Summary
The Malawi National Numeracy Programme (NNP), supported by EdTech Hub, is transforming early-grade mathematics through evidence-based teacher support. From refining Teacher Learning Circles (TLCs) to developing training guides and videos, the Hub’s contributions have improved teaching quality and learner outcomes. A recent Randomised Controlled Trial (RCT) showed 18% improvement in instructional practices. As NNP scales to 5,700 schools, it will reach 50,000 teachers and 3.4 million learners, demonstrating the power of research-driven education reform.
Schools reached in pilot phase 1,000
Expected reach for teachers 50,000
Expected reach for learners 3.4 Million
The Background
Malawi has long faced challenges in foundational numeracy, with persistently low learning outcomes in mathematics among early-grade learners. In response, the Malawi National Numeracy Programme (NNP) was launched in 2022 by the Ministry of Education and funded by the UK International Development to improve the quality of mathematics teaching and learning in primary schools. The programme aimed to address gaps in curriculum delivery and teacher support, using a combination of structured materials and school-based professional development.
Bridging the Gap
The challenge
Despite the introduction of new curriculum materials, including Learner Workbooks and Teacher Guides, early evaluations revealed that many components of the programme—particularly the teacher learning circles (TLCs) which aim to facilitate teacher professional development through dialogic engagement and collaborative reflection—required refinement to be truly effective. Teachers lacked consistent support, and the cascade model of training was not reaching classrooms with sufficient depth. The challenge was to strengthen the programme’s design and delivery, ensuring it was responsive to teachers’ needs and scalable across Malawi’s diverse school contexts.
The Intervention
EdTech Hub began its engagement with the NNP through rapid research and analysis of the programme’s core components. This evolved into a design-based implementation research (DBIR) initiative, which brought together researchers and practitioners to co-develop and test improvements in real school settings.
Key contributions included:
- Two major studies were conducted to understand the realities of mathematics teaching and the effectiveness of TLCs. These informed targeted recommendations for curriculum and training improvements.
- EdTech Hub’s numeracy experts worked directly with the NNP team to revise training content, develop new TLC guides, and support dissemination to master trainers and teachers nationwide.
- Starting with four pilot schools, the Hub tested and revised the TLC format, incorporating teacher feedback. This led to the development of 15 TLC guides covering key topics such as fractions, data handling, and lesson planning.
- In 2024, the Hub produced two sets of TLC videos—TLC Basics and TLC Topics—to model effective facilitation and pedagogy. Dissemination via WhatsApp and tablets was tested, with qualitative data showing improved facilitator confidence and classroom instruction.
Teacher support must be practical and responsive: TLCs work best when facilitators are equipped with clear, engaging materials and examples. Aiming for short, targeted videos can improve facilitator confidence and instructional quality. Through our work, we know that implementation research drives scale as testing and refining in real contexts ensure interventions are effective and scalable. Additionally, partnerships between government, researchers, and curriculum developers lead to stronger, more sustainable programmes.
The Impact
The expanded pilot phase of NNP reached 1,000 schools in 2023–2024. A randomised controlled trial (RCT) across 150 schools found an 18% improvement in teaching quality, based on a composite index of instructional practices. Additionally, there was a significant improvement in head teachers’ attitudes toward mathematics teaching and learning.
These results validated the Hub’s contributions and the revised TLC model, demonstrating that targeted, evidence-based interventions can drive meaningful change in both learning and teaching outcomes.
As NNP prepares to scale from 1,000 to 5,700 schools, the Hub has supported the transition of TLC content development to White Rose Education, a UK-based curriculum team. EdTech Hub collaborated closely with White Rose to share research insights, test new TLC guides in schools, and refine materials based on teacher feedback.
Led by an embedded Hub staff, this phase included training of trainers to support TLC facilitators in 6,000 schools, ensuring readiness for full rollout in the 2024–2025 academic year.
Further Lessons
The NNP is poised to reach 50,000 teachers and over 3.4 million learners. To ensure continued success, we call on donors and partners to invest in teacher professional development that is evidence-based and tech-enabled. Stakeholders should also support implementation research to refine and adapt interventions at scale, as this will help in championing inclusive numeracy programmes that reach every child, regardless of location or background.
Evidence and Insights
