RESEARCH INTO SCHOOL LEADERSHIP TRAINING IN SCHOOLS IN MALAWI INFLUENCES POLICY CHANGES
The CSAE’s research into school leadership training in Malawi provides compelling evidence that targeted interventions can drive significant improvements in education outcomes, even in low-resource settings. By empowering school leaders, fostering inclusive cultures, and enhancing resource efficiency, the program significantly improved learning outcomes by the equivalent of several weeks’ learning, setting a benchmark for scalable, cost-effective education reforms. The lessons learned from this initiative offer valuable insights for policymakers and educators worldwide, underscoring the transformative potential of evidence-based approaches to education system strengthening.
“This was a very good programme, it really encouraged the Ministry to roll out because it was emphasising school culture. There were a lot of things that the Ministry learned that we are currently utilising in schools and some of the activities or some of the cultures that we learned.”
Grace Milner, Director for Basic Education at the Ministry of Education in Malawi.
ABOUT THE PROJECT
Researchers in the Economic Research on Identity, Norms, and Narratives group at the CSAE, in partnership with the Government of Malawi and the World Bank, have conducted research to evaluate the impact of a custom-designed, multi-phase school leadership training programme in Malawi. This initiative aimed to address critical challenges in Malawi’s primary education system, including inadequate resource management, poor teacher motivation and performance, and the lack of inclusive school cultures, ultimately leading to low learning outcomes. The intervention, funded by the Wellspring Philanthropic Trust, Global Partnership for Education, and Royal Norwegian Embassy, was implemented by a public-private partnership including the Government of Malawi, World Bank, and Universities of Oxford and Malawi, as well as the Asian Institute of Development Studies. The training took place over two years, including a main training, follow-up visits, and a refresher training, and focused on management of limited resources, teacher management, and the creation of inclusive school cultures. The research, presented at the Research on Improving Systems of Education (RISE) conference in 2023 and the CSAE conference in 2024, demonstrates the potential of carefully custom-designed school leadership training to improve education outcomes in low-resource settings in a cost-effective manner.
POLICY IMPACT AND SCALING UP
Following its successful pilot, the program is now being scaled up to all public primary schools in Malawi. All active headteachers and deputy headteachers, along with selected senior female teachers, have now received the training and are implementing its teaching in schools.
In addition, the program’s results have had far-reaching policy implications and have informed broader education reforms in Malawi:
National Education Sector Plans
Lessons from the intervention have been integrated into Malawi’s National Education Sector Investment Plan, emphasizing inclusive school cultures and improved data management practices.
Remedial Education Expansion
Increased provision of remedial classes was a key mechanism of impact for the intervention and their use is now being increased nationwide with support from international partners such as the UK’s Foreign, Commonwealth, and Development Office.
Teacher Motivation Systems
A low-cost reward system has been institutionalised, boosting teacher morale and fostering a competitive yet collaborative environment among schools.
Continuing Professional Development (CPD)
A framework for CPD targeting low-performing teachers has been developed, providing ongoing support and skill-building opportunities at both primary and secondary levels.
Improved Data Management
Enhanced record-keeping practices have strengthened the Education Management Information System (EMIS), enabling better decision-making and resource allocation.
Gender-Sensitive Policies:
The Ministry of Education now systematically addresses gender disparities, ensuring tailored support for girls and boys to address their unique challenges.
The programme has not only demonstrated the potential of school leadership training to improve education outcomes but also highlighted key areas for further research and development:
School Culture Interventions
While initial efforts to address psychological and cultural barriers (e.g., through animations and documentaries) were absorbed into broader training impacts, future interventions could increase the dosage and duration of these activities to amplify their effects.
Sustainability and Scaling
With the program scaling up nationally and being mainstreamed into implementation by Government, there is a need for rigorous research to ensure that quality is maintained and that the impacts are retained at scale.
Monitoring and Evaluation
Continuous assessment of the program’s long-term impacts on student outcomes and teacher practices will be essential to guide iterative improvements.
