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World Bank Working Paper
Table 4.1: Trend in Repetition Rates by Standard in Primary Schools of All Types (1999 and 2006) (in %) Std 1
Std2
Std3
Std4
Std5
Std6
Std7
Std8
2006
24.5
21.4
22.8
17.2
16.1
12.8
11.1
15.6
1999*
18.8
16.6
16.6
13.9
11.7
11.3
10.1
13.9
Sources: *CSR, 2004; EMIS 2006, 2007. Note: Repetition is calculated here as the number of repeaters in standard X in year t divided by the total enrollment in standard X in year t – 1. Thus repetition refers to the year t – 1.
At the secondary level, the repetition rate remains low at 6 percent (for the whole cycle);3 it has been stable since 2004 (with a 1 percentage point increase since then) (table 4.2).4 Repetition rates are highest in Form 2 (10 percent in 2006) and Form 4 (12 percent in 2006). This may be linked to exam failure or to the willingness of candidates to obtain the required number of subjects or grades for the award of a certificate (especially to qualify for entry into universities and other colleges). The examination system tends to encourage repetition in that it allows for the accumulation of subjects passed for the award of a certificate and an improvement in grades. Repetition rates for forms 1 and 3 are comparatively low because moving on to form 1 and 4 is almost automatic, unless school management and parents agree that a student should repeat. Such an approach could be applied in the primary level by reorganizing the cycle into two sub cycles within which repetition would not be allowed. Table 4.2: Repetition Rates by Form in Secondary Schools of All Types (2006) (in %) Form 1
Form 2
Form 3
Form 4
1.0
9.8
2.2
12.1
Sources: EMIS 2006, 2007. Note: Repetition is calculated here as the number of repeaters in standard X in year 2007 divided by the total enrollment in standard X in year 2006. Thus, repetition refers to the year 2006.
How does Malawi fare compared to other countries? As shown in figure 4.1, Malawi has the highest repetition rate at the primary level in the region, twice as high as that of the SADC. In the secondary level, Malawi is in line with the average of the SADC countries. The Ministry of Education, Science and Technology is well aware of the issue, especially regarding the situation in standards 1 to 4 of the primary cycle, where the highest repetition rates are to be found. The Ministry is thinking of a policy to favor direct promotion between certain standards and for the others (for example, standards 4, 6, and 8) a student would repeat only after failing to achieve a 50 percent pass in two subjects (standards 4 and 6) and after failing Standard 8.