This paper looks at the potential role of initial teacher education in addressing gender inequities at different levels of the Malawian education system, and show how inequities at one level contribute to and reinforce inequities at other levels. The focus is on gender equity in the employment of teachers and teacher educators, although by discussing female teachers as role models, there is also some consideration of the promotion of gender equity in school achievement. The research on which the paper is based was carried out as part of a study of primary teacher education in Malawi, which is itself a sub-study of the MUSTER Project. The central argument of the paper is that as a result of the gender gap in education in Malawi, it is necessary to consider how teacher education policy might impact differently on women and men i.e. to mainstream gender in policymaking and implementation. The paper ends with a number of policy recommendations, which are as follows. Firstly, there is a need for more involvement of stakeholders in policy-making. Secondly, the entrance requirements for initial teacher education should not be raised and there is an argument for lengthening the residential component of training and providing more language support for teachers. Thirdly, more boarding accommodation should be provided for female teachers. Fourthly, support should be provided for teachers intending to upgrade their qualifications. Fifthly, there is a need for teachers' professional development to pay more attention to gender issues. Sixthly, qualified teachers with experience of implementing free universal primary education should be recruited as tutors in the training college and more opportunities for upgrading should be provided for college tutors.
Sussex, UK: Centre for International Education, 53 pp.