Abstract
This baseline evaluation provides a comprehensive assessment of the current state of inclusive education across six primary schools in the Lilongwe and Salima districts of Malawi. The findings from the baseline evaluation study conducted in June 2026 reveal a strong commitment among schools and stakeholders to advancing inclusive education for learners with special educational needs and disabilities (SEND), commonly referred to as Special Needs Education (SNE) in the Malawian policy context, while also highlighting persistent systemic and structural barriers that impede effective implementation.
The evaluation found that participating schools demonstrate a high level of organisational readiness for change. School leadership and teaching staff expressed enthusiasm for adopting innovative approaches, including digital solutions, to strengthen teaching, learning, and learner support. Teachers reported confidence in their instructional practices and a collaborative culture within schools, indicating a solid foundation upon which future interventions can be built. This positive institutional climate presents an important opportunity for scaling technology-enabled inclusive education initiatives.
Despite this readiness, significant challenges continue to undermine the delivery of quality inclusive education. Administrative processes remain heavily dependent on paper-based systems, and inadequate digital infrastructure limits opportunities for efficient data management and service delivery. The most pressing constraint is the severe shortage of trained SNE personnel, resulting in a disproportionate burden on the limited number of specialists responsible for supporting a large population of identified learners with SEND. In addition, coordination between the education and health sectors remains weak, with inconsistent communication and the absence of standardised referral mechanisms hindering timely identification, assessment, and support for learners requiring specialised services.
The findings underscore the need for a coordinated and systems-level response to translate institutional commitment into meaningful educational outcomes. Key priorities include strengthening the SNE workforce through targeted recruitment and continuous professional development, investing in essential digital infrastructure and assistive technologies, formalising governance and inter-sectoral referral pathways, and transitioning from paper-based to integrated digital information management systems.
Authors and contributors
Mtungwa, Nothando (Author)
Iyer, Gopal (Author)
Chidandale, Carolyn (Author)
Madalitso, Kasinje (Author)
Citation
Mtungwa, N., Iyer, G., Chidandale, C., & Madalitso, K. (2026). Baseline Report for Implementation Research on Screening and Supervision of Learners with SEND in Malawi. EdTech Hub. https://doi.org/10.53832/edtechhub.1232. Available at https://docs.edtechhub.org/lib/Z3PJFWIT.
Link to this record
https://docs.edtechhub.org/lib/Z3PJFWIT
Key themes
- Special Educational Needs and Disabilities (SEND)
Type
- Baseline Report
