作者：
Mkandawire, Matthews Tiwaone;Luo, Zubing（罗祖兵）;Maulidi, Felix Kondwani
期刊：
Journal of Medical Education and Curricular Development,2018年5:2382120517738776 ISSN：2382-1205
通讯作者：
Matthews Tiwaone Mkandawire
作者机构：
[Maulidi, Felix Kondwani; Mkandawire, Matthews Tiwaone] Agriculture Education and Development Communication Department, Lilongwe University of Agriculture and Natural Resources, Lilongwe, Malawi;[Luo, Zubing] Central China Normal University, College of Education, Hubei Province, Wuhan, China
摘要：
About half of the secondary school teachers in Malawi are professionally unqualified. Furthermore, the net enrolment of eligible pupils in secondary schools is at 36% per year. Hence, this study sought to establish factors affecting access to quality and relevant secondary education in Malawi with reference to coordination, collaboration, and feedback between secondary school teacher education institutions and the Ministry of Education. Officials from the Ministry of Education and secondary school teacher training colleges participated in the study. Findings suggest that there is weak collaboration, coordination, and feedback between teacher training institutions and the Ministry of Education which is affecting the quality and relevance of education in Malawi. The study has also established that the weak linkage has resulted into perceived mismatches between expectations of the ministry and those of the education institutions about the problem in question. Theoretical and practical implications of this study are discussed in this article.
作者：
Mkandawire, Matthews Tiwaone;Maulidi, Felix Kondwani;Sitima, James;Luo, Zubing（罗祖兵）
期刊：
Journal of Medical Education and Curricular Development,2018年5:2382120518767903 ISSN：2382-1205
通讯作者：
Matthews Tiwaone Mkandawire
作者机构：
[Maulidi, Felix Kondwani; Mkandawire, Matthews Tiwaone; Sitima, James] Department of Education and Development Communication, Lilongwe University of Agriculture & Natural Resources, Lilongwe, Malawi;[Luo, Zubing] College of Education, Central China Normal University, Hubei Province, Wuhan, China
摘要：
This study sought to gather perspectives on “who” and “what” should determine choice of the curriculum for secondary school teacher education. Five heads of departments for secondary school teacher education and 3 cohorts of secondary school teacher trainees participated in the study. Findings reveal mixed perspectives on determinants of curriculum choice. However, both sets of respondents agreed that there is need for increased and improved public participation in curriculum development activities. Practical and theoretical implications of the findings are discussed in this report.
