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Journal articles on the topic 'Public primary schools in Malawi'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Nyirenda, Mercy Khumbo. "Impact of Resource Distribution and Availability on Primary Schools Pupil Learning Outcomes: Case Study of Chintheche Education Zone, Nkhata Bay, Malawi." Journal of Development and Communication Studies 8, no. 1 (March 10, 2021): 239–60. http://dx.doi.org/10.4314/jdcs.v8i1.12.

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This study investigated the impact of resource distribution on learning outcomes on nine purposively selected primary schools in the Chintheche Education Zone (previously known as Chihame Zone 1), Nkhata Bay District. Criteria for eligibility were that a school should have administered primary school leaving examinations at least three (3) times and was easy to access by public transport. In addition to document analysis, the study collected data using a questionnaire administered to the head teachers of each school, the Primary Education Advisor (PEA), and District Education Manager (DEM). Descriptive statistical analysis was done to compare pupil performance between schools with optimal resource availability and those without. The study found that the distribution of resources in the Chintheche Education Zone is unequal even though the zone is under one Primary Education Advisor. Schools closest to the trading centre have more resources and perform better than schools located far away from the trading centre and lacking almost in everything. The findings suggest that the unequal distribution of resources affects selection of pupils to secondary schools. The study recommends that fair and equitable distribution of resources would go a long way to achieving equity in access to secondary education.

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Mafuta, Million, Peter Dauenhauer, and Timothy Chadza. "Small Scale Rollout of PV Systems in Chikwawa District, Malawi: Remote Monitoring System Effectiveness." Journal of Solar Energy 2017 (March 19, 2017): 1–21. http://dx.doi.org/10.1155/2017/9583860.

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Off-grid solar photovoltaic systems in Malawi are deployed increasingly as the primary option for rural public infrastructure such as primary schools and health centres. Overall, grid-connected electricity access has remained stagnant at around 9% with only 1% of rural population connected. To improve the technical sustainability of such systems, a novel remote monitoring technology utilising Wireless Sensor Networks was installed and the systems were monitored over roughly one year. This paper has described the technical design, performance, and benefits received from deployment of the technology. Furthermore, it has evaluated the cost implications for a larger scale rollout and potential benefits.

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Sunny, Bindu S., Bianca DeStavola, Albert Dube, Alison Price, Allan M. Kaonga, Scotch Kondowe, Amelia C. Crampin, and Judith R. Glynn. "Lusting, learning and lasting in school: sexual debut, school performance and dropout among adolescents in primary schools in Karonga district, northern Malawi." Journal of Biosocial Science 51, no. 5 (April 29, 2019): 720–36. http://dx.doi.org/10.1017/s0021932019000051.

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AbstractAge at sexual debut is known to have implications for future sexual behaviours and health outcomes, including HIV infection, early pregnancy and maternal mortality, but may also influence educational outcomes. Longitudinal data on schooling and sexual behaviour from a demographic surveillance site in Karonga district, northern Malawi, were analysed for 3153 respondents between the ages of 12 and 25 years to examine the association between sexual debut and primary school dropout, and the role of prior school performance. Time to dropout was modelled using the Fine and Gray survival model to account for the competing event of primary school completion. To deal with the time-varying nature of age at sexual debut and school performance, models were fitted using landmark analyses. Sexual debut was found to be associated with a five-fold increase in rate of subsequent dropout for girls and a two-fold increase in dropout rate for boys (adjusted hazard ratio [aHR] of 5.27, CI 4.22–6.57, and 2.19, CI 1.77–2.7, respectively). For girls who were sexually active by age 16, only 16% ultimately completed primary schooling, compared with 70% aged 18 or older at sexual debut. Prior to sexual debut, girls had primary completion levels similar to those of boys. The association between sexual debut and school dropout could not be explained by prior poor school performance: the effect of sexual debut on dropout was as strong among those who were not behind in school as among those who were overage for their school grade. Girls who were sexually active were more likely to repeat a grade, with no effect being seen for boys. Pathways to dropout are complex and may differ for boys and girls. Interventions are needed to improve school progression so children complete primary school before sexual debut, and to improve sex education and contraception provision.

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Machira, Kennedy, Beston Maonga, and Tobias Chirwa. "Determinants of Risky Sexual Behavioral Practices among Teen-girls in Malawi." Open Public Health Journal 13, no. 1 (December 31, 2020): 839–49. http://dx.doi.org/10.2174/1874944502013010839.

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Background: In Malawi, having multiple sexual partners and engaging in sexual intercourse without using condoms remain a sexual and reproductive health challenge among women. This has consequently increased morbidity and low productivity among women, especially in young women of the country. This paper examined the determinants of risky sexual behavioral practices among teen women in Malawi. Methods: The study used 2015-16 Malawi Demographic Health Survey with a weighted sample of 5263 women under 20 years. Both Bivariate and multivariate statistical analyses were used to estimate factors influencing risky sexual behavioral practices among teen women. Results: The study found the existence of differential determinants to influence women’s conduct in having both multiple sexual partners and inability to use condom during subsequent sexual intercourses with partners other than spouses. For instance, education (complete primary, IRR=2.755, p<0.001 and complete secondary education, IRR=3.515, p< 0.001); teen motherhood status (IRR = 0.295, p< 0.001), unavailability of the health care services (IRR=1.043, p<0.05) among others positively determined having multiple sexual partners in Malawi among teen women. On the contrary, wealth status (medium, IRR=1.116, p<0.001; rich, IRR=1.194, p<0.001) reduced teen women’s behavior of not using a condom with partners other than spouses during sexual intercourse. Conclusion: The study asserts that in Malawi, there is an urgent need for advocacy programmes aimed at reducing sexual and reproductive health challenges among girls at primary school levels and upwards. Equipping the girls, at a community level, with basic knowledge and understanding about the dangers of practicing risky sexual behavior is fundamental for the enhancement of their socio-economic support.

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5

Grimason, Anthony Martin, Salule Joseph Masangwi, Tracy Dawn Morse, George Christopher Jabu, Tara Kate Beattie, Steven Elias Taulo, and Kingsley Lungu. "Knowledge, awareness and practice of the importance of hand-washing amongst children attending state run primary schools in rural Malawi." International Journal of Environmental Health Research 24, no. 1 (April 11, 2013): 31–43. http://dx.doi.org/10.1080/09603123.2013.782601.

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6

Witek-McManus, Stefan, James Simwanza, Alvin B. Chisambi, Stella Kepha, Zachariah Kamwendo, Alfred Mbwinja, Lyson Samikwa, et al. "Epidemiology of soil-transmitted helminths following sustained implementation of routine preventive chemotherapy: Demographics and baseline results of a cluster randomised trial in southern Malawi." PLOS Neglected Tropical Diseases 15, no. 5 (May 12, 2021): e0009292. http://dx.doi.org/10.1371/journal.pntd.0009292.

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Malawi has successfully leveraged multiple delivery platforms to scale-up and sustain the implementation of preventive chemotherapy (PCT) for the control of morbidity caused by soil-transmitted helminths (STH). Sentinel monitoring demonstrates this strategy has been successful in reducing STH infection in school-age children, although our understanding of the contemporary epidemiological profile of STH across the broader community remains limited. As part of a multi-site trial evaluating the feasibility of interrupting STH transmission across three countries, this study aimed to describe the baseline demographics and the prevalence, intensity and associated risk factors of STH infection in Mangochi district, southern Malawi. Between October-December 2017, a community census was conducted across the catchment area of seven primary healthcare facilities, enumerating 131,074 individuals across 124 villages. A cross-sectional parasitological survey was then conducted between March-May 2018 in the censused area as a baseline for a cluster randomised trial. An age-stratified random sample of 6,102 individuals were assessed for helminthiasis by Kato-Katz and completed a detailed risk-factor questionnaire. The age-cluster weighted prevalence of any STH infection was 7.8% (95% C.I. 7.0%-8.6%) comprised predominantly of hookworm species and of entirely low-intensity infections. The presence and intensity of infection was significantly higher in men and in adults. Infection was negatively associated with risk factors that included increasing levels of relative household wealth, higher education levels of any adult household member, current school attendance, or recent deworming. In this setting of relatively high coverage of sanitation facilities, there was no association between hookworm and reported access to sanitation, handwashing facilities, or water facilities. These results describe a setting that has reduced the prevalence of STH to a very low level and confirms many previously recognised risk-factors for infection. Expanding the delivery of anthelmintics to groups where STH infection persist could enable Malawi to move past the objective of elimination of morbidity, and towards the elimination of STH. Trial registration: NCT03014167.

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Lester, Rebecca, Hendran Maheswaran, Christopher P. Jewell, David G. Lalloo, and Nicholas A. Feasey. "Estimating the burden of antimicrobial resistance in Malawi: protocol for a prospective observational study of the morbidity, mortality and economic cost of third-generation cephalosporin resistant bloodstream infection." Wellcome Open Research 5 (June 1, 2020): 29. http://dx.doi.org/10.12688/wellcomeopenres.15719.2.

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Introduction: Antimicrobial resistance (AMR) is a global public health concern, but the problems are context specific, with each county or setting facing differing challenges. In sub-Saharan Africa, third-generation cephalosporin resistant Enterobacterales (3GCR-E) are of particular concern, given the widespread reliance on ceftriaxone for treatment of severe infection in this setting. In Malawi, despite rising prevalence of 3GCR-E, the health-impact of these infections has not been described. This study is designed to estimate attributable mortality, morbidity and economic cost of 3GCR-E bloodstream infection (BSI) in a large, urban hospital. Methods: This study will investigate the burden of AMR by recruiting a a prospective longitudinal cohort of patients who have bloodstream infection with 3GCR-E, at Queen Elizabeth Central Hospital, Blantyre, Malawi. Patients whose blood culture is positive for either third-generation cephalosporin susceptible (3GC-S) or third-generation resistant (3GC-R) Enterobacterales will be enrolled and provide clinical and healthcare economic data. Patients will be followed throughout their hospital stay and to 6-months post discharge. The primary outcomes for the study are mortality and morbidity from 3GCR-E. Healthcare economic outcomes will be assessed by comparing healthcare provider costs, indirect patient costs and health-related quality of life outcomes in patients with 3GC-S and 3GC-R BSI. Based on our observation that some patients with clinical suspicion of sepsis and 3GC-R BSI are surviving without an effective antibiotic, we review each patient prospectively and classify what role the isolated bacteria is playing in the patient’s clinical presentation. Each BSI episode will be classified into the following categories: definite Gram-negative sepsis, probable Gram-negative sepsis, transient or occult bacteraemia, or contaminated blood culture. These classifications will be incorporated into our analysis. Ethics and dissemination: The study protocol has been approved by the Malawi College of Medicine Research Ethics Committee and by the Liverpool School of Tropical Medicine Research Ethics committee.

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8

Mosler, Gioia, Victoria Oyenuga, Emmanuel Addo-Yobo, Olayinka Olufunke Adeyeye, Refiloe Masekela, Hilda Angela Mujuru, Rebecca Nantanda, Sarah Rylance, Ismail Ticklay, and Jonathan Grigg. "Achieving Control of Asthma in Children in Africa (ACACIA): protocol of an observational study of children’s lung health in six sub-Saharan African countries." BMJ Open 10, no. 3 (March 2020): e035885. http://dx.doi.org/10.1136/bmjopen-2019-035885.

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IntroductionLittle is known about asthma control in the rising number of African children who suffer from this condition. The Achieving Control of Asthma in Children in Africa (ACACIA) study is an observational study collecting evidence about paediatric asthma in urban areas of Ghana, Malawi, Nigeria, South Africa, Uganda and Zimbabwe. The primary objectives are: (1) to identify 3000 children aged between 12 years and 14 years with asthma symptoms; and (2) to assess their asthma control, current treatment, knowledge of and attitudes to asthma and barriers to achieving good control. Secondary objective is to develop interventions addressing identified barriers to good symptom control.Methods and analysisEach centre will undertake screening to identify 500 school children with asthma symptoms using questions from the Global Asthma Network’s questionnaire. Children identified to have asthma symptoms will fill in a digital survey, including: Asthma Control Test, questions on medication usage and adherence, medical care, the Brief-Illness Perception questionnaire and environmental factors. Exhaled nitric oxide testing and prebronchodilator and postbronchodilator spirometry will be performed. A subgroup of children will participate in focus group discussions. Results will be analysed using descriptive statistics and comparative analysis. Informed by these results, we will assess the feasibility of potential interventions, including the adaption of a UK-based theatre performance about asthma attitudes and digital solutions to improve asthma management.Ethics and disseminationThe ACACIA study has been reviewed by the Queen Mary University of London Ethics of Research Committee in the UK. All African centres have received local ethical approval for this study. Study results will be published in academic journals and at conferences. Study outputs will be communicated to the public via newsfeeds on the ACACIA website and Twitter, and through news media outlets and other local dissemination.Trial registration number269211.

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9

Barnett, Edward. "An analysis of community involvement in primary schools in Malawi." International Journal of Educational Development 33, no. 5 (September 2013): 497–509. http://dx.doi.org/10.1016/j.ijedudev.2012.06.007.

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10

Elder, Todd, and Christopher Jepsen. "Are Catholic primary schools more effective than public primary schools?" Journal of Urban Economics 80 (March 2014): 28–38. http://dx.doi.org/10.1016/j.jue.2013.10.001.

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11

Jere, Docks R. "The Challenges of School-Based Assessment in Primary Schools in Malawi." Educational Measurement: Issues and Practice 19, no. 3 (October 25, 2005): 45. http://dx.doi.org/10.1111/j.1745-3992.2000.tb00037.x.

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12

Chimombo, Joseph. "Expanding post‐primary education in Malawi: are private schools the answer?" Compare: A Journal of Comparative and International Education 39, no. 2 (March 2009): 167–84. http://dx.doi.org/10.1080/03057920902750442.

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13

Kamwendo, Gregory, Theophilus Mooko, and Tshiamiso Moumakwa. "International languages and education in Botswana and Malawi." Language Problems and Language Planning 33, no. 3 (September 25, 2009): 218–33. http://dx.doi.org/10.1075/lplp.33.3.02kam.

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This article is a comparative study of how the language-in-education policies of two Southern African countries — Botswana and Malawi — have responded to the need to have citizens who can compete favourably on the global scene. While private schools have tended to offer several international languages, public schools, on the other hand, have not done so. Public schools are unable to give learners the linguistic power needed in a world in which, besides English, there are other languages of global communication. The paper also highlights the dilemma faced when one tries to reconcile the local and the global in the context of language-in-education policies.

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14

Ghirwa, Grames. "Structural and social constraints influencing HIV/AIDS teaching in Malawi primary schools." South African Journal of Childhood Education 4, no. 1 (July 1, 2014): 19. http://dx.doi.org/10.4102/sajce.v4i1.67.

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<p><span style="font-size: medium;">The Ministry of Education in Malawi introduced a Life Skills Education program</span><span style="font-size: medium;">with the intention to empower children with appropriate information and skills to deal with social and health problems affecting the nation including the fight against HIV infections. This study investigated factors affecting the teaching of the Life skills education in four primary schools in the Zomba District, Malawi. Cornbleth’s (1990) notions of the structural and social contexts and Whitaker’s (1993) identification of key role players in curriculum implementation framed the study. </span><span style="font-size: medium;">Findings suggest that the teaching of Life skills is constrained by a variety of social and structural contextual factors such as the poor conditions under which teachers are working; greater attention given to subjects such as Maths and Languages; the cascade model of training teachers and the short duration of training; the language in teachers guides were not accesibile to teachers; hunger and poverty of learners; lack of community support for sexual education; both teachers and learners being infected or affected by the AIDS/HIV pandemic; teachers felt it is inappropriate to teach sexual education to 9 and 10 year old learners.</span><span style="font-size: medium;"> </span><span style="font-size: medium;">These findings indicate structural and social barriers to effective life skills education within the current framework. </span></p>

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Chiuye, Grace, and Themba Moyo. "Mother-tongue education in primary schools in Malawi: From policy to implementation." South African Journal of African Languages 28, no. 2 (January 2008): 133–44. http://dx.doi.org/10.1080/02572117.2008.10587309.

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Mbewe, Gift. "Exploring Implementation of National Special Needs Education Policy Guidelines in Private Secondary Schools." IAFOR Journal of Education 9, no. 1 (February 19, 2021): 95–111. http://dx.doi.org/10.22492/ije.9.1.06.

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The implementation of the National Special Needs Education Policy Guidelines in Malawi began in 2009. There is limited literature on how the guidelines are implemented in secondary schools, particularly in private secondary schools of Malawi. Therefore, the study aimed at exploring the implementation of the guidelines in private secondary schools. The study used a phenomenological design and qualitative methodology. Data were generated through a triangulation of methods including semi-structured interviews, observation and document analysis. The data generated were analysed thematically. The findings revealed that there was a lack of thorough knowledge of the guidelines, resources for implementing the guidelines in private secondary schools were not available, and support for learners with special education needs was not sufficient. The results of this study indicate that communication with key school stakeholders is key for the effective implementation of the National Special Needs Education Policy Guidelines.

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Avokpaho, Euripide F. G. A., Parfait Houngbégnon, Manfred Accrombessi, Eloïc Atindégla, Elodie Yard, Arianna Rubin Means, David S. Kennedy, et al. "Factors associated with soil-transmitted helminths infection in Benin: Findings from the DeWorm3 study." PLOS Neglected Tropical Diseases 15, no. 8 (August 17, 2021): e0009646. http://dx.doi.org/10.1371/journal.pntd.0009646.

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Background Despite several years of school-based MDA implementation, STH infections remain an important public health problem in Benin, with a country-wide prevalence of 20% in 2015. The DeWorm3 study is designed to assess the feasibility of using community-based MDA with albendazole to interrupt the transmission of STH, through a series of cluster-randomized trials in Benin, India and Malawi. We used the pre-treatment baseline survey data to describe and analyze the factors associated with STH infection in Comé, the study site of the DeWorm3 project in Benin. These data will improve understanding of the challenges that need to be addressed in order to eliminate STH as a public health problem in Benin. Methods Between March and April 2018, the prevalence of STH (hookworm spp., Ascaris and Trichuris trichiura) was assessed by Kato-Katz in stool samples collected from 6,153 residents in the community of Comé, Benin using a stratified random sampling procedure. A standardized survey questionnaire was used to collect information from individual households concerning factors potentially associated with the presence and intensity of STH infections in pre-school (PSAC, aged 1–4), school-aged children (SAC, aged 5–14) and adults (aged 15 and above). Multilevel mixed-effects models were used to assess associations between these factors and STH infection. Results The overall prevalence of STH infection was 5.3%; 3.2% hookworm spp., 2.1% Ascaris lumbricoides and 0.1% Trichuris. Hookworm spp. were more prevalent in adults than in SAC (4.4% versus 2.0%, respectively; p = 0.0001) and PSAC (4.4% versus 1.0%, respectively; p<0.0001), whilst Ascaris lumbricoides was more prevalent in SAC than in adults (3.0% versus 1.7%, respectively; p = 0.004). Being PSAC (adjusted Odds Ratio (aOR) = 0.2, p< 0.001; adjusted Infection Intensity Ratio (aIIR) = 0.1, p<0.001) or SAC (aOR = 0.5, p = 0.008; aIIR = 0.3, p = 0.01), being a female (aOR = 0.6, p = 0.004; aIIR = 0.3, p = 0.001), and having received deworming treatment the previous year (aOR = 0.4, p< 0.002; aIIR = 0.2, p<0.001) were associated with a lower prevalence and intensity of hookworm infection. Lower income (lowest quintile: aOR = 5.0, p<0.001, 2nd quintile aOR = 3.6, p = 0.001 and 3rd quintile aOR = 2.5, p = 0.02), being a farmer (aOR = 1.8, p = 0.02), medium population density (aOR = 2.6, p = 0.01), and open defecation (aOR = 0.5, p = 0.04) were associated with a higher prevalence of hookworm infection. Lower education—no education, primary or secondary school- (aIIR = 40.1, p = 0.01; aIIR = 30.9, p = 0.02; aIIR = 19.3, p = 0.04, respectively), farming (aIIR = 3.9, p = 0.002), natural flooring (aIIR = 0.2, p = 0.06), peri-urban settings (aIIR = 6.2, 95%CI 1.82–20.90, p = 0.003), and unimproved water source more than 30 minutes from the household (aIIR = 13.5, p = 0.02) were associated with a higher intensity of hookworm infection. Improved and unshared toilet was associated with lower intensity of hookworm infections (aIIR = 0.2, p = 0.01). SAC had a higher odds of Ascaris lumbricoides infection than adults (aOR = 2.0, p = 0.01) and females had a lower odds of infection (aOR = 0.5, p = 0.02). Conclusion Hookworm spp. are the most prevalent STH in Comé, with a persistent reservoir in adults that is not addressed by current control measures based on school MDA. Expanding MDA to target adults and PSAC is necessary to substantially impact population prevalence, particularly for hookworm. Trial registration ClinicalTrials.gov NCT03014167.

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Parkinson, Joy, Philip C. Mkandawire, Timo Dietrich, Abi Badejo, Mohammad Kadir, and Violet Tembo. "Developing the UNICEF Malawi School Handwashing Program." Social Marketing Quarterly 24, no. 2 (April 22, 2018): 74–88. http://dx.doi.org/10.1177/1524500418766355.

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Diarrhea is one of the major causes of morbidity and mortality among children and immune-compromised individuals in Malawi. Handwashing with soap (HWWS) is one of the most cost-effective health interventions to prevent diarrhea. United Nations Children’s Fund (UNICEF) Malawi has adopted a social marketing approach to achieve large-scale behavioral change for HWWS. The study, commissioned by UNICEF Malawi, was developed by PSI Malawi and Griffith University and conducted by PSI Malawi. Formative research insights using two research studies are presented including observations at 30 primary schools in terms of HWWS behavior. Second, key informant interviews with school administrators and staff members were conducted to understand HWWS motivation, opportunity, and ability factors. This study found less than half of the assessed schools had handwashing facilities. Structural barriers that prevent school children from practicing HWWS were identified including a lack of financial resources to construct permanent handwashing facilities in schools. Many schools also experience a lack of support from the community as citizens are not aware of the benefits of HWWS. Changes to school and community infrastructure are required to facilitate the adoption of the behavior. Supporting activities to encourage school children to practice HWWS and reinforcement strategies to sustain the behavior over time should also be implemented. School children can then become change agents for HWWS by reinforcing the behavior at home thereby contributing to the achievement of the national objectives to reduce diarrhea and leading to improved health and well-being for communities in Malawi.

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19

Nerad, Ann. "Primary prevention in the Chicago public schools." Journal of Prevention & Intervention in the Community 6, no. 2 (1989): 105–16. http://dx.doi.org/10.1080/10852358909511183.

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Winter, Patricia. "Perspectives on the practice of community music therapy in rural primary schools of Malawi." Nordic Journal of Music Therapy 24, no. 3 (October 17, 2014): 276–87. http://dx.doi.org/10.1080/08098131.2014.964752.

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21

Ghirwa, Grames, and Devika Naidoo. "Teachers’ perceptions of the quality of the new Expressive Arts textbooks for Malawi primary schools." South African Journal of Childhood Education 6, no. 1 (July 20, 2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.411.

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<p>The national government in Malawi implemented an outcomes-based curriculum reform in 2007. To facilitate implementation, new textbooks were developed for the primary school curriculum. This study intended to explore teachers’ use and perception of the new Expressive Arts textbooks. The participants consisted of 192 Expressive Arts teachers, grades 5–8, selected by purposeful sampling. Data were collected through questionnaires and semistructured interviews. It was found that teachers believed that the textbooks were poorly designed, contained factual inaccuracies, did not support higher-level thinking of the learners, did not represent the lived experiences of the children using them and reinforced gender stereotyping. The study therefore suggests that there is need for review of the textbooks and that it is necessary to provide textbooks timely and in adequate quantities according to the needs of each school to ensure an effective implementation of a new curriculum.</p>

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Zaunda, Harlod, Rochelle H. Holm, Ambumulire Itimu-Phiri, Mphatso Malota, and Sian White. "A qualitative assessment of disability friendly water and sanitation facilities in primary schools, Rumphi, Malawi." Development Southern Africa 35, no. 6 (April 16, 2018): 760–73. http://dx.doi.org/10.1080/0376835x.2018.1461610.

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Owen Mhango, Mtendeweka. "The Constitutional Protection of Minority Religious Rights in Malawi: The Case of Rastafari Students." Journal of African Law 52, no. 2 (September 18, 2008): 218–44. http://dx.doi.org/10.1017/s0021855308000107.

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AbstractIn Malawi, Rastafari students are prevented from attending public schools on account of their dreadlocks. This article seeks to analyse a framework for assessing whether Rastafari qualifies as a religion under section 33 of the Constitution of Malawi. The article argues that Rastafari is a recognized religion and that its sincere adherents should have full protection under the Constitution of Malawi, as do members of other religious groups. The article discusses potential problems for Rastafari litigants in Malawi and proposes some solutions. It introduces a three prong balancing test, which has been applied in particular cases in Zimbabwe and South Africa, and makes recommendations about future interpretation of the Constitution of Malawi using this test. It examines the current interpretation of the freedom of religion in Malawi and concludes with an argument for Malawi to follow the approach taken in Zimbabwe and South Africa.

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Mose, Peter. "Public libraries and public primary school literacy: a Kenyan case study." Library Management 41, no. 8/9 (August 12, 2020): 689–701. http://dx.doi.org/10.1108/lm-04-2020-0068.

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PurposeThe purpose of this paper is to explain how public libraries have been instrumental in early child school literacy teaching and learning. Most African public schools do not usually afford enough core textbooks and supplementary readers.Design/methodology/approachThis was a qualitative case study in Western Kenya amongst public library staff members, public primary school teachers and parents of library children clients. The following questions were addressed: What is the book situation in public primary schools in the study site? What school-type literacy-related services are offered by the sampled public library? and What are library staff members’, teachers’ and parents’ feelings about the public library services offered? Observations, interviews and document studies were used to collect data. Data were analysed thematically.FindingsPublic schools do not have enough core textbooks and the situation is worse for supplementary readers; the public library branch studied offers critical school-type literacies to school children both at the library building as well as at public schools registered with it; and library staff members, teachers, and parents express positive feelings about the services offered.Research limitations/implicationsThis was a case study whose findings might not apply to the larger situation and the study did not confirm actual literacy benefits of the library services amongst school children by, for instance, conducting literacy tests. The findings are, however, an index to the possible situation in the macro context.Practical implicationsThe relevant stakeholders should find ways of co-opting public libraries as associates of public schools in literacy teaching. This relationship is not straight forward in Kenya.Originality/valueThe findings reported are from original research.

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Masoumeh Imanian, Siyamak Tahmasebi, Akbar Biglaryan, Kianoush Abdi, Robab Teymouri, and Mansoureh Karimzadeh. "HEALTH AND SAFETY SITUATION AT NON-PUBLIC PRIMARY SCHOOLS." Malaysian Journal of Public Health Medicine 19, no. 2 (November 14, 2019): 179–88. http://dx.doi.org/10.37268/mjphm/vol.19/no.2/art.340.

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Children are one of the most vulnerable groups in societies and promoting their health and safety in school should be one of the goals of education systems. Evaluating the current status of schools is the first step toward the prevention of crises in schools and coping with them. The present study investigates the health and safety status of non-public primary schools in Tehran. The present cross-sectional, descriptive-analytical study was conducted on a statistical population of non-public primary schools in Tehran, including 65 schools that were selected through multistage cluster sampling. The study tool was the School-Age Care Environment Rating Scale (SACERS), which was completed by the researcher upon observing the current status of schools, and a statistical analysis was then carried out in SPSS-23 using deductive analysis with the single-sample t-test and the cumulative percentage analysis. The results obtained showed that the schools met the required standards in indicators including health policies, safety policies, emergency conditions and personal hygiene; however, they lacked these standards in indicators including health measures, safety measures, attendance, departure and meals/snacks. In general, there was a significant difference between the mean health and safety indices in the schools and the required standards (t=-8.19, P<0.001), and the schools did not meet the required health and safety standards in view of the size of the mean difference. Regarding the role of supervisory authorities and attitudes of staff and parents related to educational environment, it seems that schools need to improve and resolve their deficiencies in various dimensions of health and safety in order to be ready to deal with emergencies. Assessments can be carried out in schools in the form of periodical self-evaluations to improve their performance. In this process, the school environment provides a safer and more enjoyable way for children to learn and create a sense of belonging to the school.

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Chimpololo, Andrew. "ASSESSING PUPILS’ LANGUAGE PROFICIENCY IN A BILINGUAL EDUCATION PROGRAMME: INSIGHTS FROM TWO PRIMARY SCHOOLS IN MALAWI." Buckingham Journal of Language and Linguistics 3 (September 16, 2010): 1–10. http://dx.doi.org/10.5750/bjll.v3i0.20.

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Assessment in bilingual education is fundamental as far as cognitive academic language competence (CALP) is concerned. Teachers have to continuously evaluate the level of their pupils’ linguistic competence to accordingly tailor instruction towards the attainment of CALP (Cloud, Genesee and Hamayan 2000). This paper presents the findings of a study that investigated the assessment techniques used by teachers at two primary schools in Malawi’s transitional bilingual education programme. The results indicate a monotonous use of standardized assessment tools such as written exercises, oral assignments and end-of-term tests. The teachers seem not to realize that performance evaluation is an on-going process that constantly provides important feedback on pupils’ academic language proficiency. The teachers also ignore the focus on high-level cognitive abilities in their assessment. Furthermore, there is little variety in their choice of assessment methods to accurately measure different aspects of the pupils’ linguistic competence. To the contrary, research advocates that varied and continuous assessment techniques are the best ways of evaluating pupils’ academic performance in bilingual education programmes.

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Lawson, Anton E. "SCIENCE CURRICULA IN THE PUBLIC SCHOOLS: PRIMARY AND SECONDARY." HortScience 25, no. 9 (September 1990): 1182c—1182. http://dx.doi.org/10.21273/hortsci.25.9.1182c.

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According to recent surveys 80% of the primary, 90% of intermediate grade teachers, and 50% of all teachers base their instruction upon a single textbook; almost all questions arise from information in the textbook and most center on terminology; the common pattern of science instruction is assign, recite, test, and discuss the test, all based upon the textbook. The result of such instruction is that students demonstrate poor science achievement (both in terms of discipline specific knowledge and in terms of an ability to think and act in a scientific way) and poor attitudes towards science. In contrast, a number of excellent science K-12 programs have been developed in this country during the past 10-20 years and when used properly, achievement and attitude gains are considerable. Regrettably our system of district level control makes implementation of these superior programs difficult.

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Korogiannos, Dimitrios, Konstantina Zorbala, Nikolaos Tatsis, Evangelos Balis, Eugenios Metaxas, Konstantinos Kotsifas, and George Tatsis. "Asthma Prevalence in Athens Inner-city Public Primary Schools." Chest 138, no. 4 (October 2010): 313A. http://dx.doi.org/10.1378/chest.10213.

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Aina, Adebunmi Yetunde, and Keshni Bipath. "School financial management: Insights for decision making in public primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a1756.

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To realise the ideal of quality inclusive education, proper financial management is vital. Existing literature indicates that the mismanagement of school funds is largely due to principals and the school governing bodies (SGB) in many schools not having good working relationships with stakeholders and lacking the necessary financial skills, more specifically in schools in townships and rural areas. The study we report on in this article investigated the financial management of public primary schools situated in urban areas by adopting a qualitative research approach and employing a multiple case study research design. Five schools participated and data were collected through individual semi-structured interviews with the principal, school accountant and chairperson of the SGB of the selected schools. Findings revealed that, despite the fact that all South African schools are governed and controlled by the South African Schools Act, the financial management of fee-paying schools differs from no-fee schools situated in townships and rural areas. In many schools, the unavailability of the parent members of SGBs and their limited financial skills were barriers to effective financial decisions. Based on these findings, we recommend that the relevant stakeholders involved in school financial management obtain continuous training from the Department of Basic Education, in order to empower and support school governors to effectively carry out their financial functions.

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F. El-Kased, Reham, and Noha M. Gamaleldin. "Prevalence of Bacteria in Primary Schools." Journal of Pure and Applied Microbiology 14, no. 4 (November 17, 2020): 2627–36. http://dx.doi.org/10.22207/jpam.14.4.39.

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Pathogenic microorganisms are serious threats in schools, where contact with many microorganisms occur frequently throughout the school day. Classrooms are considered an optimal place for contact between microorganisms and young children. The aim of the current study was to study the prevalence of bacteria isolated in samples from different sites in primary schools and to show whether schools are sanitized and clean for children or it is just the core reason for their illness. The study was done in a highly standard private school and a public school in order to study the effect of variance in the social classes on the cleanliness of the schools. Different colonies were separated and identified by staining techniques and biochemical tests. Thirteen different types of bacteria with different amounts were isolated from 176 samples collected from different surfaces. It was found that the number of bacteria in public school is higher than that of the private school. The distribution of bacterial strains isolated from the two schools averaged 37.1% for Staphylococcus sp. followed by 11.3% for Enterobacter sp. and then 7.3%, 7.1% and 6.3% for Yersinia sp. Streptococcus sp. and Micrococcus sp. respectively. Other strains ranged between 5.9% to 1.5%. Bacterial isolates were tested for their susceptibility by well diffusion test against three commercial disinfectants commonly used for surface and hand cleaning in schools, namely; Clorox, Renol and Dettol. The highest percentage of resistance was seen against Renol (50%) followed by Dettol (38%) and was identified to be Escherichia coli, while least resistance occurring among all isolates was noticed against Clorox (18%). Children in private and public schools are at high risk of catching serious bacterial infections and they are surrounded by a cram of microorganisms. The current research shows that new ways must be developed to improve our schools’ hygiene to make it a healthier and safer place to learn in.

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Chirwa, Grames, Francis Lingolwe, and Devika Naidoo. "AN INVESTIGATION OF SCHOOL-BASED CHALLENGES FACING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS IN MALAWI: A CASE STUDY OF FOUR PRIMARY SCHOOLS IN ZOMBA DISTRICT." International Journal of Online and Distance Learning 1, no. 1 (July 15, 2021): 16–47. http://dx.doi.org/10.47604/ijodl.1316.

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Purpose: This study sought to investigate the challenges which schools are facing in implementing inclusive education in mainstream primary schools in Zomba district. Methodology: Qualitative research method which employed a case study design was used. Thirty-four participants were involved in this study. These were purposely sampled. Data was collected through interviews, documents review and classroom lesson observations to provide methodological triangulation. Data was analyzed using thematic content analysis method inductively. Results: The results of the study indicated that the implementation of inclusive education is facing a number of challenges such as ineffective orientation of head teachers and teachers to inclusive education, unavailability of teaching and learning materials for special needs learners in the mainstream schools, lack of special needs specialist teachers and lack of infrastructure suitable for the diverse special education needs learners. Unique contribution to theory and practice: The study recommended, that the Ministry of Education, Science and Technology officers, that is the District Education Managers and the Primary Education Advisors involved in the implementation of inclusive education need to ensure that there is effective orientation training of the head-teachers teachers and teachers on inclusive education. The Ministry of education, Science and Technology should provide teaching and learning materials for the special education needs learners in the mainstream schools.

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Adrogue, Cecilia. "Equality of Educational Opportunities at Public Primary Schools in Argentina." education policy analysis archives 21 (December 16, 2013): 89. http://dx.doi.org/10.14507/epaa.v21n89.2013.

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This paper assesses the degree of equality of educational opportunities across Argentina’s public primary schools. The main finding is that there are inequalities between jurisdictions, but even greater inequalities within them, suggesting the existence of serious problems in the distribution of resources at the sub-national level. Following the recommendations of the specialized literature, estimates of school quality and measures of disparity in educational opportunity were calculated. While school differences were found across provinces, even greater discrepancies were found among public schools located within provinces, which are responsible for the provision of primary education. Most importantly, inequality among public schools is found to be associated with factors that are considered socially unacceptable, such as the student’s socio-economic status even among schools financed by the same governmental unit.

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Nkamba, Eriab M., Sylvia Tilford, and Sonia A. Williams. "Components of Health Promoting Schools in Ugandan primary schools: a pilot study." International Journal of Health Promotion and Education 46, no. 3 (January 2008): 84–93. http://dx.doi.org/10.1080/14635240.2008.10708134.

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Williams, Phillip, Ros Weston, Jenny McWhirter, Erica James, Deborah Moore, Bernie Coulter, Cheryl Titheridge, Jan Halverson, and Jane Potter. "Health promoting schools: lessons from working intersectorally with primary schools in Australia." Health Education Journal 55, no. 3 (September 1996): 300–310. http://dx.doi.org/10.1177/001789699605500305.

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35

Jimenez, Emmanuel, and Vicente Paqueo. "Do local contributions affect the efficiency of public primary schools?" Economics of Education Review 15, no. 4 (October 1996): 377–86. http://dx.doi.org/10.1016/s0272-7757(96)00029-5.

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Lassibille, Gérard, and Jee‐Peng Tan. "Student Learning in Public and Private Primary Schools in Madagascar." Economic Development and Cultural Change 51, no. 3 (April 2003): 699–717. http://dx.doi.org/10.1086/374678.

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Urwick, James. "The Public Costs of Primary Schools: case studies from Nigeria∗." Compare: A Journal of Comparative and International Education 23, no. 1 (January 1993): 71–84. http://dx.doi.org/10.1080/0305792930230109.

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Usman, Syaikhu, Akhmadi, and Daniel Suryadarma. "Patterns of Teacher Absence in Public Primary Schools in Indonesia." Asia Pacific Journal of Education 27, no. 2 (July 2007): 207–19. http://dx.doi.org/10.1080/02188790701378826.

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Sweeting, Helen. "Children's Health in Primary Schools (Book)." Sociology of Health and Illness 19, no. 5 (November 1997): 674–76. http://dx.doi.org/10.1111/1467-9566.ep10938965.

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Mchenga, Joshua, Ellemes Phuma-Ngaiyaye, and Victor Kasulo. "Do sanitation facilities in primary and secondary schools address Menstrual Hygiene needs? A study from Mzuzu City, Malawi." Physics and Chemistry of the Earth, Parts A/B/C 115 (February 2020): 102842. http://dx.doi.org/10.1016/j.pce.2020.102842.

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41

Ong Kelly, Khim, Shi Yun Angela Ang, Wei Ling Chong, and Wei Sheng Hu. "Teacher appraisal and its outcomes in Singapore primary schools." Journal of Educational Administration 46, no. 1 (February 2008): 39–54. http://dx.doi.org/10.1108/09578230810849808.

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Bakkenes, Inge, Cornelis De Brabander, and Jeroen Imants. "Teacher Isolation and Communication Network Analysis in Primary Schools." Educational Administration Quarterly 35, no. 2 (April 1999): 166–202. http://dx.doi.org/10.1177/00131619921968518.

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43

Fisher, Clifford, and Ethan Hicks. "The Establishment Clause and Public Schools." Journal of Sociological Research 9, no. 2 (July 25, 2018): 33. http://dx.doi.org/10.5296/jsr.v9i2.13449.

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The purpose of this report is to explore and elucidate the application of the Establishment Clause to the activities of U.S. public schools, primarily through an examination of relevant case law. It is intended to facilitate an understanding of the fundamental principles and nuances of this legal issue throughout its history. The first sections offer a glimpse of the history of the Establishment Clause itself, including a discussion of the historic Supreme Court cases that laid the foundation off of which many of the decisions to be examined are built. Subsequent sections, organized by specific issue, analyze Establishment Clause cases that involve public schools, and have two primary objectives: to determine established precedents, and to discover trends and inconsistencies. Specific issues addressed include evolution and creationism in curricula, released time programs, prayer in class, and recitation of the Pledge of Allegiance.

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Omondi, Isabel Sadya, and Dr M. W. Kariuki. "LEVELS OF STRESS AMONG THE PUBLIC PRIMARY SCHOOL TEACHERS: A CASE OF PUBLIC PRIMARY SCHOOLS IN NAIVASHA DISTRICT." American Journal of Education and Practice 1, no. 1 (January 3, 2017): 59–75. http://dx.doi.org/10.47672/ajep.108.

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Purpose: The purpose of the study was to establish the levels of stress among the public primary school teachers: a case of primary schools in Naivasha district.Methodology: The study used descriptive research design. The target population in this study was 665 public primary school teachers. The sample of the study was 66 public primary school teachers from the four zones in Naivasha district. Primary data was collected through the administration of the questionnaires. A questionnaire is a pre-formulated written set of questions to which the respondents record the answers usually within rather closely delineated alternatives. Responses to the questionnaires were tabulated, coded and processed by use of a computer Statistical Package for Social Science (SPSS) software to analyze the data using descriptive statistics. This generated quantitative reports through tabulations, percentages, and measures of central tendency.Results: Results from the study revealed that pressures of assessments targets and inspection, changes to pay and benefits, teacher student interaction and excessive workload and level of stress among public primary teachers are positively and significant related.Unique contribution to theory, practice and policy: The study recommended that the Ministry of education and TSC should develop a policy on stress management to guide the induction; operation and counseling of public primary school teachers in their day to day duties so as to sufficiently support them manage stress and prevent further job performance effects of stress.

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Juneja, Nalini. "Private Management and Public Responsibility of Education of the Poor." Contemporary Education Dialogue 5, no. 1 (July 2007): 7–27. http://dx.doi.org/10.1177/0973184913411153.

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This paper presents an alternate explanation for the declining enrolments and dropouts from municipal primary schools. In the urban context, dropout has more usually been interpreted as a ‘preference for private/English-medium schools’. On the contrary, this paper points out; this ‘dropout’ could have been forced upon the poor by structural features introduced within the system of educational administration during the British period. Using evidence from studies of nine metropolitan cities, it is pointed out that the phenomenon of negative growth of enrolment at the primary stage is seen only in those cities where the next level of education is provided only/mainly through private-aided schools. Further, studies show that in Mumbai, the anxiety to ensure admission to aided secondary schools causes children to seek admission in aided secondary schools at the fee-charging primary stage itself. It is this manifested anxiety, this paper argues, that could be causing the observed phenomenon of low enrolment, dropout, etc. Thus, instead of representing a desire to leave schooling, the dropout could be likened to the backflow of smoke from a blocked chimney, seeking a way to progress upward. There is therefore a need to examine more closely the flows within the system of education, as also the role of subsidised private schools in providing continuity of education for children from municipal primary schools.

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Puts, Kerrie, and Jan Mattrow. "Healthy Primary School Canteens." Australian Journal of Primary Health 6, no. 1 (2000): 111. http://dx.doi.org/10.1071/py00012.

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Initiated by Berwickwide Community Health Service (BCHS), the Healthy Canteens Project commenced in June 1997. Initiatives were completed in December 1999. BCHS focused on primary school canteens as potential leading advocates for healthy eating within the primary school setting and the broader school community. The Health Promoting Schools concept (National Health and Medical Research Council, 1996) was a main guiding framework in this project with particular attention in the areas of 'Organisation Ethos and Environment' and 'Partnerships'. Schools were encouraged to examine and develop a healthy canteen environment and to network with other health/welfare agencies and schools. Although not addressed in detail due to limited resources, the importance of the third area of focus in the Health Promoting Schools concept, 'Curriculum', was emphasised where possible throughout the project. The project targeted key people with an interest and a role in the school canteen, to ensure greater involvement and more likelihood of positive outcomes. A 'healthy canteen' was defined as one that was safe, clean, profitable and providing a range of high nutritional value foods. Strategies were directed at enabling schools to work towards meeting this definition. Approaches used in the project included community consultation and participation, structural change, a review of settings, health education, intersectoral collaboration, skill development, policy development and striving for sustainability. The project highlighted the importance of community participation during the planning, implementation and evaluation stages of a project. It also showed that the formation of partnerships between organisations and across sectors greatly increases an initiative's chances of reaching its target group and achieving positive outcomes.

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Kafumbu, Fatsani Thomas. "Job Satisfaction and Teacher Turnover Intentions in Malawi: A Quantitative Assessment." International Journal of Educational Reform 28, no. 2 (April 2019): 207–26. http://dx.doi.org/10.1177/1056787919841501.

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This study aimed at uncovering the link between levels of job satisfaction with turnover intentions among teachers with the aim of broadening the knowledge base with regard to teachers’ welfare in public secondary schools in Malawi. In the empirical investigation, a correlational-analytic design was used. The stratified random sample consisted of 120 secondary school teachers and it was found that most teachers had a moderate level of satisfaction with their work. Furthermore, it was found that job satisfaction among teachers was related to their turnover intentions and that demographics had a significant influence on this relationship except for school type.

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McManus, Laura, and Laura Waley. "Challenging primary care curricula in UK medical schools." Education for Primary Care 28, no. 6 (August 7, 2017): 353. http://dx.doi.org/10.1080/14739879.2017.1362668.

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SUZUKI, Koro. "Islamic Education in Public Primary and Secondary Schools in Southern Thailand." Comparative Education 1999, no. 25 (1999): 97–115. http://dx.doi.org/10.5998/jces.1999.97.

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Naicker, Suraiya R., and Raj Mestry. "Teachers’ reflections on distributive leadership in public primary schools in Soweto." South African Journal of Education 33, no. 2 (May 6, 2013): 1–15. http://dx.doi.org/10.15700/saje.v33n2a715.

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