CRECCOM Shares Youth Agency Research at Global Education Symposium in Vietnam

CRECCOM Monitoring and Evaluation Specialist David Ndala presents findings of the research.

CRECCOM has presented findings from a collaborative Youth Agency research study at the Global Symposium on Strengthening Education Ecosystems through Collaborative Research and Action, held on 20 August 2026 in Ho Chi Minh City, Vietnam.

Representing CRECCOM at the symposium were Project Manager Linice Sanga and Monitoring and Evaluation Specialist David Ndala. The presentation formed part of research conducted through the Network for Education Systems Transformation (NEST), a global network co-led by civil society organisations from the Global South, with support from the Center for Universal Education at Brookings.

The study explored how education systems in Malawi, Jordan and Pakistan enable young people to influence decisions about the skills they consider important for their education and future. CRECCOM led the Malawi component, while the Queen Rania Foundation and the Pakistan Coalition for Education conducted the research in Jordan and Pakistan, respectively.

Using a mixed-methods approach, the study involved student surveys, focus group discussions with parents and teachers, and interviews with headteachers and policymakers. Young people were also directly involved through Youth Advisory Groups established in each country. The groups contributed to developing research questions and data-collection tools and helped interpret the findings based on their lived experiences.

In Malawi, the research reviewed national policy frameworks, including Malawi Vision 2063, the National Youth Policy and the National Technical, Entrepreneurial and Vocational Education and Training Policy. Although these policies recognise young people as important contributors to national development, the study found gaps between policy commitments and the practical opportunities, resources and decision-making roles available to young people.

The findings show that foundational literacy and numeracy remain major priorities among young people. In Malawi, 65.9 percent of the surveyed young people identified reading and writing among their three most important skills, while 42.6 percent prioritized mathematics. However, priorities begin to differ beyond foundational learning. Teachers and learners often focus on skills linked to examinations, while parents and policymakers place greater emphasis on vocational, entrepreneurial and employability skills that can support income generation.

The research also found that decisions about curricula and learning priorities remain largely adult-driven. Young people are sometimes consulted through student councils, school committees and other structures, but their participation rarely influences important decisions about learning content, assessment or education policy. One senior education official interviewed during the study described youth participation in Malawi as “largely symbolic.”

Examination requirements, limited resources and rigid curricula further restrict the ability of teachers to respond to young people’s interests. Malawi’s main structural barriers include inadequate access to schools and training centres, limited transport, weak internet connectivity, and shortages of devices, laboratories and practical learning equipment.

“There are many skills our children would like to learn, but because of lack of equipment, they just learn theory,” one parent explained during the research.

Despite these barriers, young people demonstrated strong confidence, persistence and readiness to shape their futures. On the Youth Agency in Education Index, Malawi recorded a structural enablement score of 66.2, compared with a readiness-to-act score of 96.0. This suggests that young people are ready and motivated to participate, but education systems are not yet fully prepared to support their agency.

The research further identified teachers, mentors, families and trusted adults as important sources of support. Students generally felt more aligned with parents and teachers than with school leaders and policymakers. However, parental expectations, household finances and limited career pathways can still influence or restrict the choices young people make.

Youth Agency research leads from Malawi, Jordan and Pakistan pose for a group photo during the global education symposium.

In response to the findings, CRECCOM has established a Youth Advisory Group in Malawi, bringing together young people from diverse backgrounds to engage with policymakers and other education stakeholders. The model promotes community dialogue, collaboration across the education, youth and skills sectors, and stronger mechanisms for ensuring that young people’s views are heard and reflected in decisions.

The research recommends institutionalising meaningful youth participation in education governance, including youth representation in curriculum review processes and clear feedback systems showing how youth contributions influence decisions. It also calls for broader assessment systems, increased investment in infrastructure and digital connectivity, and stronger support from teachers, families and communities.