 | Malawi: A Baseline Study of the Teacher Education System (CIE, 1999, 47 p.) |
 |  | (introduction...) |
| | Multi-Site Teacher Education Research Project (MUSTER) |
| | List of Abbreviations |
| | Abstract |
|  | Chapter 1: Introduction |
| | 1.1 Background |
| | 1.2 Education in Recent Times |
| | Chapter 2: Overview of the Main Characteristics of the Education System |
| | 2.1 Introduction: Overview of the Main Characteristics of the Education System |
| | 2.2 The Primary School System |
| | 2.3 Enrolment |
| | 2.4 The Curriculum |
| | 2.5 The Primary School Leaving Certificate |
| | 2.6 Community Schools |
| | 2.7 The Secondary School Sector |
| | Chapter 3: Overview of the Main Characteristics of the Teacher Education System |
| | 3.1 Introduction: overview of the teacher education system |
| | 3.2 Teacher Training Programmes |
| | Chapter 4: Preliminary Analysis of the Teacher Education Curriculum in Malawi |
| | 4.1 Preliminary Analysis of the Teacher Education Curriculum in Malawi |
| | Chapter 5: Teacher Supply and Teachers' Roles |
| | 5.1 Teacher Supply and Teachers' Roles |
| | 5.2 Roles of a Teacher in Malawi |
| | Chapter 6: Financial and Gender Issues |
| | 6.1 Financial Issues |
| | 6.2 Gender Perspectives In Teacher Education |
| | Chapter 7: Emerging Issues |
| | 7.1 Introduction: Emerging Issues |
| | 7.2 Primary School Pupils |
| | 7.3 Supply of Quality Teachers |
| | 7.4 Quality of Schools |
| | 7.5 In-service Training for Teachers |
| | 7.6 Teacher Education Curriculum |
| | References |
| | Appendix |
| | Appendix 1:National PSLCE examination results and transition rates 1992 - 1996 |
| | Appendix 2: Malawi school certificate examination (MSCE) results 1992 - 1996 |
| | Appendix 3: Number of passers at one sitting during examination in MCDE centres 1991/92 - 1995/96 |
| | Appendix 4: Costs in Lilongwe Teachers' Training College (MK) |
7.1 Introduction: Emerging Issues
The issues that present opportunities for further analysis arise from the qualities of the students, teachers and the curriculum. The organisational structures, costs and policies associated with each of the three tiers of the education system also lend themselves to further improvement. This chapter is dedicated to those issues which apparently require more thought.
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