Examining the implementation of the national reading programme by teachers in standards 1 to 4 in Malawi. a case of selected schools in Blantyre rural

Abstract

The Ministry of Education Science and Technology, introduced the National Reading Programme (NRP) in 2015, to improve early grade learners' literacy skills. Central to achieving this goal, the MOEST engaged in building teachers' capacity to teach foundational reading skills that are key for successful reading and comprehension abilities needed for learning content across the curriculum. All teachers teaching language in standards 1-4 across the country were trained in the use of Teachers’ Guides and Learners’ books. However, research findings from both the NRP monitoring team and Malawi Reading Assessment conducted by MOEST in 2017/2018 showed that the state of reading achievement was still below average. This was worse in rural primary schools. According to MOEST, 2016, this was partly due to inadequate mastery of some methods, content and strategy on the part of teachers. Therefore, the study sought to examine how teachers carried out the reading implementation exercise in standards 1-4 by focusing on teachers’ understanding and interpretation of the reading instruction in terms of strategies of teaching reading, their preparation for the implementation exercise and the challenges they encountered in the implementation process. The study was guided by the social constructivist theory which was developed by Lev Vygotsky, in 1978. It is based on an interactive and cooperation learning in which learners are vigorously involved in constant and continuous practice of concepts with the teacher and peers. (Stuart et al. 2009). The study was qualitative in nature and a case study design was followed. Data was collected through semi-structured interviews with sixteen teachers, four headteachers, two PEAs and the NRP Officer. Documentary analysis and classroom observation were done to triangulate data collected through interviews. Based on the most significant findings of this research study, it was concluded that most teachers implemented the reading programme with difficulties. Consequently, the goals of NRP might not be achieved to the maximum. Therefore, the most prominent recommendations for improvement of the NRP implementation exercise were made.