Malawi

The Ministry of Education develops the curriculums used in Malawi's schools. They also oversee teacher training. Teachers take both pedagogical and academic courses. Supervised practice teaching is expected before gaining control of ones own classroom. Most teachers begin as primary school teachers in a demonstration school adjacent to teacher training facilities. Later, block teaching is tried during which the teacher trainee tries teaching a class on their own for six weeks.

There are three types of lecturers that teach potential teachers. There are graduate teacher educators, who chair most departments, as well as diplomate and nondiplomate assistants. There are two types of primary school teachers. The type 2 teacher holds a Malawi Certificate of Education (four years of high school), plus they have completed a two-year Teachers Certificate. A type 3 teacher holds a Junior Certificate (two years of high school), plus a two-year Teachers Certificate. Type 4 teachers have a primary education plus a Teacher's Certificate. Type 4 teachers are either being upgraded to type 3 teachers or being phased out of teaching. Type 1 is a promotional grade reserved for headmasters of school principals. Due to a shortage of qualified teachers, unqualified ones are often hired and allowed to attempt to pass the Junior Certificate Exam. They are given short inservice training courses to upgrade their knowledge base and skills.

Secondary school teachers are trained at the School of Education. This school awards three types of professional qualifications, which are the Diplomas of Education, Bachelor's of Education, and the University Certificate of Education. Secondary school teachers are in general better educated and better paid than primary school teachers. Prospective teachers enter as either degree or diploma candidates and follow the course of study for a general degree in education. Those taking diplomas continue for a third year of study and take courses in educational pedagogy, methodology, and the subject that they will eventually teach. Those taking a Bachelor's degree continue for a fourth year of study, which concentrates on their subject area, for example European History, as well as education courses. A fifth year of study allows these students to study educational methodology and to practice teaching.

A University Certificate in Education course is shorter and aimed at graduates without teaching qualifications who wish to become teachers none the less. Students take a three week intensive course and then teach classes for a year. Following this experience, they spend one more year in study at the School of Education where they take courses on education and methodology, which is followed by supervised practice teaching.

Technical teachers often train abroad at polytechnic institutes or locally. Most secondary school technical teachers train in England, while primary school vocational teachers train locally. The Ministry of Education offers a continuous stream of courses to upgrade and develop working teachers, especially unqualified teachers. Secondary school teachers take upgrading courses at the University of Malawi where they spend two years with pay while advancing their education. Unqualified teachers can earn a University Certificate of Education, and diploma teachers can transform themselves into graduate teachers by working for the two year Bachelor of Education degree. Short in-service courses are also offered by the Ministry of Education at their headquarters and regional offices. These courses teach teachers how the educational system works and help them to improve their teaching skills as well.

Most professors are expatriates. Malawi citizens who serve as professors constitute 30 percent of the university's faculty. In 1977 the university needed 170 professors, but 51 positions were vacant because they were difficult or impossible to fill due to funding and working conditions. A total of 87 of the 199 working faculty or 87 percent were expatriates. While 27 percent of the professorate were from Malawi and a further 48 percent were pursuing advanced degrees abroad, there is no guarantee that they will return due to the "brain drain" and higher salaries and better working conditions abroad. There is a need both to upgrade or develop personnel currently serving as professors and to train many more Malawi natives to fill these posts.