Publication: What Matters for Learning in Malawi? Evidence from the Malawi Longitudinal School Survey
Loading...
Files in English
640 downloads
Other Files
236 downloads
Published
2024-06-10
ISSN
Date
2024-01-23
Author(s)
Editor(s)
Abstract
Since the introduction of free primary education in 1994, Malawi has achieved rapid expansion in access to school, but the resulting rapid growth in enrollments have outstripped the increase in resources and capacity of the system to deliver learning. The result is an education system with widespread overcrowding and large disparities in conditions, access, and learning outcomes between schools.
"What Matters for Learning in Malawi? Evidence from the Malawi Longitudinal School Survey" presents one of the most comprehensive pictures ever presented of conditions, practices, and learning outcomes in a low-income country. Using data from a nationally representative, longitudinal survey of more than 500 schools; 4,000 teachers; and a gender-balanced, random sample of more than 13,000 grade 4 students, this book presents a robust analysis of the school-, teacher-, and student-level characteristics that prevent students from learning. The analysis reveals a strong relationship between the remoteness of a school’s location and inequities in school conditions, including the availability and condition of infrastructure, teaching and learning materials, finance, staffing, and supervision. Large class sizes limit the effectiveness of even skilled and highly motivated teachers. Poor learning outcomes are also evident in schools with high proportions of students who have illiterate parents; speak minority languages; are older than the typical age for their grade; and, particularly, have a poor mindset. A dedicated chapter focused on girls’ learning shows that student-level characteristics account for the majority of variation in learning outcomes; of those characteristics, gender is associated with the biggest inequities.
The book introduces a new Disadvantage Index (DI) as tool to understand the ways in which multiple dimensions of disadvantage at the school level interact, and it models the impact of investing in low-cost classrooms and additional lower primary teachers at the most disadvantaged schools. What Matters for Learning in Malawi? will be of interest to researchers, educators, and policy makers who have an interest in improving learning outcomes in low-income countries and populations.
Link to Data Set
Citation
“Asim, Salman; Casley Gera, Ravinder. 2024. What Matters for Learning in Malawi? Evidence from the Malawi Longitudinal School Survey. International Development in Focus. © World Bank. http://hdl.handle.net/10986/40948 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Can Targeted Allocation of Teachers Improve Student Learning Outcomes? Evidence from Malawi(Washington, DC: World Bank, 2024-07-16)Teachers are one of the most important inputs for learning, but in many low-income countries they are poorly distributed between schools. This paper discusses the case of Malawi, which has introduced new evidence-based policies and procedures to improve the equity and efficiency of the allocation of teachers to schools. The analysis finds that adherence to these policies has been highly variable between the country’s districts, with the most successful deploying 75 percent of teachers according to the rules and the least successful just 22 percent. Using administrative data, the paper identifies the impacts on student repetition rates of reductions in pupil–qualified teacher ratios as a result of the new teachers. The findings show that schools that moved from having more than 90 pupils per qualified teacher to a lower ratio experienced reductions in lower primary school repetition rates of 2–3 percentage points. However, similar impacts on dropout are not observed.Publication Does Effective School Leadership Improve Student Progression and Test Scores? Evidence from a Field Experiment in Malawi(Washington, DC: World Bank, 2024-07-17)Evidence from high-income countries suggests that the quality of school leadership has measurable impacts on teacher behaviors and student learning achievement. However, there is a lack of rigorous evidence in low-income contexts, particularly in Sub-Saharan Africa. This study tests the impact on student progression and test scores of a two-year, multi-phase intervention to strengthen leadership skills for head teachers, deputy head teachers, and sub-district education officials. The intervention consists of two phases of classroom training along with follow-up visits, implemented over two years. It focuses on skills related to making more efficient use of resources; motivating and incentivizing teachers to improve performance; and curating a culture in which students and teachers are all motivated to strengthen learning. A randomized controlled trial was conducted in 1,198 schools in all districts of Malawi, providing evidence of the impact of the intervention at scale. The findings show that the intervention improved student test scores by 0.1 standard deviations, equivalent to around eight weeks of additional learning, as well as improving progression rates. The outcomes were achieved primarily as a result of improvements in the provision of remedial classes.Publication Are Short-Term Gains in Learning Outcomes Possible? Evidence from the Malawi Education Sector Improvement Project(Washington, DC: World Bank, 2024-07-17)This paper presents evidence of the impact of a five-year package of interconnected interventions intended to improve learning environments in eight disadvantaged districts in Malawi. The intervention, which was implemented over five years, provided additional finance to schools to support the hiring of additional teachers and construction of learning shelters to improve class sizes in lower primary, along with constructing classrooms and providing results-based finance to reward improvements in staffing. The interventions were targeted to eight districts with longstanding disadvantages in staffing, learning environments, and learning outcomes, particularly for girls. Employing administrative data and data from a nationally representative independent sample of public primary schools, the analysis finds that these investments closed the gap in learning outcomes between the targeted districts and the rest of Malawi. There is also suggestive evidence that the program reduced learning gaps between girls and boys. The findings suggest that even in a low-income environment with significant constraints, targeted efforts to reduce class sizes can close district-level gaps in learning.Publication Learning Loss as a Result of COVID-19(Washington, DC: World Bank, 2024-07-16)School closures from COVID-19 have resulted in large learning losses, from 0.05 to 0.17 standard deviations in high income countries, equivalent to two to six months of lost learning. However, the extent of primary-level learning loss in low-income countries remains unclear, studies lack information on individual students’ learning trajectories, and most do not include students who dropped out. This paper uses representative survey data from Malawi that includes unique longitudinal data on individual students (grade 4 at baseline), including those who dropped out, at three points in time: pre-COVID; 1–12 months before the seven-month school closures; and 14–20 months after schools reopened. Across math, English, and Chichewa, the local language, the average learning loss amounts to 18 months (78 points, 0.78 standard deviations), significantly higher than the loss documented in high income contexts. Decomposing this loss, the findings show that students lost 0.25 standard deviations of existing knowledge during the closure, and a further 0.23 standard deviations in foregone learning compared to the expected trajectory had schools remained open. Further loss comes from a slowdown in learning after schools reopened, with students gaining 7 points’ less new knowledge in math per 100 days, the majority of which is not explained by increased dropout. Our findings are relevant for other low-income and lower-middle income contexts: remote learning during school closure was in general ineffectual, necessitating urgent action to remediate lost learning; and children who dropped out had the highest learning losses and now require out-of-school learning opportunities.Publication Moving Teachers to Malawi's Remote Communities(World Bank, Washington, DC, 2017-11)There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers' interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Users also downloaded
Showing related downloaded files
Publication State and Trends of Carbon Pricing 2024(Washington, DC: World Bank, 2024-05-21)This report provides an up-to-date overview of existing and emerging carbon pricing instruments around the world, including international, national, and subnational initiatives. It also investigates trends surrounding the development and implementation of carbon pricing instruments and some of the drivers seen over the past year. Specifically, this report covers carbon taxes, emissions trading systems (ETSs), and crediting mechanisms. Key topics covered in the 2024 report include uptake of ETSs and carbon taxes in low- and middle- income economies, sectoral coverage of ETSs and carbon taxes, and the use of crediting mechanisms as part of the policy mix.Publication World Development Report 2022(Washington, DC: World Bank, 2022-02-15)World Development Report 2022: Finance for an Equitable Recovery examines the central role of finance in the economic recovery from COVID-19. Based on an in-depth look at the consequences of the crisis most likely to affect low- and middle-income economies, it advocates a set of policies and measures to mitigate the interconnected economic risks stemming from the pandemic—risks that may become more acute as stimulus measures are withdrawn at both the domestic and global levels. Those policies include the efficient and transparent management of nonperforming loans to mitigate threats to financial stability, insolvency reforms to allow for the orderly reduction of unsustainable debts, innovations in risk management and lending models to ensure continued access to credit for households and businesses, and improvements in sovereign debt management to preserve the ability of governments to support an equitable recovery.Publication Poverty, Prosperity, and Planet Report 2024(Washington, DC: World Bank, 2024-10-15)The Poverty, Prosperity, and Planet Report 2024 is the latest edition of the series formerly known as Poverty and Shared Prosperity. The report emphasizes that reducing poverty and increasing shared prosperity must be achieved in ways that do not come at unacceptably high costs to the environment. The current “polycrisis”—where the multiple crises of slow economic growth, increased fragility, climate risks, and heightened uncertainty have come together at the same time—makes national development strategies and international cooperation difficult. Offering the first post-Coronavirus (COVID)-19 pandemic assessment of global progress on this interlinked agenda, the report finds that global poverty reduction has resumed but at a pace slower than before the COVID-19 crisis. Nearly 700 million people worldwide live in extreme poverty with less than US$2.15 per person per day. Progress has essentially plateaued amid lower economic growth and the impacts of COVID-19 and other crises. Today, extreme poverty is concentrated mostly in Sub-Saharan Africa and fragile settings. At a higher standard more typical of upper-middle-income countries—US$6.85 per person per day—almost one-half of the world is living in poverty. The report also provides evidence that the number of countries that have high levels of income inequality has declined considerably during the past two decades, but the pace of improvements in shared prosperity has slowed, and that inequality remains high in Latin America and the Caribbean and Sub-Saharan Africa. Worldwide, people’s incomes today would need to increase fivefold on average to reach a minimum prosperity threshold of US$25 per person per day. Where there has been progress in poverty reduction and shared prosperity, there is evidence of an increasing ability of countries to manage natural hazards, but climate risks are significantly higher in the poorest settings. Nearly one in five people globally is at risk of experiencing welfare losses due to an extreme weather event from which they will struggle to recover. The interconnected issues of climate change and poverty call for a united and inclusive effort from the global community. Development cooperation stakeholders—from governments, nongovernmental organizations, and the private sector to communities and citizens acting locally in every corner of the globe—hold pivotal roles in promoting fair and sustainable transitions. By emphasizing strategies that yield multiple benefits and diligently monitoring and addressing trade-offs, we can strive toward a future that is prosperous, equitable, and resilient.Publication Reclaiming the Lost Century of Growth: Building Learning Economies in Latin America and the Caribbean(Washington, DC: World Bank, 2025-06-06)Update: The Spanish version of the full book was published on September 9, 2025. Latin America and the Caribbean has lost not decades but a century of growth due to its inability to learn—to identify, adapt, and implement the new technologies emerging since the Second Industrial Revolution. Superstars like Argentina, Chile, and Uruguay fell behind peers like France and Germany, while the entire region retrogressed in industries it once dominated and was unable to take advantage of new opportunities that propelled similarly lagging countries to high-income status. The report shows that this remains the case today as the region’s firms continue to lag in assimilating new technologies. However, it argues that Latin America and the Caribbean can reclaim the lost century by building learning economies, creating the human capital, institutions, and incentives needed to increase the demand for knowledge, facilitate the flow of new ideas, and foment the process of experimentation.Publication Digital Progress and Trends Report 2025: Strengthening AI Foundations(Washington, DC: World Bank, 2025-11-24)The recent rapid evolution of artificial intelligence (AI) has outpaced society’s ability to fully grasp its implications. Unlike technological shifts that have unfolded over decades, AI’s integration is accelerating at an unprecedented speed and scale. Along with AI’s immense opportunities come new responsibilities—especially for ethical deployment, accountability, and alignment with human values—that have few precedents in previous technology revolutions. This 2025 edition of the "Digital Progress and Trends Report (DPTR)" explores how low- and middle-income countries can harness AI to drive inclusive and sustainable development—and avoid being left behind. The report explains what makes AI different from earlier general-purpose technologies and why it matters for development. It introduces the 4Cs, the foundations essential for AI adoption, adaptation, and innovation: connectivity (infrastructure), compute (processing power), context (training data, algorithms, and applications), and competency (digital skills). Drawing on rich, novel data sets, this DPTR benchmarks countries across the 4Cs, analyzes supply and demand dynamics, and identifies market failures and externalities where policy action is urgently needed. This report emphasizes the need for global coordination and targeted interventions to close the widening AI gaps, where resource constraints threaten to exacerbate inequality. Policy insights will help governments unlock AI’s potential while navigating its risks.