Malawi is not an IMU country and there is no association for Mathematics Education specifically, but there is a chapter of the Southern Africa Association of Research in Mathematics Science and Technology Education. The chapter is supposed to hold annual meetings but that has not happened mostly due to financial reasons. Within the SAARMSTE Malawi chapter, there is a group of Mathematics Educators that network and share mathematics education information through email. The ICMI Representative for Malawi is selected by the Ministry of Education in consultation with this group of mathematics educators.
There is no specific mathematics education journal published in Malawi. Yet, the main research journal outlet for mathematics education research in Malawi is the African Journal for Research in Mathematics Science and Technology Education, and more recently also the African Journal of Teacher Education and Development.
Research in Mathematics education is mostly conducted at universities with a mathematics teacher education program. Over the years, mathematics teacher education has primarily been offered in three public universities in Malawi, with other newer public and private universities just joining in. The size of mathematics education research groups is at most 3 faculty members, with most having only 1 faculty member specialized in mathematics education. The size of research conducted vary from small scale and short duration research to large scale and long duration projects with external sources of funding. Apart from research, there have been many interventions in Malawi in the teaching and learning of mathematics. Examples of such interventions include, the Numeracy Boost, the Unlocking Talent, the Strengthening Mathematics and Science in Secondary Education (https://www2.jica.go.jp/evaluation) and currently the Equity with quality and learning at secondary (EQUALS).
Primary teacher education takes place in Teacher Training Colleges (TTCs). There is a total of 11 public and 8 private TTCs. They all follow the same Initial Primary Teacher Education (IPTE) program and curriculum which was designed by the Ministry of Education. The program has a duration of two years divided into six terms. In the first two terms, students attend classes face to face in the colleges, the next two terms, students are placed in primary schools for teaching practice, then the last two terms students go back to face-to-face classes in the colleges. The IPTE program covers all subjects, not only mathematics, and produces generalist teachers that teach all subjects in all classes of primary school. There is no specialization of subject area or of level of primary. The qualification is a Primary Teachers Certificate.
Secondary school teacher education is offered by Universities and Colleges of Education. Currently there are three public Universities, two public teacher colleges and four private universities that offer mathematics teacher education. Duration at Universities is on average 4 years and 3 months and awards a qualification of Bachelor’s degree. In addition to the Bachelor program, the Colleges of Education offer a Diploma qualification which takes 3 years. The mathematics teacher education programs at the different institution vary, however, there are some similarities in the specific courses offered. For example, they all have similar courses of mathematics in the first two years (College Algebra, Trigonometry, and Calculus), and they all require at least 10 weeks of teaching practice in secondary schools. There are differences in the overall number of mathematics courses and mathematics education courses that are offered, and the structure in which they are offered. Some offer mathematics education from the start of program in year one while others offer towards the end of the program (year 3 and 4).
Master and PhD programs in mathematics education at universities are relatively new and are offered periodically by the oldest public university – University of Malawi. The other universities do not offer mostly because of limited number of faculty with expertise and capacity to offer the post graduate programs.
Malawi has national curriculum for primary schools (8 years), secondary schools (4 years), teacher training colleges for primary (2 years), and teacher colleges for secondary (4 years). These are guided by the national education standards: primary and secondary, and the national standards for teacher education (https://www.education.gov.mw edu-resources). Universities have their own individual programs and curriculum for secondary teacher education. However, these have to meet the requirements and approval of the National Council for Higher Education.
- version June 2025-