Malawi: Improving the training of primary school teachers

Amanda CorriganUniversity of Strathclyde

Purposes of the project• Universities of Scotland

• Build capacity for a sustainable B.Ed (Primary) degree at Chancellor College, University of Malawi

• Build capacity in Teacher Training Colleges to develop high quality, well-informed teacher training for primary teachers.

Malawi implemented free primary education in 1994. Pupil numbers increased rapidly from

1.9 million to over 2.8 million.

Class sizes are hugeThere can be more than 100 children in one class.

Schools need teachers ...

... and teachers must be skilled.

Teaching needs to be active.

It needs to provide practical support to help understanding.

But many teachers rely on how they were taught.

The project develops the capacity to ensure that effective teaching and learning takes place.

.

The B.Ed (Primary)

• Teacher Training College tutors upgrade from Diploma to B.Ed with a 2 year full-time course.

• 80 students over 8 years • Involves university-based work and an

inquiry-based placement in a primary school

Building capacity on different levels

• University of Malawi - links with Scottish academics - regular visits, shared development work, international networks and publications

• TTCs -sustainable model for primary teacher training• Schools - builds a vision of good practice

– Students design a literacy or numeracy inquiry/ intervention

– work with their class and with school staff to address this literacy or numeracy issue

• National - seminars on primary education in Malawi for policy makers, managers and school staff

Cohort 1 Evaluation

Common themes

Impact on:

• knowledge• attitudes• pedagogy• skill-base

If I look at theories of learning, I can now understand them better.

We can tell our students about the

situation in the primary school because we were there. We tell them how learners behave in the class

and what they can do to make things better.

We benefited a lot from learning that we can use local resources for literacy and language. … It

shouldn’t be an excuse that there are no books because we can

find resources everywhere. For example, we use the writing on a

biscuit packet.

In the past, students were taught content and then

asked questions. … I would have said if it was right. Now there is more space to debate what is

right, and what is right in different ways.

Students in science and technology are encouraged now to ask questions and to use critical thinking skills.

We use games and stories: students have

the opportunity to write and create

stories because there is a limited number of

resources on placement.

I said to the student, “By the time I come back, I want you to find a solution to this problem – you have to create an impact on this school and you have to encourage the staff to adopt a

solution to the problem.”

Impact: the B.Ed. Students -

• Responsibility• Promotion• Further study• Esteem - “We are respected now as learned people.”

Impact: the Teacher Training Colleges

• Student experience• Curriculum• Action Research• Advice and formal support for other staff• Impact on placements schools• Principals have more flexible staff with better

professional skills who are trained to meet the challenges of teaching in Malawi

The First National Primary Education Seminar

National policy makers, local authority staff, head teachers and teachers attended.