Schools In Malawi Research Articles

School attainment and gender: Attitudes of Kenyan and Malawian parents toward educating girls

This paper compares the attitudes of Kenyan and Malawian rural parents to educating girls, using perceptions of gender-specific academic potential, educational aspirations and opinions on the gender appropriateness of primary school subjects and various careers. Suggestions are offered as to how these attitudes affect girls' educational attainment. The paper closes with a discussion of the ways that parents' attitudes affect girls' completion of primary school in Malawi and how the high wastage rate might be cut.

The Reconstruction of Schooling in Africa

Often regarded primarily as a lending institution, the World Bank has increasingly emphasized its role as a development adviser. Few, if any, other international institutions have a comparable concentration of development expertise and experience. Its investment in research surely exceeds that of most African countries and perhaps all of them combined. In some domains-education is a prime example-the World Bank's development advice may have as much influence on programs and policies as its loans. As it plays this role, the World Bank becomes more than a broker of relevant information. Directly and indirectly, it seeks to guide and manage the creation of knowledge and, in doing so, to set the standards for what has come to be called knowledge production. Implicit in the provision of foreign assistance to African education are several broad propositions about the relationships among research, knowledge, and public policy. Generally accepted uncritically, these propositions seem unexceptional, so obvious that they hardly require systematic presentation and supporting evidence. Embedded in these propositions is an increasingly influential conjunction of funding and research that has far-reaching consequences for African education and for African development in general. The understanding implicit in the assistance relationship begins with two related assumptions: education is essential for development, and education in Africa is currently in such disarray that it cannot fulfill its developmental role. From that starting point comes a third widely accepted proposition: foreign assistance is required to support new initiatives in education, to rehabilitate African education systems that have deteriorated in recent years, and to meet recurrent expenditures. A second set of propositions informs the determination of what sort of assistance is to be provided. Although foreign assistance is of course negotiated and thus subject to the exigencies and vagaries of politics, priorities and targets for foreign aid should be determined, it is generally assumed, on the basis of careful research on education and development. That is, reliable knowledge about education, both in general and in its role in African development,

Girls' Participation in Basic Education in Southern Malawi

Previous articleNext article No AccessFocus on GenderGirls' Participation in Basic Education in Southern MalawiJean Davison, and Martin KanyukaJean Davison Search for more articles by this author , and Martin Kanyuka Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 36, Number 4Nov., 1992 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447145 Views: 127Total views on this site Citations: 24Citations are reported from Crossref Copyright 1992 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Holger Strulik SCHOOL ATTENDANCE AND CHILD LABOR-A MODEL OF COLLECTIVE BEHAVIOR, Journal of the European Economic Association 11, no.22 (Apr 2013): 246–277.https://doi.org/10.1111/jeea.12008Grace Chisamya, Joan DeJaeghere, Nancy Kendall, Marufa Aziz Khan Gender and Education for All: Progress and problems in achieving gender equity, International Journal of Educational Development 32, no.66 (Nov 2012): 743–755.https://doi.org/10.1016/j.ijedudev.2011.10.004Marni Sommer An Overlooked Priority: Puberty in Sub-Saharan Africa, American Journal of Public Health 101, no.66 (Jun 2011): 979–981.https://doi.org/10.2105/AJPH.2010.300092Holger Strulik School Attendance and Child Labor - A Model of Collective Behavior, SSRN Electronic Journal (Jan 2011).https://doi.org/10.2139/ssrn.1773779Cath Conn, Natasha Lovell Life experiences and expectations of young women in Uganda, Journal of Health Organization and Management 24, no.55 (Sep 2010): 505–511.https://doi.org/10.1108/14777261011070529Aramidé Kazeem, Leif Jensen, and C. Shannon Stokes School Attendance in Nigeria: Understanding the Impact and Intersection of Gender, Urban‐Rural Residence, and Socioeconomic Status Kazeem, Jensen, and Stokes, Comparative Education Review 54, no.22 (Jul 2015): 295–319.https://doi.org/10.1086/652139Peter Moyi Household characteristics and delayed school enrollment in Malawi, International Journal of Educational Development 30, no.33 (May 2010): 236–242.https://doi.org/10.1016/j.ijedudev.2009.11.008Sonya Anderson The pedagogy of difference: Understanding Teachers’ Beliefs and Practice of Gender Equity in Benin, (May 2009): 39–88.https://doi.org/10.1108/S1479-3679(2009)0000010005Nkobi Owen Pansiri Improving commitment to basic education for the minorities in Botswana: A challenge for policy and practice, International Journal of Educational Development 28, no.44 (Jul 2008): 446–459.https://doi.org/10.1016/j.ijedudev.2007.08.003H.D. Subashini ., S. Sekar ., V.R. Sreelekha Devi ., A. Rajam ., S. Malarvannan . Biodegradation of Pesticidal Residue Using Traditional Plants with Medicinal Properties and Trichoderma, Research Journal of Environmental Toxicology 1, no.33 (Mar 2007): 124–130.https://doi.org/10.3923/rjet.2007.124.130Elena L. Grigorenko Hitting, missing, and in between: a typology of the impact of western education on the non‐western world, Comparative Education 43, no.11 (Feb 2007): 165–186.https://doi.org/10.1080/03050060601162719Mark J. Schafer Household Change and Rural School Enrollment in Malawi and Kenya, The Sociological Quarterly 47, no.44 (Dec 2016): 665–691.https://doi.org/10.1111/j.1533-8525.2006.00062.xJohn R. Minnis Nonformal Education and Informal Economies in Sub-Saharan Africa: Finding the Right Match, Adult Education Quarterly 56, no.22 (Jul 2016): 119–133.https://doi.org/10.1177/0741713605283432Henry V. Doctor Women's schooling and religious affiliation in Malawi at the end of the twentieth century, International Journal of Educational Development 25, no.55 (Sep 2005): 481–492.https://doi.org/10.1016/j.ijedudev.2005.01.001Mark J. Schafer Family Contributions to Self Help Schooling in Malawi and Kenya*, Rural Sociology 70, no.11 (Oct 2009): 70–93.https://doi.org/10.1526/0036011053294646Fiona Leach Gender implications of development agency policies on education and training, International Journal of Educational Development 20, no.44 (Jul 2000): 333–347.https://doi.org/10.1016/S0738-0593(99)00082-6Changu Mannathoko Theoretical Perspectives on Gender in Education: The Case of Eastern and Southern Africa, (Jan 1999): 445–460.https://doi.org/10.1007/978-94-011-4076-8_5Fiona Leach Gender, education and training: An international perspective, Gender & Development 6, no.22 (Jul 2010): 9–18.https://doi.org/10.1080/741922727Rosemary Gordon 'Girls cannot think as boys do': Socialising children through the Zimbabwean school system, Gender & Development 6, no.22 (Jul 2010): 53–58.https://doi.org/10.1080/741922729Ray Chesterfield, Kjell Enge Gender, Cognitive Categorization, and Classroom Interaction Patterns of Guatemalan Teachers, Human Organization 57, no.11 (Mar 1998): 108–116.https://doi.org/10.17730/humo.57.1.h784u01kv8u75011John R. Minnis Moderating the Demand for Primary Education in Malawi, International Journal of Educational Reform 6, no.33 (Jan 2019): 284–296.https://doi.org/10.1177/105678799700600303Ezekiel Kalipeni GENDER AND REGIONAL DIFFERENCES IN SCHOOLING BETWEEN BOYS AND GIRLS IN MALAWI, East African Geographical Review 19, no.11 (Mar 1997): 14–32.https://doi.org/10.1080/00707961.1997.9756234Caroline Hodges Persell, Carrie James, Trivina Kang, Karrie Snyder Gender and Education in Global Perspective, (): 407–440.https://doi.org/10.1007/0-387-36218-5_19Jennifer Rothchild Processes of Gendering and the Institutionalization of Gender in the Family and School: A Case Study from Nepal, (): 265–296.https://doi.org/10.1016/S1529-2126(05)09010-7

Family Effects on Students' Achievement in Thailand and Malawi

This article analyzes the effects offamily background on students' achievement in Third World countries and uses measures of social class that are both broader than previous work and more valid for developing countries. Study 1 examined panel data on the backgrounds and mathematics achievement of approximately 4,000 Grade 8 studentsfrom 99 schools in Thailand. Itfound thatfamily background and prior achievement affected students' educational expectations, perceptions of ability, and effort, which, in turn, influenced subsequent achievement. Study 2 examined cross-sectional data on 103 students from 21 schools in Malawi. It employed country-specific measures of family background and assessed their effects on the language and mathematics performance offourthand seventh-grade students. Family background accounted for achievement in both studies. The article suggests that prior work may have underestimated the influences offamily background on achievement in developing countries.

Educational investment and economic productivity: Evidence from Malawi

Tracer study data on the destination and earnings of a sample of nearly 1000 secondary school graduates are used to estimate the returns 10 investment in the Malawi Certificate of Education. Even when adjustment is made for the possibility of unemployment among graduates, the social rate of return is estimated 10 be in the order of 20% and the private rate 50%. These results are used to explain the strong private demand for entry into secondary education and to support the case for further expansion of such schools in Malawi.

Conditions of Learning and Response Mode: an Experiment Using Programmed Learning Materials in an African Secondary School

The research was carried out in a secondary school in Malawi, Central Africa, using four programs in biology. The experiment compared multiple‐choice and constructed responding across four categories of learning (verbal association, generalisation, multiple discrimination and chaining). Analysis of covariance showed no significant differences on the post‐test scores between the two response modes in any of the four categories. There was a small number of significant differences in the analysis of covariance of the retention test scores, but no general pattern emerged. However, pupils who used the multiple‐choice versions of the programs took significantly less time to work through them.

Problems in the summative evaluation of experimental science curricula in developing countries

The simple techniques described in this paper can be applied rapidly and inexpensively by personnel previously untrained in techniques of curriculum evaluation. They are unrefined and open to much serious methodological criticism. Nevertheless they work. They are a way of giving those who must make value judgements about the implementation of new curricula some systematic information on which to base opinions. By using such methods for example, the author was able to show that the experimental course in biology in Malawi had a very high chance of success (90 per cent probability) when implemented in all schools in Malawi. Similar studies of current experimental programmes in Kenya and Zambia have provided interesting comparisons. In Kenya the Secondary Science Project in Biology was shown to have an 80 per cent chance of succeeding when spread from trial schools to all schools. In Zambia by contrast the Secondary School Science Pilot Project of the Science Education School of the University was shown to have only a 20 per cent chance of success. These indices provided valuable guidance to the Ministries concerned (Meyer, 1971). The use of such simple techniques has not been previously employed in developing countries and changes of policy have been based invariably on unsystematic opinion. The methods reported in this paper, therefore, appear justified in the absence of practicable alternatives.

Using Everyday Experiences In Teaching Mathematics: A Case Study Of Change In Malawian Classrooms

Proponents of education reform in Malawi have recently recognized the need to provide secondary education that is more responsive to the needs and realities of society. The research being reported in this article investigated teachers' experiences in experimenting with the use of everyday experiences in teaching mathematics in two schools in Malawi. This study explored the extent to which teachers' classroom practices and their views of mathematics teaching changed, as a consequence of using everyday experiences in their classrooms. The results show that there were limited changes in teachers' practices and their views of mathematics teaching due to teachers' emphasis on meeting school examination requirements. For these changes to have occurred, considerable teaching commitments were required.