A Comparative Study of the Implementation of Malawi National Strategy on Inclusive Education Between Primary and Secondary Schools

Oct 15, 2026

The study compares teachers’ and learners’ experiences with implementing Malawi’s National Strategy on Inclusive Education in primary versus secondary schools using a qualitative phenomenological methodology. Results indicate no clear implementation differences across levels and highlight systemic gaps, including lack of identification and assessment systems, insufficient teacher knowledge and skills, limited practical training, unavailability of learning resources for special needs, and non-disability-friendly infrastructure. Findings also note learner discrimination, concluding that teacher training, school identification systems, accessible resources, and disability-friendly environments are urgently required.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction and Background

Inclusive education definitions and global context

Malawi’s inclusive education policy and strategy

Statement of the Problem

Purpose of the Study

A COMPARATIVE STUDY OF THE IMPLEMENTATION OF MALAWI NATIONAL STRATEGY ON INCLUSIVE EDUCATION BETWEEN PRIMARY AND SECONDARY SCHOOLS Samson MacJessie-Mbewe Ken Kaziputa Ndala Elizabeth Tikondwe Kamchedzera Paul Chiwaya University of Malawi, Malawi ABSTRACT The purpose of this study was to compare experiences of teachers and learners in the implementation of the National Strategy on Inclusive Education between primary and secondary schools in Malawi using a qualitative methodology with a phenomenological approach. The findings show that there is no clear difference in the way the National Strategy on Inclusive Education is implemented at both educational levels. Both levels face challenges of not having a system to identify and assess students for inclusive education; teachers do not have adequate knowledge and skills for inclusive education; training institutions do not offer practical programs on inclusive education; teaching and learning resources for students with special needs are not available; school infrastructure is not disability friendly; and some learners discriminate their fellow learners with special needs. These findings imply that there is a need to have all teachers trained in inclusive education; teacher training colleges and universities must offer both theoretical and practical inclusive education programs; there must be a system in schools to identify and assess learners; teaching and learning resources for those with disabilities must be provided; and conducive environment in schools that is disability friendly must be created. INTRODUCTION AND BACKGROUND The United Nations’ 2030 Agenda for sustainable development goals indicates equity and inclusion as key to the socio-economic development of any country. Evidence has shown that education has the potential to transform lives and reduce inequalities. Numerous international declarations recognize education as a right for all children (UN, 1948; UN, 1962; UN, 1989; UN, 2009; UN, 2015; UNESCO, 1990; UNESCO, 1994;). The philosophy of inclusive education (IE) is that each learner should belong to a school, be valued and have a right to learn (UNESCO, 2012) . The 2020 Global Education Monitoring Report warns that education opportunities continue tobe unequally distributed and barriers to quality education are still high for many learners (UNESCO, 2020) . Globally, 59 million primary school-age children, 61 million secondary school-age children and 130 million upper secondary-age youths are out of school. The report indicates that half of these children and the youth are in Sub-Saharan Africa and that the global share in exclusion for Africa has increased from 24% in 2000 to 38% in 2018. IE is “a process, actions and practices that embrace diversity and build a sense of belonging, rooted in the belief that every person has value and potential and should be respected”(UNESCO, 2020, p. 11). This agrees with the Malawi Disability Act’s definition of IE as “a process of addressing and responding to the diverse needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion from and within education”(2012, p. 3) . In Malawi, IE began in 1950 under the guidance of faith-based organizations. The 1962-1967 Primary Education Development Plan indicates that the quest for Universal Primary Education Educational Planning | Spring 2023 55 Vol. 30, No. 2 (UPE) started during that planning period. Educational plans for the districts indicate that it was impracticable to achieve UPE due to numerous challenges (Nyasaland Ministry of Education, 1963). The commitment of the government then was on learners with disabilities but later embraced IE agenda. Malawi’s commitment to IE became more evident in 2016 when it developed the National Strategy on Inclusive Education to implement the inclusive policies stipulated in the National Educational Policy of 2016 and strategies provided in the National Educati

FAQs

What was the study’s main purpose?

To compare teachers’ and learners’ experiences in implementing Malawi’s National Strategy on Inclusive Education between primary and secondary schools.

What methodology did the study use?

A qualitative approach with a phenomenological design to examine lived experiences during implementation.

What challenges did the study identify in both primary and secondary schools?

Both levels faced missing systems for identifying and assessing learners, inadequate teacher knowledge and skills, limited practical training, lack of specialized teaching and learning resources, disability-unfriendly infrastructure, and discrimination by some learners.

Oct 15, 2026

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