Open Development & Education has played a central role in supporting the implementation of Malawi’s National Numeracy Programme (NNP), with a strong emphasis on improving mathematics instruction through teacher professional development. We have researched the Teacher Learning Circles (TLCs) model, an innovative, peer-led professional development approach that encourages collaborative learning among educators. The model focuses explicitly on enhancing numeracy teaching practices in the early grades nationally for master trainers, including extensive user testing and piloting of TLC materials. The materials contain videos focused on effective mathematics instruction to support TLC facilitators by modelling best practices for leading sessions, explaining key mathematical concepts, such as using manipulatives, questioning techniques, and formative assessment.
Open Development and Education has also contributed to curriculum development efforts, ensuring that instructional materials and teacher guidance are aligned with the cognitive and developmental needs of early grade learners. Their input has supported a shift toward more learner-centred, activity-based mathematics instruction, helping to make numeracy lessons more accessible, engaging, and effective.
Through these multifaceted efforts, Open Development and Education has significantly contributed to strengthening the quality of mathematics education in Malawi’s primary schools, supporting the broader national objective of improving foundational numeracy skills for all learners.
We work across diverse educational landscapes to develop evidence-based solutions. Explore our initiatives on Mathematics education in Sub-Saharan Africa :
Global Public Goods
Our research contributes to publicly available evidence and policy recommendations through an open-access approach.
