| DEDICATION | 第7-8页 |
| ABSTRACT | 第8-9页 |
| 中文摘要 | 第10-21页 |
| ACRONYMS AND ABBREVIATIONS | 第21-22页 |
| 1 INTRODUCTION | 第22-40页 |
| 1.1 Background to the Study | 第22-28页 |
| 1.1.1 Basic facts about Malawi | 第22-24页 |
| 1.1.2 Education System in Malawi | 第24-25页 |
| 1.1.3 Access to Education in Malawi | 第25-28页 |
| 1.2 Research Focus | 第28-32页 |
| 1.2.1 Problem Statement for the Study | 第28-31页 |
| 1.2.2 Purpose of the Study | 第31页 |
| 1.2.3 Research Questions | 第31-32页 |
| 1.3 Significance of the Study | 第32-33页 |
| 1.4 Definition of Terms and Concepts | 第33-37页 |
| 1.4.1 University-Industry Relations | 第33-35页 |
| 1.4.2 Collaboration | 第35-36页 |
| 1.4.3 Coordination | 第36页 |
| 1.4.4 Feedback | 第36-37页 |
| 1.5 Organization of the Dissertation | 第37-38页 |
| 1.6 Chapter Summary | 第38-40页 |
| 2 LITERATURE REVIEW | 第40-70页 |
| 2.1 Need for Link between University and Employment | 第41-60页 |
| 2.1.1 Nexus between higher education and the job-market | 第41-46页 |
| 2.1.2 Critiquing policy emphasis on Primary Education | 第46-52页 |
| 2.1.3 Effects of FPE Policy in Malawi | 第52-54页 |
| 2.1.4 Access to Tertiary Education | 第54-55页 |
| 2.1.5 Secondary Teacher Education in Malawi | 第55-60页 |
| 2.2 Malawi's Education among its Neighbors | 第60-64页 |
| 2.2.1 Access to Education in Sub-Saharan Africa | 第60-62页 |
| 2.2.2 Malawi's Education Status compared with its neighbors | 第62-64页 |
| 2.3 Historical Background to Education Policy in Malawi | 第64-68页 |
| 2.3.1 Indigenous Education in Malawi | 第64-65页 |
| 2.3.2 Missionary and Colonial Education | 第65-66页 |
| 2.3.3 Post-independence Education | 第66-68页 |
| 2.4 Chapter Summary | 第68-70页 |
| 3 THEORETICAL FRAMEWORK | 第70-82页 |
| 3.1 Assumptions about the Truth | 第70-78页 |
| 3.1.1 Philosophical Orientation about Research and Truth | 第70-72页 |
| 3.1.2 Systems Theory (ST) | 第72-74页 |
| 3.1.3 The Triple Helix Theory | 第74-77页 |
| 3.1.4 Human Capital Theory | 第77-78页 |
| 3.2 Theoretical Approach of the Study | 第78-80页 |
| 3.2.1 Relationship between Triple Helix Theory and Human Capital Theory | 第78-79页 |
| 3.2.2 Rationale for combining Systems Theory and Human Capital Theory | 第79-80页 |
| 3.3 Chapter Summary | 第80-82页 |
| 4 METHODOLOGY FOR THE STUDY | 第82-92页 |
| 4.1 Research Design | 第82-88页 |
| 4.1.1 Qualitative Methodology | 第83页 |
| 4.1.2 Quantitative Methodology | 第83-84页 |
| 4.1.3 Sample Area and Sample Size | 第84-86页 |
| 4.1.4 Description and Rationale of Research Sample | 第86-88页 |
| 4.2 Data Collection, Analysis and Management | 第88-91页 |
| 4.2.1 Data Collection Process | 第88-89页 |
| 4.2.2 Data Analysis | 第89-91页 |
| 4.2.3 Data management process | 第91页 |
| 4.3 Chapter Summary | 第91-92页 |
| 5 SNOPTIC FINDINGS AND DISCUSSION | 第92-100页 |
| 5.1 Research Benchmarks | 第92-95页 |
| 5.2 Why low Access to Secondary Education in Malawi | 第95-97页 |
| 5.3 Why Shortage of Trained Teachers in Malawi | 第97-98页 |
| 5.4 Hindrances to Collaboration between Universities and Employers | 第98页 |
| 5.5 Chapter Summary | 第98-100页 |
| 6 FINDINGS AND DISCUSSION ON COORDINATION | 第100-110页 |
| 6.1 Coordination between SSTEIs and MoE | 第100-102页 |
| 6.2 Coordination Among SSTEIs | 第102-104页 |
| 6.3 Coordination among MoE Departments/Directorates | 第104-107页 |
| 6.4 Summary on Coordination | 第107-110页 |
| 7 FINDINGS AND DISCUSSION ON COLLABORATION | 第110-120页 |
| 7.1 Key Issues under Collaboration | 第110-111页 |
| 7.2 Forms of Collaboration | 第111-119页 |
| 7.2.1 Annual Joint Education Sector Review | 第111-113页 |
| 7.2.2 Collaboration during Teaching Practice (TP) | 第113-116页 |
| 7.2.3 Tripartite Meetings | 第116-117页 |
| 7.2.4 Curriculum Reviews and Curricular Development Workshops | 第117-119页 |
| 7.3 Summary on Collaboration | 第119-120页 |
| 8 FINDINGS AND DISCUSSION ON FEEDBACK | 第120-144页 |
| 8.1 Key Issues under Feedback | 第120-131页 |
| 8.1.1 Feedback between MoE and SSTEIs | 第120-128页 |
| 8.1.2 Feedback among SSTEIs | 第128页 |
| 8.1.3 Feedback on the Curriculum | 第128-130页 |
| 8.1.4 Courses taught and their Implications | 第130-131页 |
| 8.2 Feedback from Inspection | 第131-139页 |
| 8.2.1 Feedback between DIAS and SSTEIs | 第131-132页 |
| 8.2.2 Findings from Teacher Inspection Reports by DIAS | 第132-134页 |
| 8.2.3 Major Strengths and Weaknesses of teachers from DIAS reports | 第134-135页 |
| 8.2.4 Discussion of Inspection Reports | 第135-137页 |
| 8.2.5 Reflections on School Inspection and advisory services in Malawi | 第137-139页 |
| 8.3 Feedback from Teachers about their Pre-Service Education | 第139-142页 |
| 8.4 Summary on Feedback | 第142-144页 |
| 9 LESSONS FROM OTHER COUNTRIES ON THE PROBLEM | 第144-160页 |
| 9.1 The Case of People's Republic of China | 第144-150页 |
| 9.1.1 University-Industry Links in China | 第144-146页 |
| 9.1.2 Teacher Preparation Models in China | 第146-149页 |
| 9.1.3 Access to Education in China | 第149-150页 |
| 9.2 The Case of the United States of America (USA) | 第150-153页 |
| 9.2.1 University-Industry Links in the USA | 第150页 |
| 9.2.2 Teacher Education in the USA | 第150-152页 |
| 9.2.3 Access to Education in the USA | 第152-153页 |
| 9.3 The Case of the United Kingdom (UK) | 第153-157页 |
| 9.3.1 University-Industry Links in the UK | 第153-156页 |
| 9.3.2 Teacher Education in the UK | 第156-157页 |
| 9.3.3 Access to Education in the UK | 第157页 |
| 9.4 Chapter Summary | 第157-160页 |
| 10 DISERTATION CONCLUSION | 第160-176页 |
| 10.1 Major Findings | 第162-164页 |
| 10.2 Recommendations | 第164-172页 |
| 10.2.1 Improve interface between the university and the graduate employers | 第164-165页 |
| 10.2.2 Improve sharing among teacher education institutions | 第165页 |
| 10.2.3 Develop and or review training roadmaps based on needs and vision | 第165-166页 |
| 10.2.4 Develop and Utilize a National Qualifications Framework | 第166页 |
| 10.2.5 Develop Innovative Teacher Education Models | 第166-167页 |
| 10.2.6 Proposed National Education Model | 第167-172页 |
| 10.3 Innovativeness and Uniqueness of the Study | 第172页 |
| 10.4 Limitations of the Study | 第172-173页 |
| 10.5 Suggested Research Areas | 第173-174页 |
| 10.6 Epilogue | 第174-176页 |
| REFERENCES | 第176-193页 |
| ACKNOWLEDGEMENTS | 第193-194页 |
| VIWONGO | 第194-195页 |
| 鸣谢 | 第195-196页 |
| LIST OF APPENDICES | 第196-218页 |
| Appendix 1: Introductory letter from CCNU, China, for the study | 第196-197页 |
| Appendix 2: Acceptance letter to conduct research at Domasi College | 第197-198页 |
| Appendix 3: Data Collection Instrument from the University's SSTEIs | 第198-202页 |
| Appendix 4：Data collection instrument from the MoE and affiliates | 第202-206页 |
| Appendix 5: Interview schedule for secondary school teachers | 第206-207页 |
| Appendix 6: Interview schedule with NCHE | 第207-211页 |
| Appendix 7: Analysed summary of education courses taught across SSTEIs | 第211-216页 |
| Appendix 8: Graduation data and letter from UNIMA | 第216-218页 |
| LIST OF PUBLICATIONS DONE DURING THE STUDY | 第218-219页 |
| COPY OF ACADEMIC AWARD BY CCNU, 2015-2016 | 第219-220页 |
| AUTHOR'S EDUCATION EXPERIENCE AT CCNU | 第220-221页 |
| 攻读学位期间主要学习经历 | 第221页 |
