWAP Sector-Wide Approach UNESCO United Nations Educational, Scientific, and Cultural Organization UNICEF United Nations Children’s Fund USAID United States Agency for International Development Fiscal Year Government: January 1 — December 31 Director-General, Evaluation : Mr.
    [Show full text]
  • The Future for Improving Nursing Education in Malawi
    NORWEGIAN CHURCH AID-MALAWI ABSTRACT BOOKLET Nursing and Midwifery Dissemination Conference; The Future for Improving Nursing Education in Malawi 26th to 27th November 2015 Sunbird Capital Hotel, Lilongwe, Malawi ABSTRACT BOOKLET Nursing and Midwifery Dissemination Conference; The Future for Improving Nursing Education in Malawi Table of Contents About Norwegian Church Aid iv Organising partners vi Abstract Reviewers vii Introduction viii SUBTHEME 1: TEACHING AND LEARNING METHODOLOGY IN NURSE/MIDWIFE EDUCATION 1 1. Investigation of the Clinical Assessment Practices of Nurse Educators for Nursing and Midwifery Technician Students in Malawi 2 2. Factors that Affect Student's Performance during Objective Structured Clinical Examination (OSCE) in CHAM colleges of Nursing, Southern Malawi 4 3. Exploring Knowledge and Perceptions of Tutors towards the Use of Problem-Based Learning Approach (PBL) in Christian Health Association of Malawi Nursing Colleges 6 SUBTHEME 2: UTILISATION OF SKILLS LABORATORIES FOR TEACHING AND LEARNING 8 4. Factors Affecting Clinical Performance of Nursing and Midwifery Technician Students at Three Nursing Colleges, Southern Malawi 9 SUBTHEME 3: CLINICAL TEACHING IN CLINICAL SITUATIONS 12 5. Assessing Quality of Clinical Learning Environment for Nursing and Midwifery Students in Northern Malawi 13 6. Involvement of Registered Nurses in Clinical Teaching of Nursing Students in Central Hospitals of Malawi 15 i 7. Assessing Clinical Learning Environment: Kamuzu College of Nursing Undergraduate Nursing Students' perspectives, Malawi 17 8. Enhancing Students' Moral Competence in Practice: Challenges Experienced By Malawian Nurse Teachers 19 9. Registered Nurses' Experiences with Clinical Teaching Environment in Malawi 22 10. Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students 24 11.
    [Show full text]
  • Higher Education Reforms in Malawi with Specific Reference to Equitable Access
    Makerere Journal of Higher Education ISSN: 1816 - 6822 ; 10 ( 2 ) (201 9 ) 33 – 52 DOI: http://dx.doi.org/10.4314/majohe.v 10 i 2 . 4 © The Author(s) 201 9 Reprints & permission: EA SHESD East African School of http://ajol.info/majohe Higher Education Studies & Development Higher Education Reforms in Malawi with Specific Reference to Equitable Access Beaton Galafa 1 1 College of Teacher Education, Zhejiang Normal University, People’s Republic of China E - mail: [email protected] Abstract. This paper discusses the re - adoption of equitable access to higher education policy as one of the most controversial reforms in public university education in Malawi. It reviews the origins of the policy as a means of redressing disparities in access to higher educat ion and the debates that have continuously ensued between the policy’s proponents and opponents. The paper also discusses the concept of equitable access to higher education and how it has evolved from the notion of quota system. Through the debates, the p aper offers insights into the benefits of the system as well as its challenges. It also reviews possible long - and short - term solutions to addressing the issues of access to higher education. Keywords : Access; Equity; Reform. 1 Introduction Access to highe r education is very critical in Malawi. Currently, there are only four public universities namely The University of Malawi (UNIMA), Mzuzu University (MZUNI), Malawi University of Science and Technology (MUST), and Lilongwe University of Agriculture and Nat ural Resources (LUANAR). This is against a population of around 18 million people in the country.
    [Show full text]
  • Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries
    Education Rigorous Literature Review Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries Dr Jo Westbrook Dr Naureen Durrani Rhona Brown Dr David Orr Dr John Pryor Dr Janet Boddy Francesca Salvi December 2013 This material has been funded by the Department for International Development. The views expressed do not necessarily reflect the views of the Department for International Development. The authors are part of the Centre for International Education, University of Sussex. This paper can be found on the DFID Research for Development website: http://r4d.dfid.gov.uk/ and the EPPI-Centre website: http://eppi.ioe.ac.uk/ The EPPI-Centre reference number for this report is 2110. Westbrook J, Durrani N, Brown R, Orr D, Pryor J, Boddy J, Salvi F (2013) Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review. Department for International Development. © Copyright Authors of the review hold the copyright for the text of the review. The authors give permission to display and print the contents of the review for their own non-commercial use, providing that the materials are not modified, copyright and other proprietary notices contained in the materials are retained, and the source of the material is cited clearly following the citation details provided. Otherwise users are not permitted to duplicate, reproduce, re-publish, distribute, or store material from this review without express written permission. Contents Abbreviations ..........................................................................................
    [Show full text]
  • Education and Girls' Development in Malawi: Promotion of Girls' Education in Relation to Sustainable Development
    Butler University Digital Commons @ Butler University Undergraduate Honors Thesis Collection Undergraduate Scholarship 4-2010 Education and Girls' Development in Malawi: Promotion of Girls' Education in Relation to Sustainable Development Helen Momoko Wilson Butler University Follow this and additional works at: https://digitalcommons.butler.edu/ugtheses Part of the International and Comparative Education Commons, and the Social and Behavioral Sciences Commons Recommended Citation Wilson, Helen Momoko, "Education and Girls' Development in Malawi: Promotion of Girls' Education in Relation to Sustainable Development" (2010). Undergraduate Honors Thesis Collection. 79. https://digitalcommons.butler.edu/ugtheses/79 This Thesis is brought to you for free and open access by the Undergraduate Scholarship at Digital Commons @ Butler University. It has been accepted for inclusion in Undergraduate Honors Thesis Collection by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. BUTLER UNIVERSITY HONORS PROGRAM Honors Thesis Certification Please type all information in this section: Applicant Helen Momoko Wilson (Name as it is to appear on diploma) Thesis title Girls' Education and Development: Promotion of Girls' Education in Relation to Sustainable Development Intended date of commencement May 8th 2010 -~--------------- Read, approved, and signed by: f) Thesis adViSer(S)?{tl2lt ~" ~i1/2o c[b~ , Oat Date Reader(s) -----D IlW-lIL tL fll aL l;J ? =5,-!CJ Date Date Certified
    [Show full text]
  • Improving Higher Education in Malawi for Competitiveness in the Global
    A WORLD BANK STUDY Improving Higher Education in Malawi for Competitiveness the Global Economy he government of Malawi is currently investigating options to expand access to higher T education and improve its quality. The objective of Improving Higher Education in Malawi for Competitiveness in the Global Economy is to contribute to an improved understanding of the challenges confronted by the higher education subsector in Malawi. The report summarizes the key fi ndings of an in-depth study of factors affecting access and equity in the Malawian higher education subsector, the quality and relevance of educational outputs, the fi nancing of the sector, and the frameworks structuring governance of the sector and its management. The study was initiated by the World Bank in response to a request from the government of Malawi to support the Ministry of Education, Science and Technology (MoEST) in its pursuit of fi nancially sustainable policy options to increase equitable access to higher education and to improve the quality of higher education provision in alignment with the needs of the labor market. Improving Higher Education in Malawi for Competitiveness in the Global Economy ISBN 978-1-4648-0798-5 Michael M. Mambo, Muna Salih Meky, Nobuyuki Tanaka and Jamil Salmi SKU 210798 Improving Higher Education in Malawi for Competitiveness in the Global Economy A WORLD BANK STUDY Improving Higher Education in Malawi for Competitiveness in the Global Economy Michael M. Mambo, Muna Salih Meky, Nobuyuki Tanaka and Jamil Salmi © 2016 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000; Internet: www.worldbank.org Some rights reserved 1 2 3 4 19 18 17 16 World Bank Studies are published to communicate the results of the Bank’s work to the development com- munity with the least possible delay.
    [Show full text]
  • The Growth of Private Secondary Schools in Malawi
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Master's Capstone Projects Center for International Education 2002 The Growth of Private Secondary Schools in Malawi: Its Implications on the Registration and Quality Monitoring Systems Josephine Kondwani Mkandawire University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/cie_capstones Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Educational Assessment, Evaluation, and Research Commons Mkandawire, Josephine Kondwani, "The Growth of Private Secondary Schools in Malawi: Its Implications on the Registration and Quality Monitoring Systems" (2002). Master's Capstone Projects. 63. Retrieved from https://scholarworks.umass.edu/cie_capstones/63 This Open Access Capstone is brought to you for free and open access by the Center for International Education at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Master's Capstone Projects by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE GROWTH OF PRIVATE SECONDARY SCHOOLS IN MALAWI: ITS IMPLICATIONS ON THE REGISTRATION AND QUALITY MONITORING SYSTEMS BY Josephine Kondwani Mkandawire A project submitted in partial fulfillment of the requirements for the degree OF MASTER OF EDUCATION IN EDUCATIONAL POLICY, PLANNING AND LEADERSHIP UNIVERSITY OF MASSACHUSETTS CENTER FOR INTERNATIONAL EDUCATION AMHERST � FALL 2002 ACKNOWLEDGEMENTS I am so grateful and at the same time sincerely pay a vote of thanks to my supervisor Professor G. B. Rossman who worked day and night assisting me. She provided great and valuable professional support anytime right from the start to the production of this thesis. Her advice, guidance, support and generosity showed me the way and made me reach this destination.
    [Show full text]
  • National Education Policy October, 2016
    Government of the Republic of Malawi National Education Policy October, 2016 Ministry of Education, Science and Technology P/Bag 328, Lilongwe 3 Tel: 0 1789 422 Fax: 01 788 064 ii Foreword The National Education Policy (NEP) is the Government of Malawi’s document that spells out Government policy on education. It outlines the sector’s priorities and defines the country’s education policies that will guide the development of the education sector in Malawi. The Government recognizes that education is the backbone for socio-economic development, economic growth and a major source of economic empowerment for all people especially women, the youth and the physically challenged. It also has a strong impact on literacy; behavior in terms of reproductive, maternal and child health; and on knowledge of HIV and AIDS. The policy also subscribes itself to the Sector Wide Approach (SWAp) to development, planning and financing of the education sector in line with the Malawi Development Assistance Strategy and Sector Working Group Guidelines. The NEP is designed to respond to the Malawi Growth and Development Strategy II and various related national regional and international policies and protocols on education. The policy recognizes that Early Childhood Development (ECD) and Early Childhood Education (ECE), primary and secondary education are critical foundations to further education. It further recognizes the importance of inclusion of special needs education, out-of-school youth education (complementary basic education) and adult literacy in the education sector. The NEP attempts to define the provision of quality education in a holistic manner through expanded access and equity, improved quality and relevance, and improved governance and management.
    [Show full text]
  • An Analysis of the Political Economy of Schooling in Rural
    WORKING PAPER May 2019 An Analysis of the Political Economy of Schooling in Rural Malawi: Interactions among Parents, Teachers, Students, Chiefs and Primary Education Advisors S usan Watkins and Adam Ashforth RISE-WP-19/031 Funded by: The findings, interpretations, and conclusions expressed in RISE Working Papers are entirely those of the author(s). Copyright for RISE Working Papers remains with the author(s). www.riseprogramme.org An Analysis of the Political Economy of Schooling in Rural Malawi: Interactions among Parents, Teachers, Students, Chiefs and Primary Education Advisors Susan Watkins and Adam Ashforth 30 May 2019 Abstract This study provides a rare ground-level picture of the interactions around schooling among parents, teachers, district-level brokers, as well as village chiefs in rural Malawi. Our primary objective is to provide insight into the everyday dynamics of village life surrounding issues of public primary schools and schooling in rural Malawi. Without understanding these dynamics, planning for systemic reform would be futile. In the office of the head teacher in one of the schools we visited, a chart on the wall displayed the Pass/Fail data for the school for the previous year. Of 112 students in Standard 2 who took the end of term test, 86 passed and 26 failed, needing to repeat the grade. For Standard 1, 108 passed and 61 failed. In Standard 3, 135 passed, while 51 failed. For Standard 7, only 65 students took the test, of whom 15 failed. Of the 37 students who sat for the School Leaving Certificate Examination at the end of their eighth year at school, which determines 2 entry to secondary school, only 9 passed.
    [Show full text]
  • Secondary School Teachers' Experiences of Distance Learning
    SECONDARY SCHOOL TEACHERS’ EXPERIENCES OF DISTANCE LEARNING MODE OF TRAINING IN MALAWI GODFREY B. MSUKWA MASTER OF EDUCATION (MEd) DEGREE IN TEACHER EDUCATION MZUZU UNIVERSITY FACULTY OF EDUCATION MZUZU, MALAWI January 2015 SECONDARY SCHOOL TEACHERS’ EXPERIENCES OF DISTANCE LEARNING MODE OF TRAINING IN MALAWI GODFREY B. MSUKWA A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT FOR THE AWARD OF MASTER OF EDUCATION (MEd) DEGREE IN TEACHER EDUCATION OF MZUZU UNIVERSITY FACULTY OF EDUCATION MZUZU, MALAWI January 2015 ii DECLARATION I, Godfrey Msukwa, hereby declare that this study is my own original work, and it has not been submitted for a degree or examination at any other university, and that all the sources that I have used or quoted have been acknowledged by complete references. Signature………………………………………………………. Date………………………… GODFREY B. MSUKWA iii ABSTRACT Researchers have found that distance learning approach is not different from that of conventional/face-to-face mode of learning, because distance learners perform the same as those in conventional learning, and sometimes even better. Distance learning mode has been viewed as an ideal approach of training teachers in Malawi due to limited intake of students to higher education institutions offering face-to-face training for teachers. As such, there is a great shortage of secondary school teachers estimated to be at 9,000 and ironically there is a high demand of higher education due to limited access. The primary purpose of the current study was to explore secondary school teachers‘ experiences as well as their general perception of distance learning in their natural setting, and their interpretations and feelings towards it.
    [Show full text]