Abstract

Complementary Basic Education (CBE) was introduced in Malawi in 2009 to reach out to learners who dropped out or never attended primary education. The initial implementation followed non State provison mode with support from GiZ and local Non-Governmental Organisations (NGOs) service providers as the main implementers. However, in 2015 implementation mode changed from non- state to sole government provision also known as state provision using government structures. The study was therefore necessary to assess how the current implementation is meeting the objectives of the programme. Qualitative research approach and a single case study design was employed in the study. Stufflebeam’s Context Input Process and Product (CIPP) conceptual framework guided the discussion of the findings. Five themes were generated, namely; access, equity, quality, outcomes and challenges in the current implementation of CBE. The study found out that access to education has been increased by addressing some barriers that marginalised children face in access to education. Use of qualified teachers in the CBE has positively contributed to the quality of learning through the pedagogy used in the classroom as perceived by grass root stakeholders. However, the quality of education in highly compromised due to poor resourcing of the CBE. Equity issues remain a challenge as the implementation fails to address issues of teen mothers, Special Needs Education (SNE) learners and children from ultra- poor families. Despite achieving some of the intended outcomes, learner retention still remains a challenge. Implementation is marred by inadequate resources, delays in payment and inadequate amount of teacher honoraria, lack of support and guidance. The current implementation will not fully realise the desired objectives if there is no involvement of local NGOs and if resources for CBE continue to be centralised.

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School	: School of Education
Issued Date	: 2019

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