09 annex9_study in the northern division

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Yoshihito NAKAYAMA

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Re ort o Field Surve in North Division （別添９）

REPORT

OF

FIELD SURVEY

IN

NORTH DIVISION

July 2003

Yoshihito NAKAYAMA

Education Planning Adviser

Ministry of Education, Science & Technology, Malawi



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<Contents>

１． P P U U R R P P OO S S E E S S OOF F T T H H E E F F I I E E L L D D S S U U R RV V E E Y Y ________________________________3

22． S S C C H H E E D DU U L L E E A A N N D D P P L L A AC C E E V V I I S S I I T T E E D D ___________________________________3

33． P P E E R R S S OO N N S S I I N N T T E E R RV V I I E E W W E E D D W W I I T T H H ____________________________________3

4 4 ． D D E E T T A A I I L L S S OOF F D D I I S S C C U U S S S S I I OO N N S S OO R R I I N N F F OO R R M M A AT T I I OO N N OO B BT T A A I I N N E E D D ____________3

4-1: North Divisional Education Office_________________________________________3

Observations/Issues: _________________________________________________________3

Proposed Actions ____________________________________________________________4

4-2: Mzuzu District Education Office __________________________________________4

Proposed Actions ____________________________________________________________4

4-3: Nkhata Bay District Education Office ______________________________________5

Observations/Issues on NIPDEP pilot project: ____________________________________5

Proposed Actions: ___________________________________________________________5

4-4: Mzuzu University ______________________________________________________5

Basic Information: __________________________________________________________5

Progress of Hands-on Learning Mathematics and Science for Secondary Education

(INSET supported by USAID): ____________________________________________________6 Proposed Actions: ___________________________________________________________6

Annex 1: List of Main Persons Interviewed with _______________________________________7

Annex 2: School Visits Profile _______________________________________________________8

Annex 3: NIPDEP Project Sites for Construction _______________________________________14



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１．PPUUR R PPOOSSEESS OOFF TTHHEE FFIIEELLDD SSUUR R VVEEYY

To study the needs on capacity building for education officers/academic

staffs/specialists in education sector; To study the status quo of the administrative aspects of education

offices/institutions at divisional and district levels;

To follow up NIPDEP pilot project at Nkhata Bay district.

22．SSCCHHEEDDUULLEE AANNDD PPLLAACCEE VVIISSIITTEEDD

Activities/Visiting Place Stay

1 Sun 13 July Move to Mzuzu Mzuzu

AM North Divisional Education OfficeMzuzu District Education Office

2 Mon 14 JulyPM

Visiting 2 primary schools and 2secondary schools (CDSS, conventional)

Mzuzu

AMMove to Nkhata Bay

Nkhata Bay District Education Office3 Tue 15 JulyPM Visiting project sites of NIPDEP

NkhataBay

AM Nkhata Bay District Education OfficeMove to Mzuzu4 Wed 16 July

PM Mzuzu University

Mzuzu

AM Mzuzu UniversityCollecting Questionnaire

5 Thu 17 JulyPM

Collecting Questionnaire and additionalstudy at Primary and Secondary Schools

Mzuzu

7 Fri 18 July Move to Lilongwe

33．PPEER R SSOONNSS IINNTTEER R VVIIEEWWEEDD WWIITTHH

Please refer to Annex 1

44．DDEETTAAIILLSS OOFF DDIISSCCUUSSSSIIOONNSS OOR R IINNFFOOR R MMAATTIIOONN OOBBTTAAIINNEEDD

4-1: North Divisional Education Office

Observations/Issues:

1) The schools in urban city like Mzuzu face the problem of law participation and

contribution from communities.

2) The enrolment is expanding extraordinary, especially in the suburb of the city.

3) In terms of the number of primary teachers, Mzuzu urban has little problem.



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4) NIPDEP pilot project is almost on the schedule.

5) A cluster system at secondary education practically is not functioning.

6) The quality control in private secondary education is serious condition in someunapproved schools.

Proposed Actions

1) Identify and priotraise issues facing at school level in secondary education;

2) Encourage MoEST and PRISAM (Private Schools Association in Malawi) to

inspect private secondary school which have not satisfied minimum requirement as

educational institutions;

3) Encourage the North Divisional Office to be transparent on disbursement of thebudget in each district.

4-2: Mzuzu District Education Office

1) There are so many unapproved CDSS (117/167 total CDSS) so that the capacity to

accommodate primary graduates is so limited and the quality of education at

secondary level is vulnerable.

2) The PSLCE pass rate in 2002 was not preferable, that was about 65% (1,921

passed out of 2,943 entered) below the national average.3) Moreover, the capacity for secondary education is so limited (only 362; 180 boys,

182 girls well-gender balanced) for conventional secondary and 250 for CDSS were

selected) that the demand of education among people has turned to private schools

which have not satisfied the minimum requirement as institutions that provide

secondary level.

4) The shortage of office vehicles and motorcycles PEAs or other education officers

from conducting effective activities.

5) A budget allocation to each district education office within the North Division is

unbalanced and that process is not transparent.

6) PEAs are given an insufficient professional reward in terms of their grade in civil

servants (CEO) and clear guideline for their career development.

7) More training opportunities are wanted among officers at district level.

Proposed Actions

1) Clear career/professional development paths for officers at district education

level, especially, for PEAs should be considered with the development fair

performance assessment tools;



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2) Procurement of office equipment/vehicles is critical for effective implementation

and management of District Education Plans in same line with PIF.

4-3: Nkhata Bay District Education Office

Observations/Issues on NIPDEP pilot project:

1) The logistics to be disbursed budget for each taskforce is delayed so that the

preparation for implementation of the pilot project seems to be affected. (That

delay is brought about by the submissions of insufficient documentations from the

district to JICA team)

2) The sites in which classrooms or teacher houses are planned are well selected in

terms of the emergent conditions.3) However, some of the sites have water problem, the shortage of bricks and seem to

be facing the problem of accessibility so that those should be considered before the

construction launches.

4) It is advisable for employed consultants to visit the sites regularly to check the

progress of construction.

Proposed Actions:

1) The capacity of handling logistics for proceeding NIPDEP pilot projects should be strengthen;

2) NIPDEP JICA team and core members are advisable to give more technical

advice on the process of pilot project in each pilot district.

4-4: Mzuzu University

Basic Information:

1) Structure: I) Faculty of Education

Department of: Humanities;

Language and Literature;Mathematics;

Education;

Teaching Studies

II) Faculty of Environmental Science

Department of Forestry

* Planning to establish department of land and survey by 2004

2) Enrolment: I) Faculty of Education: 374

II) Faculty of Environmental Science: 48

Total: 422

This year 62, the first cohort were graduated from the Faculty



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of Education

3) No. of Academic

Staffs:

Professors: 10

Lectures: 27 of Master holders, 24 of B.A. holders

2 professors from Fullbright scholarship scheme (one for director of research, the other for professor of education)

4) Tuition 321,000MK/year (50,000MK is paid by students and the rest

is subsidised by the government)

5) Partnership with

other development

partners

Conducting INSET for secondary teachers collaborating with

USAID

6) Shortage of staffs Staffs for science and math department are critical.

Filling number of post/establishment post

Physics 0/2, Biology 3/3, Chemistry 0/3, Mathematics 5/10

Total 8/18 (44%)

Progress of Hands-on Learning Mathematics and Science for Secondary

Education (INSET supported by USAID):

The project launched in January, 2003 collaborated with Davenport University, U.S.

supported by USAID. The duration is between January to December 2003.

The project has threefold;

1) Jan. 2003: Dr. Hide visited Malawi to visit educational institutions related to

teacher development and education so that the introduction of the

overall project was presented,2) Apr. 2003: Workshop at Mzuzu University to demonstrate hands-on teaching

methods from U.S. Team to Malawian counterparts,

3) 1st week of Aug.: Conducting INSET for 100 secondary teachers in the North

Division (Rrumpi, Nkhata Bay and Mzuzu districts), 3days

workshop which will be held at Mzuzu University

After the project, Mzuzu is planning to present the next proposal to follow up

activities; however, it is not pursuing the institutionalisation of INSET at secondaryeducation in targeting areas.

Proposed Actions:

1) Need to promote collaboration with Domasi College of Education in the area of

INSET for secondary education;

2) Mzuzu required regular feed back of the INSET activities to MoEST and other

development partners.



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Annex 1: List of Main Persons Interviewed with

Mr. Ziba Senior Planner, North Divisional Education OfficeMrs. S. Nylednda DEM, Mzuzu District Education Office

Mrs. A. Sichinga PEA, District Education Office

Mr. B. Banda DEM, Nkhata Bay District Education Office

Mr. J. Kwilimbe Assistant Registrar, Mzuzu University

Mr. F. Lungu Head of Science Department, Mzuzu University



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Annex 2: School Visit Profile

MMCCHHEENNGGAAUUTTUUWWAA PPR R IIMMAAR R YY SSCCHHOOOOLL Basic Information:

1 Students Enrolled: Enrolled

Boy Girl Total

Standard 1 410 407 817

Standard 2 205 223 428

Standard 3 295 307 602

Standard 4 204 208 412

Standard 5 194 205 399

Standard 6 199 215 414

Standard 7 207 215 422Standard 8 128 143 271

Total 1,842 1,923 3,765 2 Number of Teachers &

their qualifications:

Total: 51,

* Qualification

JCE MSCE Total

Male 2 5 7

Female 28 16 44

Total 30 21 51

P8 PT1 PT2 PT3 PT4 TT

Male - - 1 2 3 1

Female - - - 6 25 12

Total - - 1 8 28 13

* 3 teachers out of 13 with TT will complete SSTEP

programme at Domasi September 2003, so that the

number of teachers who are under qualified will be 10.

3 Facilities: 8 classrooms (2 classrooms×4 blocks), 1 teacher

house sharing with head teacher’s office

Established in 1999 under Primary Education Project

supported by the World Bank,* Some facilities such as teachers’ houses have left

uncompleted and that are used for classrooms and

head teacher’s office

4 Performance: In 2002, PSLCE; 116/172 (67.4%) passed, only 13

selected to conventional secondary schools and 11

selected to CDSS



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Challenges/Issues

1) Shortage of Classrooms (requested to DEM or MASAF but no response so far);

2) Staff room;3) Teachers’ houses;

4) Furniture;

5) Sanitary facilities (Toilets);

Areas Necessary for Support

Classroom constructions (Pupil: Classroom Ratio = 470:1)

Preparation for “Education Day” Well school managed!

Improvised Classrooms initiated by

Community



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CCHHIIPPUUTTUULLAA PPR R IIMMAAR R YY SSCCHHOOOOLL

Basic Information1 Students Enrolled: Enrolled

Boy Girl Total

Standard 1 235 244 479

Standard 2 186 222 408

Standard 3 295 344 639

Standard 4 232 250 482

Standard 5 140 172 312

Standard 6 107 139 246

Standard 7 116 145 261

Standard 8 88 113 201

Total 1,399 1,629 3,028 2 Number of Teachers &


Total: 61 (Male: Female = 11:53

16 temporary teachers

3 Facilities: 8 classrooms (2 classrooms×4 blocks) for 46 classes

1 administration block

1 head teacher’s house

250 plastic chair; Supplies Unit

10 plastic chair: School Committee

96 sets of desk and chair

Double shift: 1-2, 7-8: morning session, 3-6: afternoon

sessionEstablished in 1994 supported by IDA

4 Performance:

* The number of students who are selected to secondary

* In 2000/01, PSLCE; 70 passed out of 108

Year Boys Girls

1994/95 19 17

1995/96 30 27

1996/97 15 20

1997/98 13 12

1998/99 9 9

1999/2000 9 12

2000/01 12 13

Achievements

Conducting INSET within a school using the idea of “Joyful Learning” supported by

UNICEF;

Challenges/Issues

1) Lack of facilities;

2) Security issues (vandalism within the community);



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3) Teachers’ houses;

4) Toilets

Areas Necessary for Change

1) Unclear performance assessment for teachers and unclear career development;

2) Unmet school calendar with examination schedule (exam period from Sep. to Jan

affects school calendar so that it is difficult to finish all syllabus)



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MMAASSAASSAA CCDDSSSS

Basic Information:1 Students Enrolled: Boys Girls Total

Form 1 32 38 70

Form 2 37 35 72

Form 3 40 30 70

Form 4 - - 64

Total - - 276

2 Number of Teachers &


Total: 13 (Male: Female = 7:6)

All staffs are MSCE holders, and 5 of which are the first

cohort of SSTEP project then will be upgraded to

diploma)

3 Facilities: 3 classrooms and 1 library (2 blocks), 1 staff room

74 sets of desk and chair

4 Performance: In 2002, 27 passed and 2 selected out of 50 candidates

Facing Critical Issues

The school is under primary premises so that they are required to move out the

facilities they are now using for secondary education. The facility they are planning to

move from the next term (MASAF supported in 2001) has only one block (2

classrooms) one teacher house which would cause another problem in school

management.

Challenges/Issues

1) Shortage facilities;

2) Lack of learning materials

Areas Necessary for Support

Support for construction of new classrooms



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K K AATTOOTTOO SSEECCOONNDDAAR R YY SSCCHHOOOOLL

Basic Information:1 Students Enrolled: Boys Girls Total

Form 1 97 104 201

Form 2 114 91 205

Form 3 108 65 173

Form 4 146 102 248

Total 465 362 827

* 24 classes

* Double shift system

2 Number of Teachers &


Total: 39

2 unqualified (1 female and 1 male)

3 Facilities: 20 classrooms, 1 library, 1 multipurpose-library, 1 Home

Economics Library, 13 teachers’ houses, administration

blocks

4 Performance: In 2002, 143 passed 62 selected out of 214, the highest

passing rate in government shools

Challenges/Issues

Shortage of teachers

Suggestions from Schools1) “Agricultural Science” teachers should be trained at Domasi College of Education

not at Bunda College of Agriculture for graduates of Banda are not stable to teach

at secondary schools;

2) The school is willing to play a key role in cluster system in the are so that the

facilities such as additional library or office equipments such as computer, fax,

telephone are ought to be strengthen and

modernised;

3) Head teacher’s office should be enlarged

09 annex9_study in the northern division

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