INSPECTION AND

SUPERVISION IN
EDUCATION

MODULE
FOR
PRE-SERVICE TEACHERS
Wezzie Chiziwa
1
Copyright 2020 Wezzie K.M.C. Chiziwa

All rights reserved. No part of this publication may be reproduced, stored in a

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mechanical, photocopying, recording, or otherwise without prior permission
from the publishers.

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Livingstonia Press
P.O. Box 112
Mzuzu

ISBN
eISBN

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Cover: Wezzie Chiziwa

Printed in Malawi by Baptist Publications, P.O. Box 444, Lilongwe.

2
INSPECTION AND
SUPERVISION IN
EDUCATION
MODULE
FOR
PRE-SERVICE TEACHERS
Wezzie Chiziwa

Livingstonia Press

Mzuzu
2020
3
 Table of Contents
LIST OF ILLUSTRATIONS................................................................. 5
ACKNOWLEDGEMENTS ................................................................. 6
DEDICATION .................................................................................. 7
ACRONYMS AND ABBREVIATIONS ................................................ 8
PREFACE ........................................................................................ 9
UNIT 1. INSPECTION AND SUPERVISION ..................................... 10
UNIT 2: TYPES OF INSPECTION .................................................... 21
UNIT 3: NATIONAL EDUCATION STADARDS ............................... 25
UNIT 4: DIRECTORATE OF QUALITY ASSURANCE SERVICES IN
MALAWI (DQAS).......................................................................... 36
UNIT 5: INSPECTION IN EDUCATION AND MANAGEMENT
THEORIES..................................................................................... 40
UNIT 6 : PLANNING FOR AN INSPECTION .................................. 52
UNIT 7 : PERFORMANCE MANAGEMENT POLICY AND
PROCEDURES............................................................................... 66
UNIT 8: CHANGE IN EDUCATION ................................................ 73
UNIT 9: SCHOOL DEVELOPMENT PLAN ....................................... 78

4
List of Illustrations

5
Acknowledgements
The support of friends and family is critical in any successful
writing project. It may be difficult to list all the people who
influenced and motivated me into this project. I am thankful to
my wife Nengezi and our two children, Symon and Patience,
for their support and encouragement. I am also thankful to my
schoolmates in year 2000 at Mzuzu University for encouraging
me. More importantly, I would like to acknowledge Klaus
Fiedler for continued support and inspiration to engage in
publishing. Special thanks to Robert Mpumulo for material
support.
Finally, I would like to thank the University of Livingstonia for
establishing the University Press. The press could have been
meaningless if stakeholders remained idle. The establishment
of the Press in itself was a motivation to prove to the
authorities hidden treasure.

6
Dedication
I dedicate the book to student teachers preparing to serve
their society as teachers as well as education inspectors.

7
Acronyms and Abbreviations
MoEST Ministry of Education Science and Technology
MoE Ministry of Education
MIE Malawi Institute of Education
PSLC Primary school Leaving certificate
JCE Junior Secondary School education
MSCE Malawi School Certificate of Education

8
Preface
It is widely agreed that inspection and supervision in the
education system plays a crucial role in promoting quality
assurance in education. School inspectors and supervisors
play an essential role in ensuring that the National Education
Standards are promoted and enhanced. Both school inspectors
and quality assurance officers provide practical support to
schools having noticed the gaps through their day-to-day
operation.
It is important to note that the history of inspection has
undergone significant changes over the years. The dimension
of inspection in the 19th century for instance, is not the same
as the 21st century and probably would be completely
different in the coming centuaries. The 21st century marked a
significant paradigm shift in the way school inspection is
carried out. The conduct of inspectors and teachers has also
followed suit. These changes range from their self-perception
and the way they perceived teachers, and the approach used
during their inspection processes.
The 19th century and before portrayed inspectors as the police
ready to find faults in schools. On the contrary, to the21st-
century inspectors and teachers work as partners and not as
enemies. This significant shift has resulted in total reshaping of
the inspection and supervisory processes.
This module aims at drawing the past and the new experiences
together with examples from Malawi and beyond. The module
is specifically tailored to be used by pre-service teachers.
However, it is expected to be used by, education inspectors,
teacher educators and both in-service and pre service
teachers. In addition, the module is beneficial to all those who
run privately owned school or those who intend to have one.
Most of the content is drawn from Malawian experience.

9
Unit 1. Inspection and supervision

Introduction
Inspection and supervision are an important aspect in the
education sector. The quality of teaching and learning depends
on the vibrancy of inspection and supervisory processes. This
unit highlights the meaning of inspection and supervision and
discusses the historical development of inspection and
supervision.

Learning outcomes
By the end of the unit, you must be able to
1. Define the terms inspection and supervision
2. Analyse the historical development of inspection and
supervision

Meaning of inspection
Have you ever come across the term inspection? If yes, what is
it? If no, can you suggest what it means as used in the
education sector? How is inspection important in the
education sector?

Indeed, inspection in education is an important aspect in

academic institutions. The term inspection can be defined and
used in various contexts. The term inspection is defined in
different ways by different scholars. But in this module, we will
define it in the context of education. Here are the three
selected definitions;

10
 A specific occasion when an educational institution is
examined and evaluated as a place of learning such that
advice is given for improvement1.
Another definition looks at inspection as
An independent external evaluation of the effectiveness
of the school or college in bringing about positive
outcomes for students.2
Tait further defines inspection as
As the process through which the central authority,
represented by inspectors, monitors and evaluates the
teaching and administration of the schools3.

Task
Carefully, examine the definitions provided, what key aspects
do you get in the definitions? How important are those key
elements in the definitions?
Well, from the three definitions above, a number of key
elements can be identified. These key elements are,
1. Monitor
2. Evaluate
3. Examine
4. External
5. Educational institutions
It is clear from the definitions that those carrying out the
process of inspection are not part of the institutions which are
being inspected. Usually, these inspectors come from outside
the schools, for example the Education Divisions or the

1 B.N.C. Kachama. Instructional Handbook for Inspectors. Ministry of

Education and Culture: Lilongwe. 1982 p.3
2
DIAS. Handbook for Inspectors and Advisors. MoEST: Lilongwe. 2015 p28
3
D.H.A. Tait., School Inspection as Educational Supervision, A paper from
Namibia Ministry of Education and Culture
11
Ministry of Education headquarters at DIAS4 in the case of
Malawi. The three key elements identified signifies that the
process involves judgment on the performance of the school is
made. The first definition by Kachama goes further to highlight
that advice is given to schools inspected, with the purpose of
making improvements.
The inspection handbook for DIAS5 stresses that the focus of
inspection is to ensure that there is positive learner outcome.
However, the ultimate aim of inspection is to enhance school
effectiveness in service delivery through quality control. It has
to be noted that a learner is the primary concern of school
inspection.

Meaning of supervision
Having looked at the term inspection, another important term
that is used in education is supervision. Most of the times
people tend to use the two terms synonymously but they are
different. Have you thought of them to be different? Well, let
us now define supervision.
Supervision can be defined as “the regular/periodic oversight
of individuals or entities, which uses the results of evaluation
to inform and direct action of those supervised”. Other
scholars perceive supervision as a way of advising, guiding,
refreshing, encouraging, stimulating, improving and over-
seeing certain groups with the hope of seeking their
cooperation. Other schools of thought see supervision as a
way of persuading people to desist from applying wrong
procedures in carrying out certain functions on their jobs, and
at the same time try to emphasize the importance of good
human relations in an organization.

4
DIAS- in full it is Directorate of Inspection and Advisory Services. It is a
Directorate that deals with Inspection and supervisory level in Malawi. Now
it has changed to Directorate of quality assurance services
5 DIAS 2015
12
In the Malawi handbook for inspectors, supervision is
considered as a constant and continuous process of more
personal guidance based on frequent visits when attention is
focused on one or more aspects of the education institution
and its organization.6 Supervision in education, unlike
inspection is therefore seen as a regular interactive process
between the supervisor and the supervisee in order to
improve performance. Key actors in the supervisory process at
school level are the senior teachers, heads of departments and
finally, the head teacher as the overseer.

Key feature of supervision

Having defined the term supervision, can you think of any key
features found in the definitions? Key features in supervisory
processes include
1. Regular
2. Interactive
3. Continuous
4. supervisor
5. supervisee
What does these key concepts tell you about supervision? You
will agree that the common stakeholders during the constant
supervision of teachers are the school-based officers. Senior
teachers, heads of department and school heads play an
instrumental role in the supervisory processes.

Differences between inspection

and supervision.
As earlier on indicated, the two terms are commonly used to
mean the same thing yet they are different. The two concepts
are similar in the sense that they all aim at improving the

6 B.N.C. Kachama Instructional Handbook for Inspectors. Ministry of

Education and Culture, Lilongwe 1982

13
quality of education delivery and standards. However, the
following are some of the differences.

Inspection Supervision
The major focus is on The focus is on
monitoring and maintaining and
evaluation of improving performance
performance which is
linked to judgment
It is conducted by Mostly initiated
external agents known internally by head
as inspectors teachers or heads of
departments
It is very formal It is less formal
Conducted less It is more frequent
frequently
Usually done by the Individually done
team of inspectors
Approach is less The approach is more
collaborative collaborative
The focus is identifying Focusses on providing
gaps and things not professional assistance
done according to set for improvement
standards

Perception of inspectors and

supervisors
Throughout the years, there has been changing perception of
inspection. Inspectors and their associated inspection activities
have been perceived differently. For instance, the perception
of inspection in the 19th century is not the same with the 21st
14
century. How was inspection perceived in the 19th, 20th and
the present 21stcentury?
Way back in the 19th century towards the end of 20th century
when most countries had not embraced democratic values,
inspection was perceived as a fault-finding mission. In the eyes
of the teachers, inspectors were considered as fault finders.
Susan Sullivan and Jeffrey Glanz point out that such were often
described as;
... ministers, selectmen, schoolmasters, and other
distinguished citizens. Their methods of supervision
stressed strict control and close inspection of school
facilities7
What do you think would be the reaction of teachers with such
a perception if the inspectors came to visit the school. Look at
the picture below, suppose you were busy teaching and
suddenly you see an inspector taking notes through the
window, how would you feel? How would that affect your
lesson?

Indeed, in the previous years, inspectors were the most feared

officers in the education sector. They visited schools without
notice. Sometimes, they could just walk in school premises
disguised as ordinary people. Their visits in schools were
associated with panic among teachers. During interaction with
teachers, there was clear power hierarchy displayed. They
considered themselves as more knowledgeable than teachers.

7 Susan Sullivan & Jeffrey Glanz. Supervision that improves Teaching and
Learning 4th edition. London: Sage Publications Ltd.
15
Teachers were generally seen as inept by supervisors in the
19th century.8 This kind of teacher assumption had an
influence in the way the supervisors conducted themselves
during supervision.
Reflection
1. Was this type of inspection the right approach?
2. Imagine that you are a secondary school teacher and you
are told that quality assurance officers or inspectors are
coming to observe your lesson. How would you feel?
3. What do you think are the advantages of the conducting
inspection without notice?
Generally, no teacher or Head teacher would feel at ease to be
visited by higher authorities without notice. Teachers and
heads think that such visits aim at finding faults. But when
teachers are doing their work properly and adhere to
standards, there is nothing to worry about. Only unprepared
teachers would be anxious. Bearing this in mind, inspectors
must be tactful in their approach when they visit schools
without notice. As much as possible they must be friendly and
constructive in their approach.
Naturally, when inspectors make formal visits to schools,
authorities tend to clean up the environment, make records
up-to-date, coach learners to behave well just like when the
family expects an important visitor. This does not give the true
reflection of everyday events at the school. Unexpected visits
therefore enable the inspector to experience the events free
from makeups.

Change in perception
Activity

8 Susan Sullivan & Jeffrey Glanz. Supervision that improves Teaching and
Learning 4th edition. London: Sage Publications Ltd.
16
Find out from literature on how inspection was perceived by
both primary and secondary school teachers in Malawi and
elsewhere. How has this perception changed overtime for
instance 19th, 20th and 21st century?

The 21st century marked a significant shift in the way

inspectors were perceived. Probably, the democratic
dispensation had changed the landscape for the approach to
inspection. Inspectors are never feared as it used to be. This is
based on the belief that teachers and inspectors are not
“natural enemies”9, but partners in an attempt to promote
effective teaching and learning. You should however note that
even though there is a change in the way supervision is done,
still some autocratic forms of supervision prevail among some
inspectors and quality assurance officers.

Point of reflection
As a prospective teacher/in-service teacher what are your
personal experiences that have influenced your supervisory
beliefs. What are some of the positive and negative
supervisory experiences you have encountered? What kind
of supervisory approach would you use? Justify.
You should take note that, our supervisory attitude is
influenced by our own experiences. As students we have been
noticing how teachers were treated by their supervisors. As
serving teacher we also have experienced different
approaches of supervision from our authorities. This kind of
experience likely shapes our future supervisory conduct.

9 Peter Canham (Ed) Inspectors Handbook. A Guide for Primary School

Inspection and Supervision. (3rd Edition) Ibadan: Evans Brothers Limited
1983 p2
17
Objectives of inspection
The following are objectives of inspection;
1. Provides a basis for concrete and constructive advice to
improve quality of education
2. Provides valuable records on various aspects of education
institutions
3. Provides a basis for action –inspection reports should be
followed up by actions by heads, teachers, administrators
and inspectors themselves
4. Assessment of teaching and learning in schools
5. Conduct needs assessment
6. Facilitates curriculum development and its implementation
through constructive evaluation and encouragement.
7. ensures provision of adequate resources
8. Spearheads staff development through in-service
education and training arising from recommendations of
inspection visits.

An Education Inspector
An Education Inspector is an important person in the
education system. The importance can be revealed through
successful performance designated to the position. The
following are some of the three major duties of an Education
Inspector.
1. ensure that children in schools receive high quality
education and are learning in a conducive environment
2. advise school administrators, teachers to ensure high
quality learning
3. ensure that public resources are used effectively and
efficiently
In Malawi, education is taken as a pivot for socio-economic
development. Huge sums of money are allocated to the
education sector in the country’s budget. It is for this reason
that money in the education sector must be accounted for
since it is taxpayer’s money. Therefore, Education Inspectors
18
have an enormous role to play. There are a number of roles
which an Education Inspector is supposed to play. The
following are some of the roles of an Education Inspector in an
attempt to fulfill the duties10
1. Teacher trainer and counselor
2. Professional educator
3. Administrator
4. Representative of the government
5. Auditor
6. Building inspector
7. Health inspector
8. Liaison officer
9. Community advisor
10. External examiner
Task
Try to expand the roles of an education inspector from the
above list.

Unit exercise
1. Write a two paged essay on the visibility of inspection and
supervision in Malawian schools.
2. Inspection and supervision are complementary, support
this statement with examples.
Essay
Read at least three journal articles on inspection and
supervision in education. Give an account of the journal
articles, what lessons can Malawi learn from the
findings/observation in the journal articles in question.

10 Peter Canham (Editor) Inspectors Handbook. A Guide for Primary School

Inspection and Supervision. Ibadan: Evans Brothers Limited
19
Unit summary
In this unit, we have defined the term inspection in the context
of education that it involves monitoring of education services
to ensure adherence to national education standards. In
addition, we have also examined the concept supervision
which involves regular contact between the supervisor and the
supervisee for the purpose of providing assistance in order to
improve the quality of instruction and education standards.
We have further described the changing nature of the
concept. The next unit looks at the types of inspection.

20
UNIT 2: Types of inspection

Introduction
There are several types of inspection, for the sake of this
module, we shall discuss the types generated by Directorate of
Inspection and advisory services in Malawi which has changed
its name to directorate of Quality Assurance services.

Learning outcomes
By the end of the unit, you should be able to
1. analyse the types of inspection
There are basically four types
1. General
2. Thematic
3. Follow up
4. Registration

General
General inspection deals with a selection drawn from the key
areas of National Standards. These aspects of national
standards are
1. Students’ outcomes
2. Teaching and learning process
3. Leadership and management
The results of general inspection results into the production of
a single school report or a national report may be developed

21
Thematic
Thematic inspection focuses on a particular aspect. Thematic
inspection provides in-depth examination of specific aspects
such as
1. Care and welfare of students
2. School building
3. Or teaching and learning of science
A national report may be developed

Follow-up inspection
This form of inspection is done as a follows up to check if
recommendations have been fulfilled. It is important to
carryout follow up inspection because it ensures that progress
is evaluated fir further advice. In addition, follow up inspection
promotes accountability and continuous improvement.

Registration inspection
This is for newly opened private schools or colleges. This is
done in order to see if they meet the minimum standards. If
you are planning to operate an education facility, you need to
comply with the national education standards set by the
country. The quality assurance officers shall evaluate the
readiness of your school to operate. Inspectors may be
interested to examine the type of infrastructure, staffing
levels, governance and all other related aspects as per NES.
Registration inspection is therefore very vital in matter of
maintaining high standards in the delivery of education
services.

Styles of inspection/supervision
There are different styles of inspections. These styles include,
directive, collaborative and non-directive.

22
Directive
In the approach the inspector takes a domineering role during
the process11. The teacher takes a passive role in the process,
who listens to the guidance and directives given by the
inspector. This approach is autocratic in nature. What do you
think are advantages and disadvantages of this approach? At
school level, the approach used on the novice teachers is more
directive because it is assumed that they are not experienced.
However, it is important for the inspector to gauge whether
the use of directive approach can yield results. As Supervisors
therefore, it is important to understand the teacher’s level of
development, expertise, and commitment in order to
determine the choice of supervisory approach to use.12 Many
of the supervisors have been using this approach. Remember
the discussion we had earlier, on the history of supervision.
Activity
May you generate an activity between the supervisor and the
teacher portraying directive approach

Direct informational approach

This approach is similar to the directive approach. However, it
is used for teachers who are just joining the profession and
they have little idea about the teaching profession. It is also
used for teachers who have no expertise or confidence to
resolve challenges on their own13. These kinds of teachers
need guidance from experienced teachers. In this case, the

11 11 Susan Sullivan & Jeffrey Glanz. Supervision that improves Teaching

and Learning 4th edition. London: Sage Publications Ltd. P.60
12 Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). Supervision
and instructional leadership: A developmental approach (8th ed.). Boston,
MA: Allyn & Bacon.
13 Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2010). Supervision
and instructional leadership: A developmental approach (8th ed.). Boston,
MA: Allyn & Bacon. P62
23
supervisors become the initiator of suggestions and actions to
take. Would you like this approach? If yes and no then why?
Supervisors must be very careful when using this approach.
Such kind of an approach might not be productive in the long
run.

Collaborative
In this approach as the name suggests, the inspector works
hand in hand with the one being inspected. There is a mutual
dialogue taking place between the two parties. The inspector
or supervisor gives an opportunity to the supervisee to
generate ideas. This is very important as it allows ownership of
the solutions. Once the teacher owns the solution, he or she
may be committed to executing a plan of action put in place.

Non-directive
This approach assumes that the one inspected is experienced
enough and knows what they are doing. Therefore, they are
left to operate to their best of knowledge. However, care must
be noted as this approach can create laissez-faire attitude.

It should be noted that there is no one best approach. The

inspector may choose a combination of the approach
depending on the situation.

Unit Summary
This unit has highlighted a number of styles of inspection.
These are directive, collaborative and non-directive.

24
UNIT 3: NATIONAL EDUCATION
STADARDS

Introduction
In this unit we are going to look at national education
standards in Malawi. These standards are supposed to be
adhered to by all stakeholders who provide education services
in Malawi from primary, secondary school up to colleges. It
should be noted that these standards can change from time to
time depending on the pressing need in the education system.
Currently the ministry of education is responsible in ensuring
that these standards are met.

Learning outcomes
By the end of the unit, you must be able to
1. Define national education standards

25
2. Explain the national education standards for Malawi
3. Analyse the implication of national education standards

National education standards

(NES)
The national education standards in Malawi sets out the
expectations in achieving education quality. These standards
set out minimum requirement for schools to attain. In Malawi,
the national education standards focus on four key areas and
these are:
1. Outcomes for students
2. Teaching process
3. Leadership and
4. management

Point of reflection
In your own opinion what do you think are the importance of
these standards?

Suggested responses
In your discussions you may have suggested some of these
responses
1. Acts as a benchmark for inspection and supervision
process
2. Ensure uniformity of inspection and supervision across the
country
3. Ensures objectivity in the process of data collection and
findings and analysis of the results
4. Brings about transparency
5. Schools are made aware of their expectations
Exercise:
In your working groups can you expand the suggested
responses above?

26
Use of National Education
Standards (NES)
The national education standards can be used in the following
ways
1. Identify areas of focus during supervision
2. Provide topics for discussion (students, parents and
teachers)
3. Select priorities in the development of school
improvement plan (SIP) or school Development plan (SDP)
4. Evaluate and monitor education quality
5. Foster partnership among education stakeholders

Organisation of NES
Outcomes for students
These stipulate what students achieve and demonstrate as a
result of learning

Teaching process
This entails a series of activities undertaken in order to achieve
the outcomes

Leadership and management

These constitute process which need to function effectively for
teaching and learning to be achieved
Fig 1 showing the processes of NES

27
The processes above work hand in hand. It implies that school
leaders ensure that teachers do their job, teachers ensure that
students achieve the outcome. It should be noted that all
activities are focused on the learner. Whatever activities are
undertake an institution of learning the interest of the learner
is a primary focus.

NES in details

Outcomes for students

There are six outcomes as indicators of success, these are;

1. Learning in lessons
This involves active engagement in the teaching and
learning process. The current learning philosophies
encourage learners to participate actively in the teaching
and learning process by engaging collaborative or
cooperative learning strategies. Teachers need to use
various teaching and learning strategies which
encourage student participation.
Its undisputable fact that not all learners have the same
capabilities. In class, you are likely to meet low achievers
as well as fast achievers. As teachers, you need to ensure
that low achievers achieve the expected learning
outcomes. Fast achievers cannot be left like that,
teachers must provide appropriate enrichment activities
to them. Fast achievers can also be used to teach their
peers through peer sessions.14

14 See MoEST. Handbook on remedial education for primary schools in

Malawi. Lilongwe 2018
28
2. Students’ outcome in the curriculum
This refers to achievement of the learning outcomes set
in the curriculum. There are a number of subjects or
courses that students undertake in primary, secondary
school and colleges. Schools must ensure that each
discipline is accorded enough attention for learners to
demonstrate the outcome of that specific academic
discipline.

3. Attainment across the school

This focusses on achievement of positive outcomes for
all students. This can be measured through summative
assessment usually in form of end of term examinations
or nationally administered tests. It is important that the
school should strengthen formative assessment in order
to support learners who are not performing to the
expected standards.

4. Students’ participation in education

This focuses on students attending full school year. In
the case of primary school, one has to cover all the eight
classes from standard one to eight, in secondary school
one has to attend form one up to form four and colleges
one has to finish all the years for instance two, three or
four years. It also looks at repetition rates and dropout
rates

5. Students’ behaviour and

involvement in school life
Apart from academic work, behavior is an important
component in school life. This indictor looks at the
demonstration of good behavior and self-discipline
according to the social standards.

29
 6. Students’ safety and school life
Safety is an important aspect in the learning process. If
safety is not safeguarded is likely to interfere with
students’ academic life. Schools must therefore ensure
that students are protected from all form of abuse such
as physical, sexual and emotional abuse.
What do you think could be other indicators regarding
outcome for students?

The teaching processes

Under the teaching process there are eight indicators
1. Curriculum which is effective and relevant
A curriculum that is relevant and effective is the one
that aligns with the national goals as well the one that
deals with global challenges. Make sure that teaching
must show relevance to the realities on the ground.
2. High expectations
Teachers must set challenging yet achievable tasks.
Provide opportunities for learner self-reflection and
self-assessment.
3. Teachers with good professional and curriculum
knowledge
Teachers must be well grounded in the subject matter.
They must demonstrate expertise in the facilitation of
the subject matter with pedagogical skills that enhance
understanding of the subject.
4. Well planned lessons
For effective delivery of the lesson teacher must plan in
advance. Teachers must make sure that the lesson
contains clear lesson outcomes. Teachers must make
sure lessons prepared but be engaging and must
consider differentiation instruction. Relevant teaching
and assessment resources must be selected to support
the lesson outcomes.
5. Teaching for effective learning
30
 As a teacher you need to ensure that the teaching
process uses strategies that promote effective learning.
In addition, teaching must promote critical thinking and
problem solving. Teachers must create a classroom
environment that fosters students motivation, creativity
and collaboration.
6. Accurate and constructive use of assessment
Teacher made assessment must reflect the learning
outcome. Assessment must also aim at supporting the
developmental outcome of the nation. Teachers must
not emphasise on recall-based assessment but rather
move further towards stimulating critical thinking and
problem solving.
7. Teaching which meets the needs of all students
As already highlighted, there is diverse individual
differences in class. Each learner has unique learning
strategy. Teachers must therefore use teaching
strategies which meet the needs of all learners in class.
8. Effective management of behavior
Effective management of behaviour is critical to a
productive learning environment. It is essential that
teachers set clear standards and expectations. They
must establish an environment that promote respect
and cultivate positive behaviour.
All these indicators under the teaching process reflect key
skills in effective teaching.

Leadership and management

These can be split into two

Leadership
This has four indicators

31
1. Vision goals and values
Vision goals and values provides aspirations for the
school. Vision guides the operations of the school. It is
important for the schools to develop clear vision that
they seek to attain. The vision mission statement must
be clearly displayed at the school notices.
2. School self- evaluation and improvement
Now and again, schools must engage in self-evaluation
to check areas of success and those that need
improvement. This process involved collecting and
analysing data about the school in different aspects. By
engaging in honest self-evaluations, schools are likely to
improve.
3. School governance
Schools must have vibrant governance systems. These
governance bodies such as school management, school
boards, board of trustees must work together towards
improvement of school operations
4. School leadership
Stakeholders under this include
1. SMCs
2. Proprietors
3. Board governors
4. School heads and senior staff

Management
This looks at the following aspects
1. Partnership with parents and community
There is need to have partnership with the community
which is very crucial in fostering a supporting and
enriching learning environment.
2. Staff supervision and development
School based supervision is an important element that
promote effective learning. Headteachers, heads of
departments must continuously carry out supervision to

32
 ensure adherence to educational standards. Supervision
help improve practice.
3. Staff deployment and management
Schools need to deploy staff in areas they can perform
well depending on their skills and capabilities.
4. Care and welfare of students
Effective learning can only be achieved if the welfare of
learners is taken into consideration. Learners must be
protected from any form of physical, emotional and
psychological harm. Schools must have vibrant students
support systems such as guidance and counselling
services
5. Access equity and inclusion
Education access must be available to all regardless of
culture, race, ethnicity and any other condition. It must
also take into consideration diversity existing among
learners.
6. Management of building and facilities
School must ensure that school infrastructure is
properly managed to ensure students safety.
7. Financial management
Financial resources must be properly managed to
support the teaching and learning process. Any form of
abuse must be guarded against. The school must come
up with robust systems to ensure efficient and
productive use of resources.

Levels of achievement of the

standards
The levels of achievement of the education standards are
categorized into four.
33
Levels 4 effective practice
This is the highest level to which schools must strive to
achieve. School which achieves level 4 may be used as models
for other schools to emulate.

Level 3 exceeds minimum standards

It identifies some of the key processes and activities typical of
practice which is better that the minimum standard.

Level 2 meets minimum standards

This represents the basic requirements expected of all schools
in Malawi in each of the 26 standards

Level 1 below minimum standards

This relates to those schools which fail to meet the
requirement of adequate education of their students in one or
more respects. Schools that fall below minimum standards are
damaging the future of the children they are set to serve. The
immediate remedy is therefore expected to be put in place.
Project

Read the National Education Standards and come up with a

revised format of national education standards by either
removing or adding some aspects which you feel are more
important. Present your findings.

Unit summary
This unit has discussed the value of the national education
standards. It has also highlighted the specific standards which
primary school and secondary schools in Malawi are expected
to adhere to in order to ensure quality delivery of education
services. National education standards are benchmarks for
inspection and supervisory processes. They assist schools to
identify areas of concentration and improvement. It has to be
34
noted that not all standards can be done at once, schools need
to identify areas of concentration according to their context.

35
Unit 4: Directorate of quality
Assurance Services in Malawi
(DQAS)

Introduction
In this unit you will be expected to be acquainted with
inspection and supervision in Malawi under the auspices of
directorate of quality assurance services formerly known as
Directorate of Inspection and Advisory Services (DIAS).

Learning outcomes
By the end of the unit, you must be able to
1. describe the operations of DQAS
2. describe the hierarchy of DQAS

Education inspection in Malawi

In Malawi, the duty to ensure the provision of high standards
of education rests in the office of the Minister of Education
among other. The Education Act 2013(section stipulates the
following duties of the Minister of Education.
1. Promote education for all people in Malawi, irrespective of
race, ethnicity, gender, religion and any other
discriminatory characteristics
2. Formulate policies, plan and manage information system
at national level
3. Mobilise and allocate resources
4. Design and develop national curriculum
5. Set and maintain national education standards
6. Monitor assess and evaluate education system and
7. Provide effective mechanisms for a transparent and
accountable education system at all levels.

36
Question to think about
How do you think a Minister can carry out this enormous task?
These tasks are partly fulfilled by the Directorate of Quality
Assurance Services (DQAS). This is one of the departments in
the Ministry of Education Science and Technology (MoEST)
which provide inspection and advisory services in the Ministry
to ensure quality assurance in primary and secondary
education. These functions are fulfilled by carrying out four
major services which are;
1. Inspecting and supervising schools and colleges
2. Reporting to minister on quality of education
3. Working with partners in improving quality education
4. Identifying best practices in schools and share the same
with other schools.
In order to achieve these effectively the Directorate engage
teachers, head teachers and other stakeholders in a
professional dialogue.

Organization structure of DIAS

DIAS operates at three major levels. These levels are, central,
divisional and district. The structure below provides an
impression of a simplified structure of DIAS.

37
Central level
This is the hub of inspectorate and advisory services in Malawi.
It is based at the ministry of education science and technology
headquarters. It is known as Directorate of Inspectorate and
Advisory Services. It is headed by the Director and supported
by the Deputy Director, Chief inspectors and Principal
Inspectors of schools. DIAS has four major responsibilities and
these are
1. Develop inspection and advisory policies
2. Strategic planning
3. Staff training and quality assurance
4. Coordinate curriculum and teaching related research
5. Evaluation of the education system
Divisional level
Each and every education division in Malawi has a team of
inspectors who provide inspection and advisory services in
schools within their respective divisions. Some examples of
education division in Malawi include, shire highlands
education division, central east education division, northern
education division, central west education division just to
mention but a few. At each education division level there are
two sections, the primary and secondary section. On one
hand, the secondary section has inspectors who provide
inspection and advisory services to secondary schools in the
division. On the other hand, the primary section deals with
primary schools to the districts within the division.
District level
This operates at district level; the focus is on primary schools
within the district. The services are coordinated by
Coordination Primary education Advisor (CPEA) who oversee
the work of Primary Education Advisors (PEA). The PEAs are
responsible for specific zones within the district.

38
Advisory services of DIAS
DIAS apart from providing inspection activities. It provides
advisory services in order to support school leaders, managers,
teachers and other stakeholders on their important role of
improving quality education.

Functions of advisors
The advisory services have a key role in assisting the schools to
develop school improvement plans. These improvement plans
are in the context of the national education standards.
Advisors are therefore key to;
1. helping schools develop their vision
2. support the implementation of the national education
standards
3. help schools to identify priorities for improvement
4. help schools produce their improvement plans
5. support improvement and monitoring of the plan

DIAS links with other agencies

Apart from carrying out its functions within the structure of
MoEST, DIAS has some links with other agents in ensuring that
quality education is enhanced. These agencies include
1. Malawi Institute of Education (MIE)
2. Malawi National Examination Board (MANEB)
3. Malawi National Library Services (NLS)
4. Development partners and NGOs
Question to think about
What do you think are the benefits of these links?

39
Unit 5: Inspection in education
and management theories

Introduction
In unit 1 we looked at the concept of inspection in education
and how the concept has changed over time. The change in
the concept and approach to inspection and supervision has
been influenced by various theoretical perspectives. In this
unit, we are going to discuss how management theories relate
to inspection and supervision in education.

Learning outcomes
By the end of the unit, you must be able to
1. analyze perspectives that have shaped school inspection
and supervision

Scientific management theories

This gained popularity in the 1880s. It is connected to classical
management theory developed by Fredrick W Taylor and
administrative theories by Fayol and Max Weber. Taylor was
considered as the father and founder of scientific
management theories noted that there was substantial
inefficiency in the way organisations operated. He therefore
postulated that the need to come up with proper work
methods and standards derived from scientific study to ensure
efficiency and high productivity. He came up with one best of
leading or managing that would save time and financial
resources. One of the key aspects in Taylors thinking is that
there should be rules and procedures which workers must
follow in their undertaking. Immediately that time Taylorism
and efficiency became household concepts in various work

40
places including administrative and supervisory conduct in
schools15

Education implication
What do you think are the education implication of Taylor’s
principles?
The implications of Taylor’s ideas have been enormous for
educators and the educations system as the whole.
1. ensure that teachers teach according to teaching protocol
and guidelines, for instance, teachers must prepare the
schemes and records of work extracted from the syllabus,
prepare lesson plans and use the teacher’s guides for
instructional processes
2. number of passes, number of notes learners had been
measures of educational productivity
3. remuneration therefore would be based on the amount of
work done by the teacher
4. teachers and heads should know their job description and
terms of reference, if their tasks are well stipulated, it is
easy to perform according to expectations and that can
facilitate accountability
5. Teachers therefore are not supposed to deviate from these
plans

Criticisms
The work of Taylor has been criticized by opponents. Scholars
have argued that the scientific management principles treat
human being as machines. Sticking to rules and guidelines
prevents teachers from creativity. Some have further argued
that it ignores teacher’s individual differences. These
differences have an influence on the way they handle learners
and the instructional process and therefore cannot be forced

15 Susan Sullivan & Jeffrey Glanz.(2013) Supervision that improves

Teaching and Learning 4th edition. London : Sage Publications Ltd. P32
41
into a standardized way of doing things. However, Taylor’s
ideas have been instrumental in getting things done.
REFLECTION
Read the following poem and reflect your experiences with
regard to inspection and supervision
With keenly peering eyes and snooping nose,
From room to room the Snoopervisor goes.
He notes each slip, each fault with lofty frown,
And on his rating card he writes it down;
His duty done, when he has brought to light,
The things the teachers do that are not right …
The supervisor enters quietly,
“What do you need? How can I help today?
John, let me show you. Mary, try this way.”
He aims to help, encourage and suggest,
That teachers, pupils all may do their best.
—Anonymous, 192916

Human relations theory

The human relations theory was propagated by Elton Mayo.
The human relations perspective marked a departure from the
scientific management theories. While scientific management
theories were impersonal in approach, the human relations
theory hinted that high productivity could be achieved if social
needs of the workers are met. It is based on the belief that
workers can be self-directed and creative at work if properly
motivated.

16 Susan Sullivan & Jeffrey Glanz.(2013) Supervision that improves

Teaching and Learning 4th edition. London : Sage Publications Ltd. P32

42
Mayo argued that administrators should be human and have
the ability to handle workers as social beings. In this context
workers are supposed to be treated decently. In addition,
workers are supposed to be involved in decision making. The
human relation perspectives embraced a democratic process
in supervision. This is a departure from Taylorism which
regarded teachers as machines.
The human relations theory played a great influence in the
education system. The following are some of the influences:
1. Teachers should be viewed as the whole person in their
own right rather than machine to be utilized by
administrators and inspectors.
2. Inspectors should create a feeling of satisfaction among
teachers by showing interest in them as people
3. Teachers should work with inspectors during evaluation
process and inspectors must be facilitators

Criticisms
1. Critics of the human relations theory raise a number of
dissatisfactions:
2. Not everything needs a democratic process
3. Accused of being soft in handling issues, therefore they
have been accused of fomenting laissez-faire attitude
4. Some argue that making workers happy result into making
them vulnerable to exploitation by managers.

Critical theory
This theory advocates freedom and emancipation process. The
theory attempts to question and challenge what is claimed to
be established knowledge. The theory rejects the existence of
absolute truth. According to critical theorist, there is need to
create self-awareness for one to recognize the correct reason
for his or her problem.

43
Education implication
Using critical theory teachers are regarded as people with free
will and total freedom. The aim of inspectors is to facilitate
the teaching and learning process and not to dictate what
should be done by teachers.
Teachers need to reflect on their teaching to identify their
weaknesses and try to find solutions to the problems that they
face during teaching and learning.

Criticisms
Some teachers may misuse the freedom
Human cannot be left free without some degree of control.
Exercise

In your own view, how can you use the above theoretical
perspective to shape your supervisory activities? Which one
do you think is effective?

Models of supervision in brief

Supervision as inspection
This takes the form of the traditional view of supervision.
Teachers are viewed as deficient. The focus of supervision is to
identify errors and faults in the instructional process. It is
therefore more directive, a lot of control. Sometimes the
supervisor interferes directly with the work of the supervisee.

Supervision as social efficiency

This form of supervision became more popular in the 20th
century. It was influenced by the scientific principles of
management. It advocates for impersonal approach in the

44
process of supervision. It uses teacher rating to determine
efficiency.

Democracy in supervision
This approach was influenced by Dewey in the late 1920’s. The
model pays attention to human relations. The approach
advocates respect for teachers and cooperation. It recognizes
teachers as fellow workers and not machines. Therefore, the
supervisor and the teacher decide on what and how to teach.

Scientific supervision
Similar to supervision as social efficiency, this model aims at
evaluating teaching by developing pre-determined items to
evaluate teaching. It is based on the premise that measuring
instrument should be used to determine the quality of
instruction.

Supervision as leadership
This became popular in the 1960’s. It embraces democracy
and human relations. Harris (1969) as cited by Sulivan & Glanz
defined leadership as showing the way and guiding the
organization in definitive directions.17 Accordingly those in
power were supposed to provide leadership by:
1. Developing mutually acceptable goals
2. Extending cooperative and democratic methods of
supervision
3. Improving classroom instruction
4. Promoting research into educational problems
5. Promoting professional leadership

17 Susan Sullivan & Jeffrey Glanz.(2013) Supervision that improves

Teaching and Learning $th edition. London : Sage Publications Ltd. P32
45
Developmental supervision
This was advanced by Glickman Gordon and Ross Gordon in
1998. In this type of supervision, the supervisor choses an
approach which will suit an individual development level, the
ultimate goal is to ensure that teachers achieve high levels of
autonomy. It is based on three major assumptions and these
are;
Teachers have a varied personal background and experience
which make them to operate at different levels of professional
development. They thus vary in the way they view students
and in the use of various instructional strategies in relation to
particular situations.
Teachers also operate at different levels of thought, ability,
and effectiveness. Therefore, they need to be supervised at
different levels, for instance it may be more directive for one
who is not professionally matured and less directive for one
who is matured.
The third goal is that the long-term goal of this supervision is
to ensure that teachers grow professionally to achieve
autonomy and self-direction.
Therefore, the supervisor may choose to use directive,
collaborative and non-directive approaches. The supervisor
changes the behaviors as the supervisee gain experience and
supervisory relationship also changes.

Phases of developmental supervision

As noted from the assumptions, there are three phases of
developmental supervision and the supervisor is supposed to
fulfil three major tasks alongside the phases as represented in
the table below.

46
Table showing phases of developmental supervision

Phase purpose Goal supervisory

techniques
[Link] Functional Determine current Observe and interact with
and teacher level of teacher(s) compare teacher
development abstraction ( Low, behaviour to research on
al moderate abstract and teacher abstraction
high)

[Link] Functional Meet instructional Match supervisory

needs/solve approach (directive,
instructional problems collaborative an non
directive )to teacher level
of abstraction (Low,
Moderate and High)

[Link] Development Increase teacher Gradual exposure to new

al abstraction an self- ideas, incremental
direction decrease in structure,
increase in teacher
responsibility, optimal
mismatch with other
teachers.

Diagnostic
At this phase the supervisor has to identify the level of
abstraction (this is the ability to form more orientation toward
the environment and the interpersonal world of the
supervisee18, this is done through face to face discussion as
well as observing the supervisee. The data may reveal that one
is operating at low, moderate or high abstraction level.

18 (Sullivan etal 1970)

47
Tactical
After identifying the abstraction level of the teacher, the
supervisor matches the approaches to the level of the
supervisee. For instance, directive for low abstraction,
collaborative for moderate abstraction and non-directive for
high abstraction. It should be noted that in directive the
supervisor provide teachers with a lot of information which is
not imposed but rather the supervisee is free to choose from a
variety of alternatives. Non directive calls for low supervisory
responsibility and high teacher responsibility.

Strategic
This aims at accelerating the development of the teacher
towards abstraction. This can be achieved if the teacher is
exposed to new ideas on instructional strategies, problem
solving gradually supervisory dependency is reduced.
*Teachers with low level of abstraction have difficulties in
identifying instructional problems and generating alternative
solution. They often seek concrete advice from an expert or
authority on how to complete tasks. Teachers exhibiting
moderate abstract are able to identify instruction centering on
a single dimension and can generate two or more solutions
they strive for independence but they need help. Those of high
abstraction can identify problems from disparate sources of
information and can visualize various strategies, an anticipate
consequences of each action and select the appropriate action

Differentiated supervision
This evolved from clinical supervision. The rationale behind
this is that teachers are different. Individual teacher respond
to different approaches t supervision taking into consideration
their needs and competence rather than the best way
approach. This approach allows teachers to choose from the
menu of supervisory and evaluative processes, instead of using
one strategy. Teachers should take an active part in choosing
48
the option for supervision. It advocates the use of informal
classroom visitation to assess an assist individual teachers.

Collegial supervision
Collegial supervision refers to the existence of high levels of
collaboration among teachers and between teachers and
Principals and is characterized by mutual respect, cooperation
and specific conversation about teaching and learning.19
It involves professional dialogue, curriculum development,
peer observation, feedback and action research. Teachers
continuously engage in concrete talk about teaching practice.
It affords teachers to plan design, research, evaluate and
prepare teaching materials together. Teachers take turns in
assuming the role of a clinical supervisor as they help each
other.

Clinical supervision
This model of supervision emerged in the 1970’s. It views
teachers as active members in the instructional process. The
focus of clinical supervision is the development of
professionally responsible officer who can analyse his or her
own performance, open up for others to help and self -
directing. Clinical supervision is based on the assumption that
teaching would be improved by a prescribed, formal process of
collaboration between teacher and supervisor20. It promotes
face to face interaction between the supervisor and the
supervisee with the intent of promoting professional growth.
Clinical supervision is in contrast with previous supervisory
practices based of scientific management principles which
were dominantly fault finding.

19 Sergiovanni & Stuart 1993

20 Susan Sullivan & Jeffrey Glanz. (2013) Supervision that improves
Teaching and Learning 4th edition. London: Sage Publications Ltd. P37
49
Phases in clinical supervision
There are seven phases of clinical supervision and these are:
1. Establishing teacher supervisory relationship
2. Planning with the teacher
3. Planning strategy for observation
4. Observing instruction
5. Analyse teaching and learning process
6. Planning strategy of conference
7. The conference
8. Renewed planning
These phases are reduced to three namely

Pre-conference
During pre-observation meeting the supervisor and the
supervisee are in contact. This meeting provides an
opportunity for the teacher to state personal concerns, needs
and aspirations.

Important points for successful pre

conference
In order to have a successful pre conference meeting the
following need to be done. The need to establish rapport. This
will enable the creation of a conducive atmosphere thereby
allowing free expression of issues. There is need to discuss the
lesson plan. Check for relevance of the lesson outcomes
(success criteria) teacher and learner activities. There is need
to discuss on the learner characteristics in terms of knowledge,
skills gender, special needs and other attributes. The teacher
has to highlight his or her strength, ambitions and
shortcomings. Then finally agree on the observation strategy.

Classroom observation
This is the second stage of clinical supervision. Observation is
done based on agreed areas for example; lesson introduction,
development, conclusion and evaluation. Other aspects may

50
include voice, gender sensitivity, time management, and
questioning.

Post conference
At this phase the supervisor and the supervisee review the
data. The supervisee makes his or her own observation, and
the supervisor also makes his or her observation. Thereafter
the two meets for analysis. After the discussions plans are
made for a follow up visit.

Contributions of clinical supervision

1. Allows objective feedback
2. Diagnoses instructional problems and provide valuable
information to solve those problems

Unit summary
This unit has discussed a number of strategies used in
supervision. It is noted that certain theoretical perspectives
have an important bearing on the nature of supervisory
practices.

51
Unit 6 : Planning for an
inspection

Introduction
In this unit we are going to discuss some of the processes
involved in planning as well as conducting inspection.

Learning outcomes
By the end of this unit you must be able to
1. Describe the documents used during the inspection
process
2. Explain the planning process of inspection
3. Describe the various role of inspectors

Planning for an inspection

Before inspecting schools, inspectors need to have advance
information about the school. This information can be
collected from school files in the ministry or the head teachers
of schools to be inspected. In Malawi there are four major
documents which are used to get prior information before
inspection, a form for collecting data and the form for analysis.
These documents are:
Pre-inspection Self-Assessment Document (PISAD)
This is a document on which the Head teacher or school
principal records key information about the school. Such
documents has the following information among others:
1. Name of the school
2. Name of the head teacher
3. Enrolment and age ranges of learners

52
4. Attendance behavior
5. Distance learners take to travel to school
6. Number of learners suspended, rusticated from school
7. Number of learners transferred in and out of the school
8. Examination results
9. Pass rates for national examinations repetition rates
10. Academic and extracurricular achievement of the school(
quizzes, debates, sporting etc
11. Curriculum organization (timetables)
12. Staffing levels and their qualifications
13. How inclusive the school is
14. General status of infrastructure and resources at the
school.
Question to think about
What are the importance of the documents stated above?

Evidence from 1
This form records evaluative evidence gathered during
classroom observation in relation to number of key standards.

Evidence form 2
This is a form on which inspector’s record notes upon
interacting with other stakeholders though interview, meeting
and other activities.

Record of Evidence, Analysis and

Decision taken (READ)
This records the outcomes of the final team meeting, the
levels assigned to each standards, the evidence which
supports the decision and the strengths and areas of
improvement.

53
Preparation for an inspection
visit
Before inspection of school takes place, there are a number of
administrative procedures to be followed. The inspectorate
department outlines their program of activities for the whole
year. However during specific inspection visit, there is need to
come up with the costs for the visit extracted from the budget
line. The Principal inspector is responsible for coming up with
the costed program for the visit.

Contents of the costed program

There are a number of things required for the inspection
program to be successful. Some of these are
1. Cost of transport
2. Cost of accommodation and meals
3. Upkeep allowances for the team
4. Dates of the visit
5. Teams to be deployed schools to be inspect
This costed program is submitted for approval to the chief
Inspector. After approval, the Principal inspector of schools
make necessary arrangements. It is important that these
arrangements are made in good time in order to give to give
ample time to the approving authority to scrutinize the
budget.

Composition of the inspection

team and collation of the
document
The inspection team is composed of the Team Leader,
reporting inspector and the subject inspectors. Each one of
these play an important role during the inspection process.

Team leader
This one is the principal inspector of schools
54
Roles
Supervises and coordinates the work of the team. The team
leader is responsible for efficient and effective execution of
the programme.
Team leader collect vital information required for inspection.
Such information include
1. Names of schools
2. School files
3. Schools timetables
4. Organization of the school etc
He or she is answerable to the Chief inspector of school

Reporting inspectors
These are responsible for
1. Directing the inspection of a given school
2. Briefs the head teacher after discussing the findings of the
members of the team
3. Writes the general report of the school
4. Coordinates the teams report into the whole document
5. Prepare advance report of the school
1. The reporting inspector reports to the team leader

Subject inspectors
These inspect specific subjects based on their specialization
Each and every subject inspector attention to specific subject
area

Procedures at the school

Teams should arrive at the school before the first class. Need
to meet the head teacher for introduction and familiarization
with the timetable. Inspectors agree to visit various teachers in
their specialization visit the schools

55
Frequency of observation
Question to think about
What should be the frequency of classroom observation?
During classroom observation it is important to observe at
least one for each level a teacher teachers for instance, junior
and senior levels. If the inspector is not satisfied the teacher
may be observed more than twice. The whole period should
be observed, if it is double period, the inspector may decide to
observe one or both. Provision should be made for briefing the
teachers observed and talking to the Head of departments.

Sample of an inspection report

INSPECTION REPORT ON CHATEPA PRIMARY
SCHOOL
HEADTEACHER : Francis Benjamin
ADDRESS : Box 37, Milanje
HEADTEACHER PHONE : 01437555
ZONE : Madoro
DISTRICT : Nkhatabay
YEAR OF ESTABLIMENT : 1978
DATE OF IN SPECTION : 29th March, 2020
DATE OF PREVIOUS INSPECTION: 3rd February 2010
ENROLLMENT : 1203
NO. OF TEACHERS : 21
LEAD INSPECTOR : Timothy Namakhwa
INSPECTION TEAM : Charles Phiri
: Beatrice Minga
BACKGROUND OF THE SCHOOL

56
Chatepa Primary school is a government, rural, co-education
primary school located in Traditional Authority Mazengera in
Nkhata-Bay district. The community within the schools
catchment area earns a living through fishing. The school was
established in 1978 and has an enrolment of 1203 of which
600 are girls and 603 are boys. On the day of inspection 890
students attended the school. Chatepa Primary school has
2754 textbooks, 11 classrooms and 15 toilets. The school has
21 teachers 9 males and 12 females of which 16 are qualified.

THE PURPOSE OF INSPECTION AND THIS REPORT

This report provides an evaluation of the quality of education
provided by the school and makes recommendations on how it
should be improved. Chatepa primary school was inspected on
29th March, 2020 by a team of 3 inspectors led by Timothy
Namakhwa. The inspection team observed 5 lessons, carried
out interviews with students, teachers, members of the
community and members of the management team and
scrutinized learners work and teachers records. The
information contained in the PISAD completed by the school
and data from the National Education Management
Information System were taken into account. The evaluation
in this report were made against the National Education
Standards {NES}
On receipt of this report, the school under the leadership of
the head teacher and with the support of governing body
should build on its strength, act on its shortfalls and meet the
recommendations set down at the end of this report. The
school need to produce an Action Plan in order to guide its
work on improvement. This is to ensure that, students
learning should improve by achieving better outcomes for
their own benefit and that of the nation.

METHODOLOGY

57
The inspectors observed lessons scrutinized student’s exercise
books, teaching and administrative records, inspected
classrooms, pit latrines/toilets and surroundings. The team
also conducted interviews with teachers, students and
community members.
The inspection targeted the following Nationals Education
Standards {NES}

NES 1 - Learning in lessons

NES 2 - Students outcomes in the curriculum
NES 3 - Attainment across the school
NES 5 - Students behavior and involvement in school life
NES 10 - Well panned lessons
NES 11 - Teaching for effective learning
NES 12 - Accurate and constructive use of assessment
NES 18 - School leadership
Judgment was based on four levels and achievement which
are:-
Level 1 - Below minimum standards
Level 2 - Meets minimum standards
Level 3 - Exceeds minimum standards
Level 4 - Effective practice

INSPECTION FINDINGS AND DISCUSSION

This section discusses results of the school evaluation against
the 8 National Education Standards selected for the inspection
visit. The results of the inspection team performance of the
school in lessons have been summarized in table 4.1
58
SUMMARY OF TEAMS CONCLUSIONS
National Below Met Standa Effectiv
Education minim mini rd e
Standards um mum exceed Practic
Standa Stand e
rds ards
Learning; ✓
lessons
Student ✓
outcome in the
curriculum
Attainment ✓
across the
school
Students ✓
behavior
Well panned ✓
lessons

Teaching for ✓
effective
learning

Accurate and ✓
constructive use
of assessment

59
 School ✓
leadership

NES 1: LEARNING IN LESSONS

Learning in lessons met minimum standards. Most students
followed instructions and showed improvement in their work.
For instance in standard 7 students went into and out of the
groups and answered questions orally. In 6 students answered
questions from the previous lessons correctly. These practices
will improve student performance in class. Therefore,
teachers are encouraged to involve students in different
activities to achieve maximum results.
In addition, students explained what they had learnt in 6 and
7. This was evidenced through student interviews. These
good practices knowledge and skills in different areas.
Teachers are again urged to continue with these good
practices for the betterment of students.

NES 2: STUDENTS OUTCOMES IN THE CURRICULLUM

Students’ outcome in the curriculum met minimum standards.
More than 50% of students achieved the learning outcomes
set down in national curriculum guidelines and in the syllabus
for their stage in learning. For example in standard 5, 6, and 7,
students participated actively and responded to oral questions
correctly.

Achieving learning outcomes translates to high attainment of

students in specific learning areas. Teachers should maintain
and improve for the better spirit of hardworking for the job
well done.

60
NES 3: ATTAINMENT ACROSS THE SCHOOL
Attainment towards the school was below minimum
standards. Most student’s performance in school assessment
was not in line with their levels for their stage. In addition,
student’s performance in the national examinations is not in
line with national averages. This contributes to low
performance in primary school leaving certificate
examinations. Teachers are advised to work extra hard by
administering a lot of assessments to know students’
performance and plan for remedial where necessary.

NES 5: STUDENTS BEHAVIOUR AND INVOLEMENT IN SCHOOL

Student behavior and involvement in school was below
minimum standards. Students do not attend school regularly.
This was evidenced in their attendance registers and all the
classes visited for example in standards 2, 5, 6 and [Link] of
1203 as enrolment, on the day of inspection only 890 attended
the school. This make teachers to struggle in teaching
according to the scheme and lessons. At the same time, the
performance of the students goes down. Therefore teachers
are advised to make sure that each student attends school
every day through frequent PTA meetings whereby parents
will be advised on advantages of coming to school every day.

NES 10: WELL PLANNED LESSONS

The standard on well planned lessons was below minimum
standard. Resources were not planned, selected and prepared
before the lesson. This was evidenced in most of the classes
visited. This practice makes the lesson not achieve the
intended goals set by the teacher and the performance of
students goes down. Resources help the teacher infuse the
knowledge from known to unknown in a good sequence.
Teachers are advised to use as many resources as they can
improve the quality of education in the schools.
61
However, there was good linkage of lesson plans and schemes
of work. This also assists teachers in logical preparation of
work and delivery of subject matter. Therefore teachers are
urged to make sure that linkage of lessons and schemes tally
for proper and good performance of students.
NES: 11 TEACHING FOR EFFECTIVE LEARNING
Teaching for effective learning met minimum standards. Most
students were involved in the lessons and varied teaching
methods were used. This was evidenced in most of the classes
visited like standards 2, 5, 6 and 7. This practice encourage
students to have leadership skills and improve their day to day
performance through discovery method in groups when given
tasks. Teachers are urged to continue the activities so that the
general performance of the school improves.
However, some teachers taught their lessons without
resources in some classes. This does not complement quality
education. Teachers are asked to use resources in each and
every lesson for effectiveness.
NES 12: ACCURATE AND CONSTRUCTIVE USE OF ASSESSMENT
Accurate and constructive use of assessment was below
minimum standard. Records of assessment were not available
as evidenced in all the classes visited. Assessment records help
the teacher to know the performance of the class and plan for
remedial where necessary. Teachers should make sure that
assessment records are available all the time and well
updated.

Oral and written assessment were not shown in the lesson

plans and schemes of work. This also helps the teacher to have
knowledge on how to handle his or her class in terms of
assessment and remedial lessons. Therefore, teachers should
make sure that oral and written assessments are included in
lessons and schemes for effective teaching and learning.

62
NES: 18 SCHOOL LEADERSHIP
School leadership met minimum standard. All records are kept
on premises during teaching hours and are accessible and up
to date. This enhances proper running of the school and
cooperation amongst teachers. All teachers were asked to be
doing that in order to maintain the tone of the school.
The head teacher and senior staff are also respected by
students, teachers, parents and the community. This was
evidenced through interviews by stakeholders and students
themselves. This also encourages cooperation between the
school and the community. All teachers and stakeholders were
advised to work hand in hand for the betterment of the
school.
CRITICAL ISSUE
• High rate of absenteeism of students
MAIN STRENGTHS
• Good punctuality of teachers and students
• Good cooperation between the school and community
• Availability of schemes of work by all teachers and well
updated
WEAKNESSES
• Inadequate assessment records
• Inadequate lesson plans
• Inadequate teaching and learning resources
RECOMMENDATION
• The school and the community should find means and
ways of reducing absenteeism rate.

63
 • The head teacher and senior staff should make sure that
teachers write lesson plans consistently and shown on
the lesson plan checklist in the office.
• The teachers should use teaching and learning resources
(TALULAR).
• The head teacher and the senior staff should make sure
that every teacher has assessment records and assesses
students as required.

Quality assurance
It is the desire of every inspection activity to meet high levels
of professional conduct. Professional conduct of the inspection
process is key to reliable and quality work which necessitate
improvement. There is need therefore to ensure that quality is
assured during inspection. The following are strategies that
DIAS uses to ensure quality assurance of inspection.

1. Read the inspection reports thoroughly.

2. Attend to complaints and take appropriate action on any
issue referred to them by aggrieved parties (schools, staff
parents).
3. Sample and shadow inspection and check the robustness
of the inspection activities.

Case study
Read the case below and answer the questions that follow.

Independent Schools Association of Malawi (ISAMA)

officials have bemoaned high levels of corruption in the
Ministry of Education inspection department. President
of ISAMA Nadil Osman said in Blantyre during the launch
of a quiz competition organized by the association that
education ministry officials were demanding money from
64
 private school owners who did not have licence to
operate their institution in the country. “This is very bad
because it has the potential of bringing down education
standards in the country” said the long serving ISAMA
president.
1. Analyse the implications of Nadil Osman allegations to the
education system and overall socio- economic
development of the country.
2. If you were tasked to develop quality assurance for
inspection and supervision in education, suggest any three
measures of quality assurance you would put in place.

Summary
This unit has looked at preparation for inspection visit which
begin with budgeting and collection of school profile data. It
has also highlighted composition of the teams and their
various roles. The next unit looks at Performance
management.

65
Unit 7 : Performance management
policy and procedures

Introduction
In an effort to improve efficiency and performance of the civil
service in Malawi, the Malawi government introduced
performance management system for each government
department to follow. This unit aims at discussing some key
features of performance management.

Learning outcomes
By the end of the unit you must be able to
1. define performance management
2. analyse the implication of performance management

Background
Before the introduction of the new performance management
policy, the Malawi government was using the closed appraisal
system since 1960. This system had a lot of gaps. It created
poor relationship between managers and subordinates. There
was lack of feedback to employees on their work performance.
Following, new research and the changing contexts it was
sought to change the system. The new system was meant to
be transparent in measuring employee’s performance. It
sought to provide recognition for good performers and seek
remedies for unsatisfactory performance.

Performance management
In your own view, what is performance management?
Performance management is a structured but flexible
approach to improving the performance of employees,

66
sections, divisions or departments and the organisation as a
whole. 21

Performance management in the

civil service
Having defined performance management, what do you think
are the reasons for introducing performance management in
the civil service? Well the key reason is to improve efficiency in
service delivery by various government departments. There
are a number of key objectives for the activity and these are;
1. to provide performance feedback
2. to promote communication between supervisors and
employees
3. to clarify individual roles and responsibilities
4. to influence job placement and promotion
5. to recognize good performance
6. to contribute to career planning
7. to ensure that actions are defensible
Task
In a group of five members in your class, expand the above
points with further explanations.

Performance appraisal process

The performance appraisal process follows four key processes
and these are;

21 Republic of Malawi, Performance management Policy and procedures

handbook for the Malawi Civil service 2008
67
1. Review of the job description,
objectives and performance factors
At this stage the supervisor and the employees discuss
the content of a job description, including objectives as
well as performance indicators.

2. Regular review and appraisal

throughout the year
From time to time throughout the year the supervisors
and employees meet to discuss about performance
against the reviewed job descriptions. If gaps are
identified, they are supposed to agree on how best to
improve them.

3. Completion of performance report

form
At the end of the year the supervisor appraises the
employee’s performance. It is important for the
employee to see the appraisal and append their
signature. Any aspect of unresolved disagreement with
the report is noted by both the supervisor and the
employee.

4. Return of completed report forms

The appraisal forms are sent to the Human resource
Management (HRM). These documents are
confidential, they can only be released to those who
are supposed to process.

68
Scoring and performance levels
The following are the scoring and performance levels for the
scores
Score Performance level
85-100 Exceptional performance
Exceptional level of individual performance is
distinguished by all the accountabilities of the job being
developed to the fullest potential. Agreed objectives are
not only met, but are consistently exceeded. There is
continuous drive, a confident reaction under stress and
sureness of approach at all times and leadership of higher
order is manifested.
65-84 High performance
High level of performance. Agreed level are exceeded
and performance is intelligently integrated with the total
activities of the wider working group or division /section.
Pressure is coped with effectively and unexpected
changes are handled flexibly and imaginatively.
Leadership and drive are deployed with good results.
50-64 Acceptable performance
A level of performance which meets the accountability
requirements and agreed objectives. Overall, the
performance is acceptable. However, some significant
factor (such as being in a post for a short time, absence
for sustained period of sickness) has influenced an
employee’s ability to meet all job requirements
25-49 Inconsistence performance
Less than satisfactory performance. Insufficient
objectives are met and the employee needs to improve in
skills, effort or both. This assessment, in the case of an
employee new in their position, may reflect the need to
learn and grow into the job

69
Selected scoring performance factors
Knowledge of duties
1. Has little knowledge of duties and unlikely to improve
2. knowledge of duty his or her duties is presently limited
but he or she is learning at a satisfactory rate: will
improve with further experience
3. has sufficient knowledge to perform all the duties of his
or her grade satisfactorily
4. has a comprehensive knowledge of the procedures
and/or skills necessary to carry out all the duties
appropriate at her grade
Initiative
1. lacks initiative
2. sometimes needs some stimulus before acting
3. has a good sense of what needs to be done and usually
originates action
4. anticipates what needs to be done and originates
necessary action
Leadership
1. rarely or does not provide guidance to subordinates
2. good ability to provide vision, direction and guidance to
subordinates
3. good ability to provide vision, direction and guidance to
subordinates
4. outstanding ability to provide vision, direction and
guidance to subordinates

70
Rewards and punishment associated with performance
Score Performance Rewards Sanctions
level
85- Exceptional Opportunity for
100 performance promotion None
Special assignment
Letter of
commendation
Special awards
65- High Opportunity for None
84 performance promotion
Special assignment
Letter of
commendation
Special awards
50- Acceptable None
64 performance Training and
development
opportunities
Manage/ supervisor
support
25- Inconsistence Manager/supervisor Warning letter, in
49 performance support for new cases where there
employee is little of no
Induction programs improvement
Non-renewal of
contract
employees
Termination of
probationary
appointment

71
Summary
This unit has looked at performance management. The aim of
performance management is to ensure that government
ministries are efficient in the delivery of their services. The
appraisal system today is more transparent unlike in the past.

72
UNIT 8: Change in Education

Introduction
The education sector is one of the sector that experiences
change from time to time. There are continuous efforts to
revisit issues in the education in an effort to serve the society
better. Inspectors have first-hand information about what
happens in schools, therefore they have a crucial role in
facilitating change in education. This unit is going to discuss
about change management in schools.

Learning outcomes
By the end of the unit you should be able to
1. Identify changes in education
2. Explain agents of change
3. Examine the role of inspectors in change management

What is change?
Can you come up with several suggestions on what change
means. Change means to become different, it refers in any
form of alteration to the usual. In education, there are a
number of areas where change occurs. The following are some
of the areas that experience change in education
1. administration
2. curriculum
3. policy
from the list above explain the changes you have experienced
in the education sector
Examine the following policies if they constitute change in
education in Malawi
1. free primary education
2. readmission policy

73
Agents of change in education
Inspection
The process of inspection likely reveals the existing gaps which
were not anticipated during planning. Inspectors may make
recommendations to change within the schools or may
suggest changes in the education national wide.

Government policy
Government can come up with several legislation which may
require schools to implement.

Technological development
Technological advancement has necessitated education
changes in various countries. Apart from reviewing school
curriculum, technology has dictated the ways of doing things
in schools. Online learning slowly is gaining grounds. In
addition face to face mode is being blended with online
learning.

Labour demands
Schools generally serve the need of the industry. Different
occupations demands specific skills from prospective workers.
Schools are therefore required to respond to the need of the
industry in order to provide competent workforce.
Tasks
Can you identify other agents of change apart from the above?
how have those influenced change in the education sector?

Factors facilitating implementation of

change
Successful implementation of change results from careful
planning which focuses on people, programs and processes.
For change to occur with minimal resistance, people must

74
change their habits and views. The following are some of the
factors that affect implementation of change.
Teachers’ education
Teachers are is central to implementation of change, therefore
policy makers need to provide the necessary support in form
of in-service training and staff development for their
recommended change in that the support builds self-
confidence among those affected.
Supervision
Supervision is important to the implementation of the change
because the supervisor provides directions, guidance, and
makes sure that teachers have the skill to carry out the
change. Monitoring the implementation of change is very
essential during change process. This provides an opportunity
to contact implementers of change and diagnose problems
leading to possible solution.

Communication
“Without information there is distrust, where distrust is rife
innovation falter and fail” (p.121)22. “Dissemination of ideas is
the first necessity to prepare people to accept change,
understand what is involved and why it is worth making”
(p.18). One important difficulty in implementation of change is
communication. Stakeholders who are concerned with
implementing change (Head teachers, teachers and parents)
are supposed to be informed about the changes. There is need
to hold open discussions on the change throughout the
implementation process in that these discussions allow
implementers to express objections or concerns and
consequently reducing opposition.

22 Hawes (1979) argues that

75
Resistance to change
Whenever change occurs; a frequent and natural response is
that of resistance.23 Resistance is the common theme in
education.24 Essentially how policy is viewed, understood and
experienced, however becomes real when teachers attempt to
implement the policy. “Mistakenly it is thought that policy
decisions automatically result into education practice”.25
Therefore, resistance to change is an important subject to
tackle in education.
Many writers have written on factors leading to resistance to
change. The following are some of the factors leading to
resistance to change

Inertia
Inertia is the tendency to remain the same. In education, some
people retard change in that people believe that it is easier to
keep things as they are. This is so because of the deeply
entrenched practices and attitudes. They feel that “it is more
comfortable to stay with what is known than to attempt and
trigger the unknown”.26

Lack of Knowledge
Lack of knowledge of the latest research prevents stakeholders
implementing change or accepting change altogether People
often resist change because they do not understand all the
aspects, implication or benefits of the proposed change or
have misunderstanding of the proposed innovation.

23 Beach and Reinhartz (2000)

2424 Germinario and Cram (1998) cited in Smit (2005) point out that
25 (Smit, 2005, p.298).
26 Ornstein and Hunkins, 2009, p.256).
76
Task
What are other factors that lead to resistance to change?

Role of Education inspectors in

facilitating change
Education Inspectors have a crucial role in facilitating change.
The following are some of the roles of inspectors in facilitating
change
1. Provide training on the changes
2. Disseminate relevant information related to change
3. Provide necessary materials for the implementation of
change
4. Identify good practices and disseminate the same to
other areas
5. Motivate implementers of change
Inspectors play a crucial role in facilitating change in
education. The other area that DIAS does is supporting
schools in their improvement plans. The next unit discusses
the school development plans.

Summary
Change is an important aspect in education. This unit has
discussed the types of changes in education, factors
influencing change and the role of inspectors in facilitating
change

77
UNIT 9: SCHOOL DEVELOPMENT
PLAN

Introduction
School development planning is an important aspect that
contribute to efficient delivery of education services. School
development plan is an important tool that ensures that
schools improve their performance and efficiency in the
delivery of their services. SDP can systematically promote and
sustain the national education standards (NES). With the
process of decentralisation, individual schools and
communities are empowered to deal with the challenges they
experience in schools. Inspectors provide important advice in
as far as school improvement is concerned. In this unit we are
going to discuss on school development plans. This unit
highlights some issues related to SDP

Learning outcomes
By the end of the unit you must be able to
1. Define school development plan
2. Explain development planning process
3. Initiate the school development planning process
4. Develop tools for assessing the schools
5. Draft a school development plan

School development plan

It is the desire of each school to see their students succeeding
in their academic endeavour. The success of the school cannot
come from nowhere, there is need for deliberate effort to
achieve success. School development planning or school
improvement planning provides a route map for success. But
what is school development planning?
Have you ever heard of the concept of school development
plan or school improvement plan? If you have not heard of
78
this, in your own opinion what is meant by a school
development plan? Or what comes to your mind when you
hear about this?
Well, any school that aspire to provide quality services need to
have vibrant planning. Excellence does not just come without
any effort at all. It is the wish of any government, the business
community, parents and other stakeholders that schools
should provide quality education. This cannot happen if the
schools do not plan for improvement.
A school development plan is a long-term plan aimed at
improving teaching and learning at school. That plan shows
the main things that the school wants to improve and how
those improvements can be achieved. Others define School
improvement plan is a short or long term roadmap aimed at
improving teaching and learning at a school. The school
development plans will show the plans of the school on how
they wish to improve and how to get there.27
But now who is responsible for development of the plans?
Well, parents, teachers and school managers should develop
the plans,

Purpose of school plans

Having defined school development plan, what do you think is
the purpose of the school development plan? Who benefits
from this plan? What are the effects of not having a school
development plan? The following are the purposes of the
school development plans

27Naemi Amuthenu, Boniface Muyaya Kangungu, Manette N.

Nambala and Jan Van Greunen School Manager Continuing
Professional development Series Module 6 school
development planning: NIED Ministry of Basic Education,
sports and culture 2002

79
 1. help school managers manage school improvement
systematically
2. clarifies each individuals role in school improvement
activities
3. Help you deal with challenges systematically
4. improves the performance of the schools
5. Helps the school identify some learning gaps
6. helps schools to respond to the need of the students and
the society
Apart from the stated purposes of school development plans
above, the plan ensures that school leaders are held
accountable for the success of the learners.28

Why is development plan

important to the school?
The school stands to benefit if they plan their activities and put
into a proper documents. There are a number of benefits for
the school which uses the SDP. The following are the benefits
to the school
1. Help the school to achieve its mission, goals and objectives
2. Create awareness of things that need to be improved
3. Helps to use schools limited resources efficiently by using it
for most important needs
4. Develop shared aim among teachers and parents., to help
gain their commitment to improve the school and provide
meaningful opportunities for their participation and
involvement in doing so
5. Enable the schools stakeholders to measure progress.

28 Education Improvement Commission School Improvement

planning A handbook for Principals, Teachers, and school
Councils 2000

80
Stakeholders in School Development
Planning
The key question you should think about is, who are the
stakeholders in the planning process? While schools enjoy the
autonomy of managing school activities, it is important that
other stakeholders outside the school must be involved. What
do you think are the reasons for engaging other stakeholders
outside the school? Well, apart from teachers and other
education authorities, it is important to engage members of
the community such as parents, business people, local,
national or international NGOs. The immediate communities
may be involved to analyse the needs of the school in areas
such as curriculum delivery, infrastructure development and
other general issues requiring parental input.

Sections of a school development plan

There is no specific route map for all schools to follow when
coming up with the school development plan. However, the
following are some of the sections which the document should
contain29

Background
This provides the general information about the school such
as, the name, enrollment levels number of staff and other
school details.

School analysis
This section provides the overview of the school in terms of its
strength and weaknesses

29 Naemi Amuthenu, Boniface Muyaya Kangungu, Manette N. Nambala

and Jan Van Greunen School Manager Continuing Professional
development Series Module 6 school development planning: NIED Ministry
of Basic Education, sports and culture 2002
81
Priorities
This contains the most important things which need
immediate attention based on the available resources.

Summary of the plan

Action plan

Monitoring and evaluation

This section highlight how the plan will be monitored and
evaluated in term of the success.
The development planning process

Getting started
This is an important process in the planning process. The head
teacher has an important role to initiate the process. Key
stakeholder are invited for the meeting to be introduced to
the idea of school development plan. It might not be easy for
this idea to be accepted outright. Sometimes it may require
the head teachers to conduct several meetings regarding the
plan. The success of stakeholders meetings would be the
acceptance of the proposal put forward. Once the idea or
proposal is owned by the stakeholders then you move on to
the next stage

School analysis
At this stage, the school in collaboration with the stakeholders
conduct analysis of the school. This process will enable them
to identify the strengths and weaknesses of the schools. This
information will help them in coming up with the focus of the
plan.

82
Prioritising needs
After identifying the gaps, you need to prioritise areas that
need to be done first. Make sure that whatever your priorities
might be, the learner should be the first beneficiary. After
making your priorities establish objective for each of them.
You need to take note that there are some factors that will
determine your priorities.

Preparation of action plan and

approval
After identifying what to start with, there is need to prepare
activity plans for the priorities. Make sure that you involve
stakeholders in the development of action plan. Initially, you
may come up with a two year or three year plan. Your action
plan must be submitted to the relevant authorities for
approval.

Implementation and monitoring

Once the plan is approved, then implementation begins. It is
important to monitor the implementation to check some gaps
in the implementation process. These gaps must be resolved.

Annual evaluation
Conduct the annual evaluation during the implementation
process in order to check whether the project is succeeding or
not.

Plan for further development

After the year’s implementation there is need to prepare next
plans for the other year.

83
Report back and celebrate success
It is important to report progress at the end of the
implementation process. If it has been successful there is
need to celebrate success with all the stakeholders. On the
other hand if there were some challenges, there is need to
identify the causes of the shortfall and try to make
improvements.

Case study
Read the following case study and answer the following
question
Jabulosi has 30 years teaching experience in various
secondary schools in Malawi. As a secondary school
teacher he held various positions such as Boarding
Master, Head of Department. In his 11th year he rose to
the position of Deputy Head Teacher. He was later
promoted to the position of the Head Teacher in his 30th
year. Jabulosi taught in over 12 secondary schools. This
gave him vast experience in as far as teaching is
concerned. Recently, in his capacity as head, the school
got a grant of twenty million Malawi kwacha to support
the delivery of quality education at his school. He sat
down in his office and came up with a number of
activities among them is renovating the Head Teachers
house, painting classroom blocks and buying a school car
among other things. He presented his plan to members of
staff. Staff members suggested proper allocation of funds
to core activities of learning. However, he rubbished the
suggestions.
1. Explain what would likely if he bulldozed the
implementation of his plans
2. Suggest how best he could have handled the issue of the
grant and give reasons your suggestions

84
Summary
School improvement plan is an important aspect which schools
must strive to undertake. For a school improvement plan to be
successful there is need for school authorities to engage all
relevant stakeholders.

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Naemi Amuthenu, Boniface Muyaya Kangungu, Manette N. Nambala and

Jan Van Greunen School Manager Continuing Professional development
Series Module 6 school development planning: NIED Ministry of Basic
Education, sports and culture 2002

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