Abstract

This study aimed at seeking causes for the failure of technical education in secondary schools in Malawi. The nature of the problem necessitated use of qualitative methods to explore it, although quantitative data has also been used. Thus the study used in-depth interviews, focus group discussions and document analysis. Among the many findings, the study has uncovered a number of anomalies that range from the training of technical teachers, lack of interface among various stakeholders, lack of administrative machinery, lack of focus and support, to the mismatch of the educational policies on technical education. The study found that among the many issues that affected technical education at secondary school level, the transfer of policy from the Ministry of Education to the Ministry of Labour was one of the major anomalies, since policy provides direction for implementation and that financial allocation also follows the policy. This could be argued to have been the major policy disjuncture. However, it is gratifying to note that the government has addressed this concern by taking the policy back to the Ministry of Education. Inadequate training for teachers of technical subjects coupled with inappropriate teaching practice has been among the issues that have influenced young graduates to shun the teaching of technical subjects, preferring to teach mathematics and sciences. Lack of consultation between the curriculum experts – The Education Methods Advisory Service (EMAS) and the administrators - has also affected recruitment and deployment whereby some technical teachers are deployed in schools that do not offer technical subjects while those that offer technical subjects have either inadequate or no technical teachers at all. Students’ perceptions of technical subjects are some of the causes for low students’ enrolment in technical subjects. Many students do not see any positive future in the subjects. Those that are interested in the subjects tend to get frustrated by the often poor condition of machines, equipment, tools, instruments, books and other materials necessary for learning. They are further frustrated when the only teacher they have for the technical subjects gets either transferred without replacement or leaves the job. The current treatment and perception of technical subjects has, in some schools, led to workshops being used as either warehouses for furniture or as ordinary classrooms. Indirectly this has had a negative effect on the condition of machines and equipment in the workshop. Furthermore, the practice has led to the theft of tools in the workshops. The study has noted gaps at all levels of the EMAS organogramme from Headquarters to schools. This has meant lack of representation and flow of information in the hierarchical ladder. Evidently, this has resulted in lack of an administrative machinery to support the system. This has further resulted into financial suffocation of technical subjects in secondary schools in Malawi. The study, therefore, recommends that there is a need for reformulation of a comprehensive policy framework in which all issues uncovered by the research be systematically tackled from the policy drawing board.

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School	: School of Education
Issued Date	: 2008

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