Driving Curriculum Transformation in Malawi: Insights from the Conceptualisation Workshop

The Conceptualisation Workshop for pre-primary and primary education continues to spark lively and thought-provoking discussions. Participants are deeply engaged with the findings from the needs assessment, recognising their potential to revolutionise education in Malawi. The nation’s long-term vision, Malawi 2063, serves as a guiding light, highlighting the urgent need for a reformed and redesigned curriculum that meets the demands of a changing world.

The consensus is clear: the new curriculum must be transformative, bold, and radical. “We need a curriculum that fosters a mindset shift, empowering learners to become self-reliant citizens. This requires challenging the system as a means of redesigning the curriculum,” emphasised Associate Professor Chomora Mikeka, a key participant at the workshop.

Associate Professor of Education Philosophy Chikumbutso Manthalu, from the University of Malawi, echoed these sentiments, calling for a fundamental rethink of both what and how we assess learners. He pointed out a recurring challenge in education: the gap between the intended curriculum and the one that is actually implemented. “Our current assessment practices often emphasize rote learning and the reproduction of facts. As a result, teachers feel compelled to prioritize teaching to the exams at the expense of fostering critical thinking, creativity, and problem-solving skills. This undermines the broader objectives of education, including the development of lifelong learners who can adapt to complex, real-world challenges.”

This workshop marks a critical milestone in Malawi’s curriculum development journey, laying the groundwork for a system that nurtures both academic success and holistic learner development. The future of education in Malawi demands bold action, and this workshop is leading the way.

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