2017年-世界发展银行全球_Malawi_Engaging_the_Private_Sector_in_Education___SABER_Country_Report_2015_25页_1mb

Summary of Malawi's Private Sector Engagement in Education (SABER Country Report, 2015)

Core Content

This report evaluates how effectively Malawi's current policies engage the private sector in primary and secondary education. It uses the SABER-Engaging the Private Sector (SABER-EPS) framework to assess the extent to which policies support innovation, accountability, empowerment of parents and communities, and diversity of education supply. The analysis focuses on two main types of private schools: independent private schools and government-funded private schools, and highlights the policy environment, challenges, and opportunities for improvement.

Main Policy Goals and Their Status

1. Encouraging Innovation by Providers

• Independent Private Schools:

  • Schools have autonomy in appointing, deploying, and dismissing teachers, setting teacher salary levels, and determining class size standards.
  • However, they are restricted in setting teacher certification standards and curriculum delivery methods.

• Government-Funded Private Schools:

  • Schools have autonomy in appointing, deploying, and dismissing teachers, setting salary levels, class size standards, and operating budgets.
  • They are also restricted in determining teacher certification standards and curriculum delivery methods.

• Status:

  • Independent Private Schools: Most indicators are rated as Established (3), with some areas still in Emerging (2) or Latent (1).
  • Government-Funded Private Schools: Most indicators are rated as Established (3), with some in Emerging (2) or Latent (1).

2. Holding Schools Accountable

• Independent Private Schools:

  • Standardized exams are administered annually to select grades, but results are not disaggregated.
  • Schools are inspected based on need and must submit action plans to district or divisional offices.
  • No sanctions or rewards are given based on inspection or exam results.

• Government-Funded Private Schools:

  • Standardized exams are administered annually, but results are not disaggregated.
  • Schools are inspected regularly based on need and must submit action plans.
  • No sanctions or rewards are given based on inspection or exam results.
  • Schools are not required to report on the use of public funding.

• Status:

  • Independent Private Schools: Most indicators are Established (3), with some in Emerging (2).
  • Government-Funded Private Schools: Most indicators are Established (3), with some in Emerging (2) or Latent (1).

3. Empowering All Parents, Students, and Communities

• Independent Private Schools:

  • Examination results are published as pass and fail percentages.
  • Parents and students participate in focus groups during inspections.
  • No systematic school review process (e.g., school report cards) is in place.
  • The government does not provide tax subsidies or cash transfers to parents for private schooling.

• Government-Funded Private Schools:

  • Examination results are published as pass and fail percentages.
  • Parents and students participate in focus groups during inspections.
  • No systematic school review process is in place.
  • Schools are not prohibited from selecting students based on academic performance or geography.
  • Schools are not prohibited from charging compulsory or voluntary fees.

• Status:

  • Independent Private Schools: Most indicators are Established (3), with some in Emerging (2).
  • Government-Funded Private Schools: Most indicators are Established (3), with some in Emerging (2) or Latent (1).

4. Promoting Diversity of Supply

• Independent Private Schools:

  • No provider types are prohibited from operating.
  • No standardized school fee schedules.
  • No explicit restrictions on tuition.
  • Operating standards are relatively equivalent to public schools.
  • Independent schools do not pay regulatory fees.

• Government-Funded Private Schools:

  • No provider types are prohibited from operating.
  • No standardized fee schedules.
  • No explicit restrictions on tuition.
  • Operating standards are relatively equivalent to public schools.
  • Registration guidelines are not publicized.
  • No policy requires government to inform schools of upcoming funding in advance.

• Status:

  • Independent Private Schools: Most indicators are Established (3), with some in Emerging (2).
  • Government-Funded Private Schools: Most indicators are Established (3), with some in Latent (1) or Emerging (2).

Key Findings

• Private Sector Growth:

  • The private sector plays an increasing role in both primary and secondary education.
  • The primary net enrollment rate reached 89% in 2013, while the secondary net enrollment rate remains low at 11%.
  • The introduction of Free Primary Education (FPE) in 1994 led to a 50% increase in enrollments in one year.

• Challenges in Education Quality:

  • Malawi ranks among the lowest performers in reading and math on international assessments.
  • Only 27% of students reach the upper levels of reading competency, and 8% reach the upper levels of math competency.
  • There is a significant disparity in educational outcomes based on family wealth, with the wealthiest quintile achieving 21 percentage points more in primary completion than the poorest quintile.

• Equity Concerns:

  • While primary enrollment has increased across income groups, success is more dependent on family wealth.
  • The pupil-teacher ratio in government and religious schools is 74:1 at the primary level, compared to 28:1 in independent private schools.
  • Independent private schools have better student performance than government and religious schools, but this is not fully attributed to school characteristics.

• Policy Context:

  • Malawi's education system is governed by the Education Act of 1962, which is outdated and requires revision.
  • The private sector is not fully empowered to drive innovation, and there is a lack of systematic accountability mechanisms.
  • School report cards and disaggregated exam results are not available, limiting transparency and informed decision-making.

Policy Recommendations

1. Improve Learning Outcomes:

   • Implement school improvement planning and incentives to encourage continuous improvement.
   • Use disaggregated exam results and school report cards to monitor and enhance quality.

2. Empower Parents and Communities:

   • Provide transparent information on school quality to enable informed choices.
   • Ensure non-discriminatory school selection based on academic performance or geography.

3. Create a Regulatory Environment:

   • Promote greater supply diversity by encouraging market entry and reducing barriers.
   • Improve policy transparency and funding predictability for private schools.

Conclusion

Malawi has made progress in increasing primary school enrollment through policies like Free Primary Education, but significant challenges remain in improving quality, equity, and accountability in both public and private education sectors. The private sector, particularly independent private schools, plays a vital role in education delivery, yet it is not fully empowered or regulated. Strengthening the policy environment to better support innovation, accountability, and diversity of supply is critical to achieving the goal of learning for all.