Malawi

As part of STEP’s objective of supporting an equitable and gender balanced TEVET system and to improve the quality and relevance of the training, new Codes of Conduct (CoCs) were developed for TEVET Instructors and Administration Staff, and for TEVET Trainees. In addition, a comprehensive trainee orientation programme was designed as a way to create a positive learning environment, where all trainees feel well supported by their college and motivated to complete their course. Instructions on how to run the orientation programme were outlined in an Orientation Programme guide booklet (OP) and principals and instructors from the TEVET institutions were trained in the new Codes of Conduct and in delivering the orientation programme. An orientation pack was developed for new TEVET trainees, which included a Trainee Orientation Manual (OM), along with a set of pamphlets communicating the information from the CoC, OP and OM in accessible formats. Finally, a set of posters was developed with the same information.

The first set of studies was launched in February 2020 to capture the changes taking place in the education sector in relation to digitalization, including challenges, best practices and the impacts on the teaching profession. The declaration of the COVID-19 outbreak as a pandemic in March 2020 resulted in calls for the rapid and widespread uptake of technology in the delivery of education. With education systems accelerating efforts in response to the crisis, in August 2020, follow-up studies were launched in the countries to document these efforts and the implications for the teaching profession, as well as long-term strategies and plans.

The report includes an international literature review of levy systems globally to inform the country research which involved secondary data analysis, an online survey, and in-depth interviews with key stakeholders in the eight countries involved. The research drew on the views of representatives from government, the organizations managing the training funds, workers’ organizations and employers’ organizations. The report makes high level recommendations on levy based training funds in general as well as for the eight national training funds reviewed which are documented through country briefs in Part B of this report.

The report was developed through a partnership between the ILO Skills & Employability Branch and the ILO Decent Work Team for Eastern and Southern Africa.

In October 2019 a two-day learning Forum for non-formal Technical, Entrepreneurial and Vocational Education and Training (TEVET) service providers was held in Lilongwe. The Learning Forum was organised and facilitated by the European Union (EU) funded Strengthening Technical Education Programme (STEP). Fourteen TEVET training centers attended the Learning Forum to collaborate and share their experience of working in non-formal TEVET sector in Malawi. The objectives of the Learning Forum were:

1. To facilitate learning among TEVET service providers to improve training centers operations and results.
2. To capture and document best practices and results of STEP supported bursary and grant programmes.

This paper outlines the key findings from the Learning Forum; the challenges, solutions, and lessons learnt.