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In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]

This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development-funded large-scale international education interventions in low- and middle-income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle-income countries' reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.

This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.

This report presents the results of RTI International Education's study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers' guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers' guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers' guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers' guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers' guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.

This paper summarizes several policy issues that were discussed during the years 2003-2005 periods while Dr. Upali Sedere was serving as Senior Policy Adviser and COP of USAID financed Equip-2 program with Education Development Center, Newton, Massachusetts. All data were from the Malawi School Census carried out by the Ministry of Education with Equip-2 support. (Contains 1 table.)

Teacher training or teacher recruitment alone cannot ensure the availability of a teacher at school. The teacher deployment is a larger issue in most of the developing countries and Malawi is having acute problem of teacher shortage in certain areas and in certain schools. This discussion papers addresses the teacher deployment issues. (Contains 1 figure.)

Research was conducted between 1996 and 1998 with the aim of developing a methodology for assessing and monitoring children's learning in developing countries. The study was framed by the multi-disciplinary theoretical framework of socio-cultural research, drawing specifically on the methodological orientation of action and intervention in research. In this case, 30 teachers each in Malawi and Sri Lanka took part in a system of activities in which they developed appropriate protocols for classroom-based assessment, designed and administered a variety of novel assessment tasks, collected evidence of children's work and discussed these collectively in groups, and recorded and profiled children's achievement in literacy and mathematics. Results indicated that in both countries teachers had reasonably good intuitive knowledge of students and learning but inadequate systems for collecting and interpreting evidence of achievement in literacy and mathematics. Once they were exposed to the intervention process of the research, it became clear that teachers, despite enormous resource constraints, were able to establish standards and norms based on their professional experiences, develop procedures for assessment, administer assessment tasks, and develop portfolios of evidence and assemble a profile of student achievements. Challenges to achieving this are not be underestimated and do vary between socio-cultural contexts. Four sets of profiles were developed in both English and the national languages of the countries. These were: (1) oracy profiles; (2) reading profiles; (3) writing profiles; and (4) mathematical profiles. The study concludes that the activity-based intervention is a useful approach to developing insights into learning, teaching , and monitoring educational quality. (Contains 44 references and 21 figures.) (Author/BT)

This report presents research findings about the intellectual, political, and organizational processes that have shaped government and donor policies and projects concerned with promoting the education of women and girls in Malawi, Tanzania, and Zimbabwe. The study seeks to assess the extent to which gender interventions in education have been donor driven. The growing concern about large and persistent gender inequalities in education has led to the development of a number of initiatives on the part of multilateral and bilateral aid agencies aimed at encouraging the participation of women and girls in education. Despite this concern, efforts to reduce gender inequalities on the part of both governments and donor agencies have been uneven and policy interventions have evolved in a piecemeal fashion. In order to explore the reasons for the limited progress that has been made in improving girls' education in most developing countries, this study focuses on policy formulation and implementation with respect to girls' education in the three low income African countries. (Contains approximately 180 references.) (BT)

This monograph describes contrasting classroom methods and experiences teaching reading in Malawi (where reading is taught through the medium of a local language) and in Zambia (where the medium used is English). In describing research carried out in Malawi and Zambia, the monograph specifically discusses the importance of the research for those policy makers in other countries who are considering comparable or related language issues. The monograph reports on reading tests carried out at years 3, 4, 5, and 6 in both English and the respective local languages (Chichewa in Malawi, Nyanja in Zambia) in rural and urban schools. In addition, a sample of pupils of differing English reading proficiencies were interviewed and participated in individual reading investigations. Findings confirm misgivings expressed in the 1992 Zambian Ministry report "Focus on Learning" that for the majority of pupils in primary schools, levels of reading in English are inadequate for learning to take place. The monograph closes with some suggestions as to how improvement might be brought about, while noting that the effect of the suggestions will necessarily be limited by factors outside the classroom, and in particular by the economic conditions of the teachers and of pupils' families. Includes 56 tables of data; contains 25 references. Appended are information on reading approaches, transcripts and texts of two lessons, test samples in the three languages, and graphs of test scores. (NKA)

Linking between schools in the United Kingdom and schools in sub-Saharan Africa has been a feature of the educational landscape for more than twenty years, but became a government priority between 2000 and 2010. Whilst the interest in Ireland was less, both countries resourced linking programmes primarily as a means of raising awareness of development issues. Non-governmental organisations (NGOs) also became involved in school linking during the first decade of the twenty-first century with Plan UK and Link Community Development (Link) being the leading organisations in this field. However, due to funding constraints and change in United Kingdom government policy post 2010, both of these NGOs ended their linking programmes in 2011 and 2012 respectively. Link's involvement in school linking came from a development perspective; links were primarily seen as a mechanism for improving schools in sub-Saharan Africa. Development education only became a main feature of their linking programme with their European Union funded project, Partners in Development (PiD), which ran from 2010 to 2012. This project was funded from a development awareness budget line, but the NGO's proposal included development goals within the project. This became a major source of tension that was unresolved throughout the life of the project. This report is an evaluation of the "Partners in Development" project that was based on linking schools in England, Scotland, Wales, and Ireland, with schools in Ghana, Malawi, Uganda, and South Africa. The evidence gathered was based on a combination of quantitative-based questionnaires, interviews with key staff within Link, and in-depth data gathered from a number of schools in Scotland. The main findings of the evaluation are as follows: (1) The Link Schools Programme (LSP) was clearly valued, but its impact was different in the United Kingdom and Ireland from that in South Africa, Ghana, Malawi, and Uganda; (2) The breadth of schools involved, particularly in the United Kingdom, suggests that the programme reached different schools from those which have been involved in other linking programmes; (3) The project suffered from funding criteria that continually focused on a target-driven approach; (4) Link staff became too heavily involved in administration and support; (5) As a consequence, many of the issues that often emerge in linking activities were not fully addressed; (6) The website was popular and the Solar Connect component that provided internet access to some of the schools in Africa was highly valued; and (7) Supported links developed by the Link model clearly have value. The following appendices are included: (1) Breakdown of schools participating in the Teacher Survey; (2) Rating of the Link Programme services. UK & Ireland schools; (3) Rating of the Link Programme services. African schools; (4) Profile of activities by school characteristics; (5) Evaluation Questionnaire; and (6) Focus Group Questions for Teachers in Scottish Link Schools--June 2012.

This study uses the Benefit Incidence Analysis to examine the distribution of public spending across different socioeconomic groups before and after the government of Malawi made great changes in educational policy in 1994. Primary education was made the top priority with increased spending on education and primary school fees abolished. The Malawi example shows an effective way to increase the equity of public spending in education is to increase the total allocation of public resources to primary education while easing the constraints on the demand for education faced by poor households. The challenge in the near future is to maintain current enrollment levels in primary schools and simultaneously to improve the quality of education. The book is divided into five chapters: (1)"Introduction"; (2) "School Enrollment"; (3) "Recent Changes in Enrollment: Important Inequities Remain in Primary Education"; (4) "Public Spending on Education"; (5) "Who Benefits from Public Education Spending?"; and (6) "Policy Implications." Numerous charts and graphs accompany the text. A 29-item reference list and two appendices conclude the volume. (EH)

User charges are explored as an alternative source of finance for educational investment in Malawi. Two major issues are addressed: first, are families able and willing to pay; and second, what can users accomplish in terms of expanding the size of realized enrollment, given the public budget constraint. An analysis of data from primary and secondary schools; a review of the patterns of private expenditure on schooling; a description of the continuation rates under hypothetical future fee increases; and an examination of the willingness to pay from evidence of household enrollment and from economic rationale leads to a discussion of policy implications and conclusions. The empirical evidence suggests that (1) a moderate fee increase is unlikely to precipitate a large drop-out rate among students (primary and secondary) currently enrolled; (2) enrollments will increase due to the larger number of places made available because of the fee increase; and (3) increased fees are likely to have a stronger impact on lower income families; therefore, they should be linked with equity measures. Appendixes include a methodological explanation for the study and questionnaires for primary and secondary school pupils. References are provided. (RSL)

This publication reports on an African regional workshop in Nigeria on training science, technology, and mathematics teachers (STME). The workshop focused specifically on trends in recruitment and evaluation of academic and professional STME teaching staff in colleges of education and on initial training and inservice training for STME teaching staff in colleges of education. After a background summary and introduction to the workshop, the report includes outlines of texts of nine papers: (1) "Trainers of Trainers in STM: Framework for Discussion" (S. T. Bajah); (2) "Training Needs for STM Tutors" (Bryan Wilson); (3) "Do We Practice What We Preach? or Should We Change Our Practice or Our Sermon?" (Mike Savage); (4) "Interactive Teaching in Primary Science" (R. A. Hodzi); (5)"Science and Technology Education and Society: Bridging the Gap" (J. A. Anamuah-Mensah); (6) "Video and Teacher Education: Primary School Science Video Teacher Education in Malawi" (Harold F. Gonthi); (7) "Participating in Science Education Research" (Gilbert O. M. Onwu); (8) "Science Camps for Children: A Model for Curriculum Renewal and Change" (Shaaban S. Mohammed); and (9) "Project 2000+: Declaration." Appendices include a workshop program, the chairman's opening address, a goodwill message, a list of participants, and workshop evaluation results. (Some papers contain references.) (ND)

This brief summarizes key findings from five papers that examine child marriage and interventions to address it. While the findings from each of the papers are briefly noted, the brief focuses on the importance of context in understanding the drivers and impact on child marriage. Based on key findings, the brief offers cross-cutting recommendations for research and programs.

For decades, the international education community has focused on schools as the primary vehicle of learning. However, learning assessments in dozens of developing nations show that repeated attempts to affect student learning in schools have largely failed. Because students with perfect attendance in low-resource settings spend less than 25 percent of their time in a classroom, even if educational quality is excellent, focusing only on school-bound factors is inadequate to optimize learning. This paper delves into the relationships between children's reading abilities and the enabling environment for learning in the context of Save the Children's Literacy Boost program. The authors conceptualize the enabling environment at a micro level, with two components: (1) the home literacy environment, represented by reading materials and habits at home, and (2) the community learning environment, represented by community reading activities. Specifically, the research hypotheses explored are: (1) At baseline, the enabling environment of the home, specifically reading materials and literacy habits, are positively associated with students' reading achievement, controlling for relevant demographic and school characteristics; and (2) At endline, the amount of community reading activities in which a student participates is positively associated with students' reading gains, controlling for baseline reading achievement and HLE, as well as relevant demographic and school characteristics. Data for this cross-country analysis comes from schools in Bangladesh, Burundi, Ethiopia, Indonesia, Malawi, the Philippines, and Rwanda where Save the Children and World Vision have partnered with teachers, administrators, and communities to implement Literacy Boost. The sample for this cross-country analysis consists of 6,874 students in grades 1-4 from 12 different Literacy Boost project sites around the world, including East Africa (Malawi, Rwanda, Burundi, and Ethiopia), South Asia (Bangladesh), and Southeast Asia (Indonesia and the Philippines). Approximately half of the sample in each site consists of students who attended Literacy Boost program schools, while the remaining students attended schools that did not receive Literacy Boost, thus serving as a comparison group for the study. The data comes from an experimental or quasi-experimental design depending on the site. In sites where an experimental design was used, clusters of schools were randomly assigned to treatment or control. Reading assessment, Home Literacy Environment (HLE) and background data were collected at baseline (prior to program implementation) and endline (at the end of program implementation). The results of this paper suggest that interventions should pay greater attention to home and community learning environments. Additionally, future research should aim to tease apart the impact of particular elements of effective life-wide learning interventions through a focus on collecting detailed implementation data, exploring reading skill development in low-resource settings qualitatively, and studying how home and community learning environment interventions differ in effectiveness across different low-resource settings. Two tables are appended.

A country report for Malawi is presented from publisher Country Watch, with topics including economic growth, reunification efforts, and political structure.

This paper analyses the gap in educational access according to maternal education over a 10 year period using evidence from the Demographic Health Surveys (DHS) in six African countries. To investigate the narrowing or widening in the gap in educational access according to maternal education, two cohorts of children and one cohort of mothers were selected from each of the DHS datasets. Our results show a gradient in children's educational access according to maternal education which has declined over time for girls in Nigeria, Uganda and Malawi. A very flat educational gradient remained unchanged in Tanzania. In Kenya we found that average access to school declined for girls who experienced education during the 1990s compared with girls who experienced education during the 1980s, whereas in Zambia we found a constant gradient in educational access for children according to maternal education. In summary the analysis indicates that associations between mothers' education and children's access to education remain widespread and can be quite strong. (Contains 4 tables, 2 figures, and 7 footnotes.)

Basic education is commonly regarded as a state responsibility. However, in reality, non-state providers (NSPs) have always been involved in basic education service delivery, and there is often a blurring of boundaries between state and non-state roles with respect to financing, ownership, management, and regulation. In recent years, the focus on the role of non-state providers (NSPs) has intensified within the context of the move towards achieving Education for All (EFA). The paper considers this shift, with particular attention towards service delivery to "underserved groups", defined as those for whom access to affordable government services of appropriate quality is most problematic. In some cases, this refers to particular sub-groups of a population within a country. In other cases (notably fragile states), it can refer to large sections of the country's population. The paper indicates the wide range of NSPs that exist to serve different underserved groups. It notes that NSPs are commonly viewed as having a comparative advantage over state provision--in terms of quality, cost-effectiveness, choice, accountability to citizens etc. However, in reality there is very limited robust analysis to support some of these claims. The paper then considers the ways in which non-state providers engage with the state in education service delivery, including with respect to contracting, policy dialogue, and regulation--and the role that donors play in this relationship. The paper concludes that relations between NSPs and the state are not straightforward given the range of different providers involved in education service delivery, with those serving the better-off tending to dominate engagement with government. This can be at the expense of smaller-scale, informal providers aiming to support those otherwise under-served by government provision. As such, the paper argues that there is a need for greater, and more constructive, engagement between NSPs and the state to ensure collaboration benefits the underserved, and so assists in moving towards the achievement of Education for All. Selected education indicators are appended. (Contains 15 footnotes, 1 figure, 6 tables, and 6 boxes.) [Abstract modified to meet ERIC guidelines. This paper was commissioned by the UK Department for International Development (DFID) Policy Division as part of a study on non-state providers in the water, sanitation, education and health sectors.]

While access to state schooling has grown in many countries in recent years, a hardcore of marginalised children continue to be excluded from this. Some of these children are able to gain access to education through non-state provision. The focus of this paper is on primary school aged children who find access through (international) non-government organisations (NGOs). Based on a review of the available literature, the paper shows that there have been fluctuations in attention paid to NGO provision by education researchers since the 1970s. Changes are due in part to the prevailing political and economic environment, as well as to pressure placed on international agencies and national governments to reach education targets. The paper also shows that there has been a shift in the priorities of these providers over this period, from seeing themselves as supporting a parallel, alternative system of education independent of the state system, towards one aimed at being complementary to the state system, with the intention of ultimately supporting children's access to a state-provided education. The paper highlights that much of the available literature suggests that NGO provision often intends to bring benefits in terms of the alternative forms of pedagogy and accountability it aims to offer. However, as the paper indicates, there is very little systematic, critical analysis of who is gaining access to education offered by alternative providers, or what they are actually getting access to. As such, there is a need for analysis of educational access to pay greater attention to diverse forms of access--both in terms of who provides, and what is provided. Moreover, changes in priorities associated with the effects of the international economic and political agenda, along with the intention of integrating multiple providers of education into a system-wide approach, give rise to the need for an analysis of the implications for NGO-government collaboration to ensure sustainability of educational access to those who would otherwise be excluded. (Contains 13 footnotes, 4 tables, and 5 figures.)

During the last decade non-governmental organizations (NGOs) have been increasingly called upon to implement development programs. The question is no longer whether NGOs should play a role in the education sector, but how NGOs are most likely to fulfill their promise to improve the quality, equity, accountability, and pertinence of education in African countries. This paper reports on comparative case studies of the evolving role of NGOs in the education sector in Africa. Four countries were selected for this analysis: Ethiopia; Guinea, Malawi, and Mali. In all four countries, NGOs operate within the education system, many with U.S. Agency for International Development (USAID) support. Available documents describing and evaluating donor and NGO programs were reviewed in each country, and semi-structured interviews with key persons at both national and regional levels using identical protocols were conducted in each country. The study focused on four key themes that provide the basis of this paper's main chapters (2-5). The paper is divided into six chapters: (1) "Introduction"; (2) "How Governments and Non-Governmental Organizations Interact"; (3) "Education Policy and NGOs"; (4) "NGOs and Donors"; (5) "How NGOs Influence Civil Society"; and (6) "Summary and Lessons Learned." (BT)

Malawi is a small, landlocked country in the southern sub region of the African continent. The few democratic principles inherited from the British government were marred by the biases of the one political party of the time. This resulted in the government making undemocratic decisions such as banning freedom of the press, detention without trial, declaring the president for life, giving support for a vice president in the government and the party. In 1994, Malawi introduced multiparty democracy. This paper compares and contrasts the primary teacher training program and its teachers' behavior between the period of the 1-party rule and that of the multiparty democracy. The paper explains the impact of democracy on primary school teachers' performance inside and outside the classroom. It concludes that work lies ahead for the government to properly train teachers to cope with the challenges of democracy. (BT)

A country report for Malawi is presented from publisher, CountryWatch Incorporated, with topics including economic conditions; political conditions; and international relations.

The article offers information on several presidential and parliamentary elections across the world. Topics discussed include Presidential and parliamentary elections were held in Burundi on May 20, 2020, elections in Malawi followed the annulment of the results of the 2019 presidential elections, in which Peter Mutharika of the Democratic Progressive Party claimed victory; and Presidential elections were held in Iceland from May 25 to June 27, 2020.

The article focuses on elections updates in several countries of the world. Topics discussed include Presidential and parliamentary elections were held in Burundi on May 20, 2020, Presidential elections were held in Malawi on June 23, 2020 as President Peter Mutharika called on Malawians to unite the country and Presidential elections were held in Iceland from May 25, 2020 as Incumbent President Guoni Th. Johannesson was seeking reelection.

The Development Fund of Norway (DF), in collaboration with local partners in Malawi, has been implementing different programmes, using the Lead Farmer Extension Approach as the main method. To analyse the relevance, impact and sustainability of the Lead Farmer Extension Approach, the DF commissioned this evaluation. The DF Lead Farmer Extension Approach has proven highly relevant to the needs of the target groups and the policies of the government, as it addresses the most pressing challenges: hunger, poverty and climate change. More than 60% of the target groups have benefitted from the interventions, and the percentage is rising. Yields have increased significantly, and many farmers have also managed to expand their production areas. The effects for food security have been impressive and crop diversification has contributed to better nutrition. Incomes have increased. Local soils have improved in organic content, fertility, structure, texture and water-storage capacity, and crop production has become more resilient to the adverse effects of climate change. Crops grow stronger and bigger and can better resist pests and diseases. Agroforestry and the restoration of tree cover have halted soil erosion. Women have reduced workloads and feel empowered. HIV/AIDS-affected households and farmers with disabilities find great encouragement. The evaluation offers recommendations on how the DF and its partners can consolidate their activities for better quality. It stresses that achieving lasting changes will need more time than foreseen. Specific recommendations concern how crop genetic diversity - the 'missing link' in the DF approach - could strengthen climate-resilient farming and further diversify production to improve nutrition. Recommendations are also provided as to how DF and its partners could expand their leadership role in agricultural extension in Malawi. [ABSTRACT FROM AUTHOR]

This paper explores patterns of growth in participation in six Anglophone and seven Francophone countries in SSA. The countries are Kenya, Malawi, Nigeria, Tanzania, Uganda, Zambia, Benin, Burkina Faso, Cameroon, Madagascar, Mali, Niger and Senegal. These countries all have large scale Universal Primary Education programmes and all have demographic and health survey (DHS) data sets collected at least ten years apart. These allow comparisons over time to see how participation has been changing. The results show that progress has been patchy and sometimes disappointing. Access remains strongly associated with household wealth despite commitments to pro-poor policies. The chances of the poorest being enrolled relative to the richest have generally not improved substantially, and in some cases have deteriorated. Reductions in numbers of out of school children have in some cases been accompanied by increases in the proportion over age. Poorer children and rural children are more likely to be over age and unlikely to complete schooling, especially if they are girls. The message is clear. Though there has been progress, it falls far short of the gains that were anticipated. Much more progress is needed to achieve universal access with equity and to close the gap between the poorer and richer households. (Contains 9 tables and 13 figures.)

Educational policy in three southern African countries plus the "independent" South African homelands is reviewed in this paper. First, an introduction discusses how the significance of education as a factor in national development became an issue of growing concern in the 1960's (during the move toward independence), but also how limited funds have hampered severely efforts to provide universal and free primary education. Next, common features of the nations under study are outlined, showing that economic and social conditions within these nations did not necessarily favor policies of rapid educational expansion which they chose to adopt. The role of human capital theory is then examined in relation to the prevailing belief that increased levels of educational services would generate economic growth. Implementation of such policies and their effects in the southern African countries are described next; consequences of rapid increases in enrollment have been low educational standards and poor school facilities, growing numbers of under- and unemployed school leavers, and growing imbalances between educational services being provided and employment requirements. Specific areas reviewed are basic education, family improvement education, community improvement education, and occupational and vocational education. Finally, it is suggested that a more pragmatic approach to educational expansion and the linking of both formal and appropriate education with available employment opportunities would assist in both social and economic development. (KH)

Several tables are presented which provide information on the 10 developing countries in Africa and Asia with the prevalence of people with disabilities' exclusion from employment, including Thailand, China, and Malawi.

Several tables are presented which provide information on the 10 developing countries in Africa and Asia which experienced the economic consequences due to people with disabilities' exclusion from employment, including Thailand, China, and Malawi.

Presents an overview of the environmental conditions in Malawi. Current environmental concerns; Information on natural disasters, environmental jurisdiction and regulation, major environmental organizations, and international environmental accords; Global environmental changes, and how they impact Malawi. Regional environmental synopsis.

Presents an overview of the political conditions in Malawi. Details of the political history and the formation of the current government; List of principle government officials; Structure of the government; Policy on foreign relations; Expenditures for military and defense forces; Biographical information on the leader of the nation.

The article presents an environmental overview for Malawi, which includes information on the environmental issues facing the country, its environmental policy and energy profile.

The article presents a political overview for Malawi, which includes information on the country's history, political conditions, and political stability.

Presents an overview of the economic conditions in Malawi including gross domestic product, key economic indicators, macroeconomic activity, employment by sector, finance and monetary policy, inflation, foreign exchange and trade balance.

Presents an overview of the political and social sectors in Malawi, including population, principal government officials, education, social infrastructure, history, government, armed forces and foreign relations.

Presents Analyses, Statistics, and Forecasts on the Economy of Malawi as of June 2001. Includes information on Gross Domestic Product (GDP), Real GDP, Consumer Prices, Foreign Trade, Official Exchange Rate, etc. Also provides Import and Export Statistics as well as the names of important government officials.

In Malawi, adult literacy deserves immediate attention in order to promote health, family planning, and productivity. While policy commitment for adult literacy promotion has not been lacking, intensified action has been. In 1979 the government accepted the Unesco Mission Report to undertake a functional literacy program on the successful completion of the pilot project. More recently, in 1982, the Government of Malawi joined the Harare Conference and committed itself to elimination of illiteracy. Despite troubles in the installation of the Malawi functional literacy project, a National Board and a National Center for Literacy and Adult Education have been established. Although concrete possibilities of interagency linkages were explored, meaningful and sustained collaborations have yet to materialize. Content of the self-contained functional literacy curriculum is developed from themes most frequently mentioned in development literature and policy documents. A general paucity of training materials for use by trainers-supervisors or trainers of trainers has caused uneven training. The pilot project has established all the infrastructures the country needs; a clearly articulated and sustained national will is now required. (YLB)

An important issue confronting newly emerging nations in Africa is the development of a new curriculum to reflect the changing norms and views of the past. Looking at nations that share a common British educational tradition, a study done in Kenya, Malawi, Nigeria, and Zimbabwe asked which topics and categories of cultural knowledge were essential for the development of a national cultural literacy. Another concern was whether one ethnic group or a mosaic of groups would be represented in the revised curriculum, and how African states could identify content for syllabuses that supported national unity in countries that were characterized by ethnic diversity. All four countries had centralized educational systems with national primary and secondary school curricula that were considered the best indicators of what was taught in the schools. Using a process of content analysis, each syllabus topic was separated and recategorized into broad categories, and then into smaller ones. A chart of topics was developed by quantifying the attention the topic received in the syllabus, and then looking for major priorities, exceptions, and questions. Customs, beliefs, and government were found to be universal priorities, although the emphasis varied among countries. The study showed that there is considerable variance in the way social studies builds a national cultural literacy, and each country held different views on what common knowledge their youth should share. (NL)

Major issues addressed during a 1979 international meeting of experts on special education, which was sponsored by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), are summarized. In addition, recommendations are offered for UNESCO's immediate and future special education program. The following topics are discussed: early detection of handicaps, assessment and intervention; parents as partners in the education of their handicapped child; training; adapted special education; and integration of the handicapped into normal educational structures and active life. Attention is also directed to principles developed by the experts to guide UNESCO in drafting special education programs. An attempt is made to integrate theories and effective practice in the realm of special education, and ways in which practices can be adapted to areas with severe econcomic and social problems are described. Specifically, the experiences of the following countries are briefly discussed: Jamaica, the Philippines, Malawi (East Africa), and Algeria. Appended materials include a questionnaire administered to experts, and lists of participants and papers delivered. (SEW)