Evaluating the effectiveness of the Malawi primary education policy within the context of the SDGs

Sichone, Maria (2019-04)

Thesis (MPA)--Stellenbosch University, 2019.

Thesis

ENGLISH SUMMARY : Education is considered one of the most important keys to the development of a country. Leaders worldwide concur with this notion and this is why nations have undergone various education reforms over time. The year 1994 was of particular historical significance to the nation of Malawi as it was the year that free primary education was introduced. This was as a result of Malawi’s participation in the international Jomtien conference in 1990. Since 1990 Malawi has since been a member of a number of international coalitions aimed at tackling development agendas such as the Millennium Development Goals (MDG) and the more recent Sustainable Development Goals (SDG). Through such coalitions, the nation has adapted and refined its policies. The purpose of this study is to evaluate the effectiveness of the Malawi primary education policy, given the considerable number of years since the introduction of the free primary education policy in Malawi, to determine the extent to which it gives effect to the Sustainable Development Goals for education policy over time. A longitudinal approach was adopted in order to observe the effectiveness of the policy since its introduction in 1994. The study commences by providing an overview of the notion of development and how it has evolved over time. A linkage is then identified through the literature review on how education is a means to development. Various internationally recognised education indicators which form the basis for measuring success in education were discussed and further narrowed down for the purposes of this research. The study tracked selected input, process and results indicators in the education system as a means of reviewing progress in the achievement of the education policy and development results over the implementation period of the free primary education policy. The study was limited to the secondary data available in the public domain, primarily from UNESCO and the World bank. The results suggest that the policy is working to a certain degree; however, challenges remain in terms of funding and successful implementation of the policy. On the basis of such findings, the main recommendations provided in the thesis are aimed to improve the implementation process.

AFRIKAANSE OPSOMMING : Onderwys word as een van die belangrikste sleutels tot die ontwikkeling van ’n land gesien. Leiers wêreldwyd gaan akkoord met hierdie opvatting en dit is waarom nasies oor tyd verskeie onderwyshervormings ondergaan het. Die jaar 1994 was van besondere historiese belang vir die burgers van Malawi, aangesien dit die jaar was wat gratis primêre onderwys ingestel is. Dit was ’n gevolg van Malawi se deelname aan die internasionale Jomtien-konferensie in 1990. Na aanleiding van die internasionale koalisie van 1990 en sedertdien het Malawi ’n lid van ’n aantal internasionale koalisies, gerig op die aanpak van ontwikkelingsagendas soos die Millenniumontwikkelingsdoelwitte (MDG’s) en die meer onlangse Volhoubare Ontwikkelingsdoelwitte (SDG’s), geword. Vanweë sodanige koalisies kon die land sy beleid aanpas en verfyn. Die doel van hierdie studie is om die doeltreffendheid van die Malawi- primêre onderwysbeleid te evalueer, gegewe die aansienlike aantal jare wat verloop het sedert die instelling van die beleid oor gratis primêre onderwys in Malawi, ten einde te bepaal in watter mate dit oor tyd uitvoering aan die SDG’s vir onderwysbeleid gegee het. ’n Longitudinale benadering is gevolg om die doeltreffendheid van die beleid sedert die instelling daarvan in 1994 te evalueer. Die studie begin met ’n oorsig oor die idee van ontwikkeling en hoe dit oor tyd ontvou het. Vervolgens word ’n verband aan die hand van ’n literatuuroorsig aangedui met onderwys se rol as ontwikkelingsmiddel. Verskeie internasionaal erkende onderwysaanwysers, wat die basis vir die meting van onderwyssukses vorm, word bespreek en verder verfyn vir die doeleindes van hierdie navorsing. Die studie ondersoek geselekteerde inset-, proses- en resultaataanwysers in die onderwysstelsel as ’n wyse om die vordering met die bereiking van die onderwysbeleid en die ontwikkelingsresultate oor die implementeringstydperk van die gratis primêre onderwysbeleid te hersien. Die studie is beperk tot die sekondêre data wat in die openbare domein beskikbaar is, hoofsaaklik van UNESCO en die Wêreldbank. Die resultate wys dat die beleid tot ’n mate werk, alhoewel uitdagings bestaan wat betref die befondsing en suksesvolle implementering daarvan. Gegrond op sodanige bevindings is die hoofaanbevelings in die verhadeling daarop gemik om die implementeringsproses te verbeter.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/106083
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