Improving Quality and Capacity of Mathematics Education inMalawi through Collaboration –Lessons from a Collaboration Between University of Malawi
and University of Stavanger
Presentation at:
International Cooperation Development in Mathematics Education – Tsukuba
Conference 2022
Arne Jakobsen, University of Stavanger, Norway
Mercy Kazima, University of Malawi, Malawi

Outline of Presentation
1.
2.
3.
4.

Background
Agents having influence over the designand implementation
Design of project
Lessons learned/outcome from the projectNorway and Malawi

Malawi• Population about17,5 million• Official language:
English (Chichewa)• Free primaryeducation since 1994
• Average teacher :student ratio is 1:88
• Lack of qualifiedteachers• Teacher education
faces challenges

Typical crowded primary school classroom

UN SDG4 and SDG17
Motivation for agents involved:• SDG4: Ensure inclusive and equitable
quality education and promote lifelong
learning opportunities for all• SDG17: Strengthen the means ofimplementation and revitalize the global
partnership for sustainable
development

Agents having an impact on projects:• The Norwegian Agency for Development
Cooperation (Norad)– Norwegian Programme for Capacity
Development in Higher Education andResearch for Development (NORHED)• Malawi Ministry of Education– Malawi National Education Sector plan
• University of Malawi (implementing agent)• University of Stavanger (implementing agent)Projects• Project 1: Improving Quality and Capacity ofMathematics Teacher Education in Malawi(2014-2018)• Project 2: Strengthening Numeracy in earlyyears of primary school through professional
development of teachers (2017-2022)• Both projects – needs defined by local
implementing partner in Malawi

Improving Quality and Capacity of Mathematics
Teacher Education in Malawi• Many resources needed for quality of teachingand learning– qualified teachers, classrooms (withfurniture), text books, note books, resource
books for teachers, etc.
• Project focus is on teachers• Emphasis on teacher education• Focus on teacher knowledge• Informed by theory of Mathematical Knowledge for
Teaching (Ball et al, 2008)- Six domains of Mathematical Knowledge for
Teaching

Design of both the collaboration projectImplementation of the professional development
programme (same design in both project)• Lesson study model (little used in Malawi)• Duration of 7 months (May – November) x 3• May: Workshop 1 (3 days)• May – November: lesson study in Teacher Training
Colleges (Project 1) and primary schools (Project 2)
with support from project team
• November: Workshop 2 (3 days)

Outcomme for the partners in a north-southcollaboration• Increased number of faculty with PhD in Mathematics
Education at University of Malawi.
• Supervision of PhD students in teams from both
institutions – developed quality in PhD supervision benificial for both Nowray and Malawi (learning goes
both ways)• University of Malawi were able to offer Master andPhD studies in Mathematics Eduation• Increased research – more knowledge about
Mathematics Education in Malawi• Collaboration with a different context (Norway) was
useful in Malawi – sharing ideas and enable to see
more than local eyes can see

What are the challenges in such acollaboration• Understanding cultural context – culturaldifferences,• Understanding different institutional
structures and beauracracies• Infrastructure

Final word
We finish with one of our favourite quotes

Collaboration allows us to know
more than we are capable ofknowing by ourselves
Paul Solarz

Thank you very much
Zikomo kwambiri
Tusen takkarne.jakobsen@uis.no