CBMP Analytical Report Part 1 - Transparency and Accountability ...

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Table 2: Academic Qualifications for Primary School Teachers Qualification level Frequency Valid Percent Cumulative Percent Valid JCE 57 23.3 23.3 MSCE 184 75.1 98.4 Diploma 2 .8 99.2 GCE 2 1 .4 99.6 Cambridge Certificate 1 .4 100.0 Total 245 100.0 Total 300 Source: Authors Analyzed Raw Data Out of all teachers interviewed, 23% have Junior Certificate of Education (JCE) academic qualifications with the rest being qualified higher. The teaching service has had a minimum qualification standard of JCE in the recent decades, and raised it to Malawi School Certificate of Education (MSCE) academic qualifications in early 2000. Thus many teachers that have JCE qualifications have more years of experience than those on MSCE, which in turn off-sets the deficiency. This means that delivery of quality education services is very possible since the sector has more or less enough personnel qualified to minimum standards. While the above are academic qualifications, for one to become a teacher, he/she must go for professional training at the Teachers Training Colleges (TTC) in Malawi. It is after attending this training at these colleges that one is either qualified or is still a trainee. Among those that are described as ‘qualified’, they are graded according to qualifications, years of experience and promotion attended. The figure below shows the teacher types (according to whether they have undergone full teacher training and are certified or not). 2 GCE means General Certificate of Education, usually Internationally obtained 11
Figure 1: Teachers Qualifications (Source: Authors Analyzed Raw Data) The figure shows that at Percentage 100 80 60 40 least 96.1% of the teachers are qualified. This is an impressive standard setting which 20 would contribute 0 Qualified None Month to Other Series1 96.1 0.7 2.9 0.4 Teacher Type towards delivery of quality teaching services holding everything else constant. In addition to qualifications, the study confirmed that 67.3% have more than 10 years experience in teaching, 19.3% have 6-10 years of teaching experience and 5.1% have 3-5 years of teaching experience. Only 8.1% has less than 3 years experience in the teaching service delivery. Coupled with standard qualifications, the teaching experience would greatly enhance delivery of quality teaching service in the education sector. 3.2 Factors Affecting Delivery of Quality teaching Services While the education sector has the highest civil service employment levels, it has many other issues that de-motivate teachers in their course of service deliver. The study unearthed a number of things; 3.2.1 Teachers Grading System The study found out that even though many teachers are qualified and have a lot of experience, the issue of promotion is not going according to their expectations. Earlier in this report, statistics show that only 8.1% has three (3) years and less of teaching experience. On the other hand, the governance tools in the education sector have it 12
Page 1 and 2: FINAL REPORT PUBLIC EXPENDITURE TRA
Page 3 and 4: LIST OF FIGURES Figure 1: Teachers
Page 5 and 6: ACKNOWLEDGEMENTS The Community Base
Page 7 and 8: teachers (the majority in Mulanje)
Page 9 and 10: • There is also need to institute
Page 11 and 12: (TAP) in order to conduct a Public
Page 13 and 14: 1.3 Scope of Work To achieve this p
Page 15 and 16: Having agreed on the above, pre-tes
Page 17 and 18: 3.0 STUDY FINDINGS 3.1 Demographic
Page 22 and 23: that teachers are eligible for prom
Page 24 and 25: which might deter their commitment
Page 26 and 27: exacerbated by the fact that teache
Page 28 and 29: the study found out that there is n
Page 30 and 31: The table above shows that teachers
Page 32 and 33: According to the teachers, the abov
Page 34 and 35: service even further especially in
Page 36 and 37: 56.3% of the schools affected, clas
Page 38 and 39: may be tempted to say, is collected
Page 40 and 41: Table 8: Variable How teachers cope
Page 42 and 43: 3.3 Government Efforts 3.3.1 New Me
Page 44 and 45: it is not yet realized at higher ad
Page 46 and 47: • The mode of salary access is al
Page 48 and 49: esponsible should create village ag

CBMP Analytical Report Part 1 - Transparency and Accountability ...

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