The Effect of Early Childhood Education Training on the Knowledge and Skills of Caregivers and Primary School Teachers in Malawi

• In Event: Teacher education, pedagogy, and professional development

Proposal

Early childhood is a critical stage that fosters physical, socio-emotional, cognitive, and language development, serving as a preparatory period for later formal education. However, in low- and middle-income countries, pre-primary enrollment remains significantly lower than primary enrollment. In sub-Saharan Africa, for example, only 49% of children attended pre-primary education (UNESCO, 2024). Beyond access, improving the quality of pre-primary education is equally vital. In Malawi, only 47.3% of caregivers have received formal training, highlighting the need for expanded training opportunities. This study therefore analyzes the effects of early childhood education (ECE) training on the knowledge and skills of caregivers and primary school teachers in Malawi.
Pre-primary education in Malawi began spreading in the 1950s through missionary work, with government involvement beginning in the 1970s. In the 1980s, UNICEF supported the establishment of Community-Based Childcare Centres (CBCCs). By the 1990s, pre-primary education had divided into two main types: fee-charging nursery schools and free CBCCs. The government issued its first Early Childhood Development (ECD) Policy in 2003, followed by the Basic ECD Training Manual in 2020 and the National Integrated Early Childhood Development Curriculum (Levels 1–3) in 2021. Thus, pre-primary education in Malawi has undergone rapid institutionalization in recent years. Today, about half of urban facilities charge fees, whereas in rural areas, only around 20% do, with roughly 80% operating as free CBCCs (MoGCDSW, 2021). Accordingly, this study focused on rural CBCCs.
Training materials, including the Caregiver Support Book based on the national ECE curriculum, were developed alongside manuals and guidebooks for caregivers. These resources covered child development, health, nutrition, activity planning, and facility management, and served as the core text for training. The Ministry of Gender, Community Development, and Social Welfare (MoGCDSW), district social welfare offices, and early childhood specialists ensured the content was locally and culturally relevant. Materials were produced in both English and Chichewa, Malawi’s official language.
The training was held in early September 2024 in Nkhata Bay District, northern Malawi, over three days. Thirty-eight participants attended: four District Social Welfare officers, two District Education officers, three community child protection workers, 15 caregivers from five CBCCs (three per facility), and 14 teachers from seven primary schools (one head teacher and one lower-grade teacher per school). Since nearly half of Malawian children enter primary school without attending pre-primary, the program targeted both caregivers and primary school teachers to strengthen educational continuity.
To assess the training’s impact, participants completed pre- and post-training questionnaires. The survey covered (1) knowledge and understanding of ECE-related skills and (2) confidence in applying training content in practice. In March 2025, follow-up field research was conducted at five CBCCs and six primary schools where participants were based. Semi-structured interviews and observations were carried out with 15 caregivers, three child protection workers, 22 community members, and seven teachers to examine the application of acquired knowledge and skills. Questionnaire data were analyzed using descriptive statistics and paired t-tests, while interview transcripts and observation notes were analyzed thematically through coding, categorization, and pattern analysis.
The results showed significant post-training improvements in participants’ understanding of child development, activity planning, health and nutrition, and caregiver roles. Most differences were statistically significant with large effect sizes, though overall training scores and caregiver roles showed smaller effects. Despite lasting only three days, the training substantially improved knowledge and skills. However, improvements in participants’ confidence were more limited: only two items, nutrition education boards and activity planning, showed gains, with only activity planning reaching statistical significance with small effect size. This suggests that while knowledge increased, the short training period was insufficient to build strong confidence in applying the content.
The follow-up study, conducted six months later, found that caregivers had retained much of their learning. Participants reported practice changes, including improved activity planning, greater child engagement, enhanced health and nutrition practices, and stronger collaboration with community members. Nonetheless, implementation varied by facility. For example, Facility E actively used activity plans and nutrition boards developed during training, with both caregivers and community members reviewing and applying them. Facility D established a school garden cultivating sweet potatoes and maize to support child nutrition. Facilities A and C progressed in activity planning, though to differing degrees: Facility C introduced new activities, while Facility A showed minimal change. Facility B exhibited the least progress overall.
Taken together, these findings suggest that while short-term training can significantly improve knowledge and skills, enhancing the quality of early childhood education in Malawi requires sustained support systems and opportunities for ongoing practice.

Author

• Kyoko Taniguchi, Hiroshima University