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    The Education System in Malawi
    The Education System in Malawi
    The Education System in Malawi
    Ebook752 pages8 hours

    The Education System in Malawi

    By World Bank

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    'The Education System in Malawi', an Education Country Status Report (CSR), is a detailed analysis of the current status of the education sector in Malawi, the results of which have been validated by the government of Malawi. Its main purpose is to enable decision makers to orient national policy on the basis of a factual diagnosis of the overall education sector and to provide relevant analytical information for the dialogue between the government and development partners. The analysis incorporates data and information from multiple sources, such as school administrative surveys by the Ministry of Education, household surveys, and a tracer survey created especially for this study. This CSR, developed by a multi-ministerial national team supported by UNESCO Pôle de Dakar, the World Bank, and GTZ specialists, updates the previous one drawn up in 2003 and consists of eight chapters, including a chapter on higher education. The analysis provides key monitoring and evaluation inputs for the overall education sector, particularly under the framework of the implementation of the National Education Sector Plan.
    LanguageEnglish
    PublisherWorld Bank Publications
    Release dateFeb 25, 2010
    ISBN9780821381991
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      The Education System in Malawi - World Bank

      Title

      WORLD BANK WORKING PAPER NO. 185

      The Education System in Malawi

      Copyright

      Copyright © 2010 The International Bank for Reconstruction and Development/The World Bank

      1818 H Street, N.W.

      Washington, D.C. 20433, U.S.A.

      All rights reserved

      Manufactured in the United States of America

      First Printing: January 2010

      World Bank Working Papers are published to communicate the results of the Bank's work to the development community with the least possible delay. The manuscript of this paper therefore has not been prepared in accordance with the procedures appropriate to formally-edited texts. Some sources cited in this paper may be informal documents that are not readily available.

      The findings, interpretations, and conclusions expressed herein are those of the author(s) and do not necessarily reflect the views of the International Bank for Reconstruction and Development/The World Bank and its affiliated organizations, or those of the Executive Directors of The World Bank or the governments they represent.

      The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank of the legal status of any territory or the endorsement or acceptance of such boundaries.

      The material in this publication is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The International Bank for Reconstruction and Development/The World Bank encourages dissemination of its work and will normally grant permission promptly to reproduce portions of the work.

      For permission to photocopy or reprint any part of this work, please send a request with complete information to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, USA, Tel: 978-750-8400, Fax: 978-750-4470, www.copyright.com.

      All other queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, The World Bank, 1818 H Street NW, Washington, DC 20433, USA, Fax: 202-522-2422, email: [email protected].

      ISBN: 978-0-8213-8198-4

      eISBN: 978-0-8213-8199-1

      ISSN: 1726-5878                        DOI: 10.1596/978-0-8213-8298-4

      Library of Congress Cataloging-in-Publication Data has been requested.

      The education system in Malawi: country status report.

      p. cm.

      ISBN 978-0-8213-8198-4

      1. Education-Malawi.I. World Bank.

      LA1551.E385 2010

      370.96897--dc22

      2009045470

      CONTENTS

      Contents

      Foreword from the Minister of Education, Government of Malawi

      Foreword from the Minister of Education, Government of Malawi

      The Country Status Report is an important tool in diagnosing the problems that the education sector is facing in the county. It intends to provide an accurate snapshot of the current status of the education in Malawi and thus offer policy makers and their development partners a solid basis for policy dialogue and decision making.

      This study on the education sector in Malawi adds to the growing list of country status reports that the World Bank has been sponsoring in the Africa region. As with similar reports, its preparation involved the collaboration of a national team and the donor community. The team included members of government education ministries; staff from the World Bank; and staff from development partners, particularly the Pôle de Dakar team from UNESCO BREDA (the UNESCO regional office in Dakar, Senegal).

      This Country Status Report not only updates the original report completed in 2004, but also includes deeper analysis of areas such as early childhood development; literacy; external efficiency; and, particularly, technical, entrepreneurial, and vocational education and training (TEVET) and higher education. This report comes at a time when the government is finalizing the National Education Sector Plan and preparing for a funding request to the Education for All-Fast Track Initiative catalytic fund. The findings of this report are therefore very useful for providing analytical inputs for future reforms.

      This report has a number of important features, two of which deserve special mention. First, it was prepared through a combined effort by a dedicated government team and its counterparts in the donor community. The report is therefore not an external evaluation of the system but a collaborative attempt to deepen understanding of the sector and the challenges it faces and to create a common ground of joint action. In this sense, the report is a tangible arrangement for implanting the aspirations of the Paris declarations on aid effectiveness. In addition, this collaboration also built capacity for sector analysis within Malawi’s Ministry of Education, Science and Technology and other involved ministries. Second, the report’s methodology and information sources go beyond the ordinary. The team has taken advantage of existing data sources, mostly from ministry administrative sources, as well as household surveys to develop more in-depth indicators than the basic indicators of enrollment that typify education system monitoring. For example, a trace study of TEVET and higher education graduation was prepared to rigorously examine skills needs and the links between education and the labor market.

      The report highlights some recent achievements and challenges in the education sector. More broadly, it offers a valuable and comprehensive resource for anyone interested in education in Malawi. It is the hope of the ministry that this document will be of use to all stakeholders in the education sector.

      Dr. George T. Chaponda MP

      Minister of Education, Science and Technology

      Foreword from the World Bank

      Foreword from the World Bank

      This study on the education sector in Malawi adds to the growing list of Country Status Reports (CSRs), which the World Bank has been sponsoring in the Africa Region. As with other similar reports, it involved the collaboration of a national team consisting of members from the government ministries—including the ministries in charge of education—and staff from the World Bank and development partners, particularly the Pôle de Dakar team from the UNESCO regional office in Dakar, Senegal (UNESCO-BREDA). The report is intended to provide an accurate snapshot of the current status of education in Malawi, and thus to offer policy makers and their development partners a solid basis for policy dialogue and decision-making.

      In recent years, the development context for education has evolved in ways that increase the relevance and demand for this type of analytic work. Governments are striving toward poverty reduction and the Millennium Development Goals, and the international development community has pledged to complement their efforts by providing financial assistance to implement credible plans for sector development. The launch of the Education for All-Fast Track Initiative (EFA-FTI) in 2002 has put the necessary aid architecture in place and as of September 2009, 21 African countries have already received grants (a total of $1,233 million) to implement sector development plans that have been endorsed by the EFA-FTI partners.

      This is the second CSR for Malawi. It not only updates the original CSR completed in 2004, but also includes a more in-depth analysis of some areas, such as early childhood development, literacy, external efficiency, and particularly technical, entrepreneurial, and vocational education and training (TEVET) and higher education. The report comes at a time when the government is finalizing the national education sector plan. The findings of this report are therefore very useful for providing analytical inputs in this process.

      This report has a number of noteworthy features—two of which are worth special mention here. First, it was prepared through a combined effort by a dedicated government team and its counterparts in the donor community. The report is therefore not an external evaluation of the system, but a collaborative attempt to deepen understanding of the sector and the challenges it faces and to create common ground for joint action. In this sense, the report is a tangible arrangement for implementing the aspirations of the Paris Declaration on Aid Effectiveness. In addition, this collaboration also had the benefit of building capacity for sector analysis within the Malawian Ministry of Education and other involved ministries. Second, the report’s methodology and information sources go beyond the ordinary. The team has taken advantage of existing data sources, mostly from ministry administrative sources as well as household surveys, to develop more in-depth indicators than the basic indicators of enrollment that typify monitoring education systems. For this report, a TEVET and higher education graduates tracer study was also prepared to provide a more in-depth examination of the issue of skill needs and the links between education and the labor market.

      This CSR highlights some recent achievements, among them the following:

      Between 2004 and 2007, enrollments increased considerably in early childhood development programs (+44 percent per year), in adult literacy programs (+19 percent), in secondary education (+ 5 percent), and in higher education (+4 percent).

      Education in Malawi has an important impact on social development. Education in general, particularly for girls, has a strong impact on behavior in terms of reproductive health, maternal and child health, and knowledge of HIV/AIDS. The primary cycle contributes to almost half of the total effect of education on social development.

      External efficiency in relation to employability and income is high, in particular for TEVET and higher education graduates. The job insertion rates of higher education graduates are

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