Malawi Foundational Learning Program for Results

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The proposed program is built on a theory of change that emphasizes the linkage between school readiness, adequate learning environments, and quality teaching. The introduction and expansion of p-class will extend access to pre-primary education, increasing school readiness. Investments in lower primary learning environments will reduce class sizes, producing classrooms that are conducive to foundational learning. Investments in continuous professional development, curriculum quality, and learning assessment will improve teaching in lower primary grades, leading to improved quality of education in these grades.The capacity building activities include (a) the development of a teacher data and monitoring system to be integrated into EMIS and payroll systems; (b) TA to quality assure and review the curriculum for p-class and support the development of TLMs, teacher training and delivery; (c) targeted TA to support the operationalization of CPD framework; (d) streamlining and harmonization of learning assessments for lower primary and development of a foundational learning assessment data management system, to collate and analyze data from assessments, and capacity building of education officials to use data to inform policies; (e) capacity building to improve the quality and use of data on education financing within MoBSE and LGAs; (f) a gender audit, followed by development of a gender action plan to reduce systemic gender inequities; and (f) program coordination and management, including an external TA to support coordination of the measurement and independent verification of DLIs.