Implementing Learner-Centred Approaches to Instruction in Primary Schools in Malawi

Abstract

In an effort to improve the quality of primary education in Malawi, the Ministry of Education, Science and Technology reformed primary school and primary teacher education curricula in 2008 from teacher-centred to learner-centred. Since then, primary school teachers are being trained to be facilitators of the learning process other than master-providers of knowledge. Subsequently, it is expected that learners become active agents in the learning process other than passive listeners. Given challenges such as inadequate teaching and learning materials, large class sizes and inadequate learning facilities, this study was conducted to find out how primary school teachers implement learner-centred approaches in Kasungu District in Malawi. The study employed the progressivism learning theory propounded by John Dewey as the theoretical framework. Using qualitative methods, data were collected by interviewing 12 teachers (6 male and 6 female), classroom observations and document analysis. The study revealed that due to challenges mentioned, primary school teachers fail to plan for learner-centred approaches at lesson planning level, fail to stimulate learners’ interest during classroom instruction and fail to engage in critical thinking and problem solving activities with their learners in class. The paper provides opportunity for the Malawi Government to understand the challenges faced by primary school teachers in implementing leaner-centred approaches.

DOI: 10.5901/mjss.2014.v5n23p967