Abstract

Malawi adopted Outcome-Based Education (OBE) in 2001 reflected in the primary curriculum and assessment reform (PCAR). This study aimed at investigating the implementation of OBE in Malawi primary schools. Specifically, the study intended to investigate the experiences of teachers and explore opportunities and challenges in the process of implementing OBE during its early years of introduction. The study used qualitative approach within the interpretive paradigm. The study involved fifteen teachers from four schools. It also involved four school heads and two Primary Education Advisors. The results of the study show that there is a general satisfaction with the intentions of the new curriculum citing frequent assessment of learners which help track learners performance, and learner involvement in the teaching and learning process. However, teachers expressed a general dissatisfaction with too much and strenuous assessment record work which compromise the goals of OBE. This has bred dishonesty in writing records in order to impress the Supervisors/Inspectors. This counters OBE principles. Constrained environment of inadequate teaching and learning resources, large class sizes and inadequate training were the recurrent themes in the study. In light of the results, there is need to put much effort towards rigorous teacher professional development and consider revising some of the assessment tools. Further, the provision of teaching and learning resources and improvement in class size should be prioritized by both the MoEST and the responsible schools.

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School	: School of Education
Issued Date	: 2012

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