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Here are some case studies of the valuable work that LCD is doing to improve education in Malawi: |
The Situation:
In 2008, LCD helped Bongo School to identify the key issues impacting on the school’s success. These included: insufficient teaching and learning materials, lack of toilets and safe drinking water, pupil/teacher ratio of 121:1 & poor punctuality by both teachers and learners.
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“There used to be no toilets. Everybody complained about the situation but nothing was done. The problem has now been reduced. Since the development of (our) School Improvement Plan, a number of toilets have been constructed at the school. We contributed K50.00 towards the project.”
Albert Sinclair, year eight pupil |
LCD Intervention: In 2008 representatives of the school participated in LCD’s School Improvement Planning (SIP) training which:
- helps by providing a platform for the wider community to contribute their opinions on school improvements
- enables school communities (Head teachers, teachers, PTA/SGB members, learners and community members) to identify key strengths and weaknesses in the functioning of the school and make plans for development
- encourages everyone with a stake in the school to play and active role in its development.
In 2009 members of the community attended additional SIP training sessions.
The Impact:
The school has developed its own School Improvement Plan and the community feels that a number of the problems identified prior to the SIP training have either been solved or reduced. There has been an overall improvement in the active involvement of the community in school life.
The school has developed its own School Improvement Plan and the community feels that a number of the problems identified prior to the SIP training have either been solved or reduced. There has been an overall improvement in the active involvement of the community in school life.
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“A number of problems have been solved. All stakeholders at the school are involved in SIP development. After developing the SIP, we try our utmost to implement the activities under each priority. SIP has helped us to be more organized and own our school. This helps us to combat the problems of the school. That is why we have managed to reduce the problems that the school has been facing,”
Mr. Leonard Chigwangwa, PTA chairperson |
2. Case Study: Direct Support to Schools pilot
In 2008 DFID recognized the value of LCD’s work by awarding us the contract for the Direct Support to Schools Pilot. Under current policy schools do not manage any discretionary funds of their own. This study is exploring the benefits of giving schools control over a budget of their own.
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“As sizes of classes are reduced, teaching and learning is effectively done and hence, improving performance of learners.”
Primary Education Advisor, Magomero Zone
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Objective: to design and implement a small-scale project delivering significantly scaled-up discretionary support to 22 public primary schools to generate future policy decisions on Direct Support to Schools.
Partners: DFID Malawi, MoEST
Timescale: Phase 1 (Apr – Dec ‘08)
Phase 2 (Apr - Dec ’09)
Phase 2 (Apr - Dec ’09)
Target: Improved quality of teaching & learning in Standards 1 to 3
Grant size: Phase 1: 575,000MK (£2,600) per school on ave. 920 MK (£4) per learner
Phase 2: 225,000MK (£1,000) per school on ave. 360 MK (£1.60) per learner
Phase 2: 225,000MK (£1,000) per school on ave. 360 MK (£1.60) per learner
LCD Innovations:
Several innovations have been developed through the pilot –
Several innovations have been developed through the pilot –
· A new per capita disbursement function for grants which factors in quality teacher pupil ratio
· Expenditure tracking system for effective monitoring at district level
· PTA/SMC training
· 5-day auxiliary teacher induction
· School notice-boards to promote transparency
"The enhanced DSS pilot in Dedza District has led to much policy discussion about the recruitment of volunteer teachers within MoEST and to some extent the decision by MoEST to recruit auxiliary teachers in early 2009 is attributable to the activities and consultations of the pilot.”
Mr. B. Banda, Dedza District Education Manager
The Impact:
There is evidence of positive impact on the following:
There is evidence of positive impact on the following:
· Pupil-teacher ratio reduced by 38% in Standard 1 to 3
· Standard 1 pupil per class ratio dropped 209:1 to 78:1
· Improved attendance and enrolment
· Over 150 auxiliary teachers recruited from the local community
· Community empowerment
· Enhanced capacity to plan, budget and allocate funds at a school level
3. Case Study: Special Projects
See attached document for report on Dzenza School special project.
· Standard 1 pupil per class ratio dropped 209:1 to 78:1
· Improved attendance and enrolment
· Over 150 auxiliary teachers recruited from the local community
· Community empowerment
· Enhanced capacity to plan, budget and allocate funds at a school level
3. Case Study: Special Projects
See attached document for report on Dzenza School special project.
