Education Development Programming: Responsiveness and Adaptability of the Implementation of the Malawi National Reading Programme in Lungwena, Mangochi District

Abstract

The study assessed the implementation of the Malawi nation reading Programme's theoretical grounding and its localisation based on context. The methodology included a standardised reading assessment that tested the ability of children to read and regressed contextual factors to examine how they contributed to the reading skills of pupils. Results showed that the programme was well grounded in theory but lacked awareness of the implementation context. Therefore, the study recommends a balance of effort and investment in the implementation of reading programmes for optimal and sustained reading skill gains by pupils.