Restricted UNDP/MLW/77/007 Terminal Report MALAWI

Primary Teacher Education and Curriculum Development

Project Findings and Recommendations

Serial No. FMWED/OPS/84/209 (UNDP)

United Nations Educational, United Nations Scientific and Cultural Development Organization Programme

Paris, 1984

M A L A W I

Primary Teacher Education and Curriculum Development

Project Findings and Recommendations

Report prepared for the Government of Malawi by the United Nations Educational, Scientific and Cultural Organization (Unesco) acting as Executing Agency for the United Nations Development Programme (UNDP)

United Nations Educational, Scientific and Cultural Organization

United Nations Development Programme

UNDP /MLW / 7 7 /007 Terminal Report FMR/ED /OPS/84/209 (UNDP) 26 March 1984

0 Unesco 1984 Printed in France

._

TABLE OF CONTENTS

I. INTRODUCTION

a) Project Background b) Official Arrangements

11. OBJECTIVES

a) Development Objectives b) Immediate Objectives

111. ACTIVITIES AND OUTPUTS .

IV . ATTAINMENT OF IMMEDIATE OBJECTIVES

v. UTILIZATION OF PROJECT RESULTS

VI. FINDINGS

VII. CONCLUSIONS AND RECOMMENDATIONS

APPENDICES

1. Unesco Experts

2. Counterpart Staff

3. Fellowships and Study Tours

4. Student Enrolment and Diplomate Output

5. Major Items of Equipment : Unesco and Government

6. , Documentary Outputs

Paragraphs

( 1 - 19) 1 - 17 18 - 19

(20 - 24) ' 22 - 24 20 - 21) (25 - 38) (39 - 52) (53 - 55) (56 - 57) (58 - 65)

MLW/77/007 - Primary Teacher Education and Curriculum Development

TERMINAL REPORT .

I. INTRODUCTION

1 a) Project Background

1. system. but they received little government support. Malawi's literacy rate still bears'the marks of this past neglect.

Prior to independence in 1964, Malawi had no well-defined education There were a few primary schools which had been built by the Missions,

2. Since independence, however, the pace of educational development had increased tremendously. At the inception of the project, slightly more than 60% of the children in the primary school age group 5 - 14 years were enrolled in primary classes. Total enrolment in the eight classes of the primary school in 1980/81 amounted to 809,862. Of those who successfully complete the primary school course, at present approximately 13% enter secondary education. Total enrolments here are,'by contrast, relatively few in number. Approximately 18,006 pupils now occupy 66 secondary schools, 26 of which are boarding schools. After two years of secondary schooling, some pupils move into technical institutions or to one of the two primary teacher education programmes. Others, after completing four years of secondary education, seek entry to the University of Malawi or to the second primary-level teacher education course.

3. financial and academic control of primary and secondary education, technical education, the teacher training system and the Malawi Correspondence College. The University of Malawi, on the other hand, with its four colleges, is an autonomous institution but is founded by the Government.

4. The administrative functions of the Ministry of Education and Culture are carried out at its headquarters in Lilongwe and supported by the Inspector- ate and District Education Officers in the field. Lack of trained staff at both these levels tends to place an extremely heavy burden of work on all personnel.

5. In general, while the structure of the education system is generally satisfactory, problems have periodically arisen in its operation. Among these are: (i) teacher supply; and (ii) quality of education, particularly at the primary school level. ~O'S, these issues became even more critical and efforts became necessary to remedy the situation. concerned to build up a supply of teachers sufficient to meet the staffing demands of both primary and secondary schools.

The Ministry of Education and Culture has always had administrative,

With the expansion of educational activities in the late

In consequence, the Ministry of Education and Culture was

The intake into primary teachers' colleges had increased in recent ?9 6* years. With the opening of Mzuzu Teachers' College in October 1978, there were now

In 1976-77 the utilization rate of college places was approximately 84%.

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three Government teachers' colleges, with a total first-year enrolment, in 1980-81, of 810 students. To these, can be added the 102 first-year students 9

in the two Government-assisted missionrteachers' colleges. these colleges, for the 1980/81 school year, was 773 teachers. However, it was recognized that even a projected annual output of this size would not ease 'I

the already high teacher-pupil ratio which, in 1979, when the project began, was in the region of 1;70. Today it stands at 1:65. Recruitment and the retaining of certificated teachers were, and remain, areas of concern; but the decision taken'in July 1977 to incorporate all teachers under the Civil Service Regulations with consequent advantages to them in increased salary and privileges, has begun to improve matters here.

The output from all of

7. One measure adopted by the Ministry of Education and Culture to improve the situation has been to alter the location and source of primary teacher education. Three grant-aided teachers' colleges were recently turned into secondary schools. One grant-aided college, associated with the' Institute for the Blind,,remains open in the meantime. Two new Government teachers' colleges, one in Kansuga and one in Karonga, each with an expected intake of 225.new entrants annually, are planned for the near future. A third Government college of a similar size is to be established in the Zomba area. At full capacity, the six primary teachers' colleges would produce more than 1800 teachers annually and sensibly reduce the high teacher-pupil ratios. present being expanded at Chancellor College, to allow an annual output of 90 secondary school teachers by 1984-85.

8. of teachers in service which ultimately determines the quality of education. The Ministry of Education and Culture has given priority to teacher quality in. its planning for primary education, where 20% of the teachers are classified as under-qualified.

9. year from 1981-82, only approximately 60% of the teachers required in 1983 were qualified. Nonetheless, at the beginning of the project, some programmes were already under way to upgrade under-qualified teachers, The Domasi In-service Training Centre, in association with the Malawi Correspondence College, provided upgrading courses through which primary school teachers (190 teachers in 1977 and 100 in 1981) were able to improve their qualifications. glven cause for some satisfaction, the Ministry remains determined to maintain its efforts to reduce the number of unqualified teachers and to raise the qualifications of others in the service.

10. In pre-service primary teacher education, the Government teachers' colleges provided two courses. The T2 course is a two-year teacher education programme for candidates who hold the Malawi Certificate of Education (i.e., four years of secondary education). is for holders of-the Junior Certificate of Education (i.e. two years of secondary education).

Physical facilities are at

Whilst the supply of teachers is of great importance, it is the quality

Despite the projected output of 1000-1100 primary school teachers a

While this has

b

The T3 course, of two years' duration also,

Most of the students enrolled in the Government teachers'

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colleges are enrolled in the T3 course. It was, and is, the Ministry of Education and Culture's policy to maintain for some time to come the present ratio of 1:3 in the allocation of places in these colleges to T2 and T3 candidates.

11. This does, however, have important implications for teacher education in Malawi, for it underlines the importance of determining the basic professional skills with which young teachers must be equipped, and the need to ensure that young teachers have the necessary skills and background to continue their own education and professional development. It also demonstrates the importance of a definite policy of linking pre-service and in-service training of teachers, and the need for a new look at current pre-service programmes. The in-service (or continuing) education of teachers is an essential part of teachers' profess- ional development and should not be viewed members of the service.

as a means of upgrading unqualified

12. pronged attack on this problem, through:

The Ministry of Education and Culture has therefore adopted a two-

i) concentrating on the production of an effective body of educators, able to develop appropriate curricula and teaching/learning approaches in teachers' colleges and primary schools;

increasing and co-ordinating the provision for in-service training.

ii)

Analysis shows that of the 108 tutors currently in teachers' colleges, 42 are graduates, 54 hold the Diploma in Education and 12 are teachers with T2 or equivalent qualifications.

13. Some measures had already been taken in 1979 to prepare tutors for the colleges. Six had undergone diploma training in Moray House, Edinburgh, and, in 1978, took up positions in colleges. A further eleven had embarked on one-year courses at Newcastle-upon-Tyne and were followed by further groups of twelve in 1979-80 and 1980-81. Four candidates were selected for Master of Arts degree courses in Education in the United States of America, commencing in 1979. Clearly there was, and is, a need for further opportunities for graduate study.

14. in education were: the upgrading of the facilities at Blantyre Teachers' College

at Mzuzu, with facilities for language teaching, closed-circuit T.V. teaching methods, and metal and woodwork training; the consolidation of teacher education in government colleges; plans for new colleges offering a better distribution of educational facilities and resources; and the establishment of Model Schools, with provision for teaching basic technical skills.

1

Other manifestations of the Government's policy of developing quality

\ (with British Government assistance) ; the opening of the new teachers college

15. The Ministry of Education and Culture has long appreciated the need to redefine its objectives in teacher education and to ensure that the curricula and methods, including technology, used in teacher education programmes are appropriate. It has, therefore, concentrated upon the development of teaching/ learning strategies and the production of curriculum materials to be used in teacher education programmes. The acquisition of curriculum-building skills by teachers was seen as essential to satisfactory curriculum development in the primary and secondary schools.

16. Education and Culture and the University,of Malawi, should now play an increasingly important role in these new developments, for its main functions are to:

The Malawi Institute of Education, a joint venture of the Ministry of

i) assist in the training of teachers;

ii) provide professional help and services for teachers;

iii) ' undertake, encourage and co-ordinate curriculum development, evaluation and research activities;

. I . , . . . , . . . I .

. . . . , , - iv) . . arrange, for the. publication, and production . . of teaching materials.

The Malawi Corre.spondence College and the Broadcasting Unit. are also considered to be important elements.in the.implementation.of teacher education programmes at both pre-service and in-service levels. They are expected to have a greater role to play in the future.

17. ' Given all.,the'se background facts, the importance of .the Unesco project for primary teacher education and curriculum development, described hereinafter, lay in the fact that the Ministry of Education and Culture, together with the ,

I . I , ,

_ . 9 ,' I . . . , , . . . . .

Malawi, saw in its implementation the'opportunity to: University of

i) develop new directions in Primary Teacher Education; and

initiate further work in curriculum development within the Primary Education Sector.

ii) , .

As such, the project was seen as providing a sound base for future growth and a key element in Malawi's long-term development plans.

b) Official Arrangements

In 1977, the Government of Malawi requested UNDP to provide assistance 18. in primary teacher education and curriculum development in Malawi. Following the submission of an original draft Project Document by a Unesco mission that visited Malawi in January and Febfuary 1978, Unesco sent a consultanteo confer with the Government and UNDP and suggest modifications to the document. preparatory assistance document, signed on 15 June 1978, provided for the

A

c

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services of a Chief Technical Adviser (CTA), an expert in teacher education, an associate expert in librarianship and three man-months of consultant services. locally-hired lecturers (English and Mathematics/Science) to augment Chancellor College staff at Zomba, from September 1978, at the beginning of the academic year 1978/79. total UNDP input of $1,229,410, followed.

Provision was also made for the recruitment and payment of two

A subsequent revision and an advance authorization, with a

19. The date of authorization of the project was 17 January 1979. The Project Document was signed by Unesco, as Executing Agency, on 1 June 1979, and by the Government and UNDP on 20 October and 26 October 1979 respectively. The total Government contribution was foreseen as MK 6,654,000 and the total UNDP input as $2,488,026. its date of completion was scheduled for August 1983. However, in order to allow time to process a proposal for a complementary project, to be based at Chancellor College, and in view of UNDP Headquarters' request for an evaluation

The project became operational in February 1979, and

mission to the requested, the fielding of an

project, a Tripartite Review recommended, and.the Government extension of the Project to the end of December 1983, and the evaluation mission during September 1983.

11.

20.

OBJECTIVES

a) Development Objectives

The following were the project's development objectives:

i)

ii)

iii)

iv)

VI

vi 1

vii

viii)

Improve agricultural productivity and provide the infrastructure required to attain this improvement;

Raise the living standard of the rural population;

Achieve better balanced regional development;

Ensure greater Malawian participation in the private sector;

Base education development, and in particular post-primary education, on the needs of the economy;

Develop curricula with greater relevance to socio-economic environmental needs;

Ensure efficient utilization of existing facilities and resources;

Achieve more equitable distribution of education facilities and re sources.

21. The project was designed to contribute to the achievement of these objectives by upgrading the quality of primary teacher education, and by the development of suitable curriculum materials at the primary, secondary and

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teacher education levels.

b) Immediate Ob lectives

22. The following were the project's immediate objectives:

Obiective 1

A substantial upgrading of teachers, teacher educators, school and college principals and education officers within the primary and secondary systems in terms of professional competencies, and, where appropriate, academic qualifications;

Objective 2

The systematic integration of pre-service and in-service teacher training in order to facilitate the retraining and the upgrading of teachers as the need arises;

Objective 3

The growth in number and qualifications of a cadre of supporting educational personnel, including librarians and teacher librarians, graphic artists and audio-visual technicians;

,

Objective 4

The development of more coherent and integrated core curricula for primary teacher education, together with the provision of a wider range of study options designed to meet individual and special group needs;

Objective 5

The increasing involvement of teacher educators, teachers and support personnel in the process of curriculum renewal, leading to a significant increase in the capability of training institutions and teachers to design and produce relevant curriculum learning materials;

Objective 6

A steady movement towards the development of performance-based curricula at primary teacher e ducat ion levels, to place a greater emphasis on achievement of competencies rather than on content coverage and to provide a suitable base for assessment of progress;

Objective 7

Gradual orientation of teachers and students in teachers' colleges towards self-instruction and self-appraisal and the systematic

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development of learning resource materials and procedures to support these trends;

Objective 8

Effective use of technology (systems, techniques and aids) to bring about improvement in learning processes at primary, secondary and teacher education levels;

Objective 9

The systematic design, use and evaluation of basic instructional units for both pre-service and in-service (including learning-at-a- distance) teacher education programmes. Such units are to encompass the main performance objectives of teacher education in relation to selected "F'oundations", "Curriculum" and "Inter-disciplinary" study areas.

23. curriculum development by assisting in the establishment of the Malawi Institute of Education, supplementing the supply of equipment and deploying international staff within the government institutions concerned to provide on-the-job training of professional, administrative and technical support staff and to produce concurrently appropriate learning and teaching materials.

24. from its inception through December 1983. proposed that progress be measured against these outcomes.

The project was designed to strengthen primary teacher education and

The above objectives included the outcomes expected of the project In the project document, it was

111. ACTIVITIES AND OUTPUTS

a) Training and Upgrading Programmes

25. The Special Diploma in Education (S.D.E.) Programme, supported by project funding via a sub-contract with the University of Malawi, achieved a satisfactory output, namely,55 students obtained the diploma from the 1979/81 intake and 31 passed from the 1980/82 intake, giving a total of 86 against an estimated figure of 100 in the Project Document.

26. Progress was also achieved with the 1980/82 group in that 15 students, out of an estimated 20, were given an orientation course in Primary Education by the Education Technologist based at Chancellor College.

27. subsequently obtained B.Ed. degrees.

28. With the introduction of the M.Ed. Programme, mainly due to project initiatives, an academic upgrading programme has been established for T2 tutors via Diploma, Bachelor and Master Degrees. In order to bridge the gap between B.Ed. and M.Ed. levels, a new Diploma of Advanced Study in Education

It is worth noting that four of the project-supported 1979181 intake

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(D.A.S.E.) is being considered. The D.A.S.E. Course, if introduced, would be slanted towards the needs of primary education. I

29. It is unfortunate that no orientation course for graduates trained for secondary school teaching towards primary teacher education was initiated \

by the project. Such a course is, however, still under consideration as a way of producing tutors for the new primary teacher training colleges.

b) Counterpart Training

30. The training of subject-oriented staff in curriculum development activities was completed in all areas, apart from electronics, as laid down in the Project Document, In some cases, due to the local policy of regular transfer of education staff, not all counterpart-trained staff retained their posts in the primary teacher training colleges. staff who received training remained in the Primary Education Sector.

The majority of those local

c) Curriculum Development

31. A commendable quantity of curriculum units were produced and field- tested in all subject areas, mainly for in-service courses, In Science, textbooks and associated teachers' guides have been produced for Standard 5 and 6 pupils. Some work has been done in formulating the development of in-service programmes. Apart from the A-V Handbook for Staff Development (the combined work of three experts), little integration of curriculum units by the subject specialists has been achieved.

d) Microteaching Programme

32. The introduction of this concept into pre-service courses at the primary teacher training colleges has proved most effective. laid to develop this programme further, This field offers a golden opportunity to make a start on devising common core curricula for all student teachers,

Plans have been

e) Institutional Structure and Organization

Much remains to be done towards integrating the role of the library 33. and its associated Learning curriculum. inputs. Much groundwork was done by the project. However, lack of continuity in the work done by international staff, and the need to induce high quality local staff into this growth area, account for the slower development in this field. The two senior experts and three associate experts assigned to the project in this area only stayed in Malawi for relatively short periods. The average duration of their assignments was 16 months.

Resource Centre into the teacher education This'area should become a focal point for any further project

f) Research Activities

Evaluation exercises were carried out in most subject areas, especially

I I 34. in connection with the mathematics, science and microteaching programmes.

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Several staff seminars were held, but more could have been done in this area. The Unesco Newsletter (termly) has been replaced by Contact - A Bulletin for Teachers (bi-annually) as the journal for communication of activities, papers, etc. education.

This is produced by both international and local staff working in 4

g) Associated Factors Concerning the Implementation of Activities

(i) Facilitating Factors .

35. April 1983 provided a long-needed focal point for integrated project activities at a base institution. it enabled the foundations of a framework for development to be laid.

The opening of the Malawi Institute of Education at Domasi in

Although this move came in the final year of activities,

(ii) Impeding Factors I ,

36. project revision in July 1982 to overcome this defect, did not facilitate the implementation of project activities in the primary teacher training colleges in the way'the Government had expected.

The non-teaching function of some individual experts, prior to a

37. counterpart staff in the project's "production" areas; e.g., graphics, electronics and library/learning resources. types of posts which required more specialized skills; at the same time, they had to be commensurate with the roles played by subject counterpart staff in the primary teacher training colleges. Now that this fundamental problem has been highlighted and more fully appreciated, progress in this area should follow rapidly.

38. The narrow pure subject conception of the role played by some experts when all were expected to demonstrate the use of equipment, work towards the integration of separate disciplines in the formulation of a core curriculum, utilize the In-service Training Centre (ITC) as a part of their teaching programmes, and participate in college seminars and microteaching programmes, was unfortunate in the early years of project implementation.

Difficulty was experienced by the' Government in identifying and supplying

It should be pointed out that these were new

.

IV. ATTAINMENT OF IMMEDIATE OBJECTIVES

I %

39. It should be clearly stated that the project's immediate objectives were in themselves too vague, They were also unrealistic, given the stage of '

primary teacher education and curriculum development in Malawi at the project's inception. Nevertheless, a framework for development has been firmly established focussing on the Malawi Institute of Education. Further international technical assistance, with more limited objectives, the development of an appropriate trans-disciplinary approach, should lead to the type of integrated programme in

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the Primary Education Sector the original immediate objectives were designed to achieve.

Objective 1 - A substantial upgrading of teachers, teacher educators, school and college principals and education officers within the primary systems in $

terms of (a) professional competencies and (b) where appropriate, academic qualifications.

6

(a Prof e s s ional Competencies

40. ordinated. Workshop programmes at regional and national levels, study tours, and attendance at symposiums were all catered for. The important target population, i.e. College Principals, Inspectors of Schools (those expected to give professional leadership) received insufficient attention. On the other hand, the primary teacher training college staff were over-exposed to subject, workshop-type programmes. This may, in the future, have some spin-off value, due to the policy of interchange between the roles of staff and inspectorate within the Malawi system. More local, college-based professional staff seminars on a regular basis could have been effectively employed,

(b) Academic Qualifications ,'

41. The project made a substantial contribution in this area by way of formal courses and the fellowship programme. Programme for T2 teachers at Chancellor College produced 86 diplomates, four

ation input to prospective primary teacher training college tutors was given to 15 of these students. The M.Ed. programme is expected'to produce three post- graduates in the field of educational communications and technology. Thus, the project established at Chancellor College an academic career ladder for teachers possessing a T2 qualification, i.e. T2-Diploma-B.Ed.-M.Ed. Although these academic achievements are a positive project outcome, more incentive needs to be given to ways of overcoming the shortage of mathematics and science teachers. Further possible developments in the academic area (e.g. Diploma of Advanced Study in Education - Primary Education) may be realized if a Phase I1 of the project is agreed upon and implemented. Nine overseas fellowships resulted in counterpart staff gaining'further academic awards in the areas of education studies (3) , library (1) , educational technology (1) , reading (11, educational planning (1) and microteaching (2).

The means employed to achieve this objective were varied and unco-

The Special Diploma in Education

- of whom successfully completed a B.Ed. programme. Moreover, a special orient-

42. 8 During the last months of 1983, the three candidates in the M.Ed. programme, which resulted from the project's initiatives, were successful in passing their oral examinations and dissertations. type of counterpart training available, which a close collaboration between the Malawi Institute of Education and Chancellor College could be developed; e.g. , M.Ed. courses in Primary Teacher Education and Curriculum Development.

'

This is probably the best Such a programme offers one way in

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43. Again, at the end of the project, in November 1983, a further step in the right direction was made when two candidates, supported by project funds, were successful in passing the Malawi Library Assistant's course. Thus, the project may be said to have made a contribution in providing for the operation of the College-based Library/Learning Resource Centres. librarianship training are available, and they should be supported in the proposed Phase 11 of the project.

Objective 2 - The systematic integration of pre-service and in-service teacher training.

Further candidates for

44. on an academic level was established for T2 teachers. However, most of the primary school teachers have qualifications at T4 and T3 level. inputs at the Malawi Institute of Education focussed greater attention on the overhaul of previous retraining/upgrading programmes. better catered for in the near future, provided there is co-operation with the Ministry of Education and Culture and the Inspectorate staff also participate in the programme.

Objective 3 - educational personnel, including librarians and teacher librarians, graphic artists and audio-visual technicians.

45. staff in any development programme. growth in this field is given low priority even in developed countries. However, if there were a concentration on "production" rather than "tutor" counterparts in Phase 11, much could be done to increase the numbers and qualifications of teacher librarians, laboratory technicians, audio-visual technicians and media production personnel for graphic design, etc. The project supported five local staff on the eight-month Malawi Library Association Certificate Course. The growth of the Learning Resource/Teachers' Centre concept depends heavily on the availability of trained support staff.

As mentioned above, the integration of pre- and in-service training

The project

This area should thus be

The growth in number and qualifications of 'a cadre of supporting

The Malawi Government has become aware of the importance of support The idea of anticipating and adapting to

Objective 4 - The development of more coherent and integrated core curricula for teacher education, together with the provision of a wider range of study options designed to meet individual and special group needs.

46. Chancellor College, little progress was made towards this objective. Until recently, the relevant personnel, i.e., Inspectorate and Malawi Institute of Education staff, had never actually met. Latterly, the setting up of Syllabus Committees has been a step in the right direction. It is to be hoped that a Primary Education Co-ordinating Committee will be established in the near future to bring about much needed sequencing, weighting,options, etc., of the current primary teacher education curricula.

Apart from the introduction of a core "Teacher Studies" Programme at

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Obiective 5 - The increasing involvement of teacher education, teachers and support personnel in the process of curriculum renewal, leading to a significant increase in the capability of training institutions and teachers to design and produce relevant curriculum learning materials.

47. educators-in the design and production of learning materials. a core of competent curriculum developers in the key subject areas (e.g., education, science and mathematics). These counterparts were appointed to the staff at the Malawi Institute of Education', now destined to become the Curriculum Development Unit for education in Malawi.

Objective 6 - A steady movement towards the development of performance-based curricula at both primary school and teacher education levels, in order to place greater emphasis on the achievement of competencies rather than on content coverage; and to provide a suitable base for assessment of progress.

48. This is, in reality, a principle of curriculum development rather than an immediate objective, i.e., it pervades the growth of the curriculum'as a whole. Subject syllabuses, course and unit structures need to reflect this principle. emphasis has been given to the development of performance curricula and the achievement of competencies.

Objective 7 - Gradual orientation of teachers and students in teachers' colleges towards self-instruction and self-appraisal, and the systematic development of learning resource materials and procedures to support these trends.

49. All the curriculum units have been designed to include the above activity approach, However, almost all the materials produced have been in print format.and the subject specialists have not developed other types of material, e.g,, audio/videotapes, flip charts, overhead projector transparencies, etc., which could have given extra impetus to the foundation of the learning . resource centres. Phase I1 of the project can help correct this by emphasizing independent learning and bringing the learning resource centres into more effective use,

50. It is worth adding here that in the last year of the project, both video and audio tapes were distributed to the learning resource centres at the primary teacher training colleges and the Malawi Institute of Education. The production and copying of such materials has been made possible by using the facilities at the purpose-built Audio-visual Centre at Chancellor College constructed in 1983. The establishment of a teacher education learning resources network in Malawi has thus been achieved by project initiatives. Again, the development of learning resources offers a way of closer collaboration between institutions concerned with teacher education in Malawi. There is a need

The workshops held during the project have involved local teacher 1

This has produced

Within the areas of teaching and education studies in particular,

v

b

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for specific guidelines to link the network of the primary teacher training colleges and the Malawi Institute of Education, especially in this field. It would be a tragedy if the groundwork carried out so far were not to be exploited further.

Objective 8 - Effective use of technology (systems, techniques and aids) to bring about improvement in learning processes at primary, secondary and teacher education levels.

51. The equipment and theoretical backgrounds for the wider use of technology in teacher education programmes have been well established in Malawi. Although the international subject specialists did not contribute as much as could have been desired to this aspect of the project, the production specialists did prepare video and audio tapes for the learning resource centres. They also established microteaching programmes in the three teachers' colleges and at the Malawi Institute of Education.

Objective 9 - The systematic design, use and evaluation of basic instructional units for both pre-service and in-service (including learning-at-a-distance) teacher education programmes. Such units are to encompass the main performance objectives of teachers education in relation to selected '!Foundations", "Curriculum" and "Inter -disciplinary" study areas.

52. Basic instructional units have been a major project contribution, emphasis being given to the pre-service field. Some work has been completed at in-service levels, being used by primary teacher training college staff in short courses, etc. Plans for "teaching-at-a-distance" via the proposed part- time M.Ed. programme have yet to be implemented. There has been little project involvement with the Malawi Correspondence College, which is unfortunate. This college is the main vehicle for correspondence courses for teacher upgrading programmes. On the other hand, the Malawi Correspondence College radio programmes for teachers have been used in the learning resource centres at the primary teachers' training colleges. Particular use was made of the audio- cassette equipment.

..

v. UTILIZATION OF PROJECT RESULTS

53. Malawi Institute of Education, the National Authorities have provided for the continuity needed in the fields of curriculum development and the establishment of a production unit, thereby fulfilling the main project aims.

By the appointment of key, project-trained,counterpart staff at the

. 54. Project inputs, especially in the fields of microteaching, teaching studies, orientation courses for tutors, etc., will enhance the in-service and upgrading programmes to be carried out at the Institute. Furthermore, project contributions in teacher training programmes generally will enable more relevant courses for tutors in the new primary teacher training colleges to be

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jointly planned between the Malawi Institute of Education and Chancellor College (University of Malawi). The foundations have also been laid for effective use of resources (e.g. television facilities and software production for the learning resource centres), if the projected close collaboration between the Institute and the University becomes a reality.

55. study tours, a cadre of suitably qualified Malawians now exists for educational development in the Primary Sector.

\

As a result of the country training programmes, fellowships and

VI.

56. for concise and limited objectives to be clearly stated in the project'document. Such objectives should be both quantitatively and qualitatively expressed when- ever possible. Even so, the initial tripartite project review should take the opportunity to amend any vagaries in the original project document,

5 7. It is felt that some of the difficulties encountered in'this project could have been avoided if there had been six monthly plenary sessions between the project staff and the Ministry of Education and Culture officials. This would have enabled individual experts to seek clarification of their part in the overall programme. In this way, both partners would have been able to explain and, if necessary, modify their position in the interest of a more profitable project implementation.

Experience gained during the project's implementation shows the need

VII. CONCLUSIONS AND RECOMMENDATIONS

58. In general, as the Tripartite Evaluation Mission of September 1983 has concluded, the project has:

(a) made a definite contribution to the improvement of primary teacher education curriculum in Malawi; and

(b) facilitated the establishment of the Malawi Institute of Education.

' Recommendations 1 ,

59. For the future, in line with the Tripartite Evaluation Mission's recommendations, a further input in the form of a second phase is necessary if the foundations laid at the Malawi Institute of Education are to be built upon. This is particularly important in the areas of production and curriculum evaluation. priorities, and will be confirmed in the course of 1984. be subject to availability of funding from international sources and considerable care should be taken to recruit international staff who will be able to adapt to Malawi's specific situation,

Details of project inputs should be determined by government These will naturally

1

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60. the University of Malawi should be encouraged in the fields of:

Close co-operation between the Malawi Institute of Education and

(a) training staff for the new primary teacher training colleges

(b) effective utilization of resources, e.g., closed-circuit television and sound recording studios.

61. role in relation to the work of the primary teacher training colleges, e.g. curricula, examinations, certification, moderation; Development of libraries as learning resource centres at teacher training colleges and at the Malawi Institute of Education should also be emphasized.

62. There is a need to establish national standing committees for the integration and co-ordination of programmes with respect to:

The Malawi Institute of Education should have a more clearly defined

(a) the Primary School Curriculum, and

(b) Primary Teacher Education.

63. A national meeting of interested Ministries should be convened, to clarify the needs, training and career structure of ancillary technical support staff in the growing training areas of learning resources, language laboratories, computers, television, etc. This is a common training area with many government departmental interests, e.g., Education, Health, Office of President and Cabinet, Labour, Agriculture and Natural Resources. Some project outputs, e.g. handbooks in graphics, audio-visual aids, etc., might be of use to other departments.

64. It is important to explore avenues of collaboration with neighbouring states, regarding the exchange of both personnel and resources in the fields of teacher education and curriculum development.

65. Long-term attention should be given to the use of minimum resources in order to obtain quality results for the largest numbers. The combination of academic upgrading programmes using relevant learning resource materials on a distance teaching basis would appear to offer potential benefits for teacher education in Malawi. The country is in great need of a sizeable cadre of

. .trained teachers in its teacher training institutions, and no effort should be spared to provide this.

- 16 - APPENDIX 1

NAME+

LOGAN, J.R.W.

IBSTEDT, S.H.

ANDERSEN, . S. K. (Ms

SHARMA, G.N.

CHRISTINE, E.R. (Ms)

JAKOBSEN, V.S. (Ms)

RAWAT, D. S.

LUNDBERG, G.

SANGOLT, M.A.

SHARMA, R.

SELIGER, M.A. (Ms)

MARCHANT, H.

DEIVARD, K.

OBERG, S.T.E.

STAGE, C. (Ms)

HARPER, M.L. (Ms)

RAMSAY, A. (Ms)

UNESCO EXPERTS

ORIGIN F IELD

N. Zealand

Sweden

Denmark

India

U. S.A.

Denmark

India

Sweden

Norway

India

Finland

U.K.

Sweden

Sweden

Sweden

U. S.A.

Sweden

Teacher Education,

Mathematics:

Librarianship

Science,

Librarianship

Librarianship

Reading

Tech. Education

Electronics

Ed. Psychology I

Graphic Arts

Ed. Technology

Tech. Education

Tech. Education

Ed. Psychology

Librarian ship

Librarianship

+ In chronological order of date of arrival in Malawi.

FROM TO

11.02.79 - 07.11.81 03.10.79 - 03.11.82 '17.10.79 - 27.08.80 21.01.80. -(11.08.83)

26.01.80 - 31.12.80 10.02.80 - 02.07.82 09.03.80 - 28.02.81 10.03.80 - 31.01.83 26.05.80 - 23.04.82 14.07.80 - 19.11.82

31.12.81 - 05.11.82

' . . ,

- 17 - APPENDIX 2

COUNTERPART STAFF

NAME

National Co-ordinator

CHIPETA, D.P,+

JELLA, G.K.

SETIDISHO, N.

§

X

Teacher Education (001)

CHILINGULO, F.R.

KAPITAO, R.W.

MATINGA, I.M.

MITENGO, M.G.

PASHANE, M.

§

Science (002)

BISIKA, J. GONTHI, H.F.

KAPEREMERA, N. T . MAWINDO, S.B.

MZUMARA, D.F. MZUMARA, P.F.

SHABA, M.A.

+ §

xx

§

Mathematics (003)

HAU, S.A. +

KAMWENDO, G.Y.

NYIRENDA, P.M.

TEMBO, F.N.

THAWE, D.M. (MrslXX

§

Reading (004)

BANDA, R.G.

DOMBOLA, S.J.

POSITION HELD

Lecturer

Sen. Ed. Officer

Director

Principal

Principal

Pr in cipa 1

Acting Principal

Principal

Lecturer -

Lecturer

Lecturer

Lecturer

Lecturer

Co-ordinator, MIE

Lecturer

Lecturer

Lecturer

Lecturer

Lecturer

Lecturer

Lecturer

Lecturer

QUALIFICATIONS

B.Ed., M.Ed.

B.Sc., & Ed.

B.Sc. (Hons) Dip.Ed. M.Ed. D.Ed.FIMA

B.A. B. Sc. Agriculture

B.A.(ed), P.G.C.E.

B.A. with Ed.

B.Ed, Dip.Sc.Ed.

B.Ed., Dip.Ed.

Dip.Ag., MACE B.Ed., M.Ed.

B.Ed. Dip .Ed. B.Sc. , D. Agri.

B.Ed. , M. Sc. (Ed) B. Sc.

B.A.

Dip .Ed.

Dip.Ed.

Dip. Ed.

B.Ed., Dip.Read.

- 18 - APPENDIX 2 (Cont'd)

' NAME APIRA, K . T . ~ ~ MKWETEZA, H.M.

MVULA, L.A.S.

Technical Education '(005:

CHISIANO, E.J. 9 MBEDZA, D.F.

MSOLA, A.A. .

SINGINE, B.

Education (006, 007)

CHIKHOIA, A.J. 9 KALULU, M.F.

LONGWE, P.J.

MPHELUKA, G.A.

MTUNDA, F.N.

MWAMLJMA, G.

NGALUBE , J . M. '

xx

+

SAFULI, s.D.D.+ SOLOMONI, S.M.

Gra$hics (008)

CHAULUKA , W.E .-I- DIMOWA, L.G. MUNTHALI, J. (Ms)

MWANAMAI, M. S. ZEMBENI, G.H.

§

Librarianship (009)

CHIRWA, G.J.

CHISI, F.M. KATEMBA, J. (Ms)

MKAMANGA, Ha BOB. MUNTHALI, A.B..

POSITION HELD

Lecturer

Lecturer

Lecturer

Lecturer

Lecturer

Lecturer

. Lecturer

Lecturer

Lecturer

Lecturer

Lecturer (c. C. 1 Lecturer

Lecturer

Lecturer

Lecturer .

Lecturer

Instructor

Lecturer

Assistant (M. C. C.

Lecturer

Lecturer

Lib .As t . Lecturer

Lib.Ast,

Lecturer

Lecturer I

QUALIFICATIONS

Dip. Ed.

B.Ed., Dip.Ed. '

Dip. Ed.

Dip. Ed. Dip. Tech. Ed., CISA

Dip.Tech.Ed.,

Dip. Ed.

Dip.Lab.Tech.

Dip .Ed.

B. Phil. Ed.

M. Ed.

B.Ed., M.Sc. B.Phil.Ed.

B.Ed. M.Ed., Dip.Ed.M/T

Dip. Ed.

r I

Dip. Ed. Dip.Ed.

M. C.E. E. T3 Dip. Ed.

MCE, MALA cert. Dip. Ed.

JC, MALA cert. Dip.Ed.

Dip.Ed.

- 19 - APPENDIX 2 (Cont'd)

r"""--..- NDENGU, D.M.

TEMBO, J.G.H.

THAWE, L.J.

Electronics (010)

CHINGENI, G. '

MHANGO, K.H.C. NKHATA, 0.

§

I NKHOMA, M. §

POSITION HELD

Lecturer

Lib .Ast.

Lecturer

Lecturer

Lecturer

Techniiian (C. C. , Lecturer

,

...

+ Transferred to Malawi Institute of Education

x Non-national

xx Fellowship training

I Transferred elsewhere

QUALIFICATIONS

B.Phil.Ed.

MCE, MALA cert. Dip.Ed.

Dip.Ed. Dip.Lab.Tech. . 1

P. s. L. c. Dip.Ed.

- 20 - 5' d r: 0

U

. TI

5

W

W U

U

rn rn

C C

H

H

rl rld drc

h

M

0

C 0

.I4 U Q 0 7

Q

W &

0)

Q

al I3

-5 n nnnnnnnn

d

rldrlrlrlddrl

w wuwwwwuw

3

33333333

c cxcxczxc

- 5' rl c 0

U

AI

5

01 k &

al ccc rn C

cc

APPENDIX 3

U

- 21 - APPENDIX 4

STUDENT ENROLMENT AND DIPLOMATE OUTPUT

FIRST Special Diploma in Education 1979181

Subjects studied: Education English Chi chewa Biology. Geography French Home Economics History Mathematics Physical Science

ENROLMENT PASS FAIL

57 55 2

57 57 (year 1) 33 (year 2) 21 6

11 1 1

12 13 6

Religious Studies 10

ENROLMENT PASS FAIL SECOND Special Diploma in Education 1980182

Subjects studied: Education Chichewa Eng 1 ish Mathematics Physical Science T.Ed,(Orientation)

34 31 3

34 29 29 5 5

15

SUMMARY

Estimate in the Project Document 100 students

Actual number trained 86 students

- 22 - APPENDIX 5

MAJOR ITEMS OF EQUIPMENT - UNESCO VEHICLES

Volkswagon, Kombi 1600, MG 499 C Peugeot 504, Estate, MG 274 C Landrover, MG 178 C Peugeot 504, Family, MG 340 E

OFFICE EQUIPMENT

Minigraph duplicators

Agrifeuse Multinak Stapling machine

Gestetner, duplicators 4668

Nashua photocopier

Gestetner PF11, 2 cassettes, photocopier

Gestetner,2010, photocopier

Gestetner 1544 scanner

Phillips, dictation machines and accessories

Gestetner 211, offset printer with platemaker DT1 and accessories Olympia manual typewriters

Olympia manual typewriter (local)

IBM Selectric electric typewriters

Facit, electric typewriter

Gestafont M36, headliner

Gestetner TH6, thermal copier (stencil maker) Siriocolour, enlarger M.605 and accessories

Hale H14G guillotine

Gaylord electric stylus (library)

Neoltino designing table and accessories

Optica reprocamera

Agfa developing machine

QUANTITY

1 1

1 1

3

1

3 '

3

1

6 1 1

.. ,

3

1 1 3

1 1 1

- 23 -

c

AUDIO-VISUAL EQUIPMENT

Sony, colour mbnitor PVM 9000 with accessories Sony, colour monitor PVM 1850 with accessories

Sony, video camera, portable case, with stand and accessories Sony, video recorder and accessories

Bell & Howell, 16 mm projector Lanyfax projector 30 x 30 cm and accessories

Unicef episcopes 250 x 250 mm

Kodak slide projector and accessories

Camera Minolta and accessories

Copying stands

Tanberg cassette recorder, audio tutor T71

AUD IO-VI SUAL SOFTWARE

Films - Microteaching - Educational Technology

ELE CTRONI C S

Oscilloscope, Telequipment D61A, No. E720581

Portable power supply, 0-25 volts/0.05 - 2A Multimeter, Fluke 80228, No, 2427047 Multimeter, Yu Fong, YF-360SD

MAJOR ITEMS OF EQUIPMENT - GOVERNMENT OFFICE FURNITURE

Typists desk

Typists ' chairs (swivel) Chairs

Executive/semi executive desks

Executive chairs

Working stools

Working table tops

Bookshelves

Filing cabinets

APPENDIX 5 (Cont'd)

QUANTITY

3

3

3

. , 3

2

2

2

15

6 2

6

- 24 -

Easy chairs

Steel cabinet

Heaters

Fans

MACHINES

Faci t manual typewriter No. 8125830

APPENDIX 5 (Cont!d)%

, QUANTITY

6

2

10

9

1

r .

. .

.

' . b

- 25 -

APPENDIX 6

DOCUMENTARY OUTPUTS

TEACHER EDUCATION

1. Evaluation of Current Primary Teacher Education

2. Workshop programmes/worksheets for (i) Principals (ii) Inspectors

3. (i) Teacher Education Curriculum (ii) Teacher-Ed. Cur. Implementation

SCIENCE

1. (i) Pupil's book Std.5 (ii) Teachers' Book Std. 5 2. (i) Pupil's Book Std.6 (ii) Teachers' Book Std. 6

3. Effective Use of Science Curriculum - A Handbook for Science Teachers 4. Units: (i) Heat (ii) Electricity (iii) Food and Nutrition (iv) Plant

Kingdom

MATHEMATICS

1. Statistics

2. (i) Teach Metric Units 1, 2, 3 (ii) Teach Metric Study Materials

READING

1. (i) Word Building Word Recognition Stds. 1, 2, 3 (ii) Instructions for teachers Stds. 1 3

2. (i) Sentence Comprehension Stds. 1, 2, 3 (ii) Instructions for teachers Stds. 1 - 3

....

3. Background papers on reading

TECHNICAL EDUCATION

1. 2. 3. 4. (i) Woodwork tools booklet (ii) Metalwork tools booklet

5. Metal Technology Units 1 to 4 6. Preparing and Joining Units 1 to 5

(i) Tech; Drawing Course Units A1 to A6 (ii) Tutors' Guide Units A1 - A7 Craft and Technology - A Course for TTC in Malawi Craft and Technology - A Course for Std. 6 - 8 Primary Schools in Malawi

- 26 - APPENDIX 6 (Cont'd)

7. Sheet Metalwork and Beaten Metalwork Units 1 and 2

8. 9. Elementary Design

10. Tape/Slide Programme: Making Bowls'

Timber' Theory Units 1 to 3

EDUCATION

1. 2. 3.

4. 5. 6. 7. 8.

9. 10.

11. 12. 13. 14. 15.

, '

The Syllabus, Scheme and Record of Work.,. , I .

The,Lesson . ,

Communication in the classroom I

.. I ,.. . . . . .

Teaching and Learning Aids ..

(i) 'Child Development I . (ii) Child-Development I1 , . .

. . % , ,

Children's Personalities - 8

Aspects of Education

Teaching Methods and Skills. . ..

Child Study'

(i) Learning (ii) Concept Learning (iii) Problems in Learning (iv) Assessment .of Learning

- ., i .

, , .

. .. . . . . . ., .,

. .

School Organization and Management . .

Aspects of Microteaching,, . 1 . . * . . . . . .

A/V Handbook for College Tutors

Language. Laboratory Technical Manual

CCTV Workshop Manual :

(ii) A/V Notebook for Student Teachers . .

GRAPH1 CS

1. Freehand Drawing Units 1 - 2 .

2. 3, Handbook for Educational Graphics

4. Lettering Unit (Trial)

Design Principles (A series of 15 OHP Transparencies)

LIBRARY

1. Effective Utilization of Learning Resources, Units I, 11, 111 2. 3. Student Library Assistants Handbook

4. Library manual for Tutor Librarians in TTC in Malawi

Paper: LRC and their Development in TTC in Malawi

- 27 - APPENDIX 6 (Cont'd)

STUDY TOUR REPORTS

1.

2.

3. 4. Science Congress, Paris

National Teacher Training College, Maseru, April 1980

Malawian participation in the Symposium on New Trends in Teacher Education

Technical Education Study Tour to Zambia b

MISCELLANEOUS PUBLICATIONS

1. A correct form for a research paper 2. 3. Increasing teacher effectiveness in the classroom

Selecting and Using Instructional Materials - Some Suggestions for Teachers 4. 5. Informatics

Microcomputer Applications to a Reporting System

. 6.

7. 8.

The Teaching of Arithmetic in Primary Schools (Background paper prepared for the Regional Seminar on Primary Mathematics, Lesotho)

Developing Curriculum Materials (inserted in Contact - MIE)' Science Curriculum for Teachers' Colleges - Issues and Suggestions (inserted in Contact - MIE Bulletin for teachers).

+ Malawi Institute of Education