This cross-sectional survey explored the quality of education in private pre-primary schools in Malawi. Based on the Montessori framework of learning, the study aimed at assessing the quality of learning in the proliferated pre-primary schools (Nursery schools) using a case of Lilongwe urban private schools. Both quantitative and qualitative data were collected. Quantitative data was collected through structured questions using the Kobo toolbox. Qualitative data was collected through key informant interviews. Observations were also used as data collection tool to triangulate the responses from the respondents. The Montessori approach is a child-centered methodology that applies scientific interpretations from childhood to understand. From the results of the study, several schools were found to have a crop of experienced teachers who can handle the children in schools. In addition, most schools had chairs and furniture available for the children to use during the teaching and learning process: an important element in the Montessori approach. The study however, found that there was no harmony in the type of curricula used in private pre-schools in Malawi. While some schools are using the local curriculum, several schools use foreign curricula including the Montessori, Cambridge, and Abeka, and even some a using local-foreign blended curricula. As a result, there are varying views about the quality of education because everyone is basing the premise of quality on what works for them. Neverthless, there are positive results especially arising those using foreign curricula as evidenced from the Montessori approach. In terms of technology adoption, most schools are lagging in using modern technology. The only technology common in the schools is the use of a television screen that is normally used to beam cartoons for children in the baby classes.

All in all, most schools are on the right trajectory in ensuring the implementation of quality education. However, if not quickly addressed, the observable gaps in the implementation can adversely affect the quality of education. On the other hand, the presence of critical elements and application of foreign curricula in several schools seem to work positively towards the promotion of quality of education in private pre-schools. Another critical milestone in private preschools is the emphasis on the attainment of critical skills by learners before they transition to the elementary level such as reading. Despite some milestones achieved, there is still a need for more efforts to be applied to raise and improve the quality of education offered in private pre-schools. Among the recommendations of the study is to consider the involvement of the government in the regulation of private preschools. In addition, there is a need for harmonization of the curriculum to enable the schools to align their learning with the national developmental long-term aspirations.