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Stefan Leiderer et al. pronounced in these sectors as seen in Malawi. Finally, these sectors account for the largest share of the national budget. The following section gives a brief overview of the two sectors. 4.3.1 The education sector in Malawi – current situation Around 13 % of the national budget is currently allocated to the education sector (fiscal year 2003/2004). The sector heavily depends on donor funding, much of it in support of a SWAp. About one third of the total education budget is donor grants (World Bank 2004b, 58). However, donors working in the education sector assume that 30 % to 40 % of donor funds are actually provided off-budget. At the time of writing Malawi is seeking to apply for the Education for All Fast Track Initiative. This would make an allocation of 20 % of the national budget for education necessary. Therefore, the Ministry of Education (MoE) currently tries to improve coordination of the various donor-contributions. Donors are heavily involved in supplying teaching and learning materials as well as in school construction. Most school construction in Malawi is donor-financed, often including only minor community contributions. An arrangement between the government of Malawi (GoM), Germany, the UK and Canada is currently being set-up to create a thematic basket financing mechanism to jointly fund activities in support of primary education. About 26 % of all men and 55 % of all women in Malawi are illiterate. A severe problem of Malawi’s education sector consists in a lack of qualified teachers. In 1994, the government introduced free primary education. Despite a positive impact on enrolment ratios, this sudden policy shift had severe consequences on the quality of primary education as not enough trained teachers were waiting in the wings. There are six publicly funded primary teacher colleges in Malawi with a combined training capacity of 2760 qualified teacher graduates each year (MoE 2005b, 8). As a make-shift solution, the government employed 20,000 untrained teachers, planning to train them over the coming years. This has only happened partially so far. Consequently, the qualified teacher/pupil-ratio dropped drastically to around 1/118 (Hau 2004, 29), whereas the goal is 1/60. In addition, there are currently around 10,000 vacancies and the number is rising due to retirements and deaths (BMZ 2004a, 5). However, the total number of teachers – trained and untrained – declined (from 47,840 to 43,952) between 2000 and 2004 (MoE 50 German Development Institute
Public Financial Management for PRSP Implementation in Malawi 2005b, vi). One serious problem appears to be that a surge in the number of private secondary schools has deprived the public primary schools of their most qualified teachers because they offer higher salaries. The situation is even worse in rural than in urban schools. Furthermore, the HIV/Aids pandemic poses major challenges to this sector. According to the MoE, four to six teachers die per day in Malawi. In addition to the detrimental effect this has on the quality of education, the ministry also faces the problem of paying the funeral costs of deceased teachers. Custom in Malawi requires any employer, in this case the MoE, to cater for the funeral costs for deceased employees. In the past, however, the education budget did not provide for these expenses, which can amount to considerable sums. The policy to place teachers all over the country contributes to high funeral costs, because the ministry is also expected to pay for transporting the body to the deceased person’s home village. This problem has been recognised and funeral costs can now be budgeted for under the item “consumables” in the sector vote, which consequently is the second biggest expenditure item of the sector budget. It is expected that the devolution of the responsibility to recruit teachers to local administrative units will further reduce this problem by making it possible for teachers to teach in their home district. Besides reducing funeral costs, this may also contribute to lower HIV infection rates among teachers as well. 4.3.2 The health sector in Malawi – current situation Poor health status is both a main reason and an important aspect of poverty in Malawi. Recent trends have been quite negative. Life expectancy has dropped from 43 years in 1996 to only 37 years in 2005, mainly due to HIV-AIDS pandemic (estimated adult prevalence rate in 2005, 14.2 %). Infant mortality is estimated to have reached 103 deaths in 1,000 births in 2005 (CIA World Factbook) while the maternal death rate in the same year was 1,120 deaths in 100,000 births, almost double the rate of 1990 (Republic of Malawi 2002). Malawi's public health care system is structured in three tiers: — Three central hospitals (in Lilongwe, Blantyre and Zomba) for the delivery of tertiary services with a semi-autonomous status. — District hospitals for the delivery of primary and secondary services, with one hospital per district. German Development Institute 51
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Studies Deutsches Institut für Ent
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Preface The present study on ‘Pub
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4 The Case of Malawi 44 4.1 Why Mal
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Bibliography 151 Annexes 157 Tables
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Boxes and Tables in the Annexes Box
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DS EHP ESAF EU GBS GDP GoM GRF GTZ
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Discussion Paper 16/2007 Schirm, St
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