Gender Sensitive Educational Policy and Practice: The Case of Malawi

Maluwa-Banda, Dixie

doi:10.1023/b:pros.0000026680.92752.3b

Cited by 14 publications

(13 citation statements)

References 2 publications

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“…Children progress to the next school year based on their level of attainment rather than their age. Repetition rates are prevalent in the first four years of primary school (Maluwa‐Banda, ). It is common for a class to include children with a wide range of ages.…”

Section: Methodsmentioning

confidence: 99%

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Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa

Pitchford

Chigeda

Hubber

2019

Developmental Science

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Globally, gender differences are reported in the early acquisition of reading and mathematics as girls tend to outperform boys in reading, whereas boys tend to outperform girls in mathematics. This can have long‐term impact resulting in an under‐representation of girls in Science, Technology, Engineering and Mathematics subjects. Recent research suggests that sociocultural factors account for differences across genders in the acquisition of these foundational skills. In this study, we investigated whether a new technology‐based intervention, that included activities accessible to both boys and girls, can reduce gender differences from emerging during the early primary school years. The novel instructional method used in this study employed apps developed by onebillion© delivered individually through touch‐screen tablets. Over a series of experiments conducted in Malawi, a low‐income country in sub‐Sahara Africa, we found that when children were exposed to standard pedagogical practice typical gender differences emerged over the first grade (Experiment 1). In contrast, boys and girls learnt equally well with the new interactive apps designed to support the learning of mathematics (Experiment 2) and reading (Experiment 3). When implemented at the start of primary education, before significant gender discrepancies become established, this novel technology‐based intervention can prevent significant gender effects for mathematics. These results demonstrate that different instructional practices influence the emergence of gender disparities in early mathematics. Digital interventions can mitigate gender differences in countries where standard pedagogical instruction typically hinders girls from acquiring early mathematical skills at the same rate as boys. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=55x-6hhAY9M&feature=youtu.be

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Section: Methodsmentioning

confidence: 99%

“…Descriptive statistics of the sample composition are given in the first four years of primary school (Maluwa-Banda, 2004). It is common for a class to include children with a wide range of ages.…”

Section: Participantsmentioning

confidence: 99%

Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa

Pitchford

Chigeda

Hubber

2019

Developmental Science

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“…Malawi follows an 8-4-4 education system which is composed of primary schools, secondary schools and University. This means that primary school, secondary school and university education takes 8 years, 4 years and another 4 years to complete respectively [2]. With a population of approximately 16 million, Malawi has a total of 4,449,000 pupils enrolled in primary and secondary education.…”

Section: Context Settingmentioning

confidence: 99%

An ICT Model to Enhance Teaching and Learning in a Resource Constrained Setting: A Case of Malawi

Pankomera¹,

Greunen²

2016

IFIP Advances in Information and Communication Technology

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Information and Communication Technologies (ICTs) play a pivotal role in enhancing learning and teaching at all levels of education across the globe. Many developed countries appreciate that the use of ICTs has improved the quality of education. Developing countries such as Malawi have also incorporated ICTs in various curricula of programmes at all levels of education. Unfortunately, these resource constrained countries face a number of challenges in gleaning the maximum benefits of ICT in education sector. This paper discusses the fundamental challenges underlying ICT development in the education system in Malawi. Some recommendations have also been made on how to mitigate the challenges that are encountered in the education sector in Malawi. The paper further advances the notion that the ICT intervention in education can be meaningful and effective if all stakeholders such as government, private sector, policy and decision makers, communities, students, teachers and international agencies are engaged at all levels of the education system. An attempt has also been made to compare different models of implementing ICT in the education system in a resource constrained environment. The paper finally proposes an inclusive model for the ICT intervention in education system in Malawi.

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“…The transition rate is less than 20% (Maluwa-Banda, 2003). Students are admitted into various government secondary schools through a government-initiated selection system that is based on the PSLCE.…”

Section: Introductionmentioning

confidence: 99%

Transition and Tertiary Education: A Case Study of Mzuzu University, Malawi

Zozie

Kayira

2012

Research in Comparative and International Education

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This article reviews the role of guidance and counselling in Malawi in reducing dropout and easing the transition of students to tertiary education, as well as in helping them during their time in tertiary education. It begins by identifying key success factors in guidance and counselling services for learners in both developed and developing countries. The article argues that the provision of viable secondary school careers guidance and changes to the university counselling programme could reduce the dropout rate and create a smoother transition for students during tertiary education with a positive impact on learning progression. The rationale for integrating guidance and counselling between school and tertiary provision is then explored. Drawing on case-study research carried out at Mzuzu University (MZUNI), the article presents findings on the preparation of students at secondary school for university education, the relationship of subjects offered at secondary school to courses pursued at university and the challenges faced by students as they start university and progress through the levels. The article concludes with some recommendations for enabling smoother transitions through the integration of school guidance and counselling in learning institutions.

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Gender Sensitive Educational Policy and Practice: The Case of Malawi

Cited by 14 publications

References 2 publications

Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa

Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa

An ICT Model to Enhance Teaching and Learning in a Resource Constrained Setting: A Case of Malawi

Transition and Tertiary Education: A Case Study of Mzuzu University, Malawi

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