Book review: Cracking knuckles: The failure of moral vision in James Ng'ombe's sugarcane with salt (London: Longman group U.K. Ltd., 1989) 124 pages, price Mk 30

Cracking knuckles: The failure of moral vision in James  Ng'ombe's sugarcane with salt (London: Longman group U.K. Ltd., 1989) 124 pages, price Mk 3

Opinion : The panopticon in Malawi's literary criticism

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Stories on Sapitwa: An overview of Lipenga's fiction

No Abstract

Toward an integrated model of first and second language acquisition

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The acquisition of syntactic tone: The case of Chichewa negation

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The heathen for thine inheritance: Early missionary poetry in Malawi 1893-1901

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Book review: The power of discourse: an introduction to discourse analysis

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The Efficiency of Secondary Education in Sub-Saharan Africa: EESSA Project The Case of Malawi

There is limited research on secondary education in sub-Saharan Africa that explores the key factors which can promote efficient and effective secondary schools. What there is includes IIEP studies by Lewin and Caillods (2001), and the outputs from the World Bank's Secondary Education in Africa programme that includes analysis of costs and efficiency (Lewin 2008). Knowledge gaps remain with the risk that African governments embarking on large scale reforms in secondary education may invest in ways that fail to identify the components of the system and processes that drive efficient and effective delivery of secondary education, and therefore which areas to prioritize investment to achieve universal access. This study of secondary school efficiency and effectiveness in Malawi responds to this gap and provides evidence to inform discussions about key reforms in secondary education to improve quality and equitable access, especially for disadvantaged groups.Using both survey and case study data, the study analysed school efficiency in different types and sizes of secondary schools. The main output measure was final examination grades. For an estimation of inputs, teacher numbers, student-teacher ratio, class sizes, teacher quality (qualified/unqualified), and other infrastructure and material resources in schools was used. The samples sizes for the analysis was based on 88 secondary schools