Initial Primary Teacher Education

Education foundation
studies
Module 6

Malawi Institute of Education

Initial Primary Teacher Education

Education foundation
studies
Module 6

Malawi Institute of Education

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi Malawi

email: [email protected]
website: www.mie.edu.mw

© Malawi Institute of Education 2018

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted in any form by any means, electronic, mechanical, photocopying,
recording or otherwise, without the permission of the copyright owner.

First edition 2018

 Foreword
Education is the lifeblood of the nation. It is a prerequisite for individual,
community and national development. Education prepares learners to play their
roles effectively to promote and sustain a country's socio-economic development.
Parents or guardians desire that their children develop into adults with sound minds
and healthy bodies through the acquisition of appropriate knowledge, skills and
desirable attitudes to enable them to live productive and happy lives.

Education should, therefore, help learners to develop high standards of conduct,

attitudes, judgment and a sense of responsibility. Student teachers have to be well
prepared in order to be able to take this responsibility of teaching children
effectively.

The provision of quality education is based on many factors and a good quality of
teachers is one of them. Teachers play a central role because they are the key source
of knowledge, responsible for facilitating the learning process and act as role models
for the learners.

The function of initial primary teacher education in Malawi is to prepare student

teachers in their aspiration of becoming teachers of high quality. This is achieved by
helping the student teachers to acquire the right knowledge, skills and competences
to enable them to effectively teach children. In view of this, the Initial Primary
Teacher Education curriculum has been reviewed to ensure that student teachers
who graduate from this programme are well trained and prepared for their
profession.

The process and implementation of this review has been guided by the Teacher
Education Philosophy which states as follows:

“To produce a reflective, autonomous, life-long learning teacher, able to display

moral values and embrace learners’ diversity.”

It is therefore hoped that Teacher Training Colleges will find this curriculum
effective in helping the student teachers to build a solid foundation in their teaching
profession.

Executive Director
Malawi Institute of Education

viii
 Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all people who participated in various activities, stages
and levels in the development of this module.

Special thanks should go to the Director of the Directorate of Inspection and Advisory
Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of Malawi
Institute of Education, Dr William Susuwele‐Banda and his staff, Coordinator of the
Initial Primary Teacher Education (IPTE) review process, Mr Edward G Mtonga and his
team (Ms Loyce Chisale, Mr Anthony Malunga and Ms Catrin Anderer) for
coordinating the process of developing the module.

The Ministry of Education, Science and Technology and the Malawi Institute of
Education would also like to thank Edward Gobede Mtonga, Lazarus Banda,
Veronica Kaunda, Cosmas Goliati, Ruth Sambaleni-Nambuzi, Davie
Kaambankadzanja, Dr Sarah Roelker, Laurent Afonso and Anthony Manja for
reviewing the module.

The Ministry of Education, Science and Technology acknowledges the technical and
financial support generously provided by German Technical Cooperation (GIZ) and
United Nations Children’s Fund (UNICEF).

Production team
Editing Peter Ngunga
Designer Doreen Kachala-Bato

ix
 Writers
Valesi Gift Binali - Domasi College of Education
Gentry Chipeta - Machinga Teachers’ College
Foster B Magombo - St Joseph’s Teachers’ College
Hasten Zakeyu - Montfort Special Needs College
Lillian Sankhulani (PhD) - Malawi Polytechnic
Rabecca Makanga - Blantyre Teachers’ College
Edward K Kalua - Karonga Teachers’ College
Sr Jaini Thomas - St Joseph’s Teachers’ College

x
 Contents
Foreword ……………………………………………………………………………. v

Acknowledgements ……………………………………………….…………….….….. vi

Introduction to the module …………………………………………………..…….…. ix

TOPIC 1 Administrative structure of the education system …………………… 1

TOPIC 2 Educational management ………………………………………………. 4

TOPIC 3 Educational leadership ………………………………………………….. 10

TOPIC 4 The school and community ……………………….…………………….. 14

TOPIC 5 Records management ……………………………………………………. 20

TOPIC 6 Education policies ………………………………………………………… 29

TOPIC 7 The government teaching service regulations ……..…………………... 37

TOPIC 8 Guidance and counseling ………………………………………………… 43

TOPIC 9 Inclusive practices in schools …………………………………………….. 48

TOPIC 10 Individualised education plan ………..…………………………………. 51

TOPIC 11 Benefits of inclusive education ….………………………………………. 56

TOPIC 12 Barriers of inclusive education ……….…………………………………. 58

TOPIC 13 Interventions in inclusive education ……………………………………. 64

TOPIC 14 Roles of various stakeholders in inclusive education ……………….… 67

TOPIC 15 Policies on inclusive education ……………………………………….…. 69

TOPIC 16 Gender in education ……………………………………………………… 76

xi
 Introduction
The purpose of the primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all
learners under prevailing conditions and demands in primary schools and promote
their desire for life-long learning. IPTE endeavors to educate teachers in sufficient
numbers, continually develop their professionalism so that they are able to
effectively and efficiently deliver quality and relevant education to primary school
learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce teachers
who are:
 academically well-grounded and professionally competent
 flexible and capable of adapting to the changing needs and environment of the
Malawian society
 capable of adhering to and maintaining the ethics of the teaching profession
imaginative in adapting, creating and utilising locally available resources suitable
for the needs of their learners.

Rationale
Foundation studies will equip student teachers with the necessary knowledge, skills
and attitudes to carry out their role of facilitating learning of the primary school
child. To teach effectively, student teachers must study the origins and development
of the primary school curriculum and understand their role in its implementation
through appropriate management of the teaching, learning and assessment
processes at school level.

Teacher education philosophy

The following has been the guiding principle during the design, development and
implementation of the IPTE curriculum.

To produce a reflective, autonomous, life-long learning teacher, able to display moral values
and embrace learners’ diversity.

IPTE programme structure

The duration of the teacher education is two years. The general outlook of the two
years is as follows:

xii
 Year 1 Year 2
Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

In college, In college, Out in Out in In college, In college,

learning learning teaching teaching with special with special
subject subject practice practise emphasis on emphasis on
content with a content with schools, schools, reflection, subject
special focus special focus practising practising inclusion content,
on methods on methods teaching teaching and further policies and
for lower for upper mainly in the mainly in the practice on frameworks
classes classes lower classes upper classes teaching
methods

Unique features
The features of the reviewed curriculum are as follows:
 The curriculum design is based on reflective and practice principles.
 Early grade teaching methodologies are distinct.
 The delivery of the subject content follows the modular approach.
 Student-teachers will be allowed to practise teaching both at the lower classes (Standards
1 to 4) as well as at upper classes (Standards 5-8).
 Cross cutting issues such as Assessment for Learning, Information Communication
Technology, Inclusive Education and Critical Thinking are integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher education
which connects practice and theory and integrates content and pedagogy in teaching and
learning. In this structure, student-teachers will be in college for two terms of year 1 and be
in primary schools for teaching practice in the third term of first year and first term of the
second year. Student teachers will be back to colleges in terms 2 and 3 of year 2 to continue
learning subject content, reflecting on their experiences of teaching practice and then wind
up their studies.

This curriculum is designed in a modular structure and contains eleven subjects. These are
Chichewa, English, Mathematics, Education Foundation Studies, Agriculture, Social Studies,
Life Skills, Science and Technology, Expressive Arts, Religious Studies and Human Ecology.
In this modular design, a set of topics forms a module in a subject. A module consists of 40
hours contact time.

xiii
Summary of topics for the term and time allocation

Topic Allocated time in hours

Administrative structure of the education system 3

Education management 4
Educational leadership 5
The school and the community 4
Record management 4
Education policies 6
Government teaching service regulations 2
Guidance and counselling 8
Inclusive practices in schools 4
Individualised educational plan 3
Benefits to inclusive education 2
Barriers to inclusive education 3
Interventions in inclusive education 4
Roles of different stakeholders in inclusion 2
Policies on inclusive education 3
Gender in education 3

xiv
TOPIC 1 Administrative structures of the education
system
Time 3 hours forms the central level. The second
level comprises the division, whereas
Introduction the district level forms the third tier.
Proper administration and Below districts are zones and then
management of education institutions, schools. In line with the
through a well-structured system, is decentralisation policy, each level has
needed to achieve its goals. In this specific functions and responsibilities.
topic, you will analyse the relationship The devolution of functions and
among the stakeholders at different responsibilities of the education
levels of an administrative structure in ministry to the three levels is aimed at
educational system. This will assist improving efficiency in the delivery of
you to understand the structure of the primary education services.
education system, its composition and
function of each level, so that you are The education structure in
able to play your rightful role in the Malawi
system. National level
The first level of the education
Success criteria structure is the ministry headquarters
By the end of the topic, students must and is headed by the Minister of
be able to analyse the relationship Education who has a deputy. The
among stakeholders at different levels minister is legally mandated to:
of administrative structure.  promote education in Malawi
 formulate policies, plan and
Background information manage information systems at
Where there is an organisation, a need national level
for administration and management  mobilise and allocate resources
arises. An organisation can be defined  design and develop the national
as a social structure in which two or curriculum
more people work together in a  set and maintain national
coordinated manner to achieve a education standards
common goal or purpose (Malunga,  monitor, assess and evaluate the
2003). A well-structured organisation education system
facilitates quick flow of information  provide effective mechanism for a
from the source to the receiver or from transparent and accountable
policy makers to implementers. education system at all levels
(Education Act, Section 4 (1),
A school forms part of an education subsections a-g)
structure where education policies are
implemented. It is also an example of All these functions and responsibilities
an organisation with people working are delegated to various directorates
together towards a common purpose. within the ministry.

Primary schools in Malawi operate At ministry headquarters, the

within a well-organised structure. The secretariat oversees the operations of
structure includes central, regional and the ministry. The Secretary for
local levels. The ministry headquarters Education, Science and Technology

1
(SEST) is the head of the secretariat. Development and Special Needs
Responsibilities of SEST include: Education.
 policy formulation
 supervision of all government Divisional level
agencies and statutory corporations The second level of the education
in the education sector structure is the Education Division
 defining the extent of devolution administration. This is the extended
 developing plans and strategies for arm of ministry headquarters, and it is
policy implementation headed by the Education Division
 regulating the management of Manager (EDM). In total, there are six
sectors’ functions devolved to Education Divisions in the country
districts namely: Northern Education Division
(NED), Central East Education
The SEST is supported by two Division (CEED), Central West
Principal Secretaries (PSs). One is Education Division (CWED), South
responsible for basic and secondary East Education Division (SEED), South
education while the other is West Education Division (SWED), and
responsible for higher education. The Shire Highlands Education Division
PS for basic and secondary education (SHED). The Education Divisions are
is responsible for policy matters responsible for:
concerning basic and secondary  dissemination of ministry’s policies
education. The PS is assisted by and strategies
directors from different departments.  supporting district councils in their
functions
Departments that form Ministry of  monitoring education standards by
Education’s secretariat are: Basic supervising districts
Education, Secondary and Distance
Education, Higher Education, District level
Inspection and Advisory Services, There are 34 education districts in
Education Policy and Planning, Malawi. Below is a summary of the
Teacher Education and Development, education in relation to their
Finance and Administration, Human Education Division.
Resources Management and

Northern Central East Central West South East South West Shire Highlands
Education Education Education Education Education Education
Division Division Division Division Division Division (SHED)
(NED) (CEED) (CWED) (SEED) (SWED)
1 Chitipa 1 Kasungu 1 Lilongwe 1 Balaka 1 Blantyre 1 Thyolo
2 Karonga 2 Salima Rural East 2 Mangochi Urban 2 Mulanje
3 Rumphi 3 Dowa 2 Lilongwe 3 Machinga 2 Blantyre 3 Phalombe
4 Mzuzu 4 Nkhotakota Rural West 4 Zomba Rural 4 Chiradzulu
5 Mzimba 5 Ntchisi 3 Lilongwe Rural 3 Mwanza
North Urban 5 Zomba 4 Neno
6 Mzimba 4 Dedza Urban 5 Chikwawa
South 5 Ntcheu 6 Nsanje
7 Nkhata Bay 6 Mchinji
8 Likoma

2
The structure at district level reflects  managing the District Education
both structures of the Ministry of Management Information Systems
Education at national level and the (DEMIS)
Local Government. There are 34  provision of funds for the
education districts. The Local establishment and maintenance of
Government structure has: the District primary schools
Commissioner/Chief Executive as  providing relevant resources to
head. Below the District primary schools
Commissioner/Chief Executive are  monitoring use of resources in
Directors. primary schools
 mobilise communities for their
The Ministry of Education structure at participation in school
district/city/municipal/town council management (training of School
levels has the District Education Management Committees, Parents
Manager (DEM) as the head of the and Teachers’ Associations,
education sector. In line with community leaders)
district/city council structure, the DEM
is regarded as one of the directors. Zonal level
Education zones are a cluster of 10-15
At district/town/city/municipal council schools. These clusters are established
levels, there is an education committee based on geographical location, and
which is legally mandated to overseer are under the direct supervision of the
the execution of primary education Primary Education Adviser (PEA). The
services and activities. The DEM is the PEA reports to the DEM. The roles and
secretariat for the Education responsibilities of a PEA are:
Committee. The roles and  monitoring the quality of teaching
responsibilities of the education and learning and advise teachers
committees at accordingly
district/town/municipal/city councils  planning and organising
are: Continuous Professional
 managing the provision of basic Development (CPDs) activities for
education in the primary school teachers
district/town/municipality or city  preparing monthly school advisory
council in terms of provision of plans and reports, and submitting
resources them to district education offices
 ensuring that the quality of  consolidating head teachers’
education provided in schools monthly reports for DEMs
under their jurisdiction satisfies
minimum national education School level
standards The following bodies are responsible
 disseminating and implementing for governance and management of
government policies in the teaching and learning, plus
provision of basic education administration of a school: the head
 developing and elaborating District teacher, section heads, teachers, School
Education Plans (DEPs) in line with Management Committee (SMC), and
the prevalent relevant national the Parents, Teachers Association
education policies (PTA). The following are the functions
and responsibilities of some
stakeholders:

3
 Stakeholder Responsibilities
 Implement Ministry of Education’s policies at school level
 Facilitate the development of School Improvement Plans with
community members, teachers and students
 Monitor the quality of teaching and learning at a school
 Produce monthly staff and enrolment returns for the district office
Head teacher
 Procure and distribute teaching and learning materials to teachers
and students
 Enroll (new and transferred) students
 Initiate school projects
 Budget preparation for Primary School Improvement Plan (SIP)
 Supervising teaching and learning in sections
 Ensuring that teachers in their sections are provided with teaching
and learning resources
Section
 Planning and organising sectional meetings and in-service trainings
heads
for teachers in their sections
 Participating in the preparation of master time table
 Acting in the absence of both head teacher and deputy head teacher

Tasks Activity 2 Representing personal

Task 1 Analysing the relationship knowledge of education
among stakeholders at system structure through
different level of drawing diagrams (15
administrative structure minutes)
Every teacher should have knowledge 1 Draw a diagram representing
of the structure of education in administrative structure of a
Malawi. This activity helps you primary school.
understand the administrative 2 Why is this structure important in a
structure of a school and its school?
importance. 3 Present your answers in a plenary.

Activity 1 Reflecting on experiences Activity 3 Comparing diagrams to

with administrative derive composite picture
structures of the education of actual structure (30
system (15 minutes) minutes)
1 Reflect on the administrative 1 Using diagrams drawn in activity
structures that existed at your 2, compare the diagrams with the
teaching practice school. established organogram for
2 Explain the relationships that primary school.
existed among the structures. 2 Share in plenary.
3 Share in plenary.

4
Activity 4 Matching role descriptions helps to ensure transparency and
to various posts in the accountability.
education system
including EDM, DEM, Reflection and assessment
PEA, school head and How did you interact with the PEA,
section head (1 hour) head teacher and section head during
1 Explain the roles of EDM, DEM, teaching practice?
PEA, school head and section head
in improving the process of Topic assessment
teaching and learning. 1 With the aid of a diagram, explain
2 Relate role descriptions of the the structure of the Ministry of
various posts eg DEM to that of a education as represented in your
PEA. diagram.
3 Present your answers in a plenary. 2 State the importance of the
administrative structure in
Activity 5 Summarising a passage on ensuring accountability in the
departments in Ministry of education system in Malawi.
Education Science and
References
Technology (1 hour) Bisika JJ (1994). School organisation,
1 Research on the departments of the administration and leadership.
ministry of education. Domasi: Malawi Institute of
2 Through a diagram, summarise Education.
important points. Farrant, JS (1980). Principles and practice
of education. Harlow: Longman
3 Present your findings.
group UK Ltd.
Malawi Institute of Education (2008).
Tips
Initial Primary Teacher Education
 You may use methods such as
Foundation studies tutors’ book,
brainstorming, gallery walk,
Domasi: Malawi Institute of
research, question and answer,
Education.
group work.
Malawi Government (2013). Education
 You may also use TDC manuals for
Act. Lilongwe: Malawi
more information on education
Government.
system structure.
Malunga, JM (2003). Introduction to
 Be gender sensitive when forming
educational administration and
groups.
management. Domasi: Domasi
 Make sure you divide your time for
College of Education.
separate activities within the task
Mbiti, DM (1989). Foundations of school
appropriately.
administration. Nairobi: Oxford
University.
Summary Ministry of Education, Science and
In this unit, you have learnt about the
Technology (2013). Guidelines for
administrative structure of the
the management of education
education system in Malawi. You have
functions devolved to District
discovered that the structure is crucial
Councils. Revised Edition
in ensuring the smooth running of
Ministry of Education, Science and
teaching and learning in schools.
Technology (2013, first edition).
Therefore, it is important that teachers
Handbook for school management a
know their role in the hierarchy. This

5
 practical guide. Lilongwe: studies. Lilongwe: Department
MoEST. of Teacher Education and
Ministry of Education (2009). IPTE Development.
ODL module 2 for foundation

6
TOPIC 2 Educational management

Time 4 hours organisational resources in order to

achieve organisational goals. In the
Introduction primary school, it means all activities
The significance of effective that aim at achieving educational goals
management for the successful are coordinated properly. Good
operation of schools has since been management requires that the
widely acknowledged in recent years. resources are used in the most efficient
There is a growing recognition that the ways possible and that quality
quality of managers and management teaching is maintained. Bush (2008)
procedures are critical if schools are to describes educational management as
produce the best possible outcomes for an executive function for carrying out
their learners and their stakeholders. agreed policies. It is an art of getting
Just as it is important to have effective work done through other people in
teachers and good administrative schools. From this definition, it means
structures as we learnt earlier, this managers in schools must engage both
topic will assist you to enhance your internal and external stakeholders in
knowledge of principles of leading their institutions. Head
management. You will note that these teachers and teachers need to make
principles of management are very sure that their management approach
essential for head teachers and is geared towards achieving the aims
teachers because they form a basis for of education.
managing change. The topic also
introduces you to concept of conflict Management at school level
management which is one of the major Head teachers are managers of the
components of educational schools. They need to make sure that
management. Conflict is inherent in they plan, coordinate, supervise, and
organisations and therefore inevitable. mobilise resources so that teaching
This knowledge will be very useful to and learning takes place. Head
you because you are bound to teachers need to coordinate teaching
encounter several forms of conflicts in and supervise teachers and other
your classrooms. As such, you need to support staff members to ensure that
know how you can deal with some of quality teaching is provided to
these conflicts. learners in classes. They need to make
sure that qualified personnel are put in
Success criteria different management positions such
By the end of this topic, you must be as deputy heads and section heads.
able to:
 explain principles of educational Teachers are managers at classroom
management level. This means that teachers must be
 relate principles of educational able to exercise efficient management
management to experiences during over their pupils, the resources at their
teaching practice disposal and various programmes of
learning going on in each subject. This
Background information ensures that learning proceeds
Sapre (2002) defines management as a efficiently and that the desired
set of activities directed towards standards are maintained. Teachers
efficient and effective utilisation of need to have their lesson plans and

7
teaching materials ready for learning. with special educational needs, or
They also must coordinate and people living with HIV and AIDS).
supervise the learning in classrooms.
Management in this case is directed Demerits (disadvantages) of
towards the achievement of conflicts
educational objectives. Conflict has very often been viewed as
a negative factor within organisations
Principles of educational such as schools. This is because
management conflicts have the potential to bring
The principles of educational disturbances such as destruction of
management are; planning, infrastructure, human suffering and
organising, directing, coordinating, displacement of people, insecurity and
supervising, evaluating, loss of life (MIE, 2008). As such, when
communicating, decision making and there is conflict, people tend to
appraising personnel. Educational deliberately ignore it in the hope that it
management should deal with would resolve itself. Such attitudes
managing change as well. In a world create a favourable breeding climate
where changes are taking place in for more conflicts. It is therefore
curriculum, financial and even important to prevent conflicts from
personnel, knowledge of these occurring and manage those that have
principles becomes essential to head already broken out.
teachers and teachers in a school.
Merits (advantages) of conflicts
Conflict management A conflict does not always have
Another area which concerns a negative causes, nor does it have
manager is conflict management. negative consequences. For example, a
Conflict management is important for conflict may arise due to desire for
both the head teacher and the teachers change for the better, or as a result of
because where people are conflicts bringing out the truth (rumours that
may arise. one learner stole somebody’s pen only
to discover later that it was not true).
A conflict is a disagreement between Conflict also gives you an opportunity
two or more entities pursuing to understand a situation and improve
incompatible goals (Malunga, 2003). It it (for example learners fighting for
can be described as a serious desks can prompt school management
disagreement, argument, a fight, or to purchase more desks).
difference in opinion. Some of the
signs of conflicts are: disputes, Conflict management
differences, quarrels, fights, strategies
confrontations, competitions, struggle, In resolving conflicts many strategies
disagreements and gossip. These may may be utilised. Some of the strategies
be due to differences in personality, include: mediation, negotiation,
perception, values, interest and avoidance style or withdrawing,
attitudes. In primary schools, conflicts diffusion, arbitration, competition or
arise for a number of reasons. For use of force, smoothing, peace
example; inadequate space, inadequate education and use of tribunals or
and unfair distribution of resources, courts.
and prejudice (against girls, learners

8
Mediation Arbitration
This is usually done by third parties This method involves one or more
that are very neutral and acceptable to impartial persons judging a dispute
both sides that are involved in the but at the end the decision made
conflict. The third party (peacemaker) becomes final and binding. The
acts as a go between. The success of a arbitrators are chosen by some neutral
peace marker depends on a number of agency designed by the opposition
factors for example: parties.
1 the desire by the opposing parties
to see the problem resolved Competition or use of force
2 seeking to end the problem This is an aggressive and
through collaboration rather than uncooperative way of resolving
bickering conflicts based on competition or use
3 understanding that the problem of force. Opposing parties aim at
lies in between the opposing achieving their goals and satisfying
parties rather than in one of them themselves at the expense of another.
4 having room to accommodate each Force or competition is imposed as a
other’s viewpoints solution to the conflicts.

Negotiation Smoothing
Conflicts can be resolved if both This method is a non-assertive and
parties in the conflict process come cooperative way of resolving the
together to discuss their issues. conflict based on the principle of self-
Negotiation is a peaceful campaigns sacrifice. One opposing party accepts
based on the principle of contact and the views of the other party in order to
dialogue and give and take. In bring the issue to an end even if they
negotiations people use a process of do not agree with the views of the
bargaining so that a working other party.
relationship between the opposing
parties is prepared to give up Peace education
something. In negotiating a resolution Through this method people are given
however, it is important that both education which makes them aware of
sides should treat each other as equals the importance of peaceful co-existence
not enemies. and harmony.

Avoidance style or withdrawing Use of tribunals or courts

It involves resolving conflicts by Tribunals are courts which preside
repressing (suppressing, containing) over disputes and find solutions to
emotions. You may even just ignore conflicts. Whatever court says at the
the conflict hoping it will remedy end becomes final.
itself. However, this strategy does not
give satisfaction as the problems are Tasks
just put on hold. Task 1 Explaining principles of
educational management
Diffusion Educational management is one of the
It is a way of trying to solve a conflict important elements that promote good
by using delaying tactics. Tactics used teaching, learning and assessment
may include postponing. procedures in an educational
institution. This task will enable you to

9
apply knowledge and skills of Activity 2 Conducting research on
educational management in school. application of educational
management in schools
Activity 1 Discussing different
(30 minutes)
components of educational
management such as 1 Conducting research on application
management of change, of educational management.
personnel, conflict, 2 Compile your research findings.
resources and curriculum 3 Relate your research findings with
(1 hour) what you experienced during
1 Conduct a research on components teaching practice.
of educational management. 4 Compile your findings.
2 Summarise the findings.
3 Prepare electronic presentations. Activity 3 Presenting research results
4 Present your findings in a plenary. (15 minutes)
1 Present the research results using
Activity 2 Discussing the purpose of electronic presentation.
educational management 2 Take note of observations.
(30 minutes)
1 Identify some of the roles you were Activity 4 Discussing research results
doing as a class manager during (15 minutes)
teaching practice. 1 Discuss the research results.
2 Explain how the roles you played 2 Compile a typed report for
helped in managing the school presentation.
during teaching practice. 3 Share the report using different
3 Discuss purposes of educational social media.
management.
4 Share in a plenary. Activity 5 Reflection on conflict
management during
Task 2 Relating principles of teaching practice
educational management to (30 minutes)
experiences during teaching 1 List down some of the conflicts that
practice have occurred in your class during
Guidelines are important in the proper the teaching practice.
management of an institution. In this 2 What were the causes of the
task, you will relate principles of conflicts you have listed?
educational management to 3 How were the conflicts resolved?
experiences during teaching practice. 4 Were there better options of
This will help you in managing resolving those conflicts (refer to
schools. the strategies of conflict
management in the background)?
Activity 1 Describing principles of 5 Present your answers in a plenary.
education management
(30 minutes) Activity 6 Common sources of
1 Conduct a research on major conflict and resolution
principles of educational strategies (30 minutes)
management. Case study
2 Summarise your findings. Study the case below and answer the
3 Share in plenary. questions.

10
Students in Standard six are realise that conflicts may be inevitable
complaining among themselves and to in a school. However, the way conflicts
their parents about their teacher. For are handled is what matters. Teachers
three consecutive days, the teacher as managers should always create an
failed to finish marking their environment which is conducive for
mathematics work. The students now learning in a classroom by making
show very little respect for the teacher rules that encourage respect,
both in the way they talk about him and appreciation, listening and positive
in the way they behave in class. reinforcement.

1 Describe the source of the conflict. Reflection and assessment

2 Who should be involved in Self-assessment
resolving this conflict? 1 Explain how some conflicts that
3 What strategies could be employed happened among different
to resolve this conflict? stakeholders were resolved during
4 State two reasons why it is the teaching practice.
important to promote conflict 2 Suggest how you could have
resolution skills in learners. resolved the conflicts.
5 Present your answers in a plenary. 3 Explain how you applied
principles of management during
Tips your teaching practice.
 You may invite a headteacher to
the college as a resource person. Topic assessment
 Some activities can be done outside 1 Analyse the principles of
the normal class time. educational management in
 You may use methods such as relation to teaching, learning and
brainstorming, gallery walk, assessment.
question and answer, group work, 2 How can you prevent conflicts
think, ink pair share. caused by role ambiguity?
 You may advise student teachers to 3 Explain strategies for managing
draw a table with the following conflicts at a school.
columns: conflicts experienced,
source of conflict, strategies used References
and other better strategies. Bisika JJ (1994). School organisation,
 Consider diversity and gender administration and leadership.
when carrying out tasks. Domasi: Malawi Institute of
Education.
Summary Bush, T (2008). Leadership and
In this topic, you have learnt about management development in
educational management which is education. London: Sage
essential for schools to achieve their Publication Ltd.
objectives. Therefore, it is imperative Farrant, J (1980). Principles and practice
that you understand the roles different of education. Harlow: Longman
stakeholders play in managing a group UK Ltd.
school. Kumwenda MK (2003). Sociology of the
school: education module 7.
You have also been introduced to the Domasi. Domasi College of
concept of conflict management and Education.
resolution. As a teacher, you should

11
Malunga, JM (2003). Introduction to Sapre, P (2002). Realising the potential of
educational administration and Educational management in India.
management module 10. Domasi: Management and
Domasi College of Education. Administration 30 (1), 101-108.
MIE (2008). Initial Primary Teacher Teacher Development Unit (undated).
Education foundation studies MIITEP student teacher’s
tutors’ book. Domasi: Malawi handbook 3. 1st Draft version.
Institute of Education.
Ministry of Education (2009). IPTE
ODL module 2 for foundation
studies. Lilongwe: DTED.

12
TOPIC 3 Educational leadership
a set of skills an individual uses to
Time 5 hours influence the behaviour of group
members towards achievement of
Introduction organisational goals (Malunga, 2003).
The success of any school depends The leader should be aware of the
largely on effective administrative organisational goals and motivational
procedures and good management levels of the members of the
principles. It should be noted that organisation in order to achieve the
effective administration depends desirable goals. In schools, effective
largely on sound leadership. leadership makes a difference in
Leadership is a challenging task improving teaching and learning.
because of many expectations that Head teachers and teachers as leaders
different groups have on the leader. As need to have certain skills. The degree
a teacher, you are a leader in the of attainment of objectives depends to
classroom. Therefore, you need to a great extent on the leadership that is
develop leadership skills for effective available.
teaching and learning. In this topic,
you will examine the concept of The purpose of educational leadership
leadership in line with education is to guide, direct, encourage, control,
administration and management of support and nurture people in order to
schools. With these skills, you will be achieve the intended educational
able to manage your classes properly goals. It is important to note that
and use appropriate leadership styles leadership in educational institutions
in certain situations. is a challenging task because of the
many expectations which different
Success criteria groups have on the leader.
By the end of this topic, you must be
able to evaluate the effectiveness of Leadership styles
different leadership styles for different Leadership varies from school to
purposes. school. Leaders use different styles in
order to influence activities in an
Background information institution. This may be the reason that
Leadership is defined as a process that we often see learners passing a nearby
involves influencing others’ actions in school to go to a school further from
achieving desirable goals (Lucier and home. As a student teacher, you
Achua, 2013). A leader should always should realise that no two leaders may
possess some positive characteristics be alike in the way they administer
and traits rare in the people being led. their organisations or classrooms.
For example, a good leader must be There are several leadership styles.
intelligent, educated, knowledgeable, Application of the styles chosen
dependable, tolerant, flexible, depends on the situation at hand.
dependable, have self-confidence, Moreover, a leader may combine more
willing to experiment with different than one leadership styles at a time.
roles, be able to take initiative, be Some of the general leadership styles
humble, possess some kind of are discussed as follows:
authority and willing to promote life-
long learning. Leadership is viewed as

13
Dictatorship style teachers are experienced and are
This style of leadership is also called motivated to do the right thing.
autocratic, authoritarian or coercive.
Dictatorship style of leadership uses Tasks
force. Organisational decision-making Task 1 Evaluating the effectiveness
is done by a single individual or few of different leadership styles
individuals without consultation. The for different purposes
head teacher as a leader directs every In this task, you will reflect on your
action at a school. An autocratic leader own experiences working with
has little respect for others. This kind different leaders in schools. This will
of leadership kills initiative among help you understand and come up
teachers and learners because it instils with some qualities of a good leader.
fear.
Activity 1 Discussing characteristics
Democratic style of leadership of a leader
This style of leadership is sometimes 1 Reflect on leaders whom you have
referred to as employee-centred interacted with during teaching
leadership. There is wide consultation practice.
and shared decision making. Members 2 Describe the characteristics of the
of staff are involved in contributing leaders you mentioned in (1).
ideas. Teachers and administrators 3 Role play the characteristics of a
delegate freely and allow leadership good head teacher or principal.
acts to develop within the group. 4 Give feedback.
There is participatory learning in the
classroom. This style of leadership Activity 2 Explaining educational
promotes creativity and followers’ leadership
morale. Members of staff and learners 1 In your opinion, explain
work with confidence and have sense educational leadership.
of ownership. Participatory leadership 2 Share in plenary.
works better where the subordinates
are knowledgeable in the issues at Activity 3 Analysing purposes of
hand. The disadvantage is that it is educational leadership
time consuming to consult and 1 Research on the purposes of
becomes difficult to accommodate the educational leadership.
views and needs of everyone at once. 2 Analyse the purposes and relate
Sometimes it is viewed as a weakness them to your teaching practice
on the part of a decision maker. experiences.
3 Present your findings in a plenary.
Laissez-faire style of leadership
Laissez-faire is a French phrase and it Activity 4 Discussing different
literally means “let people do what leadership styles
they want”. It is defined as leadership 1 Under what circumstances could
roles. This leadership style assumes you use the following leadership
that the subordinates are styles:
professionally mature and responsible. (i) autocratic
The leadership style grants freedom to (ii) democratic
group or individual decision without (iii) laisse-faire
the leader’s participation or direction. 2 Share in plenary.
This works better in schools where

14
Activity 5 Analyse different 2 Compare and contrast educational
leadership styles in leadership and educational
schools management.
1 Reflect on the type of leadership 3 Present your answers in a plenary.
style you experienced during
teaching practice. Tips
2 What leadership style did you  You could use the following
admire and why? methods: think ink pair share,
3 Conduct a debate on any two debate and making a stand.
leadership styles. In your  Video shoot the debate and role
arguments back up your points play for discussions during
with clear examples. plenary.
 Consider diversity and gender
Activity 6 Analysing a case study on when carrying out tasks.
school leadership
Read the case study and answer the Summary
questions that follow. Leadership serves several purposes in
schools such as those of guiding,
Keliya is a Std 7 learner at Pongola encouraging, controlling supporting
Primary School. He usually comes very and nurturing people. As teachers, you
late to school. His teacher, Mr Mapira, need also to realise that there are
has talked to him several times advising certain characteristics that are linked to
him to come to school early. But he does good educational leadership.
not improve his habit. One day, Mr Therefore, as leaders you need to
Mapira told the boy to remain in class possess these characteristics if you are
after knocking off, so that he could to be successful in the teaching career.
sweep the classroom. However, the boy
reported to the head teacher before There are different styles that head
doing the punishment. He told the teachers or teachers may adopt as they
Headteacher that Mr Mapira hates him. lead. Therefore, it is important that
The Headteacher told the boy not to do you know how to use each style of
the punishment. leadership.

a) What would you do if you were in Reflection and assessment

Mr Mapira’s situation? Self-assessment
b) What leadership styles are 1 How do you relate the purposes of
displayed in this case study? educational leadership to the
c) As head teacher of the school, how achievement of school goals?
would you handle this case? 2 What type of leadership styles
d) Share your ideas. were displayed by the headteacher,
mentor and class teacher during
Activity 7 Relating educational your teaching practice?
leadership to educational
management Topic assessment
1 Research on the relationship 1 Undertake an analysis of the
between leadership and different leadership styles and
management. explain the purposes that they are
most suitable for.

15
2 Analyse the purposes of tutors’ book. Domasi: Malawi
educational leadership and explain Institute of Education.
the purposes that they are most Yukl, G (2010). Leadership in
suitable for. organisations (7th ed.). New
3 State any four traits associated with Jersey: Pearson Education, Inc.
good leadership and say why they Bisika JJ (1994). School organisation,
are important. administration and leadership.
Domasi: Malawi Institute of
References Education.
Lucier, RN & Achua, CF (2013). Farrant, JS (1980). Principles and practice
Leadership: theory, application & of education. Harlow: Longman
skill development (5thedn.). group UK Ltd.
Canada, USA: South-West Ministry of Education (2009). IPTE
Cengage Learning. ODL module 2 for foundation
Malunga, JM (2003). Introduction to studies. Lilongwe: DTED.
educational administration and Teacher Development Unit (undated).
management. Domasi: Domasi MITTEP student teacher’s
College of Education. handbook 5. 1st Draft version.
MIE (2008). Initial primary teacher
education foundation studies

16
TOPIC 4 The school and the community
good behaviour. As a community
Time 4 hours school, it means the school belongs to
the community. From both angles, the
Introduction school has broader functions that bring
Schools, with relevant curricula, can be it into close relationship with the
instruments of development for the surrounding community. A school
community both at local and national serves several functions to the
level. Schools serve as centres for community. These functions include:
education and training in various skills educating children, socialising
which could be of value to the learners, and providing service to the
community. In this topic, you will community. At every school, you will
learn about the relationship between find a School Management Committee
the school and the community. This (SMC), Parents Teachers Association
knowledge will help you to appreciate (PTA), and Mother Groups (MGs) each
that the existence of a school depends with different tenure, roles and
on the positive relationship that functions.
prevails between the school and the
community. School Improvement Plan (SIP)
It is a unique plan that describes a
Success criteria school’s targeted work to raise
By the end of this topic you must be achievement for all its learners. The
able to: School Improvement Plan (SIP) is like
 describe roles and functions of a road map that sets out the changes a
School Management Committee school needs to improve the level of
(SMC), Parents Teachers learners’ achievement and shows how
Association (PTA) and Mother and when these changes will be made.
Groups (MG) The Ministry of Education Science and
 develop a School Improvement Technology has the mandate under the
Plan (SIP) Education Act (2013, Section 4c) to
maintain national education standards.
Background information To accomplish this, every school and
The school serves the community as a its community is advised to develop
vehicle for transferring knowledge, their own SIP annually under three
values and culture from one main goals which are: quality and
generation to another while at the relevance, access and equity and
same time modelling the best practices governance and management.
and acting as an agent of change to the Therefore, SIP is taken as an
community. According to the implementation plan which targets the
Education Act (2013), a school is an three broad goals.
institution where learners receive
formal education through teaching For SIP to be effective, it is advisable
and learning. Musaaz (1982) suggests that schools work with their
that a school can be described in two committees so that they set good
ways: as a model of a community and targets for their schools to meet the
as the community school. As a model local and national aspirations.
of a school, it serves as an example
where the community can emulate

17
As such good relationships between 6 Discuss how these committees
the school management team and the operated and the impact they have
community are very important to had.
achieve the educational targets and to 7 What challenges did they
develop a very well formulated SIP. encounter?
Under each SIP broad goal, school 8 Identify factors that need to be in
administrators, teachers and members place to promote the work of these
of various committees are challenged groups.
to identify issues that are central to the 9 Share your findings in a plenary.
goal and need to be improved. The
plan includes details of activities that Activity 2 Describing roles and
will help address the issue or problem, functions of school
the responsible person (the one to take committees (Mother group,
action) and when will the issue be SMC, PTA)
resolved. SIP also helps school 1 Search in the literature on the roles
administrators or managers and the and function of School Committees
school community to be creative and stated above.
resourceful in planning for activities 2 Relate what is in the literature with
and funding. It is a tool for improving what you experienced during
effectiveness and efficiency in schools. teaching practice.
3 Report your findings.
Tasks
Task 1 Describing roles and function Task 2 Developing a school
of school committees (Mother improvement plan
group, SMC, PTA and SIP at In schools there are many areas which
TP schools) need to be improved. This could be
During TP, you interacted with done by preparing SIP. In this task you
different school governing committees. will practise to develop your own
In this task, you will reflect on roles of school improvement plan.
and functions of school committees.
Activity 1 Discussing the concept of
Activity 1 Discussing composition, the school improvement
tenure, roles and functions plan
of school management 1 Reflect on the concept of SIP in
committees (1 hour) connection to what you
1 Reflect on the school committee experienced during your TP.
which you had at teaching practice 2 How was the SIP developed (who
school. was involved in the development
2 What was the composition of each of SIP)?
committee? 3 What was the structure of the SIP?
3 How long does the committee stay 4 What needs to be improved in the
in the office? SIP to improve efficiency?
4 Discuss the roles and functions of 5 Share your discussions in plenary.
each committee.
5 Which roles did the SMC, PTA and Activity 2 Conducting school based
mother groups had in your TP research on how to
school? develop a SIP (1 hour)
1 Interview a head teacher and SMC
members, on how SIP is developed,

18
 operated and impact it has in the roles played by the different
school. committees such as SMC, PTA, and
2 Summarise your findings. MGs in running the school. The
relationship between the school and
Activity 3 Discussing the findings of the community is important if the
the research (1 hour) school is to be effective and efficient.
1 Share the findings of your research You have also practiced developing
in activity 2. SIP. The knowledge and skills gained
2 Make observations. will help you to work effectively with
the school committees in improving
Activity 4 Developing a SIP (1 hour) the quality of teaching and learning.
1 Using the template of SIP, develop
a school improvement plan Reflection and assessment
2 Discuss how your SIP can be Self-assessment
implemented. 1 How did you work with the school
3 Share your SIPs with peers for committees during teaching
evaluation. practice?
4 Critique each other’s SIPs before 2 Explain the improvement plan
consolidation. your school made during teaching
practice.
Tips 3 Explain the improvement plan you
 Prepare interview guide in made during teaching practice to
advance. SEJ tasks.
 Get templates for SIP from any 4 What would be your comment on
possible source. tenure of office for SMCs?
 Students should bring their records
of teaching practice to the Topic assessment
classroom. 1 What are the roles and functions of
 The head teacher could be invited the school committee?
as a resource person. 2 Why should there be a lot of
 The head teacher may need to consultation in developing SIP.
clarify by giving examples. 3 What challenges would be
 Arrange with the headteacher to associated with such consultations?
bring a template for the SIP and all
relevant documents (such as References
guidelines for developing SIP and MIE (2008). Initial primary teacher
samples of SIP). education foundation studies
 You may use brainstorming, pair tutors’ book. Domasi: Malawi
work, group work, discussion, Institute of Education.
question and answer methods. Ministry of Education (2009). IPTE
ODL module 2 for foundation
Summary studies. Lilongwe: DTED.
In this topic, you have learnt about the Ministry of Education of Education
school and its surrounding Science and Technology (2013).
community. You have discovered that Education Act. Lilongwe:
the school and the community depend MoEST.
upon each other for teaching and MoEST (2015). National education
learning to be effective. You have standards: primary and secondary.
explored functions of a school and the

19
Further reading management guidelines.
Bisika JJ (1994). School organisation, Lilongwe: MoEST.
administration and leadership. Musaaz, JC (1988). The theory and
Domasi: Malawi Institute of practice of educational
Education. administration. London:
Farrant, JS (1980). Principles and practice Macmillan.
of education. Harlow: Longman Teacher Development Unit (undated).
group UK Ltd. MITTEP student teacher’s
MoEST (2011). Primary school handbook 4. 1st Draft version.
improvement program: financial

20
TOPIC 5 Record management

Time 4 hours Purposes of record

management
Introduction Records play various roles in any
Record keeping is one of the important organisation including the school. The
roles of a teacher. During teaching following are some of the purposes of
practice, you gained a lot of records in school:
experiences, knowledge and skills in  facilitating continuity in
record keeping and management. The administration of a school
purpose of this topic is to support you  assisting in the provision of
to reflect on your practices in record effective guidance and counselling
management during teaching practice services to learners in social,
period. Knowledge of record academic and career domains
management is very important in the  providing information needed on
teaching profession because it helps ex-students by higher and other
the teacher to perform his/her roles related institutions and employers
effectively. of labour for admission and
placement
Success criteria  facilitating the supply of
By the end of this topic, you must be information to parent and
able to: guardians for effective monitoring
 analyse different school records of progress of their children/wards
 use school records for appropriate in school
purposes  serving as data bank on which
MoEST officials, DEMs, head
Background information teacher, staff, learners and other
Record management can be described relevant stakeholders can get
as keeping or managing of documents information from
which contain useful information on  providing the history of the school
how the school is run. The purpose of and are useful historical sources
record management is to improve the
performance of the institution and Best practices in record
hold the school accountable for all of management in schools
its stock and activities. If teachers do School administrators and teachers
not manage their records properly should always try to employ ideal
they would not be able to show administrative practices and strategies
evidence of improvement in aspects of to improve record keeping and
the school’s work and the school management in schools. This will help
would lose information regarding to ensure that valid and reliable
institutional memory and its information is kept. Record
inventory. This is because information management involves the following
concerning the tradition of the school activities and practices:
would not be passed on from one  creating and distributing
administrator to the other in case of information
transfer, resignation, retirement or  using the information: information
death. must be made available to

21
 appropriate people for it to be put  Schemes of work
into desirable use  Records of work
 retaining the information: this  Lesson plan
involves determining which of the  Class time-table
records have a historical value for  Learners’ progress record
future reference in order to be  Class stock book
retained  Class attendance register
 storing: ensuring that records are in
good condition and kept in an Administrative records
orderly manner The following are some of the
 protecting: this is making sure that administrative records in the school.
information is safe from falling into
malicious hands as well as Log book
illegitimate users. It is a book in which the head teacher
writes the main events of a school
Types of school records from the date it was established.
There are mainly two types of school Confidential events are also recorded
records. These are teaching/academic in this book and therefore must be
records and administrative records. kept securely. Any innovations tried
out at school are also recorded in this
Teaching records book. Since this record is confidential,
Teaching/academic records are those head teachers are urged to observe
records that are kept and maintained professionalism by logging only true
by class teachers while administrative information and desist from abusing
records are kept by the head teacher. office by writing something against
members of staff due to personal
Examples of teaching/academic issues. Refer to Table 1 for an
records illustration of this record.
 Teaching syllabus

Table 1 Format of log book

Date Events Recorded by

Mr Mombe did not report for
duties because he went for part
17/04/18 HH Baton (Head teacher)
time teaching at a private school.
I called him and counselled him.
School netball team won a
15/05/18 HH Baton (Headteacher)
trophy on mothers group trophy

Stock book Consumables get used up while non-

It is an equipment record book. It consumables are permanent items.
shows items kept by the head teacher Stationary, pens and chalk are
and those that have been distributed. It examples of consumables; non-
helps the head teacher to keep track of consumable stock includes, farm tools,
items that belong to the school. There radio, tape recorders, furniture and
are two categories of stock books and projector. Table 2 is a sample of a stock
these are: those for consumable items book.
and the others for non-consumables.

22
 Table 2 Format of stock book
Date Item Invoice No No Received Date Written Balance Head
no in issued by off in stock teacher’s
stock signature
6/4/18 Slashers 002 150 50 L Njikho 03/05/18 -- 100

Punishment book
This is a document in which the headteacher writes any serious punishment given to
learners.

Admission book
Names of learners admitted to the school are recorded in this book. Each learner is
given a code number upon joining the school. Those coming from other schools,
their code numbers are also recorded in this book. Among other things, this code
acts as a unique identifier of every learner. Apart from the school management team,
Ministry of Education officials and other stakeholders use this information for
administrative purposes, for example, information about total enrolment at a school,
number of learners by sex per class. Table 3 is a sample of a standard format of the
Admission Book.

Table 3 Format of admission book

Admission Learner’s Sex Year Class Date of Parents/ Occupation Promotion

number name of admission guardians’ Transfer/withdraws
birth name
Std 1 2 3 Trans
4545 Pempho F 2006 Std 3 2/9/2015 Mr K Banda Teacher Yr 2012 2013 2014

Banda

Master time-table Staff record book

It is a chart indicating when class The head teacher records particulars of
periods begin and end for all classes. It every teacher in this book. It gives
helps teachers when preparing class information about teachers, their
time-tables. It helps to know what each qualifications, number of teachers the
class is learning at a particular period. school has received since it was
It also helps supervisors to know established and their particulars. It
where to find a teacher. It helps to forms part of the institutional memory.
ensure that all subjects are taught and Staff returns to the DEM through the
that each subject gets the attention it PEA are extracted from this book
deserves. As such, a copy of this every month. It also helps in
document is supposed to be displayed monitoring the availability and
in the head teacher’s office. number of staff members at a school.
Check Table 4 for a sample of this
record.

23
Table 4 Format of staff record book
College Date
Date of attended Home joined
Name birth Reg. no Village T/A District Class staff Remarks
Phalombe
Pani S 07/06/1990 PT4/2020/14 TTC Mano Pepeya Nsanje 8 2014 Left

Staff/student sick/deceased record book

This is a book in which the head teacher records all sick/deceased members of the
school. An example of this record has been illustrated in Table 5.

Table 5 Format of staff/student sick/death record book

Date Teacher/learners Sex Age Class (Cause of) Address Remarks
name problem
03/03/2017 Jenipher Longwe F 32 5 Broken Box 21, Recovered
(Teacher) arm Mitole

05/03/2017 John Chikuni M 7 2 Malaria P/bag 3, Hospitalised

(Learner) Chingweyu

Time book
This is a book in which teachers indicate time they have arrived for duties and the
time they finish every working day. It is an important document because it helps
management team to monitor attendance and punctuality of teachers.

Table 6 Format of time book

Teaching Time
Date Name class Time in out Remarks
09/04/2017 D Malaka Std 2 7:00 am 2:00 pm Arrived on time

School progress record book

This is a book in which information of every learner is compiled from class progress
book. It helps head teacher and other stakeholders to know the performance of every
learner at a school. This helps to identify learners’ strengths and areas for
development as well as gaps in their learning. Teachers should refer to this regularly
not only to record results but also to inform planning. Table 7 illustrates the format
of this record.

Table 7 Format of progress books

Names of Term
learners Sept Oct Nov Dec CA T1 SA T1 grade T1
SL L SL L SL L SL L SL L SL L SL L
Kondwani
Joel
Ungwelu
Duya

24
Other records Activity 1 Listing records, they kept
Apart from the records which have during teaching practice
been discussed so far, there are other (30 minutes)
equally important records kept in the 1 Reflect on the records you used
school. A well-managed school will during teaching practice.
keep all the required records for 2 Write down as many records as
smooth operations. Such records you can remember that you
include: prepared and kept.
a) Staff circulation files 3 Discuss how you managed your
b) Inspection reports records.
c) Duty roster 4 What challenges did you encounter
d) School calendar in managing the records?
e) Learner responsibility record 5 How did you overcome the
f) Class allocation challenges?
g) Teacher responsibilities 6 Share with the whole class.

Tasks Activity 2 Analysing different types

Task 1 Analysing different school of school records (30
records minutes)
You were on teaching practice for two Study the sample of school records
terms where you had to prepare some below and answer these questions:
teaching and learning records and 1 What is the percentage of learners
maintained them. In this task, you will who have ever been absent with a
analyse the school records which you reason?
used during teaching practice. 2 How would this information in the
register help you as a teacher?
3 What would you do as a teacher to
help learners who absent
themselves without a valid reason?
4 Share with the whole class.

25
 Sample of an Attendance register
No Name Sex A Parent / Village 1st Entry Week begin Week begin Week begin
ge Guardian

Date: 03/04/17 Date: 17/04/17 Date: 24/04/17

M T W T F M T WT F M T WTF

1 John M 9 Mr Amon Chikwaw 5/1/2006 / / A / / /

Amon a
2 James M 10 Mrs Khaoreya 5/1/2006 / / / / / /
Chauya Chauya
3 Peter M 10 Mr Munga Sosola 5/1/2006 / A A / A A
Munga
4 Charles M 10 Mr Phiri Bweya 5/1/2006 / / / / / L

A Y
Phiri
5 Alex Zuze M 9 Mrs Zuze Bweya 5/1/2006 / / / / / /

D
6 Hendrix M 10 Mr Bwiye Khaoreya 5/1/2006 / S S S / S
Zwangeti

CHILEMBWE DAY
E
7
B W
8
E M

10
L

11 Joyce F 10 Mrs Zula Chikwan 7/1/2006 / / A / A A

I

Zula a
H

12 Ellen F 9 Mr Phiri Chikwan 10/1/2006 / / / / / /

C

Phiri a
13 Enes F 10 Mrs Mutu Chingoli 10/1/2006 / / / / / /
Mutu
Beaty Mr L
14 F 10 Kazembe 8/1/2006 / / / / /
Fungula Fungula
15 Eggrey F 9 Mr Khaoreya 5/1/2006 / / S / / /
Baulen Bauleni
DinaAmo Chibwan
16 s F 10 Mrs Amos a 5/1/2006 / A A A A A
Number present daily Boys 6 4 3 5 5 3

Girls 6 5 3 4 4 3

KEY: / = present, S= sick, A= absent, L= leave

Study the punishment book below and answer the questions

1 As a teacher how can you use this information to provide guidance or
counselling to the learner?

26
2 In which cases was the punishment book used during your time at the teaching
practice school? Explain your answer.
3 Should punishment of any magnitude be recorded in the punishment book?
4 In your opinion, is the punishment book an important school record? Justify your
answer.

Sample of a punishment book

Date Learner Sex Age Clas Offence Action taken Given by Head's
s remarks &
signature
2/4/2017 John M 15 7 Stealing five Dug a pit JK Banda This was done
Chisale new exercise latrine one (Head because John
books from metre deep teacher) stole a school
the teacher's watch when
desk he was in Std
6 and was
forgiven.
(Head
teacher)

Task 2 Using school records for appropriate purposes

From your teaching practice experiences, you are now aware of the records that
were kept by experienced teachers, head teachers and yourself. You also observed
on how they used the records. In this task, you will use records for appropriate
purposes.

Activity 1 Explaining the purposes of each type of school records (1 hour)

1 What could have happened if you did not keep records during teaching practice?
2 What would have happened if a class teacher “whom you joined” during the
teaching practice did not keep records at a school?
3 What is the purpose of each of the record mentioned in Task 1 above? How could
the record be used? Use the table 8 to fill in your responses.

Record Purpose How it can be used

Activity 2 Discussing how best to Activity 3 Discussing the importance

manage school records of proper record
1 Listen to a presentation from a management (1 hour)
resource person on management of 1 What is the importance of school
different records kept in school. records to:
2 Take notes from the presentation. a) learners
3 Relate with what you did during b) teachers
teaching practice. c) head teacher
d) parents?

27
2 Explore how ICT could be used in References
records management. Ministry of Education and Culture
3 Share with the whole class. (1991). Teacher upgrading booklet
1. Blantyre: MCDE
Tips Ministry of Education (2006). IPTE
 In your approach, consider learner foundation studies lectures’ book.
diversity in these activities. Domasi: Malawi Institute of
 Arrange for the resource person in Education.
advance. Ministry of Education Science and
 Students can prepare some Technology (2009). IPTE/ODL
questions in advance. foundation studies, module 3.
Department of Teacher
Summary Education and Development
Proper record management is an www.unn.edu.ng/publications/files/O
important element in teaching and MOH FATU DORCAS’S
learning because it helps in the smooth PROJECT correctedIII3.pdf
operations of a school. This leads to Retrieved 17 April, 2017 from
improved school performance because www.ilorin.info/kwsubeb/recor
every activity can be evidenced d-keeping-kwara-state-schools-
through good records hence importance-of-record-keeping-
achievement of improved education in schools.pdf
standard. Keeping practices of primary school
teachers in OndoState. Retrieved
Reflection and assessment 19 April, 2017 from
Self-assessment https://nau.edu/uploadedFiles/
1 Explain what you understand by Academic/COE/About/Projects/
record management. Record
2 Explain how you used school UNESCO (2002). Information and
records to demonstrate communication in education: A
improvement in the work of the curriculum for schools and
school. programmes for teachers’
3 How could you use records of development. Paris; UNESCO
learners’ progress to inform https://www.google.com/#q=how+to+u
planning and teaching of future se+ICT+in+record+management
work? +in+schools
4 How can you make sure that
records are well managed? Further reading
The following websites will help you
Topic assessment find more information:
1 Describe any teaching/academic https:core.ac.uk/download/pdf/642
records. 9888.pdf last accessed 06/04/17
2 Explain the importance of https//moet.gov.vu/docs/handbooks/School
teaching/academic records. Registers and Records_16.pdf last
accessed 06/04/17(was able to
access it)

28
TOPIC 6 Education policies

Time 6 hours Education Act has set goals of

Education in Malawi that clearly
Introduction outline expected knowledge, values
The education sector in Malawi has and attitudes that students should
experienced major changes. One of the attain after going through primary,
changes was the implementation of the secondary and tertiary education.
Free Primary Education (FPE) policy Attainment of such knowledge, skills,
which led to rapid increase in primary values and attitudes is critical for
school enrolment. This has put learners’ active participation in the
pressure on every level of the socio-economic development of the
education system which has also led to nation. Every institution, such as the
some resultant rapid expansion. It is Ministry of Education, has guidelines
against this background that the that members of that institution must
Government of Malawi, through follow in order to achieve the set goals.
Ministry of Education, Science and The head of each institution or
Technology (MoEST), has ministry passes these guidelines to all
reformulated policies to guide the the stakeholders as policies. Therefore,
operation of the education sector. Such it is important for you to be familiar
policies have created an enabling legal with the policies and laws guiding the
and policy framework for the education sector. One of such laws is
operation of the education sector. In the Education Act.
this unit, you will learn about some
legislation and policies that govern the The Education Act (2013) is divided
provision of education in Malawi. This into parts and each part is subdivided
knowledge will help you to evaluate into sections. Some sections are further
education provisions and practices divided into subsections. The Act
using legal instruments like National which covers primary, secondary and
Education Standards. primary teacher education contains the
following key provisions:
Success criteria a) Scope of coverage (Part I, Section 3)
By the end of this topic you must be b) Goals of education in Malawi (Part
able to: II, Section 5)
 relate some education policies to c) Overall duties and powers of the
real school experience Minister of Education (Part II,
 evaluate the performance of their Section 4)
teaching practice school in relation d) Primary Education in Malawi (Part
to the National Education V, sections 12-24)
Standards e) Secondary schools and colleges in
Malawi (Part VI, sections 25-30)
Background information f) Establishment and registration of
The constitution of Malawi section 25 schools and colleges (Part VII,
stipulates that every person is entitled sections 31-49)
to quality education and that the g) Inspection and supervision of
schools or institution offering schools and colleges (Part VIII,
education be maintained according to sections 50-75)
official standards. In view of this, the

29
h) Institutional structures in colleges, and government-assisted
education sector (Part V) schools and colleges. In case of any
(i) Advisory council (Part III, other schools or colleges, the
section 6) proprietor is obliged to submit to the
(ii) Teachers’ Council of Malawi Minister for approval, the religious
(Part IX, section 57) instructions offered at their schools
(iii) Malawi Institute of Education (Section 80, sub section 2)
(Part XI, section 82)
i) Responsibilities of students (Part Exempting a student from attending
XII, section 103) religious instructions or religious
j) Responsibility of proprietor of worship
private schools and colleges (Part The Education Act gives a waiver for a
VIII, section 54) student to be wholly or partly
k) Curriculum and instruction in exempted from attending religious
schools and colleges (Part X, instructions or worship at a school on
sections 76-81) condition that parents for the student
make a formal request to Minister of
Provisions of the Education Education for the exemption (Section
Act that directly relate to the 80, sub section 3). This provision
curriculum recognises the right to freedom of
Language worship as guaranteed by the
The medium of instruction in schools Constitution in section 33.
and colleges is English (Section 78,
Subsection I). Nevertheless, the Curriculum implementation
Minister of Education is legally The Education Act does not only
mandated to prescribe the language of prescribe the kind of curriculum
instructions to be used in school. This students should be subjected to but it
is the reason at some point in time also stipulates how the curriculum
language of instruction in Malawi was should be implemented. For instance,
Chichewa. This may change from time section 76, sub-section 2(b) states that
to time depending on advice from the national curriculum shall be:
research. “student-centred, non-authoritarian, and
encourage active participation of students
Syllabus in the learning process.” This is why you
Section 4 (d) of the Education Act are always encouraged to use
gives power to the Minister of participatory teaching and learning
Education to design and develop the methodologies in lesson delivery.
national curriculum. This Section 76 outlines some of the skills,
responsibility is delegated to the values and attitudes that the national
Malawi Institute of Education (Section curriculum should promote and that
84, sub section 1a) in conjunction with are important for the achievement of
relevant directorates at MoEST like goals of education.
Directorate of Inspection and Advisory
Services (DIAS). National Education Standards (NES)
These are expected benchmarks which
The Education Act also gives powers each and every school and college
to the Minister of Education to must achieve in their provisions,
prescribe religious instructions to be practices and outcomes. Achievement
offered in all public schools and of these benchmarks ensures that

30
students fully enjoy their rights to  evaluate, monitor and report on the
quality education. quality of education in individual
schools, within local areas and
The National Education Standards across the country
help to:  encourage consistent, valid and
 identify areas of focus for reliable approaches to evaluation
supervision and the provision of among education professionals
advisory support, school self- working at both local and national
evaluation, school performance levels
review and inspection  foster partnerships among
 provide topics for discussion at education stakeholders
meetings with students, parents
and staff Categories of the standards
 select priorities for improvement to The standards are categorised into
include in school or district four key areas namely:
improvement plans
 inform the training of education Outcomes for students
professionals at all levels within the What students achieve, or how they
system benefit from going to school. These are
 provide advice about educational students’ learning experiences and
priorities for a range of audiences practices. The standards in this
category are summarised as follows:

The national education standards

Area No Education standard
Outcome for 1 Learning in lessons
students 2 Students’ outcomes in the curriculum
3 Attainment across the school
4 Students’ participation in education
5 Students’ behavior and involvement in school life
6 Students’ safety and protection
The teaching process 7 A curriculum which is appropriate and relevant
8 High expectations
9 Teachers with good professional, subject and
curriculum knowledge
10 Well-planned lessons
11 Teaching for effective learning
12 Accurate and constructive use of assessment
13 Teaching which meets the needs of all students
14 Effective management of behavior
Leadership 15 School vision, goals and values
16 School self-evaluation and improvement
17 School governance
18 School leadership
19 Partnership with parents and the community
Management 20 Staff supervision and development
21 Staff development and management
22 Care and welfare of students

31
 23 Access, equity and inclusion
24 Management of buildings and facilities
25 Management of material resources
26 Financial management

The teaching process place. The following are the standards

The school’s core business is to enable under this category:
students achieve the outcomes. This
includes: teaching, assessment, Relationship between key standard
creation and use of teaching aids, etc. areas
The following are the standards in this The relationship between the key
category: standard areas is both causal and
diagnostic. For students to acquire the
Leadership required learning outcomes, there
This drives all other activities. must be effective teaching which is
Standards under this category are: determined by effective school
management on one hand. On the
Management other hand, effective management is
This is the processes which enable the results from the availability of vibrant
school’s teaching and learning to take and supportive governance structures.

Outcome for The teaching Leadership and

learners process management

Figure 2 NES for causal relationship

The framework can also be used to make a diagnostic assessment on the

performance of a school. For example, poor performance of students can be due to
ineffective teaching, which can be as a result of weak management of a school, and
weak governance structures.

Outcome for The teaching Leadership and

learners process management

Figure 3 NES for diagnosis

31
Evaluation of school practices, provisions and outcomes using the standards
Evaluation of school practices, provisions and outcomes is done using the following
levels:
Level 2: the expected minimum standard of education which every school in
Malawi should provide to its students.
Level 1: provisions, practices or outcomes which do not reach the basic
minimum
Levels 3 and 4: better provisions, practices and outcomes to which schools can and
should inspire.

Description for the four levels of achievement (Refer to National Education

Standards, page 11)
Level Descriptor
Effective Provides well beyond the basic minimum of provision,
4
Practice practice or outcome. Aspirational but achievable.
Exceeds Typical of practice which is better than the minimum.
3 minimum Provides manageable targets for schools to improve beyond
standards the minimum.
Meets minimum Meets ALL the basic requirements expected of all schools in
2
standards Malawi
Does not meet all the minimum requirements. Immediate
Below minimum
1 improvement needed to improve further damage to
standards
learners’ education and care.

Process of evaluating the selection, repetition, enrolment,

achievement of a standard pass rates, etc.
Evidence for achievement of a b) People’s views eg interviews with
standard is collected through: students, parents, staff, members of
observation, interviews or checking school governing bodies,
school records. Each standard has traditional leaders, school
corresponding requirements which proprietors, etc.
must be satisfied for the achievement c) Observations, eg observing
of a stated standard. Evaluation must learners carrying out activities
be based on reliable and during lessons, observing learners’
comprehensive evidence. When responses in class, checking
evaluating a school, you should start learners’ exercise books and school
with requirement “Meets minimum records, etc.
standards” level (as indicated at level 2
in the table above). After meeting the All information collected must be
requirements of level 2, then you can triangulated before coming up with a
move on to the next level. The final judgment, meaning that different
following are different sources of sources of getting information should
evidence that can be used for be referred to before coming up with a
evaluation: judgement.
a) Statistical data eg records on
attainment, retention, attendance,

32
Tasks (b) be student-centered and non-
Task 1 Relating some education authoritarian, and encourage active
policies to real school participation of students in the
experiences learning process;
Education institutions in Malawi (c) stimulate critical and effective
operate within a policy framework. In reasoning and develop problem
this task you will relate some of the solving and information processing
education policies to your experiences skills;
on school practices, provisions and (d) foster self-discipline;
outcomes. (e) treat knowledge as provisional
and contestable;
Activity 1 Analysing the (f) promote moral and ethical
constitution on aspects of behaviour;
education (15 minutes) (g) develop necessary
1 Discuss ways your teaching understanding, values and skills
practice school practices promoted for sustainable development;
learners’ right to education as (h) promote respect for human
enshrined in Section 25 of the rights;
Constitution of Malawi. (i) promote unity in diversity
2 Identify practices in the school, through a flexible framework which
which in your understanding, allows for the accommodation of
impeded learners from fully cultural differences and needs;
enjoying their right to education? (j) take into account cross-cutting
3 Share in plenary. emerging and contemporary issues;
(k) promote entrepreneurial and
Activity 2 Analysing the Education technological values and skills; and
Act (1 hour) (l) prepare students for life-long
Read an extract from the Education training.
Act (2013, Section 76, Subsection I & II)
below and answer the questions that (Adapted from National Education
follow. Act, 2013).

PART X-CURRICULUM AND Questions

INSTRUCTIONS IN SCHOOLS AND 1 Identify any two curriculum
COLLEGES specifications from section 76 (1) of
76.-(l) The Minister shall promote the the Education Act, and analyse
development of a national how they have been addressed in
curriculum for schools and colleges the national primary school
that is comprehensive, balanced, curriculum.
flexible, integrated, diversified and 2 Read Section 76, subsections 2(c-l)
relevant to the needs of the student of the Education Act. Discuss how
and society. the primary school curriculum
promotes acquisition of the values,
(2) The national curriculum shall skills, and attitudes enshrined in
(a) prepare students for the world of the section.
work, social and political 3 Share in plenary.
participation in the context of a
rapidly changing and dynamic
global economy and society;

33
Activity 3 Analysing other relevant Activity 3 Assessing yourself if
policy documents (2 hour) you met the standards
1 Analyse the following policies in on teaching process
education and discuss how you are (30 minutes)
going to use them as teachers: 1 Reflect on your experiences during
(i) National Education Policy teaching practice in the following
(ii) Revised Re-Admission Policy areas:
(iii) CPD Framework (i) Preparation of resources for
2 Share in plenary. lower and upper primary
(ii) Preparation and upkeep of
Task 2 Evaluating the performance of lesson plans and schemes of
their teaching practice schools work
in relation to NES (iii) Use of teaching methods
NES measure the success of the school 2 Share in plenary.
performance. In this task, you will
evaluate the performance of your Activity 4 Analysing relationship
teaching practice school against the between standards on
NES. learning outcomes and
teaching process
Activity 1 Assessing the teaching (15 minutes)
practice school on 1 Analyse relationship in the school’s
performance in relation to performance in NES 1 (Learning in
National Education lesson), 10 (Lesson planning) and
Standards (1 hour) 11 (Teaching for effective learning).
1 Evaluate how your teaching 2 Discuss what the school should do
practice schools performed against to improve or maintain its
the following NES: performance in NES 1, 10 and 11.
a) 1 (learning lesson) 3 Share your work.
b) 10 (lesson planning)
c) 11 (Teaching for effective Tips
learning)  Make sure Education Act and other
d) 25 (management of material relevant policy documents are
resources) available to students.
2 Share your work.  Make sure that copies of the
syllabus for the primary school
Activity 2 Assessing the extent to curriculum are available.
which your learners  For task 2, use information from
reached required learning your teaching practice file.
outcomes defined in the
National Education Summary
Standards (1 hour) In this topic you have learnt about
1 Reflect on how learners performed policy framework that guides
in the subject you were teaching. education provision in Malawi. The
2 Analyse the performance of policies highlight type of curriculum
learners with special needs in your to be implemented, how it should be
class. implemented and roles of different
3 Share the findings. stakeholders in the implementation of
the curriculum. Schools that operate in
accordance to the policies provide a

34
mechanism to evaluate their practices,
provision and outcomes against set Topic assessment
national benchmarks. It is therefore Analyse any policy in primary school
important for teachers to be in terms of its effectiveness in
conversant with educational policies improving access to education.
so that they can provide education that
responds to national needs. References
MoEST (2015). Malawi Government
Reflection and assessment Malawi Education Act, 2013.
Self-assessment Lilongwe: Ministry of
1 Select up to six kinds of documents Education, Science and
which could serve as sources of Technology.
evidence during evaluation of Malawi Growth and Development
school practices and provisions. Strategy National Education
2 List them in order of Sector Plan (NESP) for Malawi
significance/importance. (2008-2017. National Education
3 Explain why you have chosen this Standards: primary and secondary
order and what an evaluator can education. Lilongwe: Directorate
learn about a school by referring to of Inspection and Advisory
the documents. services.
4 From each of the chosen National Education Standards: primary
documents or files, explain what and secondary education.
other sources of evidence you Lilongwe: Directorate of
would look at for triangulation.
Inspection and Advisory
5 Reflect on the challenges the services.
teaching practice schools were The Constitution of the Republic of
facing that are likely to be Malawi.
encountered in implementing the Policy Investment Framework (PIF),
policies. For Malawi (2000-2015.
6 Suggest any mitigation strategies Unesdoc.unesco.org.
you would put in place.

35
TOPIC 7 The government teaching service regulations
professionalism at all times. Therefore,
Time 2 hours as prospective members of the
teaching service, you need to be
Introduction conversant with the TSR.
Every functional organisation has
regulations that guide operations of its The Civil Service comprises different
members. The teaching service in ministries and departments. It
Malawi is not an exception. Section 10 coordinates their activities to achieve
of the Government Teaching Service their goals and objectives. Like any
Act gives power to the Ministry of other formal organisation, the civil
Education to make regulations for the service has regulations and conditions
administration, regulation and of service which act as guidelines.
disciplinary control of teaching service Malawi Public Service Regulations
in the country. It is under this (MPSR) is a composite book made up
provision that the Minister came up of six books. These books are:
with the Government Teaching Service
Regulations in 2001. In this topic, you Book I : contains regulations that
will learn more about the government apply to all civil servants
teaching service regulations. The including primary and
knowledge you will gain in this topic secondary school teachers,
will help you work in accordance with college lecturers and tutors
teaching ethics. in distant education
centres
Success criteria Book II : contains regulations
By the end of this topic, you must be governing temporary
able to relate Government Teaching employees
Service Regulations to school Book III : contains regulations that
situations. govern industrial class
employees
Background information Book IV : contains regulations that
Teachers are part of the Civil Service. apply to those working in
As such, they are expected to subscribe foreign -service (embassies
to the Malawi public Service and high commissions
regulation (MPSR). The MPSR is a abroad)
book comprising six books that Book V : contains regulations that
stipulate the code of conduct apply to expatriate
governing the Civil Service. employees (those who
come from abroad to work
However, realising that teachers are in Malawi)
placed in a privileged and important Book VI : contains regulations that
position of trust, there are specific apply to teachers only
regulations governing the teaching
profession. These regulations are It is very important that all employees
found in the teaching service in educational institutions be aware of
regulations (TSR) which forms the contents of Book VI. The following are
Book VI of the MPSR. The TSR are the issues that pertain to the
meant to uphold high standards of regulations about the teachers only as

36
recorded in Book VI. Please note that department to another department or
this book can be revised from time to ministry.
time as Government deems
appropriate. Remuneration
This means the payment of salary to a
Appointment member for the services rendered.
Appointment means conferment of an An employee shall normally start on a
office of emolument in the service. minimum salary scale for his/her
After qualifying as a teacher, you will grade. A salary is a fixed amount paid
be required to apply for appointment or transferred to an employee at
on PSR 3 form (Public Service regular intervals for services rendered
Regulations 3 form), as a civil servant. at the end of the month. In some cases,
a member may be appointed at a
Probation salary above the minimum. This
It is the period before an officer is happens when a member has higher
confirmed in his or her service post for qualifications or more experience than
a period of not less than 2 years to a the minimum required for the post.
permanent post. Upon first
appointment in the Civil Service, all Registration of teachers
employees will serve on probation for Registrar of teachers is an officer
a period of two years. This leads to a appointed by the Minister who
confirmation after a person's controls the registration of teachers
suitability, conduct, ability and and the Roll of Licensed Teachers. The
qualities are assessed. Registrar of teachers registers all the
teachers. He/she issues an authority to
Medical examination teach at appropriate times. Every
Each employee has to complete PSR 4 teacher whose name is on the register
Forms (Public Service Regulations 4 of teachers shall be issued with an
Forms). The forms are completed after authority to teach. The registrar of
medical examination. A government teachers from time to time publishes in
medical officer or any other approved the gazette names of persons to whom
medical practitioner administers the authority to teach has been issued.
medical examination. An officer takes
up an appointment only upon Promotion
fulfilling all stages satisfactorily. This happens when an officer is raised
from a low grade to a higher grade
Posting and this can be achieved through
This is an assignment given to an personal appraisals and interviews.
officer within the same department, The promotion is on merit and it
for example, within the Ministry of depends on availability of vacant
Education. In the Ministry of posts.
Education the responsible officer posts
teachers from one school to another Annual holiday and leave
within the same department of Annual holiday is intended to entitle
education. employees to have some rest from
their working environments. The
Transfer holiday year is for a period of twelve
Transfer occurs when a civil servant is months. Saturday, Sunday and public
required to move from one holidays do not count against any

37
holiday. As an employee in not count against the civil -servant's
government, you will be entitled to annual leave.
have some rest from your work.
However, the annual holiday is a Leave after posting
privilege; not a right. All teachers take A civil servant is entitled to 3 days
their annual leave during any school leave after posting.
holiday and normally not when
schools are in session. You will have to Maternity leave
apply formally, through forms, for A female teacher can be granted
such holidays and wait for the maternity leave of up to 90 consecutive
response before you leave. days with full pay. This is approved
only once every 3 years for purposes
Types of leave of confinement before and after
There are different types of leave: delivery.
Below are a few examples of leave:
Leave grant
Sick leave Leave grant shall be payable to all
A civil servant is granted up to six employees only once in each holiday
months (180 consecutive days) with year. It is based on the employees'
full pay. However, he/she can take up individual grade in the service. But to
further six months (180 consecutive qualify for payment, you are required
days) with half pay in any one year of to take at least 7 consecutive working
illness. After this period, no salary is days. Application for leave grant shall
paid to the officer. No sick leave shall be made at least ten days before the date
be granted where the sickness is due to of proceeding on leave.
the officers' negligence.
Advance payments
Unpaid sick leave A civil servant is entitled to advances,
Unpaid sick leave may be granted to for example, education advance,
an officer if sick leave has been emergency advance, bicycle advance,
exhausted yet s/he is still unfit for motor vehicle advance. It must be
work. known that this is subject to
availability of finances.
Unpaid personal leave
Unpaid personal leave is granted to Allowances
any civil servant who establishes the Civil servants receive allowances from
need for him/her to be away on an time to time for various reasons. The
urgent private affair. This is done after allowances are known according to
exhausting his/her holiday period. their purposes. Examples of
allowances that civil servants may
Leave for participation in sports receive include: disturbance
activities allowance, subsistence allowance,
You can take leave to participate in occasional meal allowance and rural
sports, more especially if you are allowance.
participating in national and
international sports activities. A civil Classification of teachers' quarters
servant is granted full pay as he/she and rates of rent
proceeds on the leave. The leave does Where a house is provided the teacher
shall pay the rent as follows:

38
Class I The quarters have: worked for less than 20 years may
 permanent roof and retire.
walls  An employee may retire on health
 a concrete floor grounds. However, a medical
throughout board must certify the health
 water supply condition whether he/she cannot
The rent deduction is 5% of continue in the service.
his/her monthly salary.
Pension and gratuity
Class II The quarters have all An employee who is eligible for
components in (1) above pension shall receive a gratuity after
except water supply. The retirement.
rent deduction is 4% of
his/her monthly salary. Apart from making provisions on
Class III The quarters have water terms and conditions of service for
supply with any two other teachers employed in government
components specified in schools, the Malawi Government
class 1. The rent deduction is Teaching Service Regulations also lay
2% of his/her monthly down rules that seek to regulate the
salary. behaviour of teachers. Regulation 77 of
Class IV The quarters have water the TSR sets out detailed list of acts of
supply together with any misconduct that indicate the specific
one component specified in responsibilities that teachers in
class 1. The rent deduction is government schools are expected to
NIL. discharge.

Notice of resignation by a teacher Tasks

A civil servant wishing to resign must The teaching profession is unique and
give a notice in writing to the as such you have joined a specialised
responsible officer. The period for profession. You are expected to be role
giving notice is determined by models to your learners and to the
whether a civil servant is a community. It is therefore very
probationer, permanent officer or important for you to be exemplary in
contract officer, for example, a all aspects of life. Therefore, it calls for
probationer gives only 30 days of special traits and behaviour in you.
notice before resigning. Now, do the following tasks.

Retirement Task 1 Relating government

An employee retires on attaining the Teaching Service Regulations
age of 60 years. This is called to school situations
mandatory retirement. This age may Teachers’ conduct is at times high
vary from time to time as government inappropriate and needs to be
deems proper. regulated. In this task, you will relate
TSR to your school situations.
Other options
 An employee may retire after 20
years in the service.
 With approval of the responsible
officer, an employee who has

39
Activity 1 Analysing government She belongs to one of the groups on
Teaching Service WhatsApp in which one of them is a
Regulations (1 hour) staff member at his school. One day,
1 Study Regulation 77 of the Miss Bayi writes her personal
government TSR and discuss how information on WhatsApp. Her
it regulates: colleague, who is also a member of staff
(i) Teacher’s responsibilities at that school visits her site and
(ii) Professional conduct of a becomes very concerned because there
teacher was a statement that revealed that
2 Share in plenary. Miss Bayi was attracted to many young
boys at the school and was in contact
Activity 2 Recognising the with them privately. He reports the
application of the matter to the head teacher and the
government TSR in school head teacher call Miss Bayi.
scenarios (30 minutes)
Read the case studies in scenarios 1 Now, answer these questions:
and 2 and answer the questions that 1 What professional issues have been
follow. raised in the scenario?
2 What could be the consequences
Scenario 1 for the teacher?
Mrs Paki is a very popular teacher at his 3 How is the issue a violation of the
school. He is fond of jokes. He usually code of conduct as enshrined in
greets girls and female teachers at the Regulation 77?
school with a hug. When she meets boys 4 Which rule(s) has been violated?
and male teachers, she greets them
with a pat on the back. One girl, a Activity 3 Role playing school
learner in her class complained to the situations where
head teacher that Mrs Paki’s hugs and Government Teaching
physical contacts make her Service Regulations are
uncomfortable. The head teacher calls violated and formulate a
Mrs Paki and advises her to stop the way forward (30 minutes)
practice. 1 Using your teaching practice
experience and knowledge of
Now, answer these questions: Teaching Service Regulations, role
1 What professional issues have been play situations where the Teaching
raised in the scenario? Service Regulations were violated.
2 What could be the consequences 2 Suggest appropriate channels to be
for the teacher? followed in order to correct the
3 How is the issue a violation of the situation in line with the Teaching
code of conduct as enshrined in Service Regulations.
regulation 77?
4 Which rule(s) has been violated?

Scenario 2
Miss Bayi has just qualified from
college. She has been posted to a new
school in one the districts in the
Eastern Region. She has made so many
friends within two months of working.

40
 Tips Topic assessment
 The scenarios could be allocated to 1 Explain any three situations that a
different groups and work on the teacher may be found guilty of as
scenarios in parallel. an act of misconduct.
 The MPSR, copies of the Education 2 What would be the advantage of a
Act and Government Teaching posting over a transfer?
Service Regulations Act, and other 3 Why are Government Teaching
relevant policy documents should Service Regulations important to
be made available in the library. the education system?
 All activities should be done in an 4 Why is maternity leave granted
inclusive manner, consider only once every 3 years?
diversity in group formation.
 Use a variety of interactive References
teaching and learning methods in Bisika, J (2003). Introduction to
all the activities such as role play, educational administration and
group discussion. management: Domasi: Malawi
 Tasks on role plays should be Institute of Education.
assigned to groups. Farrant JS (1990). Principles and practice
 The lecturer may also source some of education. Singapore:
e-copies of all these documents and Longman.
share with the students on their Malawi Institute of Education (2008):
mobile devices. Initial Primary Teacher Education
lectures’ book. Domasi: Malawi
Summary Institute of Education.
In this topic, you have learnt about The Malawi Gazette Supplement, dated
Government Teaching Service 26thNovember, 2012 containing
Regulations that guide the Bills: Education Bill, 2012.
professional conduct of teachers. In Zomba Government Print. Malawi
order to uphold the integrity of the Public Service Regulations
profession, teachers must adhere to the (MPSR) and the Education Act.
Teaching Service Regulations. The Malawi Government.
regulations specify how teachers much www.ctteam.org/df/resources/module
carry out their work professionally s5_pdf - last accessed 05/05/17
and the conduct expected of them in Government of Malawi: Malawi Public
and out of school. As prospective Service Regulations -Revised as at
teachers, it is your responsibility to be 1st April, 1991- last accessed
conversant with the Teaching Service 06/04/17
Regulations so that you display high www.dpsa.gov.za|dpsa2g|documents
levels of integrity. |acts&regulations|regulations1991/
psRegulations_16_07_2004pdf -last
Reflection and assessment accessed 06/04/17
Self-assessment teachercodes.iiep.unesco.org/teachersc
Reflect on an act of misconduct that odes/codes/Africa/Malawi.pdf –
happened at your teaching practice last accessed 06/04/17
school and explain how it was
resolved.

41
TOPIC 8 Guidance and counselling
distinguish between advice, guidance
Time 8 hours and counselling services.

Introduction Task 1 Distinguishing between

Guidance and counselling provides giving advice, guidance and
assistance to learners for them to make counselling
better decisions in their day to day life. Giving advice, guidance and
In this topic you will learn about counselling differ in their approaches.
guidance and counselling. The In this task you will distinguish
knowledge and skills gained will assist between giving advice, guidance and
you to properly guide and help counselling.
learners to make informed choices and
decisions. Activity 1 Reflecting on cases in
which they gave and were
Success criteria given guidance and
By the end of this topic, you must be counselling
able to: 1 Reflect on situations when you
 distinguish between giving advice, were given advice.
guidance and counselling 2 What advice were you given?
 identify when it would be 3 How did the advice help you in
appropriate to use counselling your life?
techniques 4 Share in plenary.
5 Reflect on situations when you
Background information provided guidance and counselling
Parents send their children to schools to your learners during teaching
because they believe that teachers will practice.
assist the children to develop as fully 6 What were the issues?
as possible in all aspects of their 7 How did your learners respond to
potential. The teacher is therefore your guidance and counselling?
responsible for the wellbeing, welfare, 8 Share your experiences.
guidance and supervision of the
children to attain full development. Activity 2 Discussing the differences
between giving advice,
Many times different people find guidance and counselling
themselves assisting individuals to 1 Conduct a research to distinguish
solve their problems. Teachers are the concepts of advising, guiding
often found in the situation of assisting and counselling.
learners, community and or fellow 2 Summarise your findings.
teachers to arrive at a decision that will 3 Report your findings.
solve a challenge. Teachers by nature
of their job need some guidance and Task 2 Identifying when it could be
counselling skills. This helps them to appropriate to use counselling
assist learners to be morally upright techniques
and acquire acceptable ethical An effective counsellor knows when
behaviour. For one to become an and how to use counselling techniques
effective counsellor there is need to during a counselling session. In this
task you will identify when it could be

42
appropriate to use counselling Guidance Comments
techniques. counselling
Challenges we face
Activity 1 Discussing counselling
techniques (1 hour) in life
1 Conduct a research on the various Complicated
counselling techniques. challenges
2 Identify strengths and challenges of Person facing
each technique. challenges agrees
3 Which techniques are appropriate
to be helped
for:
a) lower primary learners? Helper gives
b) upper primary learners? advice without
4 Share your findings. agreement
Special sessions
Activity 2 Developing cases for Helper says what
guidance and counselling
to do
(1 hour)
1 Develop case studies from your Helper assists in
teaching practice experiences that finding a solution
required guidance or counselling. Confidentiality
2 Ask peers to assess your work.
3 Discuss how the case studies could Activity 4 Discussing the skills of an
be improved. effective counsellor (1 hour)
4 Share to the whole class. 1 Research on skills and qualities of
an effective counsellor.
Activity 3 Role playing counselling 2 Compile research results.
techniques (1 hour) 3 Relate the skills and qualities, to
1 Familiarise yourself with what you have observed in the role
counselling techniques. play.
2 From your case studies choose one 4 Share your observation.
which you think that counselling is
the best approach. Activity 5 Analysing the process of
3 In turns, role play counselling counselling and guidance
sessions using cases you (1 hour)
developed. (One take the role of the 1 Research the process of guidance
counsellor, another one the role of and counselling.
the child who needs counselling, 2 Relate the process involved in the
others are observers; observer role plays to what you found in
should use the guide below). your research.
3 Share your analysis.

Activity 6 Identifying challenges of

guidance and counselling
(1 hour)
1 Visit a nearby primary school and
interview a counsellor on the
challenges they face as regards to
their work.

43
2 Relate the challenges with your
teaching practice experiences. Summary
3 Share in plenary. In this topic you learnt about meaning
and different types of guidance and
Activity 7 Finding solutions for counselling services and programmes.
challenges (1 hour) You also learnt about how to design
1 Discuss solutions to the challenges. guidance and counselling programmes
2 Share in plenary. with a reflection on diversity of
learners’ characteristics. You were able
Activity 8 Designing guidance to distinguish amongst giving advice,
programmes in schools guidance and counselling. The topic
(1 hour) further assisted you to develop
1 Develop a guidance programme understanding of the different steps
based on the following steps: counsellors should follow. You
a) pre-planning stage practised through a role play how to
b) planning stage conduct counselling sessions.
c) implementation
d) evaluation You also considered what would be
2 Share your programmes. appropriate in using counselling
techniques. This topic has helped you
Tips to acquire knowledge and skills which
 Allocate enough time for students will help to provide guidance and
considering diversity in learners’ counselling sessions in an orderly
needs. manner.
 Take note that some case studies
are very sensitive to some students Reflection and assessment
because they may in one way or the Self-assessment
other be reflecting a situation that How will knowledge of guidance and
they maybe in. counselling help you in your teaching
 You must be careful in how you profession?
present such content considering
the diversity of learners’ Topic assessment
characteristics. 1 Read the case study below and
 Assist students to understand that prepare and plan for a guidance
applying a counselling technique is and counselling session.
challenging. John is an intelligent boy. However his
 Clarify that it is up to the performance is going down. Of late, he
counsellor to identify a way to seems to be withdrawn and does not
counsel an individual accordingly. want to talk to anyone.
 Allocate proper time for 2 Explain the process of guidance
preparation for the role play. and counselling you followed in
Students may prepare these role question 1.
plays out of class time.
 Encourage students to do research References
to gather more information. Denham, SM (2015). Teaching children
 Give enough time for the task and and young people with special
consider diversity
educational needs and disabilities.
 Other activities can be done outside
teaching time London: Sage Publications.

44
DTED (2012). Improved teaching and MIE (2014). Ways of teaching: skills and
learning: using in learner centred ideas for student teachers (1st ed.).
concepts and methods. Lilongwe: Domasi: Malawi Institute of
DTED. Education.
Farrant, JS (1991). Principles and practice MIE (2007). Initial primary teacher
of education. London: Longman education programme handbook.
Gagne, RM, Wager, WW, Golas, KC & Domasi: Malawi Institute of
Keller, JM (2005). Principles of Education.
instructional design (5thed.). MIE (2008). Initial primary teacher
Belmont, CA: Thomson education, foundation studies
Wadsworth. student handbook. Domasi:
Hamblin, DH (1986). The teacher and Malawi Institute of Education.
counselling. Worcester, U.K: Ministry of Education (2010). Initial
Billing and Sons Ltd. primary teacher education through
InWent (2008). Learner-centred open and distance learning;
education: approaches to successful foundation studies, module 2.
classroom teaching and learning. Lilongwe: Design Printers Ltd.
Bonn: InWent. MoEST (1998). Malawi integrated in-
Mayesky, M (2009). Creative activities service teacher education
for young children (9th ed.). programme, student teacher
Belmont, CA: Delmar Cengage handbook 3. Lilongwe: TDU.
Learning. Olugbenga, D (2006). Fundamentals of
McKeachie, WJ & Svinicki, M (2006). guidance and counselling.
Teaching tips: strategies, research Nigeria, Lagos: National open
and theory for college and university of Nigeria.
university teachers. Boston: Price, KM & Nelson, KL (2007).
Houghton and Mifflin Planning effective instruction
Company. (3rded.). Belmont, CA: Thomson
MIE (2008). Initial primary teacher Wadsworth.
education, Lecturers book. Reiser, RA & Dempsey, JV (2007).
Domasi: Malawi Institute of Trends and issues in instructional
Education. design and technology (2nd ed.).
MIE (2008). Initial primary teacher Upper Saddle River, NJ:
education, foundation studies Pearson Merrill Prentice Hall.
Student handbook. Domasi:
Malawi Institute of Education.
MIE (2013). Year two IPTE school
experience journal for term 3.
Domasi: Malawi Institute of
Education.

45
TOPIC 9 Inclusive practices in schools
curriculum, teachers, language and
Time 4 hours communication, socio-economic
factors, funding, and organisation of
Introduction the education system. In schools, these
Schools must provide a learning barriers can be addressed by ensuring
environment that caters for individual that learners with diverse learning
learner’s needs if the right to education needs are supported through the use
is to be enjoyed by every learner. Such of different teaching and learning
an environment entails establishment practices. In this regard,
of practices that support provision of understanding how learners with
effective education to the majority of diverse learning needs learn is one of
children. In this topic you will explore the most important tasks for teachers
inclusive practices in schools. You will to undertake. Learners can actively
develop an observation tool that will participate in the learning if the
be used to observe inclusive practices teacher prepares the lessons well by
in school. You will also compare a using a variety of teaching, learning
range of practices and identify those and assessment methods; and by
which are effective in promoting including the effective use of resources
inclusion. You will then have an and seating arrangements (Farrant,
opportunity to apply inclusive 1990).
practices in a classroom situation
through micro-teaching. The Learners with diverse needs have
knowledge and skills you will gain in varying strengths and areas for
this topic will help you to promote development. Therefore, it is
inclusive school practices and create important for teachers to have
conducive learning environment for all adequate knowledge of a variety of
learners effective teaching, learning and
assessment practices to facilitate
Success criteria successful teaching and learning
By the end of this topic you must be process.
able to:
 compare common practices in Tasks
schools to inclusive school Task 1 Comparing common
practices practices in schools to
 apply inclusive practices in a inclusive school practices
classroom situation Not all practices done at a school
support inclusive learning. In this task
Background information you are going to discuss the common
A school environment that embraces practices used in schools and identify
inclusive education can be a very inclusive practices from them.
important instrument in building an
inclusive society. However, for schools Activity 1 Discussing common
to play this important role, there is practices in schools (15
need to address barriers that negates minutes)
creation of an inclusive school 1 Discuss the common practices (all
environment. Such barriers include: things that happen) at school.
attitudes, physical barriers,

46
2 Mention the common classroom
practices. Activity 3 Developing an observation
3 Share the findings in plenary. tool (30 minutes)
1 Develop an observation tool from
Activity 2 Identifying inclusive the inclusive practices you have
practices out of the identified.
common practices (15 2 Share your observation tools.
minutes)
1 Identify inclusive practices out of Below is the sample of the tool.
the common practices: Add more items on the sample using
a) done at school the inclusive practices identified.
b) in classroom environment
2 Share your findings to the class.

Observation tool for assessing inclusive practices at school

No Observation items Yes No Remarks

1 Teaching, learning and assessment
resources
 Flower drawn in raised diagram


2 Seating arrangements



3 Infrastructure


Activity 4 Observing common school 2 Analyse the impact of inclusive

practices and inclusive practices for learners with diverse
school practices (1 hour) learning needs.
1 Observe general school 3 Share your findings in plenary.
environment and a lesson on
common school practices and Task 2 Applying inclusive practices
inclusive school practices using the in a classroom situation
observation tool developed in For schools to create a conducive
activity 3. learning environment to all learners
2 Record your findings. there is need to implement inclusive
practices. In this task, you will apply
Activity 5 Comparing observed inclusive practices in a classroom
common school practices situation
to inclusive school
practices (30 minutes)
1 Discuss the results of your
observation by comparing common
school practices to inclusive school
practices.

47
Activity 1 Applying inclusive used inclusive school practices and
practices in a classroom conducted micro-teaching practice in
situation through micro- order to demonstrate an
teaching (1 hour) understanding of inclusive education
1 Prepare a lesson observation tool in the context of in and outside of
on inclusive lesson. school environment. This knowledge
2 Prepare an inclusive micro-lesson has helped you to become an agent of
from any learning area/subject change in contributing to the creation
3 Teach the micro lessons. of a successful inclusive school
4 Record the lesson using a video for environment where all learners feel
feedback and observation tool. safe, secure and accommodated.
5 Record the observations using the
observation tool. Reflection and assessment
Self-assessment
Activity 2 Discussing micro-lessons 1 What lessons have you drawn from
(30 minutes) the micro-teaching regarding
1 Discuss the observed lessons with inclusive practices?
focus on inclusive practices. 2 What areas would need
2 Discuss challenges of applying improvement?
inclusive classroom practices.
3 Discuss ways of overcoming the Topic assessment
challenges. 1 What are the elements of a lesson
4 Share your discussions. with inclusive practices?
2 What inclusive practices can a
Tips school implement in the following
 In activity 3, the tool should consist areas:
of practices used in seating a) pedagogy
arrangements, teaching, learning b) assessment
and assessment resources including c) co-curricular activities
teaching methodologies. d) management
 Some of the activities could be
done outside learning hours References
 You may capture the lesson for MoEST (2015). Disability toolkit
further feedback handbook. DTED: Lilongwe.
 The recording of the lesson should Farrant, JS (1990). Principles and
be done by either the lecturer or IT practices of education. Singapore,
expert at the college Longman: Singapore
Publication.
Summary
In this topic you have compared
common practices in schools to
inclusive school practices.
You have also developed observation
tools that you used to observe
practices in schools and identify
inclusive school practices in terms of
infrastructure, methods, resources and
seating arrangement. Lastly, you have

48
TOPIC 10 Individualised educational plan
IEP is a systematic way of monitoring
Time 3 hours and assessing the progress of a learner
with special educational needs. It is a
Introduction written plan that describes what the
Learners with diverse learning needs teacher and other professionals will do
require support from schools. One to meet the needs of learners with
way of supporting such learners is the special educational needs (Polloway et
development of a plan to monitor and al, 2001). Dowdy et al. (2001) provides
offer the much needed support and further clarification of IEP as follows:
intervention. In this topic you will  Individualised means that the IEP
develop an understanding of the must be addressed to the
components of an individualised educational needs of a single
educational plan (IEP). You will also learner rather than a class or a
develop an IEP for an identified group of learners.
learner at the demonstration school.  Education means that the IEP is
You will gain knowledge and skills of limited to those elements of the
developing strategies for supporting child’s education that are different
individual learners with diverse from other services.
learning needs through planning,  Plan/programme means that the
implementing and monitoring their IEP is a statement of what will
educational plans. This knowledge actually be provided for the
will help you to develop systematic learner.
strategies to support learners with
diverse learning needs. An IEP is developed by a team of
people such as the learner, teachers,
Success criteria
parents or guardians, other
By the end of this topic, you must be
able to: professionals such as medical doctors,
 develop an individualised speech therapists and
educational plan (IEP) physiotherapists.
 use an individualised educational
plan An IEP includes:
 a description of the difficulties
Background information faced by the learner
Learner diversity requires different  a plan of action to overcome the
learning and teaching strategies. It is difficulties
important to support the learners  clear goals for the learner to
according to their individual learning achieve and a time frame within
needs. Teachers need to plan their which they will be achieved
work according to the needs of the  specific activities and actions to
learners in order to assist them help the learner achieve the goals
effectively. For this to happen, teachers  ways to evaluate the learner's
need to prepare an individualised progress
educational plan for learners who face
challenges in learning.

49
Importance of IEP achievable, relevant and time
An IEP is important as it identifies: bound.
 potentials (strengths) for the
learner and how to support them Contents of an IEP
 teaching and learning strategies There are different IEP format and the
that will support the learner’s major parts include:
needs 1 preamble
 resources, such as assistive 2 learner’s profile
technology, that will be used 3 current level of performance
 who will be working with the 4 assessment standards (annual
learner and how they can best goals)
support the learner 5 success criteria (short term
 how parents can support learning objectives)
of the learner at home 6 teaching approaches and
 ways to check whether the learner methodology
is making progress 7 teaching, learning and assessment
resources
Who should have an IEP? 8 special education and related
It is important to know that not all services
learners would need an IEP. The 9 evaluation procedures
learning needs of many learners can be
met by existing class and school-wide Why an IEP is reviewed?
strategies or practices. IEP is for The IEP can be reviewed depending
learners who require special and on the severity of disability and
related services. progress of the learner. The IEP is
reviewed in order:
Successful IEP 1 to evaluate the progress of the
A successful IEP will help you as a learner
teacher to: 2 to give parents a chance to provide
 see the learner as an active capable their views on how they have been
learner (where the school supporting the learner
programme adapt to fit the learner 3 to assess the learner’s views
rather than the learner adapting to 4 to discuss the effectiveness of the
fit the school) IEP
 develop in a truly collaborative 5 to map the future action and
way whether another IEP is necessary
 identify effective ways of adapting
the curriculum Progress records
After evaluation, the teacher should
IEPs should have targets which focus keep the learner’s progress record as
on: shown in the table:
 The learner’s needs and may relate
to communication, literacy, Date Skill area Results Recommen
mathematics, behaviour or physical tested dation
skills. 25th Reading Read only Provide
Januar voiceless single instruction
 The learner’s strengths and y, 2017 consonants voiceless on
successes which should be SMART and consonants consonant
that is, specific, measurable, consonants blends
blends

50
A sample IEP

Learner: Rachel Mondo Date of birth: 15/06/2012

Sex: Female Address: Mwami Village, Box 320, Neno
School: Dzalamtengo Class: Standard 1
Placement: Mainstream school Teacher: Ms. Nyonyo
Instructional area: Orientation and mobility
Date of IEP meeting: 10/06/2017
Date services begin: 15/06/2017

Learner profile: Rachel Mondo is a second born daughter in a family of four, two boys and
two girls. She lives with her divorced mother who has a small scale business apart from
farming. Rachel’s grandmother is blind. At the age of two months, Rachel was diagnosed
with red eyes at a hospital which led to loss of vision. She fails to walk and do her daily living
skills such as bathing, eating and toileting.

Current level of performance: Rachel is able to stand up and walk with the wall. She is able
to speak to express what she wants. However, she cannot socialize with her peers and mostly
remains indoor.

Assessment standards: By the end of this school session, Rachel should be able to:
1 Walk on her own
2 Perform daily living skills without problems
3 Socialise with her friends

Success criteria: Rachel must be able to:

1 walk around the house alone
2 walk to school using a white cane
3 bath on her own
4 go to toilet alone
5 eat and drink on her own
6 interact with her peers and others freely

Teaching methods and adaptation: Rachel will learn better with the involvement of
peers during orientation and mobility in form of play. Some of the materials which
can assist her are white cane and whistles.

Related services: A series of extra curriculum activities have been planned for
Rachel to do in order to walk and perform daily living skills. These include jumping,
singing and free walking. The activities will also assist her to stimulate muscles for
body physical fitness.

Evaluation: Continuous and summative assessments will be used to measure

Rachel’s abilities and achievements on her course of intervention. The teacher will
also observe and record her progress so that reflective and informed educational
decisions can be made. Test results and observation checklist will be kept in a
portfolio for evaluation.

51
Reviewed date: 23/12/3017
Members of the team Signature
John Mbewe (teacher) ……………………………
Lymond Ngozo (Medical Assistant) …………………………….
Maria Phiri (Parent) …………………………….

Task 1 Developing an Individualised Activity 1 Observing a lesson on use

Education Plan of IEP at a nearby school
Teachers need to plan their work 1 Observe a lesson on the use of an
according to needs of all learners. In IEP modelled by your lecturer or
this task, you will develop an IEP and demonstration school teacher.
use it during micro teaching. 2 Record your observations based on
current level of learner’s
Activity 1 Compiling case studies on performance.
special needs education 3 Discuss your findings with the
1 Visit a demonstration school and whole class.
choose a child for study.
2 Study the child by observing Activity 2 Micro teaching using an
his/her behaviour, strengths and IEP
challenges. You may also interview 1 Prepare a lesson plan based on the
the child. IEP developed.
3 Describe the case of the child by 2 Micro teach the lesson.
stating his or her name, age, 3 Record your observations based on
general behaviour, strengths and current level of learner’s
challenges. performance.
4 Report your findings to the class 4 Hold feedback sessions.
for discussion.
Tips
Activity 2 Describing components of  Students should identify the
an IEP learner they want to understudy
1 In groups, identify the components and write an IEP in advance. Ask
of an IEP. the class teacher to provide support
2 Describe each component. in identifying learners.
3 Present in plenary.  You could use group work and jig-
saw methods.
Activity 3 Developing an IEP for an  The identification could take place
identified learner through observation in a classroom
1 Develop an IEP for a learner you situation and/or observation
identified with special educational outside the classrooms.
needs.  Use video cameras and phones to
2 Discuss your work. record the IEP interviews after
getting consent.
Task 2 Using an IEP  Be mindful of the differences
In the previous task, you developed an between an IEP and a lesson plan
IEP. In this task, you are going to
observe a lesson on the use of an IEP,
and practice using it.

52
Summary a pencil. When he speaks it is
In this topic you have learnt about the difficult to understand what he
structure of an individualised says. However, Soda can
educational plan such as the preamble, understand what other people say
learner’s profile, current level of to him. He is 7 years old and
performance, success criteria, teaching started school three years ago, but
methodology, and related services he is still in Standard 1. He can
provided. You have also developed recognise letters. He tries to write
the IEP from the case study provided but becomes frustrated. During
and an identified learner at the playtime he stays in class. Often he
demonstration. Lastly, you discussed seems to stop listening in class and
the importance of an IEP that it lays his head down on his desk.
identifies potentials for the learner and a) How can Soda be included in
how to support them. This knowledge the classroom?
and skills will help you to be able to b) How can the teacher and other
address diverse learning needs in the learners help Soda to
classroom. communicate?
c) How can the teacher use Soda’s
Reflection and assessment strengths when teaching him?
Self-assessment d) Write an IEP for Soda.
1 How can you involve parents in
developing an IEP? References
2 In what ways do you think an IEP MoEST (2015). Disability toolkit
is an important document for handbook. DTED: Lilongwe.
learners with special educational Smith, T Polloway, E, Patton, J,
needs? Dowdy, C (2001). Teaching
students with special needs in
Topic assessment inclusive settings (3rd Ed). Boston:
1 Explain challenges you may face Allyn and Bacon.
during an implementation of an
IEP in your classroom.
2 Soda has not developed like other
learners. He cannot walk well. He
finds it difficult to hold things, like

53
TOPIC 11 Benefits of inclusive education

Time 2 hours Tasks

Task 1 Relating the benefits of
Introduction inclusive education in schools
In year 1 term 2, you were looking at to own experiences
what inclusive education is all about, The purpose of this task is to help you
and learner diversity. In this topic you reflect on what you did during
will reflect on your experiences on teaching practice as regards to
inclusive education classroom inclusive education and its benefits.
practices during your time in teaching
practice schools. You will also conduct Activity 1 Reflecting on own
a research on the benefits of inclusive experiences of inclusive
education and share your research education during teaching
findings with your class. This practices
knowledge will help you to 1 Describe your successes in teaching
understand the importance of creating a class of learners with diverse
an inclusive school environment. needs.
2 What were your challenges in
Success criteria teaching a class of learners with
By the end of this topic you will be diverse needs?
able to relate the benefits of inclusive 3 What actions did you take to solve
education in schools to your own the challenges?
experiences 4 Present and discuss your responses
in plenary.
Background information
A school with inclusive orientation can Activity 2 Researching on benefits of
have a far reaching impact on the inclusive education (1 hour)
larger society in terms of creating a 1 Conduct a research from the
welcoming and accommodating internet on benefits of inclusive
society. This can be achieved if education.
stakeholders within the school system 2 Prepare an electronic presentation
understand the benefits of inclusive using any presentation application.
education and support schools in 3 Present your findings.
creating an inclusive society. This topic
will help you to understand the Activity 3 Relating the benefits of
benefits of inclusive education. This inclusive education to own
knowledge is important in mobilising experiences
the much needed support from 1 Relate research findings to your
stakeholders in the creation of an experiences during teaching
inclusive school environment. practice.
2 Present your responses in plenary.

54
 Tips Topic assessment
 Conduct library research and a Analyse benefits of inclusive education
search on internet in advance. in relation to Malawian context.
 You may use individual work
combined with discussions in the References
groups. Puri, M (2004). Handbook of inclusive
 Tell students to use their records educationf for educators,
from teaching practice (eg IEPs, administrators and planners.
SEJ). London: Sage.
 For the research you could tell the Rieser, R (2008). Implementing inclusive
student teachers to focus on education: a Commonwealth guide
different areas such as: inclusive to implementing Article 24 of the
education as a human right, UN Convention on the rights of
benefits for learners with diverse persons with disabilities. London:
needs, for teachers and for the Charlesworth.
society. United Nations (2006). United Nations
Convention on the rights for
Summary persons with disabilities
In this topic you had the opportunity (UNCRPD). Brussels: United
to reflect on your experiences on Nations.
inclusive education during teaching United Nations Educational, Scientific
practice. You discussed strengths and and Cultural Organisation
challenges with inclusive classroom (2009). Towards inclusive
practices. You also explored benefits of education for children with
inclusive education. Implementation disabilities. Bangkok: UNESCO
of inclusive education ensures that Bangkok.
every child has access to education United Nations International
regardless of status of the child such as Children’s Emergency Fund
disabilities. (2012). From exclusion to
inclusion promoting rights of
Reflection and assessment children with disabilities in
Self-assessment Malawi. Lilongwe, Malawi:
Relate the benefits of inclusive UNICEF.
education with your teaching practice
experiences.

55
TOPIC 12 Barriers to inclusive education
standards and success criteria which
Time 3 hours each child has to achieve. The
curriculum is mainly addressing the
Introduction learning needs of average learners.
In the last topic, you learnt about Some children with special
benefits of inclusive education to educational needs might need more
learners with diverse needs. In this time to achieve the success criteria.
topic you will learn about possible Sometimes there is even need to adapt
barriers to inclusive education in the curriculum to the learning needs
schools. You will also examine and state individual success criteria for
different ways to overcome the specific learners like it is done in the
barriers. This knowledge will help you Individualised Educational Plan.
to remove barriers to teaching and
learning in order to create conducive Having the success criteria not
learning environment to all learners. according to the achievement levels
result in demotivation of some
Success criteria learners. Therefore, it is important to
By the end of this topic you must be have achievable objectives for all
able to: learners.
 analyse barriers to inclusive
education Challenges with classroom
 examine different ways to management
overcome the barriers to inclusive Teachers in mainstream schools find it
education challenging to manage a class with
learner diversity. The challenges are
Background information mainly due to the following factors:
Malawi is moving from exclusion of  absence of proper guidelines for
some learners to inclusion of all effective class management
learners in mainstream schools across  absence of classroom management
the country (UNICEF, 2012). Thus, training in reference to inclusive
Malawi is moving towards the end of education
segregation for some learners on the  outdated classroom management
basis of disability, health status, social- techniques
economic status and other factors.  poor focus on classroom
However, realisation of inclusive management
education in Malawi is far from  non inclusive class room
achieving its objectives because of infrastructure
many challenges faced in the
implementation of inclusive education. Challenges with teaching and
Some of the challenges include: learning resources
Another barrier to realisation of
Curriculum which doesn’t meet the inclusive education is the quality of
needs of all learners teaching and learning resources used
The curriculum could be a barrier to in mainstream schools. Most teachers
learning for some specific learning have challenges in identifying and
needs of children. A curriculum is a using teaching and learning resources
nationwide guideline on assessment suitable for a diversity of learners in

56
their classrooms (UNESCO, 2009). The geared towards the realisation of
challenges arise from poor expertise in inclusive education. However, it
developing teaching and learning should also be noted that the term
resources. They also arise from inclusive education is not clearly
unavailability of the resources. In defined in the legislations and policies.
addition, they arise due to poor user In addition, the country appears to
guidelines for using teaching and have challenges with implementation
learning resources within the existing of such legislations and policies either
curriculum. because of lack of commitment or
through ineffective administrative
Challenges concerning procedures and lack of preparation
assessment and evaluation (UNICEF, 2012). Additionally, most
Assessment in an inclusive families of learners with disabilities in
mainstream school is a challenge as Malawi are not aware of the
there are no proper guidelines legislations, policies and the rights of
suggesting how teachers can their children to attend school. As a
administer assessments. result, most families do not expect
their children to benefit from attending
Implementation of legislations and mainstream schools in their locality
policies (UNICEF 2012).
The country has various policy
guidelines regarding education, Inaccessible learning environment
special needs and other vulnerable and school related factors
children (UNICEF 2012). The Learners with disabilities have
legislations and policies include; challenges in accessing education in
 The Constitution of the Republic of their local communities. For instance,
Malawi, Section 20. The section teachers in mainstream schools do not
clearly guarantees protection of know how to modify or adapt the
children with disabilities from teaching methods and the curriculum
discrimination in public places in order to meet the diverse needs of
such as schools. learners. In addition, many teachers do
 The Disability Act (2012) not have sign language skills, access to
 The Child Care, Protection and Braille, large prints, the assistive
Justice Act (2010) devices and many other resources
 United Nation Conventions on the (Puri, 2004).
Rights of Persons with Disabilities
(UNCRPD) Further, the physical environment in
 National Policy on Equalisation of most mainstream schools is not
Opportunities for Persons with accessible for learners with some
Disabilities disabilities. Notably, toilet facilities
 National Strategy on Inclusive may prevent access and learning for
Education 2017-2021 children with physical disabilities. In
 National Policy on Early addition, a learning environment with
Childhood Development poor light may prevent a learner with
 National Policy on Orphans and partial sight (low vision) from
Other Vulnerable Children learning. Further, a noisy environment
may prevent a learner with partial
From the above legislations and hearing (residual hearing) from
policies, it is clear that Malawi is learning.

57
 Learner factors/nature of the
Most mainstream schools in Malawi disability
do not receive any form of support These are factors that may affect
from resource centres or special learning and development of a learner.
education centres which are close to The factors include:
them. In instances where resource  The nature of the impairment, for
centres exist, the centres do not have instance, general mental disability
adequate staff to provide support to all or specific learning difficulties.
mainstreams schools in their area.  Whether the disability of a learner
is a mild, a moderate or a severe
Negative attitude of teachers, health problem.
parents and other stakeholders  A learner might be out of school
Some teachers, parents and other often to seek medical attention and
stakeholders in the education sectors this may affect his/her
have negative perspectives towards performance.
learners with disabilities. As a result,
they do not care about participation Tasks
and learning of these learners in Task 1 Analysing barriers to
schools. Examples of negative inclusive education
perspectives include the following: Implementation of inclusive education
 Disability is a tool for scaring in Malawi is facing challenges. In this
children task you will identify and analyse
 People with disabilities are used for barriers to inclusive education.
begging.
 People with disabilities are idiots Activity 1 Reflecting on own
and stupid. experiences with the
barriers to inclusive
Delayed identification and education (30 minutes)
intervention 1 What were the barriers to
Some learners have disabilities which implementation of inclusive
otherwise could have been prevented. education at your teaching practice
According to UNESCO (2009), school?
failure to receive early intervention 2 How did you overcome the
services often results in preventable barriers?
secondary disabilities such as diminished 3 Present your responses in plenary.
mental capacity, through lack of
stimulation and irreversible physical Activity 2 Analysing a case study
damage, such as muscle contractures, (Access to physical
which seriously limit the child’s future infrastructure in schools)
potential development and ability to (30 minutes)
benefit from school at a later stage. Study the picture below and answer
the questions that follow:

58
 Figure 1 A learner on a wheel chair. Source: www.Shutters.com

a) What challenges are demonstrated in the picture?

b) What actions would you propose to address the challenges identified?
c) What implication does it have in the implementation of inclusive education?
d) Share your findings.

Task 2 Examining different ways to overcome the barriers to inclusive education

For inclusive education to be achieved there is need for regular schools to come up
with plans and strategies on addressing barriers to inclusive education. In this task,
you will examine different ways to overcome the barriers to inclusive education.

Activity 1 Examining different ways to overcome the barriers to inclusive

education (1 hour)

Figure 2 Source: http://interactioninstitute.org

59
Observe the scenario in the picture highlighted in this topic are related to
above and answer the following curriculum, classroom management,
questions: teaching and learning resources and
1 From the picture, what comments implementation of legislations and
would you give? policies. You explored ways of
2 What action has been done to overcoming barriers to inclusive
ensure that equity has been education. This knowledge will help
achieved? you to take into consideration issues of
3 Relate the scenario in the picture inclusiveness in a school set up.
with inclusive education in
mainstream schools. Reflection and assessment
4 Brainstorm other examples where Self-assessment
equity and not equality could be 1 What actions would you adopt in
provided. order to address barriers to
5 Present your responses in plenary. inclusive education at the
following levels:
Activity 2 Researching on ways for - classroom level
overcoming the barriers to - school level (administrative
inclusive education in level)
schools (1 hour) 2 Identify the specific resources
1 Undertake research in the nearest which you will need for your
schools and find out what the proposed actions in addressing
school is doing in order to barriers of inclusive education.
overcome barriers to inclusive 3 What professional development
education. opportunities will be needed for
2 Record your findings. your proposed actions in
3 Search on the internet ways for addressing barrier of inclusive
overcoming the barriers to education?
inclusive education.
4 Summarise your findings Topic assessment
5 Relate your observations to the 1 Identify the barriers to inclusive
findings. education in mainstream schools.
6 Prepare an electronic presentation. 2 Relate the barriers to inclusive
7 Share to the class. education with your experiences
during teaching practices.
Tips
 Allow students to conduct research References
activities in advance. Puri, M (2004). Handbook of inclusive
 Let students visit schools with educationf for educators,
interventions and those without administrators and planners.
interventions. London: Sage.
Rieser, R (2008). Implementing inclusive
Summary education: a Commonwealth guide
This topic allowed you to examine to implementing Article 24 of the
barriers to inclusive education in UN Convention on the Rights of
mainstream schools. The topic also Persons with Disabilities. London:
assisted you to relate your teaching Charlesworth.
experiences with regard to barriers to United Nations (2006). United Nations
inclusive education in schools. Barriers Convention on the rights for

60
 persons with disabilities United Nations International
(UNCRPD). Brussels: UN. Children’s Emergency Fund
United Nations Educational, Scientific (2012). From exclusion to
and Cultural Organisation inclusion promoting rights of
(2009). Towards inclusive children with disabilities in
education for children with Malawi. Lilongwe: UNICEF.
disabilities. Bangkok: UNESCO

61
TOPIC 13 Interventions in inclusive education
inclusive education include resource
Time 4 hours rooms, Individualised Education Plans
(IEPs), school improvement plans,
Introduction school action plans, school feeding
In the previous topic, you looked at programs and other projects designed
barriers to inclusive education. In this to promote inclusive education.
topic you will explore interventions
that you can use to address the Tasks
barriers, thereby supporting learners Task 1 Developing an intervention
with diverse needs in mainstream plan
schools. In addition, you will develop Some learners continue experiencing
different interventions for learners exclusion from and within mainstream
with diverse learning needs. The schools. In these tasks, you will
knowledge gained will help you to develop an intervention plan for
evaluate different projects and learners with diverse needs.
interventions in inclusive education.
Activity 1 Identifying diverse needs
Success criteria of learners in a case study
By the end of this topic you will be (1 hour)
able to: Study the following case studies.
 develop an intervention plan
 evaluate projects designed to The plight of Angellah
support intervention in mainstream Angellah is a 15 year old girl who is in
schools Standard 8 at Nalingulala Primary
School. She lost her parents at the age
Background information of 12. She is the eldest in a family of 4
Due to existence of barriers to children. As an eldest child, she is
inclusive education, some learners in responsible for providing food and other
Malawi continue to experience basic needs for her siblings. She lacks
exclusion from and within the basic things like food and soap. She is
mainstream schools (UNESCO, 2012). always dirty when going to school and
Examples of these learners include: because of this she is often teased by
children with disabilities, children other learners. In addition, she finds it
from poor families, orphans, children challenging to buy learning materials
on the streets, children who head such as notebooks and pens. With these
households, children with extreme challenges, Angellah rarely attends
health conditions, children living with classes.
and affected by HIV/AIDS, gifted Pilirani drops out of school
children, and children displaced by Pilirani, I am neither going to school nor
natural calamities such as droughts to other people’s homes. I am happy and
and floods. To meet the diverse needs comfortable to stay at home. I hate
of these learners, teachers in going to school or to other people’s
mainstream schools need to have home because people talk unkindly about
knowledge and expertise in planning my short leg. Some friends say that I
interventions which can be used to am a disabled person and will not be
promote inclusive education. Common friends with me. These comments hurt
examples of the interventions for

62
me. After all, it’s not my fault that I Activity 2 Analysing research results
have a short leg. I was born like this. 1 Analyse the interventions found in
activity 1 (what is done, how it is
Questions done, strengths and challenges as
1 Identify diverse needs highlighted well as advantages and
in the case studies. disadvantages of the approach).
2 Reflect on your daily experiences in 2 Present your findings using any
relation to the case studies. presentation application.
3 Share your findings.
Tips
Activity 2 Planning different  Relate each task with your
interventions for learners experience during teaching
in the case studies (30 practice.
minutes)  Copies of intervention plans to
Referring to case studies in activity 1: inclusive education may be
1 Develop an intervention plan that collected from nearby schools in
would help to address the advance.
challenge(s) that prevented a  For the last task you may also
learner in the case studies from consider to invite a resource person
learning in mainstream schools. from an NGO or ask the DEMs
2 How would you involve other office to provide you with some
stakeholders in your action plan? information.
3 Present your typed intervention  Search on homepages of save the
plans in a gallery walk for peer children, UNICEF, VSO to find
assessment. interventions on inclusive
education in Malawi.
Task 2 Evaluating different projects
designed to support Summary
interventions in mainstream In this topic you have learnt how to
schools (30 minutes) identify learners with special
There are a lot of interventions in educational needs and practised how
Malawi which promote inclusive to plan different interventions for such
education. In this task, you are going learners. You have also evaluated the
to evaluate the different projects impact of interventions by various
designed to support interventions in stakeholders in the area of inclusive
mainstream schools. education. This knowledge has helped
you to develop a systematic approach
Activity 1 Researching on different in identification and developing
interventions appropriate intervention plan for learners with
for learners with diverse educational needs.
needs
1 Research on the internet or in Reflection and assessment
different books different projects Self-assessment
on inclusive education (including 1 Relate your perception of learner
NGOs or bilateral organisations in diversity with the attitudes
Malawi which promote inclusive teachers have towards learners
education). with diverse needs in schools.
2 Summarise your findings. 2 Identify the interventions you
would use to promote inclusive

63
 education for learners with diverse Malawi Institute of Education (2008).
needs. Initial primary teacher education,
foundation studies, lecturers’ book.
Topic assessment Domasi: Malawi Institute of
1 Develop the following intervention Education.
plans to inclusive education: Ministry of Education Science and
a) School improvement plan Technology (2014). Programme
b) Action plan handbook: Initial primary teacher
c) IEP education programme. Domasi:
2 How would you evaluate and Malawi Institute of Education.
determine the success of the Puri, M (2004). Handbook of inclusive
following intervention plans to educationf for educators,
inclusive education: administrators and planners.
a) School feeding programme London: Sage.
b) IEP United Nations International
Children’s Emergency Fund
References (2012). From exclusion to
Banks, L (2015). Barriers and enablers to inclusion promoting rights of
inclusion in education for children children with disabilities in
with disabilities in Malawi. Oslo, Malawi. Lilongwe: UNICEF.
Norway: Norwegian
Association of Disabled.

64
TOPIC 14 Roles of various stakeholders in inclusive
education
Time 2 hours Tasks
Task 1 Examining the roles of various
Introduction stakeholders in inclusive
Effective realisation of inclusive education in Malawi
education entails involvement of Effective implementation of inclusive
different stakeholders in inclusive education requires support from
education. In this topic, you will look various stakeholders. In this task you
at the roles of various stakeholders in will examine roles of various
inclusive education. This topic will stakeholders in promoting inclusive
allow you to reflect on your roles in education in Malawi.
promoting inclusive education. The
knowledge you will gain will assist Activity 1 Reflecting on own roles as
you to engage stakeholders in stakeholders in inclusive
mobilising resources for supporting education in Malawi
inclusive education at school level. 1 Explain what you did to promote
inclusive education during your
Success criteria teaching practice.
By the end of this topic, you must be 2 What challenges did you
able to examine the roles of various experience in fulfilling your roles
stakeholders in inclusive education in in inclusive education?
Malawi. 3 What actions do you think you
could take to ensure that learners
Background information with diverse needs participate
The realisation of inclusive education actively in schools?
in Malawi requires not only the 4 Report your responses in plenary.
involvement of teachers in schools but
also of many other stakeholders Activity 2 Analysing the roles of the
(UNESCO, 2009). It requires various stakeholders in
involvement of stakeholders such as inclusive education in
the Malawi Government, head Malawi
teachers, teachers, learners, the 1 Interview the head teacher of a
community, parents and Non- nearby primary school on roles of
Governmental Organisations (NGOs). various stakeholders in
Involvement of various stakeholders at supporting inclusive education.
different levels ensures effective (You may focus on the following
resource mobilisation, sustainability of stakeholders: Malawi
intervention programmes, and Government, head teachers,
effective monitoring and evaluation. teachers, community, parents,
This ensures that there’s a joint effort Non-Governmental
in promoting inclusive education. Organisations and learners.
2 Record your findings.
3 Search on the internet or from the
library on roles of various
stakeholders in supporting
inclusive education.
4 Summarise your findings.

65
5 Prepare an electronic presentation. b) parents of learners with
6 Present your findings to the whole disabilities?
class.
7 Reflect, with examples, the roles of Topic assessment
the following stakeholders in Write the roles for each of the
supporting inclusive education in following stakeholders in inclusive
Malawi: education in Malawi:
8 Share in plenary. a) Malawi Government
b) head teachers
Activity 3 Discussing how the roles c) teachers
of various stakeholders d) the community
complement each other
1 Explain how the various References
stakeholders complement each Malawi Institute of Education (2008).
other in supporting inclusive Initial primary teacher education,
education. Foundation studies, lecturers’
2 What challenges do the Book. Domasi: Malawi Institute
stakeholders encounter in of Education.
implementing inclusive education? Puri, M (2004). Handbook of inclusive
3 How do they overcome these education for educators,
challenges? administrators and planners.
4 Report in plenary. London: Sage.
United Nations Educational, Scientific
Summary and Cultural Organisation
In this topic you have examined roles (2009). A guideline towards
of various stakeholders in inclusive inclusive education for children
education in Malawi at different levels. with disabilities. Bangkok,
This knowledge has helped you to UNESCO.
understand the importance of United Nations International
concerted efforts among various Children’s Emergency Fund
stakeholders in the promotion of (2012). From exclusion to
inclusive education in schools. inclusion promoting rights of
Therefore, you will be able to involve children with disabilities in
various stakeholders as you will be Malawi. Lilongwe: UNICEF.
implementing inclusive education in
the process of teaching and learning in
and outside school.

Reflection and assessment

Self-assessment
1 How did you support inclusive
education at your teaching practice
school?
2 What action can you take to
support the following in
communities
a) children with physical
disabilities?

66
TOPIC 15 Policies on inclusive education
policies for inclusive education in
Time 3 hours Malawi include:
 Constitution of the Republic of
Introduction Malawi
Policies on inclusive education  Education Act (2013)
provide guidance to schools on how  Child Care, Protection and Justice
they can provide services that can Act (2010)
respond to the needs of children with  Disability Act (2012)
diverse learning needs. In this topic,  Malawi Growth and Development
you are going to examine key policies Strategy II
and legal instruments for inclusive  National Policy on Equalisation of
education in Malawi. Such policies Opportunities for persons with
and legal instruments are linked to Disabilities
international agreements, charters and  The National Policy on Early
covenants, to which Malawi is a Childhood
signatory. The policies and legal  National Policy on Orphans and
instruments, which are at national, other Vulnerable Children
regional, international and global  National Inclusive Education
levels provide a legal framework for Strategy (2017-2021)
the implementation of inclusive  Malawi National Education
education programs and activities. Standards (May, 2015)
This topic will help you to evaluate
key legislations, policies, conventions Key legislations for inclusive
and declarations for inclusive education in Malawi
education, and their relevancy to The Constitution of the Republic of
inclusive education in Malawi so that Malawi
they can be effectively used in teaching The constitution of the Republic of
and learning. Malawi guarantees the rights of
persons with disabilities in line with
Success criteria international legal frameworks such as
By the end of this topic, you must be UN conventions and declarations. For
able to evaluate key legislative and instance, Section 20 of the constitution
policy frameworks for inclusive clearly guarantees the protection of
education in Malawi. children with disabilities from
discrimination. In addition, Section
Background information 13(g) demands support for persons
Legislations and policies relevant with disabilities by ensuring that
for inclusive education in Malawi people with disabilities have greater
At national level, Malawi has relevant access to public places. Further,
legislations and policies for the Section 25 guarantees all persons the
realisation of inclusive education in right to education.
the country. These legal instruments
provide an enabling legal framework The Child Care, Protection and
for the care, protection and Justice Act (2010)
development of learners with diverse The Act demands all
needs. Relevant legislations and district/town/municipal/city
assemblies to keep a register of

67
children with disabilities within their fundamental rights and
district/town/municipal/city responsibilities as any other person in
assemblies. In addition, it demands the Malawi. In attempting to achieve its
assemblies to provide learners with purposes, the policy demands the
disabilities with assistance where following:
possible, hence help the concerned  integrating disability issues into all
children to be raised up with dignity government development
together with other children and strategies, plans and programmes
develop their potential and self-  integrating and coordinating
reliance. management systems of planning,
implementation and monitoring at
Education Act (2013) all levels
Section 4, subsection 1 (a) of the Act  building capacity of all disability
gives powers to the Minister of actors and mounting nationwide
Education to promote equal access to public education and awareness
education for all people in Malawi campaigns about disability
regardless of disability, gender, race,
ethnicity and any other characteristics. National Inclusive Education
Strategy (NIES 2017-2022)
The Disability Act (2012) The five year strategy was developed
The Act guarantees persons with to promote inclusive education. It
disabilities the right to access social operationise government policy on
services such as education, health and inclusive education as enshrined in
rehabilitation and other public places some legal and policy documents like
in the country. the Education Act. Some of the
strategies in the NIES to be used in the
promotion of inclusive education
Malawi Growth and Development
includes:
Strategy II
 Supporting establishments and
This is a medium term national
preservation of special schools and
development strategy to be
resource centres and use them as a
implemented from 2017 to 2022. The
resource in the promotion of
strategy emphasises on “Education
inclusive education in collaboration
that facilitates skills development
with mainstream schools,
which provides economic
 Increasing the number and capacity
empowerment for different groups of
of specialist and regular teachers to
people including women, the youth
effectively respond to learner
and persons with Disability”.
diversity
 Enhancing accommodation of
Key policies for inclusive education
learners with diverse learning
in Malawi
needs in schools
National Policy on Equalisation of
 Improving school and college
Opportunities for Persons with
environment in order to make them
Disabilities
inclusive
The purpose of the policy is to
 Improving information
promote the rights of persons with
management system in schools for
disabilities and enable them to play a
learners with diverse needs
full role in society. It also demands
actions which will enable persons with
disabilities to access the same

68
Through the NIES, it is expected that  United Nations Convention on the
enrolment rate of marginalised Rights of the Child (1989)
children will increase and their  United Nations Convention on the
dropout rate will reduce. Rights of Persons with Disabilities
(2006)
National Policy on Early Childhood  Universal Declaration of Human
Development (ECD) (2006) Rights (1948)
The policy declares that, “Every child  World Declaration on Education
has the right to develop to his/her full for All (1990)
potential”. In addition, it declares that,  The Salamanca Statement (1994)
“No child shall be discriminated or abused
on the basis of age, sex, race from ECD Key United Nations Conventions in
services by any organisation”. support of inclusive education include:

National Policy on Orphans and United Nations Convention against

Other Vulnerable Children (2003) Discrimination in Education (1960)
The policy supports and protects The convention supports inclusive
vulnerable children. The policy defines education by demanding countries
a vulnerable child as “someone who has adopt the following measures: Firstly,
no able parents and guardians, staying ensuring that countries provide right
alone or with elderly grandparents or lives of access to education and to quality of
in a sibling headed household or has no education, secondly, ensuring
care, material and psychological care, elimination of discrimination in
education and has no shelter”. education, and thirdly, adopting
measures aimed at promoting equality
Malawi National Education of opportunity and treatment in the
Standards (May 2015) field of education.
NES promotes inclusive education
through equal access to education United Nations Convention on the
provisions (NES 23). Rights of the Child (1989): The
convention demands right to free and
Conventions and Declarations in compulsory primary education
Support of Inclusive Education without any type of discrimination. It
Internationally, there are relevant legal also puts emphasis on child well-being
frameworks in support of inclusive and development and measures to
education. These frameworks are support child care.
United Nations (UN) conventions and
declarations. UN conventions and United Nations Convention on the
declarations were developed and Rights of Persons with Disabilities
approved by several countries with the (2006)
aim of promoting an enabling Article 24 of the convention is against
environment for learners with exclusion of learners in the education
disabilities and other vulnerable system on the basis of disability. For
children in regular schools. Relevant more details about the United Nations
UN conventions and declarations Convention on the Rights of Persons
highlighted in this topic include: with Disabilities (UNCRPD), article 24.
 United Nations Convention against You can search and read this on the
Discrimination in Education (1960) internet.

69
 Activity 1 Examining key legislative
World Declaration on Education for and policy framework/
All (1990) conventions and declarations
The declaration states that, “every for inclusive education in
person whether child, youth or adult, shall Malawi (2 hours)
be able to benefit from educational 1 Using the following legislations,
opportunities designed to meet their basic identify areas from the legislations
learning needs”, which are relevant to inclusive
education in Malawi.
Salamanca Statement and Framework (i) Constitution of the Republic of
for Action (1994) Malawi, section 20
The statement demands the inclusion (ii) Education Act (2013)
for learners with disabilities in regular (iii) Child Care, Protection and
schools. For instance, delegates at the Justice Act (2010)
Salamanca conference proclaimed that: (iv) Disability Act (2012).
 “every child has a fundamental right to 2 Identify areas in mainstream
education, and must be given the schools which demonstrate
opportunity to achieve and maintain implementation of relevant
an acceptable level of learning” legislations for inclusive education
 “Every child has unique in Malawi.
characteristics, interests, abilities and 3 What actions can be taken by class
learning needs.” teachers to ensure that schools
 “Education systems should be designed comply with legislations requiring
and educational programmes implementation of inclusive
implemented to take into account the education in Malawi?
wide diversity of these characteristics 4 Relate the actions identified in
and needs”, question above to your teaching
 “Those with special educational needs practice experiences.
must have access to regular schools 5 Report your responses in plenary.
which should accommodate them 6 Using the following policies
within a child centred pedagogy identify areas which demonstrate
capable of meeting these needs”, their relevance to inclusive
education in Malawi.
Tasks (i) National Policy on
Task 1 Evaluating key legislative and Equalisation of Opportunities
policy framework for for persons with Disabilities
inclusive education in Malawi (ii) Ministry of Education Science
In these tasks, you will look at and Technology Strategic Plan
legislation for inclusive education in 2015 -2020
Malawi so that you are able to (iii) National Policy on Early
understand their significance and how Childhood
they can be used in education system (iv) National Policy on Orphans
in Malawi. and other Vulnerable Children.
7 Discuss how best you can use the
identified areas in question (a)
above to help learners with diverse
needs to participate fully in
mainstream schools?
8 Present your responses in plenary.

70
9 Study the following conventions
and answer the questions that Tips
follow:  Jigsaw method could be used to
(i) United Nations Convention deal with the legislations, policies,
Against Discrimination in conventions and declarations.
Education (1960)  Focus on the table of content of the
(ii) United Nations Convention key legislation and polices to
on the Rights of Persons with isolate sections that are related to
Disabilities (UNCRPD) inclusive education.
(iii) United Nations Convention  Make sure that the following
on the Rights of the Child documents are available to
(UNCRC) students legislations, policies,
conventions and declarations.
1 Identify areas in each of the UN
conventions are linked to inclusive Summary
education in Malawi. This topic allows you to examine
2 How can the UN conventions be policy framework regulating inclusive
enforced at the following levels: education in Malawi. These policies
(i) national level emanate from international, regional
(ii) community level and global agreements, declarations
(iii) school level and covenants to which Malawi is a
(iv) classroom level signatory. These policies will guide
3 Report your responses in plenary. you in the implementation of inclusive
4 Study the following declarations education. As teachers, it is important
and answer the following to be familiar with the policies in order
questions: to accommodate diverse needs of
(i) Universal Declaration of learners when teaching and learning.
Human Rights (1948)
(ii) The Salamanca Statement(1994) Reflection and assessment
Self-assessment
1 Identify areas from the declarations 1 Based on your teaching practice
which demonstrate their relevance experiences, identify school
to inclusive education in Malawi. policies, practices and actions in
2 How can the Salamanca statement schools which comply with
be enforced at the following levels: implementation of key legislations
 National level and policies for inclusive education
 Classroom level in Malawi.
2 How did the school-based policies,
Activity 2 Discussing the practices and action you have
implications of inclusive identified promoted inclusive
education policies for education at your teaching practice
schools in Malawi (1 hour) school?
1 Reflect on the inclusive education
policies that you saw being Topic assessment
implemented during you teaching 1 Identify legislations and policies
practices. which are relevant for inclusive
2 Discuss how the policies promote education in Malawi.
inclusive education.
3 Share in plenary.

71
2 Identify UN conventions and discrimination in education.
declarations which are relevant for UNESCO.
inclusive education in Malawi. United Nations Educational, Scientific
3 What is the connection between and Cultural Organisation
UN conventions, declarations and (1994). The Salamanca statement
relevant legislations and policies and framework for action on special
for inclusive education in Malawi? needs education. Salamanca:
4 What roles do legislations and Spain: UNESCO.
policies play in the implementation United Nations International
of inclusive education in Malawi? Children’s Emergency Fund
(2012). From exclusion to
References inclusion promoting rights of
United Nations (2006). United nations children with disabilities in
convention on the rights of persons Malawi. Lilongwe: UNICEF.
with disabilities. New York: UN.
United Nations Educational, Scientific
and Cultural Organisation
(1960). Convention against

72
TOPIC 16 Gender in education
influences what roles, behaviours,
Time 3 hours traits and responsibilities males and
females display. For example,
Introduction characteristics such as aggression,
Gender equality is something that dominance, brevity and intelligence
many countries value and strive to are linked to men whereas
achieve. Almost every country in the submissiveness, gentleness and
world accepts that inclusion of men humility are characteristics linked to
and women in issues of development women in our culture. Gender is also
is a catalyst for socio-economic growth identified through occupation roles.
and the achievement of sustainable For example, in some societies, doctors
development. However, in some are thought to be male while nurses
societies, it is traditionally perceived are thought to be females. Similarly,
that males and females have different cooking is regarded as a female role
statuses and play different roles. Such while fishing is considered as a male
beliefs lead to differential treatment role. However, expectations change
between boys and girls at school, in over time and according to situations
families, at work and even in churches and vary between cultures.
and mosques. In this topic, you will
focus on gender issues in education. Gender issues in education
The knowledge will help you to treat The Ministry of Education has come
boys and girls in your class equally so up with gender sensitive and
that both have an equal chance to responsive curricula for primary,
participate in education. secondary and teacher education.
These curricular aims at addressing
Success criteria gender imbalances in education. You
By the end of the topic, you must be shall analyse some gender issues in
able to: education and try to come up with
 analyse gender issues in education strategies to address these issues.
and their effects
 evaluate strategies for addressing Curriculum content, methods and
gender issues in education strategies
 analyse gender responsive Instructional materials for primary,
education secondary and tertiary education have
 evaluate gender responsiveness in been incorporated with gender
observed lesson sensitive information. The Gender
Appropriate Curriculum Unit at the
Background information Malawi Institute of Education ensures
In Malawian societies, men and that content in the instructional
women can be assigned different roles. materials have words, statements,
This may also happens in schools. This examples and illustrations that are
differential treatment may be gender balance and that portray
considered to be discriminatory. positive images for both males and
Gender is a status. It represents a set of females. Furthermore, primary and
sociological differences between boys secondary school textbooks have been
and girls (Kuijs et al, 2001). The society revised to make them gender sensitive.
in which men and women live

73
In addition, stakeholders in book girls. Another policy that promotes
publication chain have been trained in equal access to education is the
the production of gender sensitive uniform abolition policy.
school textbooks. The training has also
extended to Primary Education At school level, there are also
Advisers, District Education strategies focusing on addressing
Managers, teacher training tutors and gender issues.
some serving teachers.
Tasks 1 Analysing gender issues in
Again, the revised curricula for education and their effects
primary, secondary and teacher The knowledge of gender is very
training emphasizes much on crucial for you as a teacher. In this
participatory methodology, the use of task, you will analyse gender issues in
teaching and learning resources that education and their effects.
are gender sensitive, and inclusion of
cross cutting issues like gender. Life Activity 1 Comparing gender and sex
skills has also been introduced as a 1 Differentiate gender from sex.
subject in primary and secondary 2 Reflect on gender and sex traits in
school as a way of developing life- your teaching practice school.
saving skills in learners. 3 Observe gender and sex traits at
your college.
However, not all teachers have been 4 Compare the traits.
trained on how to teach the new 5 Share to the class.
curricula in a gender sensitive
approach. As such, there is a gap in the Activity 2 Exploring gender issues in
implementation of the curricula when education and their effects
it comes to gender sensitivity. 1 Research on gender issues in
Consequently, many teachers still use education.
traditional approaches of teaching, 2 Summarise the research findings.
which include unequal assigning of 3 Explore gender issues at the college
classroom tasks and responsibilities eg how gender is portrayed in
between boys and girls, with boys textbooks and assignment of
getting more attention than girls, responsibilities.
(Kadzamila and Chibwana 1999).
Unequal treatment of boys and girls in Task 2 Evaluating gender
class is one of the reason contributing responsiveness in a classroom
to girls’ underperformance in class as Gender issues can be addressed
compared to boys. through formulation of strategies. In
this task, you will evaluate strategies
Strategies to address gender issues for addressing gender issues in
in schools education
There are many strategies that have
been formulated to address gender Activity 1 Identifying strategies for
issues. Ministry of Education has come addressing gender issues
up with policies to address issues of in education
gender equality in schools. For 1 Research on strategies that can be
example, the policy of free primary used to address gender issues in
education aims at increasing access to education.
primary education by both boys and 2 Summarise your findings.

74
3 Present your findings in a plenary. Tips
 Consider diversity and gender
Activity 2 Comparing strategies for when carrying out tasks.
addressing gender issues  Make sure you divide your time for
in education separate activities within the task
1 Relate your research findings with appropriately.
what was happening in your  You may use making a stand in
teaching practice schools. task 3, activity 2
2 Share your discussion with the
class. Summary
In this unit, you have discovered that
Task 3 Analysing gender responsive there is a difference between gender
education and sex. You have also looked at
Access to education is sometimes gender issues in education and
limited by factors such as strategies to address these issues at
infrastructure and resources. In this different levels. This knowledge has
task, you will analyse aspects of helped you to understand how gender
gender responsive education. affects school provisions and practices,
and strategies that can be used to
Activity 1 Discussing aspects of address issues of gender in schools.
gender responsive
education Reflection and assessment
1 Identify how gender issues have Self-reflection
been addressed in schools in the 1 If you were given another chance
following areas: to teach, how differently would
i. Infrastructure you handle gender issues in your
ii. School management class?
iii. Formal curriculum eg books, 2 In what ways do you think parents,
teaching and learning religious leaders and teachers act as
strategies, resources agents of gender bias?
iv. Extra-curricular activities
2 Share in plenary. Topic assessment
Explain how the failure of schools to
Activity 2 Sharing examples of address gender bias has affected the
application of gender education of girls at primary school
responsive education from level.
their experiences during
teaching practice References
1 Reflect on gender responsive Gac.MoE/USAID (1997). Reference
activities during your teaching manual on gender issues in
practice. schools. Domasi: Malawi
2 What gender related experience Institute of Education.
did you: Kuijs, A, Kumwenda, M, Chiponda A,
a) like most during teaching Banda, FK, & Mshanga, J (2001).
practice Gender awareness module.
b) did not like during your Domasi: Domasi College of
teaching practice Education.
3 Share in plenary.

75
MIE (2008). Initial Primary Teacher OECD (2015). The ABC of gender
Education foundation studies equality in education, aptitude,
tutors’ book. Domasi: MIE. behaviour, confidence. PISA,
Ministry of Education (2009). IPTE OECD Publishing Available @
ODL module 2 for foundation http://www.keepeek.com/Digita
studies. Lilongwe: DTED. l-Asset-
Payne, S, Swami, V, & Stanistreet, DL Management/oecd/education/th
(2008). The social construction of e-abc-of-gender-equality-in-
gender and its influence on suicide: education_9789264229945-
a review of literature. Journal of en#page1
management and humanity, 5(1) Teacher Development Unit (undated).
23-35. MITTEP student teacher’s
handbook 3. 1st Draft version.

76
Glossary
abstract : not concrete; with no representational qualities

adolescent : child who is between the period of puberty and

adulthood in human development (12-17 years)

argumentative alternative communication: method of communicating through pictures

assessment : way of observing and collecting information and

making decisions based on the information collected

audiologist : person who tests hearing loss, treats infection and

assesses provision of hearing aids

audiology services : checking the ear infection and treatment or hearing

loss

audiology : study of hearing and hearing loss

Braille : a system of writing letters, words and numbers using

raised dots

charge syndrome/down syndrome: disorders of genes in the process of foetus

development during pregnancy

classification : grouping objects into categories

cognitive development : gradual orderly changes by which mental processes

become more complex and sophisticated

compensation : principle that changes in one dimension can be offset

by changes in another dimension

concrete operations : mental tasks tied to concrete objects and situations

deaf : not hearing completely

development : orderly, adaptive changes that humans (or animals) go

through from conception to death

disability : loss or reduction of functional ability of an individual

due to impairment

discrimination : treat one person or group negatively, usually because

of prejudice about race, ethnicity, age, religion or
gender

77
diversity of learners : range of different learners (different in terms of
culture, social-economic background, sex, abilities etc)

exclusion : removing some groups from the community

handicap : limitation imposed on the individual by

environmental demands; consequences of a disability.

hard of hearing : having partial or residual hearing

hypothesis : suggested explanation for a group of facts or

phenomena either accepted as a basis for further
verification

impairment : damage to a part of the body, either through accident,

disease, genetic factors or other causes

intellectual development : mental or cognitive development

learner- centred methods : learning approaches that promote learner

participation in a lesson

learner diversity : range of different learners

learner profile : it is a general description of a learner at school in

terms of academic performance and personality

low vision : having partial or residual sight

mainstream school : school that accommodates all learners including those

with diverse learning needs

marginalisation : negative actions and tendencies perceiving other

people’s functions are below desired levels. People are
excluded and side-lined from the societies.

marking scheme : written document with model answers and scores or

marks for a particular test. It is also called a marking
key

maturation : genetically programmed, naturally occurring changes

over time

micro-teach : training exercise in teacher training in which a

student-teacher is assessed for subsequent analysis
and evaluation

78
physical development : an increase in size, weight, length and height or
changes in body structure that take place as one grows

physiotherapist : one who helps people affected by injury, illness or

disability through movement and exercise

prejudice : unreasonable dislike of or preference for a person

rehabilitation : action of restoring something that has been damaged

to its former condition

reinforcements : teaching skill which is used to give feedback for

responses given by learners during teaching and
learning

scoring rubric : assessment tool used to find out levels of achievement

of a learner

seriation : arrangement of objects in sequential order according

to one aspect such as size, weight, or volume

social and emotional development : changes over time in the ways in which one relates to
others and the self

speech therapist : person who conducts speech therapy (training in

improving speaking difficulties

teaching skills : ability to do something or broad set of knowledge,

skills, habits and character traits believed by educators

theory : system of rules, procedures and assumptions used to

produce results

total blindness : unable to see completely, loosing sight

uneducable : considered as not able to be taught/educated

79