Malawi has made some progress in foundational learning in the past few years. Most remarkable has been the country’s success in boosting primary enrollment rates, which has more than tripled since 1994 (Education Sector Implementation Plan II — 2013/14 – 2017/18).
While this progress is laudable, multi-dimensional challenges remain in the sector, with a need to further improve resourcing, implementation capacity, and, most importantly, learning outcomes.
Recognizing this, the government of Malawi has set an ambitious target to improve foundational reading skills to 79% by 2030.
In alignment with this vision, Malawi signed the Commitment to Action stemming from the UN Secretary General’s Transforming Education Summit in September 2022.
At the national level, a four-pillar education strategy has been implemented, focusing on teacher training and deployment, curricular enhancement, infrastructure development, and the digitalization of education.
While these national efforts are commendable, it is at the district level where change is taking root, and Blantyre Urban has emerged as a shining example of how local leadership and communities can drive meaningful foundational learning reform.
The district leadership, supported by Human Capital Africa (HCA), has embraced an innovative approach inspired by the successful Sobral model from Brazil.
This approach involves creating detailed district-level action plans to improve foundational learning outcomes.
A recent review meeting hosted in Blantyre Urban showcased the progress made against the district action plans and the strong commitment from all stakeholders toward foundational learning.
The meeting was attended by high-level officials, including Dr. Mangani Katundu, the Secretary for Education in the Ministry of Education, and Lindiwe Chide, Deputy Director of the Department of Quality Assurance Services (DQAS).
Their presence underscored the government’s dedication to foundational learning at both the national and district levels.
The district has made remarkable progress in several key areas. A taskforce has been established to expand access to teacher training programs, ensuring that educators receive ongoing support and development opportunities.
Community engagement has also been a cornerstone of Blantyre Urban’s success, with local churches and schools organising reading fairs and parent training sessions to support children’s learning at home.
Looking ahead, Blantyre Urban plans to further engage school administrations, parents, and community leaders in supporting foundational learning.
The district will also conduct needs assessments to identify areas for improvement and provide targeted support where it’s most needed.
The success in Blantyre Urban serves as a model for other districts in Malawi (Ntchisi already in process of doing the same) and across Africa.
It demonstrates how focused leadership, evidence-based interventions, and community engagement can come together to create a conducive environment for foundational learning reform.
As we celebrate the progress made in Blantyre Urban, we are reminded of the importance of foundational learning in realising Malawi’s Vision 2063.
By ensuring that every child can read and perform basic mathematics by the age of 10, we are laying the groundwork for a prosperous, self-reliant, and industrialised Malawi.
