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The impact on the change in the teacher training course in Malawi: A core focus on introduction of in-service training

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Abstract:

Malawi is located in the Southern and Eastern part of Africa. After gaining the independence, the quality of input in education has greatly improved in Malawi year by year. However, the internal efficiency of school and the quality of outcome has shown a tendency to aggravate in the late years. The question is, why does such a contradiction occur in Malawi? The hypothesis which is set in this particular study is the change in the teacher training policy that Malawi has encountered. Furthermore, in order to verify this hypothesis, field work was carried out with a particular attention paid in the change of two factors; motivation and the social status of teachers.
Free Primary Education Policy was introduced in 1994 in Malawi where the government of Malawi aimed to expand and increase the number of teachers through the change in the teacher training course. As a result of this policy change, it has succeeded in the quantitative expansion of the number of teachers, yet on the other hand, it did not bring about the quality improvement of the teachers. In addition, as a result of the field work which was conducted, it has become clear that with the implementation of the new change in the teacher training policy, a structure to decrease the level of the social status as well as the motivation of the teachers has been formed. What is the worse matter with these decreases, there is bad cycle.
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Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p494232_index.html
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MLA Citation:

Kawaguchi, Jun. "The impact on the change in the teacher training course in Malawi: A core focus on introduction of in-service training" 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, Apr 30, 2011 <Not Available>. 2014-09-14 <http://citation.allacademic.com/meta/p494232_index.html>

APA Citation:

Kawaguchi, J. , 2011-04-30 "The impact on the change in the teacher training course in Malawi: A core focus on introduction of in-service training" 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>. 2014-09-14 from http://citation.allacademic.com/meta/p494232_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Malawi is located in the Southern and Eastern part of Africa. After gaining the independence, the quality of input in education has greatly improved in Malawi year by year. However, the internal efficiency of school and the quality of outcome has shown a tendency to aggravate in the late years. The question is, why does such a contradiction occur in Malawi? The hypothesis which is set in this particular study is the change in the teacher training policy that Malawi has encountered. Furthermore, in order to verify this hypothesis, field work was carried out with a particular attention paid in the change of two factors; motivation and the social status of teachers.
Free Primary Education Policy was introduced in 1994 in Malawi where the government of Malawi aimed to expand and increase the number of teachers through the change in the teacher training course. As a result of this policy change, it has succeeded in the quantitative expansion of the number of teachers, yet on the other hand, it did not bring about the quality improvement of the teachers. In addition, as a result of the field work which was conducted, it has become clear that with the implementation of the new change in the teacher training policy, a structure to decrease the level of the social status as well as the motivation of the teachers has been formed. What is the worse matter with these decreases, there is bad cycle.

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