Africa- Asia Dialogue Africa- Asia Dialogue Reflective Meeting Reflective Meeting Malawi Presentation
Africa- Asia Dialogue Africa- Asia Dialogue Reflective MeetingReflective Meeting
Malawi Presentation
An investigation into the relationship An investigation into the relationship between selected donor educational inputs between selected donor educational inputs
and rates of achievement at the basic and rates of achievement at the basic educational level in the South West educational level in the South West
Educational Division in MalawiEducational Division in Malawi
A Reserch proposal
By
Demis Kunje
Dorothy Khonje
Nellie Mbano
Outline of presentationOutline of presentation
IntroductionMethodologyProgress so farPilot workCooperation with Kobe UniversityChallengesPlan
IntroductionIntroduction
BackgroundStatement of the problemResearch questionsSignificance of the studyLimitations
Indicator 2002
GDP per capita MK10, 500.00
Literacy rate 58%
Literacy rate male 66%
Literacy rate female
44%
IndicatorsIndicators
Infant mortality rate (per 1000 children) 104
Maternal mortality rate (per 100000 live births)
1120
Under 5mortality rate (per1000 live births 189
% Children under weight 30%
Fertility rate 6.1
Life expectancy 39
Basic Education
Number of teachers 45,784
Pupil to qualified teacher ratio 118
Dropout rate 12%
Repetition rate 15%
Female enrollment 48%
Pupil to specialist teacher ratio (visually impaired)
48
Number of Adults enrolled in ALC 37,500
Basic education Basic education
1. Expand concept of Basic Education
2. Decentralisation
3. Increase Basic Education Budget
4. Reduce Drop out and Repetition Rates
5. Increase Community Participation
6. Reform Assessment System
Improve Special Needs Education
Free Primary Education 1994+Free Primary Education 1994+
• More children are in school following the introduction of Free Primary Education (FPE) in 1994. Gross Enrolment Ratio (GER) is 132% (2004). Net Enrolment Ratio (NER) of the 6-13 year olds is, however, below 80%, but much higher than before FPE.
• Disparities in enrolment rates between regions, districts and income groups have narrowed since introducing FPE.
FPE has made education popular amongst all stakeholders, the communities, CSOs, development partners, parents and Government. There is collective commitment
Gender disparities in enrolment rates at primary level have narrowed since introducing FPE. Up to 1990s boys’ NERs were much higher than those of girls. Now the NERs for boys and girls are almost the same.
Challenges Challenges High drop out rates (12%)High repetition rate (15%)Low completion rate (30%)In adequate teaching and learning materialsPoor learning environment (Some classes still
being held under trees, inadequate furniture inadequate water and sanitary facilities
High pupil-class ratio (70:1)High Qualified-pupil ratio (72:1)
Challenges (contd)Challenges (contd)
The impact of HIV/AIDSVery high absenteeism Limited access and facilities to persons with
disabilitiesMobilisation of Funding for the sectors
programmes
Statement of the problem Statement of the problem
Basic education is seen as a necessary condition for development. In addition, it is seen as a right for every child. In Malawi the introduction of free primary education in 1994 resulted in increased enrollments without accompanying improvements in quality. The issue of quality is being addressed in a piecemeal way, in trickles and in an uncoordinated manner. Thus it is not known which inputs or combinations of inputs have impact on the quality of education
Research QuestionsResearch Questions
• What are the relationships between inputs namely infrastructure, in-service, school feeding, teaching and learning materials, community sensitization and advisory services on the one hand and the quality of basic education in terms of levels of pupil achievement on the other hand?
• What combinations of inputs are associated with pupil achievement in mathematics, Chichewa and English in std 5 and std 7?
Research questions cont.Research questions cont.
1. How are the donor - sponsored inputs in schools utilized to improve the quality of basic education?
Significance of the studySignificance of the study
Understand relationshipsShow appropriatenessIndicate Minimum levels of resourcesDescribe usage and managementComplement other studies
Limitations of the studyLimitations of the study
Inputs may ageLimitations in collecting informationLimited sampleLimited time
Some research findingsSome research findings
SACMEQinvestigated pupil, teacher and school factors and how they related to the achievement of minimum levels of literacy and numeracy. The main findings were that the majority of the pupils in Malawi primary schools are performing below minimum and desirable levels of reading and mathematical skills
Some research findingsSome research findings
A similar study by MIE(2005) in 12 districts shows that learner achievement in four subjects at the primary school level was below expected levels and that less than 10% of the learners were adequately prepared for the next higher class they were to move into.
Some research findingsSome research findings
NIPDEP(2003) showed that there were slight increases in performance in mathematics and English after JICA introduced some interventions such as infrastructure, teacher in – service and teacher support in schools
Some research findingsSome research findings
PLAN(2005) report of some increases in the percentages of pupils gaining mastery in Chichewa after teachers in two districts had undergone some specific training
ProspectsProspects
This shows that there is some hope that achievement can be influenced in some ways and this provides a basis for further enquiry into what best represents positive influences on achievement in the Malawian context.
MethodologyMethodology
Quantitative-Using existing Raw Data e.g SACMEQ-Collect data on educational inputs and
achievement
• QualitativeStudy utilisation of resources and inputs in
schools
Phase 1: Relationship Phase 1: Relationship between inputs and between inputs and
achievementachievement DIVISION (1)
Rural(160 schools)
Unsupported
Donor supported
Urban(20 schools)
Unsupported
Donor supported
InstrumentsInstruments
School ProfileAchievement testsClass 5 and 7Mathematics, English and Chichewa
Data ananlysisData ananlysis
Descriptive statisticsMulti level analysis
Phase 2: How inputs are Phase 2: How inputs are utilisedutilised
Rural Supported Successful
Not successful
Unsupported Successful
Not successful
Urban Supported Successful
Not successful
Unsupported Successful
Not successful
Instruments and target participants:
Focus Methods
Community participation
Interviews and Focus group discussion
Management Interviews and Focus group discussion
Teaching and learning
Observations, Interviews and Focus group discussion
In-service training Interviews with teachers
Use of resources Observations, Interviews and Focus group discussion
Data analysisData analysis
ThemesTriangulationActivity profiles
Progress ReportProgress Report
Briefing Ministry of EducationProposals to UNESCO and JICASeminars: MOE, Higher Education, School
CommunityPilot StudyRefining Instruments
Class 5 ResultsClass 5 Results
C la s s 5
0
10
20
30
40
50
60
70
80
90
1 to 5 6 to 10 11 to 15 16 to 20 21 to 25 26 to 30
m a rks
nu
mb
er
of
pu
pil
s
M aths 30/30
E ng30/30
Chic 30/30
Class 5: Girls and boysClass 5: Girls and boys
Maths English Chiichewa
Overal 13.5(4.2) 18.2(6.1) 22.9(3.3)
Girls 13.6(4.4) 18.2(5.9) 23.1(3.4)
Boys 13.5(4.0) 18.2(6.3) 22.8 (3.2)
Class 5: CorrelationClass 5: Correlation
Maths English
English 0.53
Chichewa 0.22 0.33
Class 5: by schoolClass 5: by school
Maths Eng Chic
Dyeratu 12 18.4 21.5
Dinde 12.5 18.5 22.8
Mphande 13.6 15.6 24.6
Likulu 13.3 14.3 24.2
Chichiri 18.3 24.2 22.9
Class 7 resultsClass 7 results
C lass 7
0
10
20
30
40
50
60
1 to5
6 to10
11 to15
16 to20
21 to25
26 to30
31 to35
36 to40
M a rks
nu
mb
er
of
pu
pil
s
m athem at ic s 28/28
E nglis h40/40
Chic hewa39/39
Class 7: Girls and boysClass 7: Girls and boys
MATHS ENG CHIC
Overal 9.5(3.4) 17.8(8.1) 20.6(4.1)
Girls 9.3(3.8) 17.0(8.2) 20.1(3.8)
Boys 9.7(3.0) 18.6(8.0) 21.1(4.4)
CorrelationCorrelation
MATHS ENGLISH
ENGLISH 0.66
CHICHEWA 0.34 0.35
Class7: by schoolClass7: by school
Maths Eng Chic
Dyeratu 7.6 12.8 19.7
Mphande 7.6 12.8 18.4
Likulu 8.6 15.8 20.9
Chichiri 12.8 28.9 21.7
SchoolsSchools
Location Owner Support
Dyeratu Rural Govt several
Dinde Rural Govt several
Mphande Peri Urban Mission several
Iikulu Peri urban Mission several
Chichiri Urban Govt none
Cooperation with Kobe Cooperation with Kobe UniversityUniversity
Revision of ProposalTesting and revision of instrumentsCollecting dataAnalysis of existing raw data ( training)Collection and data analysisPlanning for qualitative study
ChallengesChallenges
Funding
PlansPlans
Collect data in South West Education Division
Analyse SACMEQ dataDo qualitative StudyDisseminate information to stakeholders