Identifier
Created
Classification
Origin
04LILONGWE1147
2004-12-22 12:49:00
UNCLASSIFIED
Embassy Lilongwe
Cable title:  

MALAWI EDUCATION SECTOR STATISTICS

Tags:  TSPL MI 
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UNCLAS SECTION 01 OF 02 LILONGWE 001147 

SIPDIS

AIDAC

AID/W FOR AFR/SD/ED AND EGAT/ED, DR. SARAH E. MOTEN

E.O. 12958: N/A
TAGS: TSPL MI
SUBJECT: MALAWI EDUCATION SECTOR STATISTICS


UNCLAS SECTION 01 OF 02 LILONGWE 001147

SIPDIS

AIDAC

AID/W FOR AFR/SD/ED AND EGAT/ED, DR. SARAH E. MOTEN

E.O. 12958: N/A
TAGS: TSPL MI
SUBJECT: MALAWI EDUCATION SECTOR STATISTICS



1. Summary
For the first time in many years the
Government of Malawi (GOM),with support from USAID,
has produced extensive data on the education sector.
The data confirms that pupil-to-teacher ratios are very
high, pupils-per-classroom ratios also are far above
recommended norms, and that almost three-quarters of
all students are beyond the normal age for their class.
Encouraging findings include that most students have
text books, and that through USAID and other efforts
relatively few teachers remain who require basic
teacher training. The report will serve as an
extremely useful tool for the GOM and donors in policy
and planning efforts.


2. Background
The Ministry of Education has over the past decade
struggled to provide timely, accurate and comprehensive
data on its schooling system and processes. This has
meant that decisions were made without any reference to
meaningful data. For the first time in many years the
Education Management and Information System (EMIS)
section of the Ministry of Education (MOE),with the
support of USAID, has produced annualized data. This
is the most accurate report of its kind to date, and
reflects an extremely high level of return,
approximately 99% of all the questionnaires
distributed. This unprecedented success was the result
of the hard work of teachers and data collectors who
worked tirelessly for almost eight months.


3. Findings
The 2004 EMIS Report confirms that at the national
level the Pupil Teacher Ratio (PTR) is very high
(1:72),compared with a policy of recommended levels no
higher than 1:60; Rural schools are poorly resourced,
and have fewer teachers than in the urban areas; and
urban schools are overcrowded, but also with a surplus
of teachers.


4. In detail
a) Out of the 3,166,786 primary pupils enrolled in
school this year, 91.5 percent are enrolled in the
rural schools. The national PTR in the rural schools
stands at 1:77 against 1:44 in the urban schools.
However, although the urban PTR is low, the Pupil
Classroom Ratio (PCR) for the urban schools is at
1:138 against a PCR of 1:105 in rural schools.
Another disturbing feature is that 62 percent of
rural teachers are male, raising the issue of the
lack of role models for the rural girl child.

b) Out of the total pupils enrolled, only 866,184 (27%)
are of the rightful age to be in the primary system
(6-13).

c) Of those enrolled in Standard one, only 55.07
percent are promoted to the next standard. In
standard 8, which is the graduating class of the
primary cycle, only 25.82 percent earn a completion
certificate. The percentage of pupils repeating at
the national level is at 19 percent. Repetition is
very high at standard 1 and 3, 24.96 and 21.54
percent respectively. The effect of repetition on
the system is that pupils do not finish in time for
their age, and over-age pupils remain in the system
and further burden a system suffering for lack of
resources.

d) Quality input such as teaching and learning
materials are adequately provided for. The Pupil/
Textbook ratio is at 1:1 in almost all the subjects
at standard 1 and 1:2 in the other classes. This
means that every child has a textbook. Another
positive finding is that only 21.7 percent of
teachers now remain to be trained and certified.


5. Dissemination of findings
A major challenge to be addressed is the dissemination
of this report to a wide audience, and ensuring that
all stakeholders understand what is happening in the
education sector. Each school in the country should
receive its own profile; each District Education Office
(DEO),a full report; and presentation of summaries
should be provided in the form of brochures to a
variety of audiences.


6. Comment
With the release of the 2004 EMIS Report, the
Government of Malawi (GOM) and donors have a tool with
which they can develop a variety of strategies to
address the skewed education delivery system. The GOM
could consider for example moving more teachers into
the rural schools to reduce the PTR, though there would
be immediate needs such as housing and other monetary
incentives to keep them there. The GOM could also
consider constructing more schools in urban areas to
tackle the current problem of over-crowding and
redeployment of the surplus flock of teachers. A more
difficult decision will need to be made with respect to
over-age pupils. The impact of much older students in
lower grades is a serious one in Malawi. One approach
under review would be to create alternative educational
programs, including vocational training.

GILMOUR