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

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3.3 Government Efforts 3.3.1 New Methods The Government of Malawi, Ministry of Education, Science and Technology, has initiated some efforts in the execution of teachers salaries albeit not necessarily targeting the quick receipt of teachers salaries. For example, currently there are efforts to decentralize the preparation of Teachers Pay-Roll so that it is prepared at district level. While this is intended to reduce the errors being experienced currently (e.g. names of teachers missing on the roll), it would be one of the efforts to ensure that the pay-roll is done in time to facilitate disbursement of the cash. However, the success of such as initiative would be based on the trust and confidence existing among the DEM, EDM and Ministry. The higher the level of confidence the higher authorities have in their local district counterparts, the faster the process of approval of the pay role [which will be prepared at district level but cash will be from higher authorities] and the faster the disbursement of funds for salaries. In similar efforts, the MOEST has been concerned with the security of the teachers’ salaries for long. There is usually the police force escort from the office of the DEM to the Zones to ensure that the huge sums of money reach the zones safely. However, the risk still remains with changing times, and more cases of robbery are reported in different sectors including incidences on teachers’ salaries. This has prompted the MOEST to pilot the MALSWITCH system in which every teacher involved is given a Card which is used at the Malawi Savings Bank. As explained earlier on, the Malswitch system delays the salaries even further at present depending on the distance of schools from the banks and the bank efficiency. 33
3.3.2 Policy and Planning a. The National Education Sector Plan (NESP) The study took cognizance that the vision of the MOEST is to be a catalyst for socioeconomic development, industrial growth and instrument for empowering the poor, the weak and the voiceless (NESP 4 2008; 1) [as education enhances group solidarity, national consciousness and tolerance of diversity (MGDS 5 2006:50)]. Furthermore the mission is to provide quality and relevant education to the Malawi nation (NESP 2008:1). To realize the vision and its mission in accordance with strategic priorities [namely, Basic Education, Secondary Education, Technical and Vocational, and Higher Education], the education sector defined three thematic areas of intervention during the ten year period of the current National Education sector Plan (NESP) (2008 – 2017), namely; 1. Expand equitable access to education to enable all to benefit 2. Improve quality and relevance of education to reduce drop out and repetition and promote effective learning 3. Improve governance and management of the system to enable more effective and efficient delivery of services While these interventions sound encouraging and comprehensive, a closer look at the whole NESP document reveals that there is no strategic action towards efficient delivery of salaries to teachers, neither the issue of teachers’ salary security. The third strategy, in which one expects to see the actions towards efficiency, only issues of accountability are taken into account. Overall, issues of teachers’ welfare are only recognized in the form of furthering their educational qualifications. This shows that 4 National Education Sector Plan (2008), MOEST, Lilongwe; Malawi 5 Malawi Growth and Development Strategy (2006), MOEPD, Lilongwe, Malawi 34
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 20 and 21: Table 2: Academic Qualifications fo
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 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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