Learning What Matters in Malawi

• In Event: Co-Producing Knowledge for Systemic Change: Collaborative Research for Education Transformation in a Divided World

Proposal

Skills development has become an urgent national priority as Malawi recognizes that a skilled youth population is vital for sustainable development. A transformed secondary education system is essential to improve learning outcomes and equip young people with relevant 21st-century skills. This study by CRECCOM explored how effectively Malawi’s secondary education system fosters these skills by examining policy implementation, cross-sector collaboration, and strategies to enhance 21st-century skills development. Employing a mixed-methods design, the study involved 20 schools across six education districts, engaging educators, policymakers, parents, and students. Quantitative data were analyzed using SPSS v20, while qualitative data were thematically analyzed with MaxQDA 2024, framed through the lenses of the three Cs (Capacity, Commitment, Cohesion) and four Ps (Purpose, Pedagogy, Position, Power) of education system transformation. Findings reveal strong governmental commitment demonstrated through numerous policies on 21st-century skills; however, significant gaps persist between policy intentions and practices at the school level. Cohesion within the educational ecosystem is weak. Chronic deficits in infrastructure, teacher preparation, and access to digital tools constrain the delivery of 21st-century skills. Divergent understandings of education’s purpose among educators, students, parents, and policymakers further complicate implementation. Critical challenges include teacher shortages, the prevalence of under qualified educators, and inadequate infrastructure and learning resources, which collectively undermine teaching and learning quality. Additionally, heavy donor dependence limits local policymaking power and ownership. To realize meaningful transformation, the Government of Malawi must invest in equitable resource allocation to build capacity, strengthen stakeholder commitment, redistribute power through more inclusive governance, and clarify the system’s purpose by reforming assessments and clearly communicating career pathways to parents and students.

Author

• Nephitaly Abel Benister, Creative Centre for Community Mobilisation