Let’s Read Ntchisi! (2025-2027)

Despite high primary school enrollment, Malawi faces a severe learning crisis. Many classrooms, particularly in rural areas, are overcrowded, under-resourced, and understaffed, with few books or learning materials available. A CODE study conducted in early 2025 found that most classrooms offered limited or inadequate text environments, and only a minority of teachers were using effective interactive teaching methods.

Nationally, 87 percent of children are experiencing learning poverty, unable to read a simple text with comprehension by age 10. Primary school completion rates are especially low, with the steepest drop in enrollment occurring in Standards 3 and 4, when families struggling with poverty often see little value in continued schooling if children are not learning to read.

Let’s Read Ntchisi! responds to this challenge by focusing on a critical but often overlooked stage of learning. While many literacy initiatives concentrate on early primary grades, this project targets Standards 3 and 4, when literacy demands increase and the risk of dropout is highest. Ntchisi District was selected due to significant needs, with only 21 percent of Standard 4 students able to read with comprehension, and because CODE can build on strong relationships established through earlier work in the district. Working closely with communities, schools, and education authorities, the project aims to change the trajectory for children at this decisive point in their education.

The project takes a holistic, classroom-centred approach to improving literacy outcomes. Teachers participate in a comprehensive learning series grounded in evidence-based practice, with a strong emphasis on in-class coaching, peer learning, and teacher motivation. To address overcrowding, the project supports the placement of qualified, locally recruited teachers to help schools meet national student–teacher ratio targets. Classrooms are equipped with locally authored books and learning materials to create vibrant, text-rich environments, and schools engage families and communities through reading and writing activities that help build a culture of learning beyond the classroom.

Over two years, Let’s Read Ntchisi! will directly benefit 1,831 students, support 22 effective literacy learning classrooms, distribute 5,000 books, train 33 teachers, hire 15 additional teachers, and engage 11 schools. Progress will be tracked using indicators aligned with the World Bank’s learning poverty framework, alongside measures of teaching quality, classroom environments, and student retention. Beyond immediate results, the project will generate evidence and learning to inform policy dialogue and support the replication and scaling of effective literacy practices in Malawi and beyond.