Journal of Emerging Trends in Educational Research and Policy Studies: Home

Abstract:
This paper focuses on some challenges of the democratization of the education process in Malawi following the advent of the Multi-Party Democracy in 1994. The paper analyzes issues of quality, relevance and equity that have punctuated reforms over the past two decades with particular reference to the Professional Development of Science Teachers in Community Day Secondary Schools (CDSSs). The first part offers a brief historical overview of the effects of the rapid expansion of the Secondary School Education Sector in Malawi since the late 90s. The second part discusses how Mzuzu University and the Ministry of Education, Science and Technology (MoEST) have together provided Teacher Professional Development. The third part presents a summary of the outcomes and/or lessons learnt from the Secondary School Teacher Improvement Project (SSTIP). It finally concludes by highlighting the Malawian experience that given the right support, both financially and materially, and coupled with a strong political will, the SSTIP Programme can potentially re-train under-qualified Science Teachers in pedagogical skills and subject matter to a level where they can cope with curricular changes, and update their skills in subject matter and more importantly, improve on their use of educational materials in the Secondary Schools.

Keywords: MoEST, SSTIP, CDSSs, Mzuni, IN-SET, Talular

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