Institutional Organisation of Distance Secondary School Teacher Training in Malawi: A Case Study

Abstract

There is a paucity of research on the institutional organisation of distance education. This article stems from a larger project that  explored the learning implications of distance secondary school teacher training in Malawi. Drawing on the industrial education theory, it  focuses on the nature of institutional organisation of distance teacher training at Domasi College of Education and Mzuzu University.  Data were collected by means of semistructured in-depth interviews with two administrators and two instructors, as well as document  analysis. The study revealed challenges relating to the one-size-fits-all approach to the institutional organisation of distance teacher  training in terms of distance education systems; their functions and coordination; documentation of plans; and instructional material  design. This points to a lack of lucid planning for open and distance education in Malawi. Recommendations based on the findings are  offered to improve the country’s distance education system.