Government of the Republic of Malawi

National Education Policy (NEP)

December, 2013
Ministry of Education, Science and Technology
P/Bag 328,
Lilongwe 3

Tel: 0 1789 422

Fax: 01 788 064

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Foreword
The National Education Policy (NEP) is designed to respond to the Malawi Growth and
Development Strategy II (MGDS II) and various related national education policies
including regional and international protocols on education. The policy recognizes that
Early Childhood Education (ECD), primary and secondary education is critical
foundations to tertiary education. It further recognizes the importance of inclusion of
special needs education, out-of-school youth and adult literacy in the education sector.
The NEP attempts to define the provision of quality education in a holistic manner
through expanded access and equity, improved quality and relevance, and improved
governance and management.

The NEP is the Malawi Government’s document that spells out government policy on
education. It outlines the sector’s priorities and defines the country’s education policies
that will guide the development of the education sector in Malawi. The government
recognizes that education is the backbone for socio-economic development, economic
growth and a major source of economic empowerment for all people especially women,
the youth and the physically challenged. It also has a strong impact on literacy; behaviour
in terms of reproductive, maternal and child health; and on knowledge of HIV and AIDS.
The policy also subscribes itself to the Sector Wide Approach (SWAp) to development,
planning and financing of the education sector in line with the Malawi Development
Assistance Strategy and Sector Working Group Guidelines.

Furthermore, the NEP recognizes the government’s commitment to related international

protocols such as the Education for All (EFA), Jomtien (1990), Dakar (1991),
Ouagadougou (1993) and Copenhagen and Beijing (1995) and Millennium Development
Goals (MDGs) which recognize the importance of making education available to all. It is,
therefore, expected that the coming together of all key players in the education sector will
make a significant difference in Malawi, and thereby respond to the national and
international aspirations and expectations. By building an educated and highly skilled
population, Malawi will not only achieve accelerated economic growth and development,
but it will also aim towards the achievement of the MDGs.

The government is committed to spearhead the implementation of specific strategies and

focused actions pursued to ensure that the NEP becomes the centre of the education
sector. I, therefore, call upon all stakeholders and development partners to use the NEP
as a guideline for education interventions on skills development among Malawians.

Hon. Dr. Lucious Kanyumba M.P.

Minister of Education, Science and Technology
Preface

The Malawi education system has since independence been guided by plans which have
always been linked to National Development Policies and manpower studies and surveys.
The first Education Plan (1973 – 1980) and the second Education Sector Development
Plan (1985 – 1995), the Policy Investment Framework (PIF) (2000), and the National
Education Sector Plan (NESP) 2008-2017, have helped in fulfilling the aspirations of the
national education long term vision and provision of guidelines for education
development at primary, secondary and tertiary levels. With this development, it is
however, critical to highlight that education planning has been done without a
comprehensive policy framework. Thus, there is need for clear policy articulation for
proper guidance of the sector, hence the development of the National Education Policy
(NEP).

The government has identified the education sector as one of the nine priorities among
priorities in the nation’s development agenda. The government’s commitment to the
education sector is, therefore, underlined by the increase in funding to the sector. Despite
the high proportion of the government budget allocation to education, the demands of
expansion and quality education leaves the sector seriously under-funded. However, the
cooperating partners have increased their support to the education sector significantly
through the Education Sector Wide Approach (ESWAp). The government has also sought
and encouraged partnerships with other education providers, most notably, NGOs and
religious organizations.

The formulation of this policy was an extensive consultative process which included key
stakeholders that helped to identify key issues that needed special attention. The
development of the policy also incorporated guiding principles and contents of the
already developed frameworks contained in several documents guiding the nation’s
course of development and programs. The NEP is intended to stand out as one guiding
living document to inform the education system in all its obligations to achieving relevant
and equitable education. It is, therefore, critical for all sectors of the economy to play
their roles towards the realization of the policy’s objectives. The government expects that
the coming together of all key players in the implementation of the NEP will make a
significant difference in Malawi, and thereby respond to the national and international
aspirations and expectations. The critical roles of local communities, development
partners and the private sector are recognized.

MacPhail Magwira (PhD)

Secretary for Education, Science and Technology

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List of Abbreviations and Acronyms
AIDS
CBCC Community Based Childcare Centre
CBE Complementary Basic Education
CPD Continued Professional Development
CDSS Community Day Secondary School
CSS Conventional Secondary School
DEC Distance Education Centre
DEM District Education Manager
DIAS Directorate of Inspection and Supervision
DTED Department of Teacher Education
DTEVET Department of Technical Entrepreneurial and Vocational Education and
Training
ECD Early Childhood Development
EDM Education Division Manager
EFA Education for All
EMIS Education Management Information System
ESIP Education Sector Implementation Plan
E-SWAp Education Sector Wide Approach
FPE Free Primary Education
GABLE Girls Attainment in Basic Literacy Education
HR Human Resource
INSET In-service Training
IPTE Initial Primary Teacher Education
IRI Interactive Radio Instruction
JCE Junior Certificate of Education
MACOHA Malawi Council for the Handicapped
MANEB Malawi National Examination Board
MCDE Malawi College of Distance Education
MDG Millennium Development Goals
MEP Malawi Education Policy
MGDS II Malawi Growth and Development Strategy II
MIE Malawi Institute of Education
MIITEP Malawi Integrated In-service Education
MNCU Malawi National Commission for UNESCO
NALP National Adult Literacy Programme
MNLS Malawi National Library Service
MSCE Malawi School Certificate of Education
MoEST Ministry of Education Science and Technology
MOLG RD Ministry of Local Government and Rural Development

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MTEF Medium Term Expenditure Framework
NER Net Enrolment Ratio
NESP National Education Sector Plan
NGO Non-Governmental Organization
ODL Open Distance Learning
ODSS Open Day Secondary School
OSS Open Secondary School
OVC Orphan and Vulnerable Children
PCR Pupil Classroom Ratio
PEA Primary Education Advisor
PIF Policy Investment Framework
PSLCE Primary School Leaving Certificate
PTR Pupil Teacher Ratio
SCAR Secondary Curriculum and Assessment Review
SHN School Health Nutrition
SMC School Management Committee
SNE Special Needs Education
SSA Sub-Saharan Africa
SWAP Sector Wide Approach
TDC Teacher Development Centre
TEVET Technical Entrepreneurial Vocational Education and Training
TQF Technical Qualification Framework
TSC Teaching Service Commission
TTC Teacher Training College
TUM Teachers Union of Malawi
UCE University Certificate in Education
UNESCO United Nations Education Scientific and Cultural Organization
UNIMA University of Malawi

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 GLOSSARY

Continued Professional Development: A structured approach to learning to help

ensure competence to practice, taking in
knowledge, skills and practical experience.

Early Childhood Education: It is a term that refers to educational

programs and strategies geared toward
children from birth to the age of eight. Early
childhood education often focuses on
guiding children to learn through play. The
term often refers to preschool or infant/child
care programs.

Education Sector Wide Approach: It is the modality of funding that brings

together the government, the development
partners and other stakeholders in the
education sector

Enrollment: The total number of pupils/students who

have registered in a class or school
during the current school year.

Free Primary Education: Primary education which is tuition free

Junior Certificate of Education: National examinations which are

administered at the end of two years of
secondary schooling

Net enrolment ratio: The number of children of official primary

school - age who are enrolled in primary
education as a percentage of the total
children of the official school age
population.

Open day secondary school: Secondary schools that operate at various

centers including existing secondary schools
and are managed by Distance Education
Center

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Open distance learning: Open learning and distance education refers
to approaches to learning that focus on
freeing learners from constraints of time and
place while offering flexible learning
opportunities. And /or any educational
process in which all or most of the teaching
is conducted by someone geographically
removed from the learner, with all or most
of the communication between teachers and
learners being conducted through electronic
or print mediums.

Out- of- school- youth education: boys and girls who belong to any of the
categories; a) 7-14 years old who are not
enrolled; b) 15-24 years old, not enrolled,
not employed and not a tertiary level
graduate.

Primary cycle: It constitutes standards 1 to 8

Primary education advisor: An education officer who is responsible for

advisory services in schools at zonal level

Primary School Leaving Certificate: National examination that are administered

at the end of primary school cycle

Pupil Classroom Ratio: The average number of pupils/students per

classroom in primary/secondary education in
a given school year

Pupil Teacher Ratio: The proportion of the number of authorized

positions for teachers at a certain level in a
given year to the enrollment at the same
level in the same year.

Special Needs Education: A system for providing a conducive learning

environment for learners who my require
extra support in order to achieve maximum
potential

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Tertiary Education: The level of education covering post-
secondary and higher education.

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Table of Contents Page

Foreword…………………………………………………………………….. i
Preface………………………………………………………………………. ii
Acknowledgements…………………………………………………………. iii
List of Abbreviations and Acronyms……………………………………….. iv
1.0 Introduction …………………………………………………………. 1
1.1 Background …………………………………………………………. 1
1.2 Defining the Problem ……………………………………………….. 5
1.3 Purpose of the Policy ………………………………………………... 7
2.0 Broad Policy Directions …………………………………………….. 7
2.1 Policy Goal ………………………………………………………….. 7
2.2 Policy Outcome ……………………………………………………... 8
2.3 Policy Objectives ……………………………………………………. 8
3.0 Policy Priority Areas ………………………………………………... 8
3.1 Basic Education ……………………………………………………... 8
3.1.1 Early Childhood Development ……………………………………… 8
3.1.2 Out of School Youth Education …………………………………….. 11
3.1.3 Adult Literacy ………………………………………………………. 12
3.1.4 Primary Education …………………………………………………... 14
3.2 Secondary Education ………………………………………… ……... 18
3.3 Teacher Education (Primary and Secondary) ………………………. 21
3.4 Technical, Entrepreneurial and Vocational Education
and Training (TEVET) …………………………………………………... 24
3.5 Higher Education …………………………………………………… 26
4.0 Implementation Arrangements ……………………………………… 29
4.1 Institutional Arrangements ………………………………………….. 29
4.2 Implementation Plan ………………………………………………… 31
4.3 Monitoring and Evaluation …………………………………………. 32

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1.0 Introduction

The NEP spells out government’s aspirations on education. It defines the country’s
education policies and outlines the priorities that will guide the development of the
education sector in Malawi. The Malawi Government recognizes that education is the
backbone for socio-economic development; it also has a strong impact on literacy,
behavior in terms of reproductive, maternal and child health and on knowledge of HIV
and AIDS. The NEP is aligned to the Government of Malawi policy of poverty reduction
and addresses national educational goals as outlined in Vision 2020 and MGDS II. By
building an educated and highly skilled population, Malawi will achieve accelerated
economic growth and development.

1.1 Background

In Malawi, the education sector has since independence been guided by National
Development Policies and manpower surveys and studies.

The first formal Education Plan (1973 – 1980) aimed at providing guidelines for
education development on primary, secondary and teacher education. An addendum on
technical and vocational training was adopted in 1976. Despite not incorporating all sub-
sectors of the formal education system, it provided the first real attempt at planning for
the evolution of education system since the introduction of formal education in Malawi.

The second Education Sector Development Plan (1985 – 1995) incorporated all levels of
formal education as well as various parastatal organizations associated with the MOEST
at that time. The overall objective of the Plan was to consolidate policies so that a proper
balance is maintained in the levels of physical and human resources allocated to all levels
of the education system.

In 1994, after the political transition from one party to multi party system, the
government introduced the Free Primary Education (FPE) policy to increase access to
basic education in the country. This policy was instituted in line with the new
Constitution of the Republic of Malawi in which issues of increasing access to education
have been articulated.

Due to other policy implications emanating from the introduction of FPE, the Policy and
Investment Framework (PIF) was developed and this guided the education sector
development and Medium Term Expenditure Framework (MTEF) from 2000 to 2010.
Linkages with other Relevant Policies

The National Education Policy is linked to other relevant policies in that it is designed to
respond to the Constitution of the Republic of Malawi which recognizes that all persons
are entitled to education. It also aligns itself to the Education for All (EFA, 2000) goals
and other international declarations such as Jomtien (1990), Dakar (1991), Ouagadougou
(1993) and Copenhagen and Beijing (1995), Millennium Development Goals (MDGs)
which recognize the importance of making education available to all. The Policy is
aligned to the Vision 2020 and the Malawi Growth and Development Strategy II (MGDS
II) which is the current medium term national development strategy. The Policy further
recognizes the Policy and Investment framework (2000) and the current National
Education Sector Plan (2008). The NEP is also closely linked to the National Gender
Policy, National Policy on Early Childhood Development (ECD) and the National HIV
and AIDS Policy.

1.2 Defining the Problem

Malawi has experienced some major changes in education over the past decade. Many of
these changes were triggered by policy shifts, notably the introduction of Free Primary
Education (FPE) which led to significant increase in school enrollment from 1.9 in
1993/94 to 2.9 million in 1994/95. Additionally, the FPE was instituted without an
overall education policy framework.

Due to the transition to multiparty dispensation, the education sector experienced the
emergence of private institutions many of which are substandard. This is the result of the
absence of a comprehensive education policy to guide all stakeholders in the provision of
education services and has adversely affected learning outcomes at all levels.

Furthermore, due to the absence of a well defined education policy, different key players
in the education sector have not been well coordinated. Additionally, their roles and
responsibilities have not been clearly defined thereby prompting non-conformity to set
standards among stakeholders.

It is against this brief background that the National Education Policy has been developed.

1.3 Purpose of the Policy

The purpose of the policy is to provide a coordinated approach to the development of the
education system for relevant knowledge, skills, competencies and values necessary for
the socio-economic development of the nation.

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2.0 Broad Policy Directions

2.1 Policy Vision

To be a catalyst for economic growth and socio-economic development.

2.1 Policy Goal

To promote equitable access, relevance, quality and improved governance and

management of the education sector. This will ultimately contribute to sustainable socio-
economic development and poverty reduction.

2.2 Policy Outcome

An equitable and relevant education system that is well governed and managed.

2.3 Policy Objectives

The objectives of the policy are:

i To create an enabling environment for the expansion of equitable access to

education for all Malawians;

ii To improve quality and relevance of education to meet socio-economic

development needs for the nation; and

iii To improve the operations and efficiency of the education system through good
governance and management in order to deliver education services effectively and
effectively.

3.0 Policy Priority Areas

To achieve its objectives, the NEP is framed on five priority areas namely:
i. Quality, Accessible and Equitable Basic Education;
ii. Accessible and Quality Secondary Education;
iii. Quality Teacher Education (Primary and Secondary);
iv. Quality and Equitably Accessed Technical, Entrepreneurial and Vocational
Education and Training; and
v. Quality and Equitably Accessed Higher Education

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These thematic areas are based on the five education sub-sectors and they are all
accompanied by policy statements.
3.1 Priority Area 1: Quality, Accessible and Equitable Basic Education

Basic education includes Early Childhood Development (ECD), Out- of- School Youth
Education, Adult Literacy (AL), Complementary Basic Education (CBE) and Primary
Education. Responsibility for Basic Education falls under three different ministries. The
MOEST is responsible for formal primary education. ECD and Adult Literacy programs
fall under the Ministry of Gender, Children and Social Welfare while the Out-of-School
Youth Education program is under the Ministry of Youth Development and Sports. The
purpose of basic education is to equip its recipients with basic knowledge and skills to
allow them to function as competent and productive citizens in a free society.

3.1.1 Early Childhood Development

The policy shall ensure that ECD services are promoted in accordance with the National
Policy on Early Childhood Development (ECD)

3.1.2 Out- of- School Youth Education

The policy shall ensure that Out of School Youth services are promoted in accordance
with the National Youth Policy

3.1.3 Adult Literacy

The policy shall ensure that Adult literacy services are promoted in accordance with the
policy direction provided by the relevant stakeholders.

3.1.4 Primary Education

Primary education is the longest existing sub-sector attended by the largest number of
learners. The fundamental objective of primary education is to inculcate basic literacy,
numeracy and life skills, and it is recognized as the foundation for secondary and tertiary
education levels. The official entry age to primary education is 6 years, meaning that the
expected primary school going age population is within the range of 6 and 13 years.
However, because of late entry into the system and high class repetition rates, the system
is also characterized by a significant percentage of children who are over the official
maximum age of 13.

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The primary cycle is for eight years, from standard 1 to standard 8. At the end of standard
8, learners sit for a standardized national examination called the Primary School Leaving
Certificate Examination (PSLCE) which determines their eligibility for secondary
education. Historically the provision of primary education was solely undertaken by the
government. In 2004, a national policy authorized primary education provision by private
institutions; however, private schools play a small role in the provision of primary
education as currently less than 10% of total primary education enrolment is attending
private schools. The government is still the main provider of primary education.

Primary education in Malawi was made free in 1994 during which tuition fees in all
public primary schools were abolished and wearing of school uniform in such schools
was no longer compulsory. The introduction of free primary education in Malawi brought
itself a lot of challenges in the education system, especially in the primary sub-sector
itself. Enrolment figures tremendously increased, thereby putting a lot of pressure in the
distribution of teaching and learning materials, availability of adequate qualified teachers,
class space and provision of adequate sanitary facilities. After almost twenty years since
the introduction of free primary education, the sub-sector has not fully overcome these
challenges. The notable consequence of these challenges has been the low quality of
primary education which has also negatively affected the learning outcomes, learner
retention (especially girls), promotion rates to upper classes and the transition rate to
secondary education.

Policy Statements

The policy will ensure that:

i. national education standards are adhered to in all schools.

ii. primary school curriculum is relevant and responsive to the needs of the country;

iii. quality assurance is enhanced;

iv. free primary education is compulsory and implemented incrementally;

v. continuous assessment in primary education is enhanced;

vi. teaching and learning materials are available to all learners;

vii. a sustainable and effective school health and nutrition programme including
HIV/AIDS education services is enhanced

viii. increased numbers of girls equitably access, participate in, excel and complete
primary education

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 ix. equitable access to quality and relevant special and inclusive primary education
is enhanced

x. capacity development in primary education is strengthened; and

xi. governance and management of primary education is enhanced.

Priority Area 2: Accessible and Quality Secondary Education

Secondary education in Malawi runs for four years, with two years of junior secondary
and two for senior secondary. After two years of secondary education, students sit for a
Junior Certificate Examinations (JCE), which qualifies them to enter senior secondary.
After the other two years, the students sit for a Malawi School Certificate Examination
(MSCE).

The introduction of Free Primary Education in Malawi in 1994 resulted in a large

increase in primary enrolments and this had put pressure on places for secondary
education which did not expand at the same rate as the primary sub-sector. Transition
rate to form one is 46 percent (EMIS Analysis, 2011). There are also disparities
according to gender (in favour of boys), location of schools, income of parents and/or
guardians and physical ability of students. Orphans and other vulnerable children
(OVCs) are also disadvantaged.

The Community Day Secondary Schools (CDSSs), through which expansion in

enrollment was effected, take in most of the students, and yet they are relatively poorly
resourced in terms of quality of teachers, availability of teaching and learning materials
and requisite infrastructure. As a result, pass rates at both JCE and MSCE are very low.
Governance and management of secondary education has some challenges because of
understaffing, unavailability of laboratories, inadequate funding, inadequate of classroom
capacity , lack of relevant and responsive curriculum and poor management of resources.
Complementary schemes which have introduced to increase access to secondary
education have not been fully developed for example Open Distance Learning (ODL)
and double-shift system .

Policy Statements

The policy will ensure that:

i. Equitable access to secondary education is increased;

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 ii. Increased numbers of girls equitably access, participate in, excel and complete
secondary education
iii. Equitable access to quality and relevant special and inclusive secondary
education is enhanced

iv. A comprehensive response to HIV and AIDS is coordinated and sustained

v. Secondary school curriculum is relevant and responsive to the needs of the

country;

vi. Secondary schools meet minimum infrastructure standards;

vii. Quality assurance and quality of secondary education is enhanced;

viii. Efficient and effective mechanisms for resource management is reinforced; and

ix. Governance and management of secondary education is improved.

Priority Area 3: Quality Teacher Education (Primary and Secondary)

Teacher education in Malawi addresses two key areas: primary and secondary teacher
needs. The primary teacher training is two year long, leading into a certificate in primary
school teaching. The secondary teacher training has two levels: diploma (three years) and
degree (four years). The diploma is a minimum qualification required for teaching in
secondary schools. .

Rapid expansion of primary and secondary schools has caused a high demand for trained
primary and secondary school teachers. The supply of the trained primary and secondary
school teachers from Teacher Training Colleges (TTCs) and universities has not been
able to respond to the demand. The major problem under access and equity is the high
demand for teachers and low capacity to supply them. For instance, the increase in the
number of primary school teachers has not been satisfactory, especially female teachers.
There is also lack of qualified special needs lecturers and necessary facilities in teacher
training colleges.

In addition, there has not been a notable increase in the number of students studying
secondary teacher education in all universities in Malawi. Enrolment for females in
secondary teacher training institutions has been declining since 2008. In all the colleges,
special needs education (SNE) is not adequately covered.

The provision of quality and relevant teacher education at both primary and secondary
levels has faced many challenges. Such challenges include: inadequate Continued

7
Professional Development programmes (CPD) for in-service teachers; inadequate
resources in teacher training colleges; and the unattractive nature of teaching profession
in Malawi compared to other jobs.

The problem with regards to governance and management of teacher education mainly
lies in poor coordination between or among institutions dealing with recruitment,
training, deployment and career path. In addition, managers of teacher training
institutions are not adequately prepared for managerial positions.

Policy Statements

The policy will ensure that:

i. Equitable access to teacher education is improved;

ii. Teacher training institutions meet minimum infrastructure standards;

iii. Increased numbers of female teacher trainees equitably access, participate in,
excel and complete teacher training
iv. A comprehensive response to HIV and AIDS is coordinated and sustained

v. Special and inclusive education is mainstreamed;

vi. Teacher education is relevant and responsive to the needs of the country;

vii. Quality assurance and quality in teacher education is enhanced;

viii. Efficient and effective mechanisms for resource management is reinforced; and

ix. Governance and management of teacher education is enhanced.

Priority Area 4: Quality and Equitably Accessed Technical, Entrepreneurial

and Vocational Education and Training (TEVET)

TEVET in Malawi is provided in public and private institutions. It enrolls parallel and
generic students. TEVET aims at orienting training to the needs of the labour market in
addressing technical and vocational skills requirements. It is based on the wish of the
government to broaden public attention to the entire spectrum of formal, non-formal and
informal TEVET provision and learning, and to create mechanisms for integration and
effective coordination of the different TEVET sub-systems. Based on the recognition of
the role the TEVET sub-sector plays in the economy, the education sector will continue
to provide qualified and competent skilled workforce to meet the needs of the economy.

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 TEVET in Malawi faces challenges related to access and equity such as limited access
for females and vulnerable groups. In addition, training is seen to be more favourable to
those with access to postal and modern communication services and those who can meet
costs associated with attendance of interviews, because transport costs are not
reimbursed. TEVET also faces the lack of recognition for the informal sector skills
development; and in addition, it has inadequate infrastructure, inappropriate tools and
equipment.

Quality and relevance entails provision of TEVET based on standards according to

industry demands. Provision of TEVET in Malawi is highly diverse, fragmented and
uncoordinated. This is manifested by the existence of multiple curricula and
qualifications; outdated curricula and lack of constant contact with the private sector.
This has limited the relevance of the curriculum to address the needs of the economy, and
has weakened mechanisms to properly enforce the TEVET Qualifications Framework
(TQF).

Governance and management is identified by the existence of institutions such as the

TEVET Authority (TEVETA), Department of Technical, Entrepreneurial and Vocational
Education and Training (DTEVET) in the ministry responsible for TEVET; including
industry and training providers. Effective implementation of TEVET programmes has
been affected by challenges associated with governance and management of which
among others are: lack of autonomy among public TEVET providers; lack of capacity
and poor coordination among government ministries providing TEVET.

Policy Statement
The policy will ensure that:

i. Equitable access to TEVET programs is increased;

ii. TEVET is mainstreamed in the main education system;

iii. A comprehensive response to HIV and AIDS is coordinated and sustained

iv. Capacity development in TEVET is enhanced;

v. Quality assurance and quality of TEVET is enhanced;

vi. TEVET meets minimum required standards;

vii. Resource management in TEVET is improved;

viii. Increased numbers of female students equitably access, participate in, excel and
complete Technical, Entrepreneurial and Vocational Education and Training

9
 ix. Equitable access to quality and relevant special and inclusive education is
enhanced

x. Governance and management of TEVET is improved.

Priority Area 5: Quality and Equitably Accessed Higher Education

Higher education in Malawi is an important component of the entire education system

because of its role in creating and advancing new knowledge and skills through teaching
and research. Higher education also produces people who have the high level skills that
are critical to Malawi’s socioeconomic development and the implementation of National
Development Policies in a global society. Higher education in Malawi is provided by
both public and private universities at are scattered across the country.

The government acknowledges the significance of producing adequate skilled and

qualified human capital to meet the development goals of the country. As such, higher
education will continue to play a key role in the generation of new knowledge and
strengthening of skills. The provision and expansion of higher education will continue to
rely on both government and other stakeholders.

Higher education is faced with challenges that affect access and equity. Enrolment of
students in higher education system in Malawi is the lowest in the SADC region.
Enrolment of females is much lower compared to that for males. In addition, those who
are physically challenged are very few in the system. The majority of students enrolled in
higher education come from the elite. Very few students from low-income families
access higher education. Institutions of higher learning face a number of challenges that
could hamper the achievement of national development policies. Such challenges
include: insufficient qualified staff; inadequate teaching and learning resources; irregular
reviews of curriculum; and low and uncoordinated research output. Mismatch between
higher education outputs and needs of the industry.

Higher education institutions also face a number of governance and management

challenges which have affected their performance. Such challenges include weaknesses
and deficiencies in the management systems; nonexistent performance management
systems to assess the performance of lecturers and other staff; weak systems for

10
accountability of locally generated resources; highly subsidized higher education; and
inadequate investment in infrastructure and rehabilitation.

Policy Statements

The policy will ensure that:

i. Equitable access to higher education is expanded;

ii. Higher education institutions meet minimum standards;

iii. Higher education is of quality, relevant and responsive to the needs of the
country;

iv. Increased numbers of female students equitably access, participate in, excel and
complete higher education

v. Equitable access to quality and relevant special and inclusive higher education is
enhanced

vi. A comprehensive response to HIV and AIDS is coordinated and sustained

vii. Capacity development in higher education is enhanced

viii. Resource management in higher education is improved; and

ix. Governance and management of higher education is enhanced.

4.0 Implementation Arrangements

Implementation arrangements are presented under three sub-topics: Institutional

Arrangements; Implementation Plan; and Monitoring and Evaluation.

4.1 Institutional Arrangements

The implementation institutional framework for this policy is geared towards ensuring
that the public sector assumes a leading role while realizing the increased role of partners,
private sector, NGOs and the community members.

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The Ministry of Education, Science and Technology will coordinate the effective and
efficient planning and implementation of the policy. Among other things, the ministry
will:
i. Formulate into programs the major development priorities indicated in the policy;

ii. Monitor and evaluate on periodic basis the progress made in meeting policy goals;

iii. Determine policy outcome indicators and plans;

iv. Assist districts to develop plans in relation to the policy priorities;

v. Establish development programs which will take care of capacity development in

the context of aligning technical assistance with associated commodity aid,
training requirements and improved structural and systemic approaches in the
execution of the policy;

vi. Liaise with universities, colleges, and other appropriate institutions and
organizations to develop and implement programmes and other relevant issues;
and

vii. Take necessary measures to ensure effective and efficient implementation of the
policy.

The Malawi Institute of Education (MIE) will develop and evaluate the school curriculum
and coordinate in-service teacher training.

The Malawi National Examinations Board (MANEB) will administer national

examinations and develop examination syllabuses for all examinable subjects.

The Malawi National Commission for UNESCO will link government ministries, the
intellectual and civil societies with UNESCO.

The Malawi National Library Services (MNLS) will have the responsibility of promoting,
establishing, equipping and managing national libraries.

Teaching Service Commission (TSC) will take into account professional development
programs, teacher recruitment, promotions, and discipline.

Development partners and non-governmental organizations with potential interest will

cooperate with the Government in effective and efficient implementation of the policy.

The Ministry of Persons with Disability and the Elderly will advocate for equalization of
opportunities and rights of persons with disabilities.

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The Ministry of Health and Population will be responsible for prevention, detection, and
implementation of health interventions.

The Ministry of Information and Civic Education will be responsible for initiating
awareness raising on key issues of the policy.

The Ministry of Youth Development and Sports will be responsible for youth
empowerment and the promotion of sporting activities, recreation and provision of
sporting facilities to Malawi youth.

The Ministry of Gender, Children and Social Welfare will be responsible for
mainstreaming gender issues, safe guarding children and provide early childhood
education and adult literacy programs in the implementation of the policy

The Ministry of Finance will be responsible for funding education programmes and
related services.

The Ministry of Local Government and Rural Development will integrate education
activities into district development plans to promote decentralization.

The Ministry of Lands and Housing will provide advice on education infrastructure
design.

Office of the Director of Public Procurement will be responsible for procurement

oversight.

The National Audit Office will be responsible for oversight of prudent use of resources.

Universities and Colleges will ensure equitable access to higher education facilities for all
eligible Malawians.

Communities, families and parents will provide general management of schools, mobilize
resources, and provide learners with their physical and social needs.

Human Rights Institutions will provide advocacy for human rights, promotion and
protection of the rights of the child and interpretation of the law.

4.2 Implementation Plan

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The Ministry of Education, Science and Technology shall be responsible for translating
this policy into strategies and plans and ensure implementation of such plans in
partnership with all stakeholders.

A detailed implementation plan is contained in the Implementation, Monitoring and

Evaluation Strategy.

4.3 Monitoring and Evaluation

The MoEST and other key stakeholders shall all be responsible for monitoring the policy
from time to time, guided by the Monitoring and Evaluation Framework contained in the
Implementation, Monitoring and Evaluation Strategy document that accompanies this
policy. The Monitoring and Evaluation Section of the Planning Directorate shall take the
full responsibility of leading the monitoring and evaluation of this policy in collaboration
with all the relevant stakeholders at all levels of the education system

In addition, the Education Sector Research, Monitoring and Evaluation Framework for
ESIP II shall be utilized in tracking some of the key indicators of the implementation plan
of this policy on annual basis.
It is expected that the policy shall be evaluated every five years to measure impact of the
implemented policy statements.

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