Reform areas
Follow reform delivery by priority area.
A reform area represents a strategic institutional commitment designed to enhance service delivery, administrative efficiency, or public sector governance. Search a reform area to see who is responsible, what was promised and how delivery is progressing.
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Showing 21–33 of 33 reform areas
Reform areas in the “Education” sector
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33 matching reform areas
Digitalising the TEVET Assessment and Certification System.
● To improve skills development, testing and certification
DIVERSIFICATION OF TEVETA’s FINANCIAL BASE
v. To facilitate sound and sustainable financing and funding mechanisms for technical education and training
INSTITUTIONALIZE INDUSTRY-LED SKILLS GOVERNANCE STRUCTURES WITHIN TEVET SECTOR
vi. To facilitate and bring together the expertise and moderate the different interests of stakeholders of technical education and training.
INSTITUTIONALISING A STANDARDS BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT SYSTEM FOR INSTRUCTORS IN TEVET
i. To promote an integrated, demand –driven, competency-based modular technical education and training systems;
INSTITUTIONALISING A SUSTAINABLE SYSTEM FOR MODERNIZATION AND MECHANIZATION OF TEVET TRAINING EQUIPMENT
i. To promote an integrated, demand –driven, competency-based modular technical education and training systems;
Enhancement of Marketing of library and information services
To improve the quality of Library and Information Services to all categories of users
Implementation of a District-Based Digital Teaching and Learning Management System with standardized schemes of work and lesson plans for Standards 5–8, supported by structured teacher training and strengthened monitoring systems.
To reduce teacher administrative workload and standardize instructional planning in order to increase effective teaching time, strengthen monitoring and improve learner performance
Reducing Repetition Rate and Enhancing Educational Quality
To provide quality and adequate socio-economic services to the public
Strengthening Foundational Learning Through Institutionalised Preparatory Class (P‑Class) in All Public Primary Schools.
Improve equitable access to quality learning for all children in Primary Education.
Professionalising Primary Education Through Institutionalised Diploma and Degree Qualifications for Teachers and School Managers.
Improve equitable access to quality learning for all children in Primary Education.
Institutionalising Open Distance and e‑Learning (ODeL) as the National Delivery Model for Open Secondary Schooling.
Increase equitable access to quality secondary education for all.
Institutionalising Machinga Teachers Training College as Malawi’s Inclusive Education College
Ensure that inclusive education, gender, School Health, Nutrition and HIV and AIDS (SHNHA) and other crosscutting issues are integrated across all levels of the education system.
Strengthening the Legal and Regulatory Framework for Education in Malawi.
Build a platform for access and equity, quality and relevance, effective and efficient governance and management of the education system.