Teacher training and deployment in Malawi

Abstract

Purpose − This study illustrates how poor deployment and inefficient management contribute to poor usage of the Malawian school system's teacher resources.Methodology − The author uses data from Malawi's Ministry of Education Science and Technology's Department of Teacher Education and Development and the Education Management Information System to examine the supply of and demand for teachers. The data illustrate the relationships between teacher assignment and the need for teachers at the district, school, and classroom levels.Findings − Teacher assignment policies and practices in Malawi result in class sizes in the first three years of primary school that are much larger than optimal. Additionally, the prevailing shortage of teachers is about 25% worse than necessary because of inefficiencies in teacher deployment. For example, teacher shortages and surpluses often exist in the same districts.Research limitations − This study was limited by the poor quality of data maintained by the Malawian Ministry of Education and the teacher training colleges. While better data would elucidate and improve teacher deployment, existing data should more purposefully target assignment of teachers to schools with the greatest staffing need.Practical implications − Policy solutions identified include requiring minimum teaching workloads and clearer defining criteria for assignment of teachers to schools and grade levels.Value − By demonstrating the wide variations in student–teacher ratios at the district, school, and grade levels in Malawi, this study provides insight into ways in which prevailing policy and practice may compromise both efficiency and quality at each level.