This paper examines the school-based component of the MIITEP teacher training programme and discusses how far it is being effectively implemented. The sample for the research was drawn from two training colleges and included tutors, advisors and trainees, as well as headteachers from the schools. The main methods used were structured interviews and focus group discussions. A key conclusion is that the effectiveness of school-based training is heavily dependent on the support of the Teacher Development Unit. Furthermore, there was little evidence of pedagogical approaches encouraged in training being used in schools, and trainees lacked professional support in this area, suggesting the need for more training of headteachers and more coordination between different managers of the school-based programme. On the other hand, the day-to-day experience of working in schools provided an opportunity for concrete learning in relation to lesson planning, classroom management and other skills. It also notes that there tended to be less supervision than might be expected and when it was done it was focused primarily on assessment. Also, zonal workshops were regarded as very useful and assignments and projects, though time-consuming, were seen to be academically engaging. Key recommendations include: a clearer schedule for zonal meetings, supervision and assessment; better resourcing for the managers of school-based training and more collaboration between them; and a need to rationalise the system of country-wide assessment by drawing on the skill and expertise of the Primary Education Advisors in the process of assessment. It also recommends more consideration of the specific needs of women teachers.
Sussex, UK: Centre for International Education, 50 pp.
Discussion Paper 12. The Malawi Integrated In-Service Teacher Education Programme and its School-based Components.