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NVP PRESENTATION. MALAWI’S POSITION ON IMPLEMENTATION OF INTERNATIONALLY AGREED GOALS ON EDUCATION. Outline:. Background Profile of Education Policy Development Education Policy The NESP 2008-2017 Key Policy Challenges and Constraints Key Policy Interventions - PowerPoint PPT Presentation
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MALAWI’S POSITION ON IMPLEMENTATION OF
INTERNATIONALLY AGREED GOALS ON EDUCATION
Outline:BackgroundProfile of Education Policy DevelopmentEducation Policy The NESP 2008-2017Key Policy Challenges and ConstraintsKey Policy InterventionsProgress on MDG Goals in EducationEmerging OpportunitiesKey programmes under ImplementationThe role of other stakeholdersConclusion
Background Malawi is a landlocked country in Sub-Saharan Africa It is agro-based with tobacco as the main cash crop/foreign
exchange earner President: Ngwazi Professor Bingu Wa Mutharika who has steered
sustainable growth of the economy (on average 6% p.a) GDP at 6.5% with growth estimated at 7.1% in 2010/11 Gross primary enrolment 97.9%, net primary enrolment 75.4% First formal education plan-1973-80 provided guidelines for
education development on primary, secondary and teacher education
Second plan- 1985-95 incorporated all levels of formal education including statutory organisations
Third was the Policy Investment framework 1995 to 2005 NESP-2008-2017
Profile of Educational Policy Development
The fulfillment of the specific needs of the labour market, The development of a school curriculum with relevance to the
socioeconomic and environmental needs of the country; The improvement of efficiency in the utilization of existing facilities
and resources; and the achievement of a more equitable distribution of educational facilities and resources
The equity of educational opportunity; The promotion of efficiency in the system; The improvement of physical and human resources; The judicious use of limited resource.
Primary Education Level: The introduction of Free Primary Education;
Secondary School Education Level: The Change from a system of distance secondary school education to Community Day Secondary Schools;
Tertiary and Higher Education level: The revision of the Teacher Training Programme to address the high demand and high attrition rates at Primary and Secondary level; The establishment of the new Mzuzu University and the various reforms in the administration of University of Malawi towards making it autonomous. Promotion of private sector participation at all levels.
First Policy1973 - 1980
Second Policy1985 - 1995
Third Policy 1995 - 2005
vv
Education Policy:To develop an “efficient” and high quality system of education of a type and size appropriate both to the available resources and to the political, social and economic
aspirations of the nation
THE NESP 2008-2017Sets Government ‘s view of Malawi
education sector goals, objectives and strategies for the decade 2008-2017
Linked to the statement of development policiesVision 2020Malawi Growth and Development
Strategy (MGDS)Millenium Development GoalsEducation for All (EFA)National Plan of
Action
THE NESP 2008-2017Has three thematic areas of
interventionExpanding equitable access to educationImproving quality and relevance of
education to reduce drop out and promote effective learning
Improving governance and management to enable more effective and efficient delivery of education services.
Each thematic area has three Policy targets
THE NESP 2008-2017Expanding equitable access to
education Construction and rehabilitation of
infrastructure Reduction of Gross enrolment ration
and increase of the Net enrolment ratio towards 100%
Achieving gender parity in primary and secondary enrolment
THE NESP 2008-2017Improving quality and relevance of
education to reduce drop out and promote effective learning Reduction of pupil teacher ratio in
primary schools particularly standards 1 to 3;
Measurement and monitoring of learner outcomes; and
Systematic and regular inspection of schools
THE NESP 2008-2017Improving governance and management
to enable more effective and efficient delivery of education services. Decentralisation of management and
financing of primary education Improvement of efficiency index through
reduced repetition and drop out rates Increased role of private sector and private
sector financingIT IS FROM THE NINE POLICY TARGETS
THAT EACH DEPARTMENT DRAWS ANNUAL PROGRAMMES IN THE BUDGET
II. Key Policy Challenges and Constraints
Shortage of qualified primary school teachers: pupil-teacher, pupil-qualified teacher ratio 80:1, 91:1
Inadequate and special need unfriendly physical infrastructure at all levels –Pupil : Classroom ration of 101:1
Shortage of teacher houses particularly in rural areas. High dropout rate in both junior and senior levels of primary
education. Around 15% but 23% for girls in standard 8
II. Key Policy Challenges and Constraints HIV pandemic: prevalence rate 12%, the sixth lowest in SADC but
much higher than African 6.75% Low enrolment rate for Higher Education due to limited
infrastructure (), high unit costs (), inefficiencies and
inequalities.
Key Policy Interventions Inclusion of Education as a key priority in the National
Development Strategy (MGDS) and providing framework for increased budgetary allocation towards education sector especially on infrastructure.
Development of Education Development Plans (EDP) . Launch of National Education Sector Plan (NESP) a ten year
education plan covering the period, 2008-2017Adoption of the Sector Wide Approach to coordinate and
harmonise resource mobilisation for joint implementation and monitoring of the NESP
Promotion of girl child educationFocus on children with special needsUnconventional teacher training programmesComplimentary basic education to give drop out outs a
second chance
Progresson MDG Goals in Education -Achieve Universal Primary Education
Target . Ensure that by 2015, all Boys and Girls should be able to complete a Full Course of Primary Schooling
First Indicator -Net Enrolment
First Indicator-Net EnrolmentSteady increase observed from 73% in 2006 to
75.4 in 2010.This is lower than projected target of 83%Generally, lower rate observed in rural areas
compared to urban due to accessibility problemVery unlikely that Malawi can achieve the 100%
MDG target in 2015The school meal programmes, girl child
promotion programmes, accelerated classroom construction etc to try to reach the projected 2015 target of 92%, at least
Challenges to universal eduaction goalshortage of qualified primary school teachers;inadequate and disability unfriendly physical
infrastructure;poor retention of girls mainly from standard five to
eight;high disease burden due to HIV and AIDS
consequently leading to absenteeism especially among girls who take care of the sick; and
poor participation of school committees and their communities in school management; and
Cultural practices
Key MDGPolicy Goal -Achieve Universal Primary Education
Target . Ensure that by 2015, all Boys and Girls should be able to complete a Full Course of Primary Schooling
Second Indicator -Proportion of pupils starting std 1 and reaching std 5
Figure 2: Proportion of Pupils Starting Grade 1 reaching Grade 5
Proportion without repeating Proportion with repeating a grade
Second Indicator-Proportion of Children starting std 1 reaching std 5Steady decrease observed from 86% in 2006
to 62.7% in 2009.This is lower than projected target of 85%Shows it is very unlikely that Malawi can
achieve the 100% MDG target in 2015The school meal programmes, girl child
promotion programmes, accelerated classroom construction, scgool grants, bursaries etc to try to reach the projected 2015 target of 75%, at least
Key MDGPolicy Goal –Promote Gender Equality and empower womenTarget . Eliminate Gender Disparity in Primary and Secondary Education, preferably by 2005, and in all Levels of Education no later than 2015.
First Indicator -Ratio of girls to boys in primary education
Figure 3: Ratio of Girls to Boys in Primary EducationIndicator 2: Ratio of girls to boys in secondary education.
Source: MDHS 1992, 2000, 2004, EMIS 2008
2ND Indicator -Ratio of girls to boys in secondary education
First Indicator -Ratio of girls to boys in primary education the ratio of girls to boys in primary school has increased
from 0.91 in 2000 to 1.0 in 2009. The narrowing of the gender gap in primary school
enrollment rate could be a result of government policy shift towards girl child education.
With the abolition of school fees and school uniform as a requirement to attend classes, many households can afford to send their girl children to school.
In addition there are more programmes being implemented such as: School feeding programme, water sanitation, direct grants to schools and child-friendly schools.
The figure shows that Malawi has met the MDG Goal indicator.
2ND Indicator -Ratio of girls to boys in secondary education The ratio of has increased from 0.60 in 2000 to 0.79 in 2009 However, ratio of 1:1 is unlikely to be attained by 2015. Reveals that the education system loses a significant number of
girls with progressive levels of primary education. The reason for this is
early marriages and pregnancies, family responsibilities and cultural demands. Girls are more likely
expected to assume the roles of providing care and support for relatives that are aged or sick than boys.
Poor learning environment Few female teachers who act as models
This implies that the elimination of gender disparities remains a challenge at secondary level. This is also true at tertiary level.
2ND Indicator -Ratio of girls to boys in secondary education- Interventionsconstruction and expansion of girls boarding facilities in
secondary schools and teacher training institutions;Operationalizing the re-admission policy which provides
students who withdrew on healthy grounds, a second chance to go back and continue with their education;
introducing equitable selection policy at secondary schools and higher education institutions for girls and boys to share 50 percent of places;
provision of bursaries to needy girlsprovision of take home rations to deserving female students
in targeted schools. promotion of gender parity in teaching
Emerging Opportunities Financing the education sector through joint financing
arrangement (UNICEF, World Bank, DFID, GDC)
Construction/rehabilitation/upgrading of education facilities Direct Support to disadvantaged children and grants
through social support programs Provision of relevant textbooks and teaching and learning
materials The development and implementation of an innovative Open
Distance Learning (ODL); Improvement of the teacher management Reform;
DfID $90 million 4yearsGDC $25 million 3yearsW/Bank $50 million 5yearsFTI $90 million 3 years Total $255 million
DfID $90 million 4yearsGDC $25 million 3yearsW/Bank $50 million 5yearsFTI $90 million 3 years Total $255 million
Other Stakeholder interventions•Private Sector •Local and
International NGO•Civil Society Organizations
•Faith Based Organizations
•Communities /parents and teachers associations
•Offer Education services educational institutions eg runs 18% of the country’s secondary education•Financing projects eg construction of classrooms, teacher houses, supply of teaching and learning materials•Grants/gifts /awards to outstanding students
•Direct financial injections to the sector•Advocacy eg prioritisation in MGDS, Promotion of girl education•Infrastructure development
•Assisting government in enforcing its rules and regulations •Providing skill based training to schools and communities•Supporting community mobilization and advocacy campaigns•Providing technical and financial support in school management and governance issues
•Providing educational services•Promoting moral education in schools through subjects such as religious education •Supporting government in the provision of education infrastructure•Supporting government in the provision of supplementary reading materials
•Providing basic necessities to children to enable them attend school everyday•Encouraging children to go to school at the right age of six•Participating in school projects and programmes e.g. construction•Protecting school property and land from being poached
Other sector interventions•Private Sector •Local and International
NGO•Civil Society Organizations
•Faith Based Organizations
•Communities /parents and teachers associations
•facilitating provision of teaching & learning materials in rural areas •Advocating for gender, HIV, finance, Infrastructure, school feeding etc•Supporting infrastructure development and provision of school furniture and equipment•Offering school grants to provide education opportunities to children with poor access to education•Monitoring delivery of education services
•Ensuring the adherence to Memorandum of Understanding signed with government•Supporting government in mobilizing communities and parents in supporting education service delivery•Run 15% of secondary schools
•Ensuring that the schools have clean water and children are accessing good sanitation facilities•Participating in the formation of school committees and monitor their activities at the school•Assisting children with school work and monitor their learning progress•Ensuring that children have adequate time to do school activities at home
ConclusionbackgroundNESPProgress on achievement of MDG goals in educationChallenges and potential interventionsLooked at the role of other stakeholders
Strong and genuine partnership between government agencies and between government and partners (SWAP)
Significant private sector participation in education provision.
Mutual accountability over results between government and partners
THANK YOUZIKOMO KWAMBIRI