Camps to Classroom: Practice-based teacher training for literacy in Malawi

• In Event: The Power of Practice: Effective practice-based teacher learning models

Proposal

In 2017, the Malawian Ministry of Education introduced the National Reading Program (NRP) to improve literacy among early grade learners through improved instruction, community and parental support, development and provision of improved teaching and learning materials, and enhancing teacher’s pedagogical skills in reading instruction.
Unfortunately, on recent national assessments, Malawian 4th grade students performed far below international standards for reading performance. Other assessments found only 22% of Grade 1-4 teachers were applying NRP methodologies. Significant challenges remain to ensuring universal literacy for Malawian students, including high learner absenteeism, high pupil-teacher ratios, inadequate school facilities, and capacity gaps in school supervision and inspection.
The USAID/Malawi Next Generation Early Grade Reading (NextGen) Activity, implemented by Chemonics International, will solidify and build on the NRP achievements so far. The Activity's goal is that at least 30% of Malawian second grade students demonstrate minimum grade-level reading proficiency in Chichewa, measurable improvements in English oral expression, and measurable improvements in essential sub-skills of English reading.
To support teacher’s ability to consistently and correctly implement the NRP, NextGen hosted facilitators and trainers in a two-week “camps to classroom” program. The first week consisted of empowering teacher-training programs. Teachers learned to make decisions regarding learner progress, divert from the script as needed to incorporate evidence-based, high-impact teaching techniques, deploy Universal Design for Learning (UDL) activities, and use supplementary learning materials. Teachers then applied their newfound skills and knowledge in the Mnzanga Tiwerenge (My Friend, Let’s Read) remedial reading camp. NextGen selected Pair/Share (referred to as Think, Pair, Share) and Positive Narration as two methods which would expedite learning, focus the teacher’s learning objectives, and align with the NRP.
Immediately following the program, anecdotal evidence indicated high enthusiasm for building on familiar classroom and teacher training practices, empowering teachers to incorporate UDL methods to support learning, and limiting the amount of information to be mastered during the training. Participants also appreciated the peer-to-peer practice during the training, additional school-based practice during Mnzanga Tiwerenge, and expert mentoring during Mnzanga Tiwerenge daily de-brief sessions. Despite concerns about attendance during a rainy holiday period, NextGen reported high turnout in all locations including, in Malawi’s southern Thyolo city, students who had not attended school all term.
In January 2023, NextGen trained NRP monitors to conduct teacher and learner focus groups and observe classroom behaviors in the 12 districts connected to the training program. After the CPD Monitors returned from the field, NextGen held a debrief to review aggregated data. Preliminary data reveals that teachers continue to implement Pair/Share in 65 of 74 surveyed classrooms (88%), morning greeting in 55 classrooms (74%), and positive narration (89-94%) effectively. Head teachers reported increased teacher and learner attendance and punctuality, and increased parent engagement with the school.

Authors

• Terry Giles, Chemonics

• Audrey Spencer, Chemonics International