Professional Documents
Culture Documents
DRAFT
1. Background
• Malawi has experienced some major changes in education over the past eight
years. Many of these changes were triggered by the introduction of Free
Primary Education in 1994, as a result of which primary school enrolments
rose dramatically. Expansion of the primary sub-sector has in turn put pressure
on the secondary sub-sector as well.
• In order to deal with the expansion of the demand for secondary education, the
Government of Malawi (GOM) authorised the conversion of Distance
Education Centres (DECs) as a formal institution for delivering secondary
education in the name of Community Day Secondary School (CDSS) in 1998.
• Several harmful effects have been observed for this phenomenon in a short-
term, out of which the shortage of qualified teachers is devastating. About
67% of total enrolments in secondary education is accommodated in CDSS,
however, most of the teachers at CDSS are under qualified. The educational
statistics reveal that about 68% of teachers at secondary level out of 4,300 in
total is under qualified as they has only certificates for primary education.
• With the recognition of the situation above, the Policy & Investment
Framework (PIF), education’s response to GOM priority policy of poverty
reduction and addresses the national educational goals as spelt out in Vision
2020 and the MPRSP, understands that the strong secondary school system is
an important link between primary and higher levels of education.
2. Overall Goal,
3. Outputs
• to refine teaching and learning attitude based on the PDSI (Plan, Do, See,
Improve) and ASEI (Activity, Student-centred, Experiment and
Improvisation);
• to establish a training system for the district trainers in pilot districts at Domasi
College of Education;
SEST - Chairperson
DTED - Secretary
DEMAS - Member
Director Planning - “
Director Secondary - “
Director Basic - “
Secretary TSC - “
CHRMD - “
Director F & A - “
Principal DCE - “
MIE - “
Mzuzu University - “
University of Malawi - “
HRMD - “
Ministry of Finance - “
NRCM - “
SSTEP - “
b) Terms of Reference
The In-Service Steering Committee of the Ministry of Education, Science and
Technology (MoEST) shall:
1. decide on the policy, overall framework and expected each role among the
stakeholders;
2. direct on the common consensus for teaching and learning methods among
the stakeholders;
3. monitor the INSET Programme;
Annex 2
DTED - Chairperson
EMAS - Secretary
DCE - Member
MIE (DSTD) - “
HRM (Staff Dev.) - “
Planning - “
Secondary - “
Basic - “
Accounts - “
TTC rep (BTC) - “
South East Division - “
Headmaster Rep. (North) - “
Head of Department Rep(CW) - “
Faculty of Education,
Mzuzu University - “
University of Malawi - “
b) Terms of Reference
The Technical Committee of SMASSE In-Service shall:
1. prepare and implement Needs Assessment when necessary;
2. change the teaching methods based on the SMASSE philosophy;
3. develop and refine the teaching and learning methods;
4. design the curriculum for INSET;
5. implement the INSET Programme during every school holidays;
6. monitor, evaluate and improve the INSET Programme;
7. develop budgets for activities of the programme;
8. prepare periodic reports on the programme;
9. conduct periodic meetings as needs arise;
10.disseminate good teaching and learning practices to stakeholders.