Transcript MALAWI’S POSITION ON IMPLEMENTATION OF INTERNATIONALLY AGREED GOALS ON EDUCATION Outline:  Background  Profile of Education Policy Development  Education Policy  The NESP 2008-2017 

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