Citation

Inefficiency and inequity in teacher deployment in Malawi

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Abstract:

Malawi adopted a policy of free primary education in 1994 which led to an immediate 67 percent increase in enrollment the following year. A strategy to hire some 22,000 teachers was urgently launched, with an in-service program providing training and certification for the new recruits over the course of seven years. Limited production of new teachers meant the system continued to suffer from a growing shortage of primary school teachers as enrollment kept growing. At present, to staff schools at the desired pupil-teacher ratio of 60 to 1, the education system in Malawi still needs over 20,000 additional teachers. However, there are dramatic inefficiencies and inequities in how existing teachers are deployed, which, if not corrected, will mean any influx of teachers will not solve the severe overcrowding present in certain zones, schools and classrooms.

This paper presents a detailed discussion of variations in teacher deployment across districts, zones and schools in Malawi. It also examines how differences in teacher assignment and workload within schools lead to gross inequities in class size across primary school standards. Furthermore, an initial cohort of 4,000 teacher trainees was recruited into a distance-based training program this year from zones with the severest teacher shortages, with the intent that they would be assigned back to those zones. This paper analyzes how those trainees were recruited and deployed and shows that teacher assignment is still reproducing the prevailing patterns of inequity. Finally, the paper discusses how decentralized approaches to teacher management can help solve this problem.

Author's Keywords:

Education Decentralization, Education Management Information Systems (EMIS)
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492348_index.html
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MLA Citation:

DeStefano, Joseph. "Inefficiency and inequity in teacher deployment in Malawi" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492348_index.html>

APA Citation:

DeStefano, J. "Inefficiency and inequity in teacher deployment in Malawi" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492348_index.html

Publication Type: Panel Paper
Abstract: Malawi adopted a policy of free primary education in 1994 which led to an immediate 67 percent increase in enrollment the following year. A strategy to hire some 22,000 teachers was urgently launched, with an in-service program providing training and certification for the new recruits over the course of seven years. Limited production of new teachers meant the system continued to suffer from a growing shortage of primary school teachers as enrollment kept growing. At present, to staff schools at the desired pupil-teacher ratio of 60 to 1, the education system in Malawi still needs over 20,000 additional teachers. However, there are dramatic inefficiencies and inequities in how existing teachers are deployed, which, if not corrected, will mean any influx of teachers will not solve the severe overcrowding present in certain zones, schools and classrooms.

This paper presents a detailed discussion of variations in teacher deployment across districts, zones and schools in Malawi. It also examines how differences in teacher assignment and workload within schools lead to gross inequities in class size across primary school standards. Furthermore, an initial cohort of 4,000 teacher trainees was recruited into a distance-based training program this year from zones with the severest teacher shortages, with the intent that they would be assigned back to those zones. This paper analyzes how those trainees were recruited and deployed and shows that teacher assignment is still reproducing the prevailing patterns of inequity. Finally, the paper discusses how decentralized approaches to teacher management can help solve this problem.


Similar Titles:
Teacher-related policies, income inequality, and the distribution of teachers in eight countries: Evidence from TALIS

New challenges to Malawi teacher training: An analysis of Malawi Integrated In-service Teacher Education Program (MIITEP)

Negotiations of teacher placement: Exploring the people, policies, and processes involved in allocating teachers to primary schools in Malawi


 
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