New Research Calls for Stronger Alignment Between Policy and Practice in Malawi's Secondary Education

The latest Network for Education Systems Transformation (NEST) Malawi report, Learning What Matters in Malawi: From Policy to Holistic Skills Development for Secondary School Students, is now available, offering fresh evidence on how Malawi's secondary education system can better equip young people with the skills needed to thrive in the 21st century.

The report examines the extent to which Malawi's education policies and secondary education system enable learners to develop a broad range of academic, socio-emotional and transferable skills envisioned under Malawi 2063. While acknowledging the country's strong policy commitment to skills development, the study identifies a persistent gap between policy intentions and classroom practice.

Conducted using a mixed-methods approach across 20 secondary schools in six education districts, the study engaged policymakers, educators, learners and parents to understand how the education system supports holistic skills development.

Among the key findings, the study highlights an education system that remains heavily examination-oriented, with limited emphasis on practical skills, career guidance and school-to-work pathways. It further notes that teachers often lack adequate training and continuous professional support to effectively deliver skills-based learning. At the system level, fragmented donor support, weak coordination among institutions, centralized decision-making and limited feedback mechanisms continue to hinder education reform.

To address these challenges, the report recommends four priority actions:

• Clarify and operationalize the purpose of secondary education under Malawi 2063.

• Align teaching, learning and assessment with holistic skills development.

• Strengthen coordination across government and development partners.

• Improve system feedback mechanisms and build sub-national capacity for more responsive implementation.

  
  

The report was produced under the Network for Education Systems Transformation (NEST), a global impact network co-led by the Center for Universal Education (CUE) at the Brookings Institution and ten civil society organizations across Africa, Latin America, the Middle East and South Asia. The network seeks to understand how education systems can better prepare children and young people with the breadth of skills needed to succeed in an increasingly complex world.

As a proud member of NEST, CRECCOM partnered with the Center for Universal Education at Brookings to lead the Malawi country study. The report was authored by Linice Sanga, Nephitaly Benister, Rachel Dyl and Modupe (Mo) Olateju, with contributions from Alinafe Chibwana, Levison Lijoni, Thomas Chimwaza, David Ndala, Phillip Myaba, Chikondi Kasamba and Paola González-Rubio.

For over 30 years, CRECCOM has been advancing education, community mobilization and social empowerment in Malawi. Participation in the NEST research reflects the organisation's commitment to generating evidence that informs education policy and strengthens learning outcomes for all children and young people.

The full report, Learning What Matters in Malawi: From Policy to Holistic Skills Development for Secondary School Students, is now available for download.

Click here to access the full report: https://www.brookings.edu/articles/learning-what-matters-in-malawi/