62 years on, students still learn in "barns"

MAKESHIFT—Learners at Nambesa Primary School receive education in church building By Emmanuel Chilemba: Since it was established in the year 2000, Nambesa Primary School in Chikwawa District has offered classes only up to standard seven, exacting a toll on pupils who must brace for long walks to other schools to complete standard eight. For many pupils, the trek starts before sunrise, amid the sweltering heat of the Shire Valley district, and they walk kilometers to reach Jombo, Mtowe, and Goma primary schools in Traditional Authority Ngabu. "When our pupils finish standard seven here and transfer to nearby sister schools to complete standard eight, they are made to sit admission examinations. "In cases where a learner fails those admission examinations, they are forced to repeat. This development has forced many girls to drop out of school," Nambesa Primary School Head Teacher Sandram Makweza said. Malawi News spot checks established some pupils learn inside a nearby church building, with a few in conducive infrastructure including the one constructed recently courtesy of the Governance to Enabled Service Delivery (Gesd) funds. Speaking in an interview, Makweza further appealed to authorities to come to the aid of the institution to ensure a quality teaching and learning environment for the pupils. "My appeal to well-wishers is that I would like to ask them to assist us with two classrooms or a block which will have the capacity for these Standard Eight learners who currently have no class for lessons," he added. Such a significant shortage of infrastructure has not spared Kankhulungire Primary School, which is over 40 kilometers away in the area of Traditional Authority Chapananga on the western side of the Shire Valley district. The situation here is more severe, with classes only run up to Standard Five, and the school does not even have an administration block. When pupils reach Standard Six, they have to be transferred to one of the following sister primary schools: Chithumba, Fumbi, or Kambewe, all of which are about eight kilometers away. The only proper structure here is the one constructed by African Parks, which manages Majete. The rest of the structures are in poor condition and do not meet required standards. Just a few meters away stand sanitation facilities, including grass-thatched roof toilet blocks reserved for staff members and pupils. According to the school's Head teacher, Julio Symon, the institution was established in 2017 and has four teachers for an enrollment of about 300 pupils. Likewise, his counterpart, Symon has appealed to authorities and well-wishers to come to the aid of the school to ensure that pupils learn in a conducive environment. Ironically, the government's policy that the longest distance a student should walk to access a secondary school should be 8km. Meanwhile, a shortage of educational infrastructure is a cross-cutting issue, the Daily Times can reveal, with teachers also paying the price amid a lack of houses around learning institutions. For instance, Ndakwera Community Day Secondary School Head teacher Emily Tukuwa Msowoya noted that teachers currently endure long distances to and from where they reside. According to Msowoya, the institution was recently established courtesy of Governance to Enable Service Delivery (Gesd) funds, with Form One students selected through the second selection. "The construction of the school has greatly benefited pupils in the catchment area, who previously had to walk long distances to attend surrounding schools. "Everything is going well, but we are also pleading with the authorities to electrify the institution to improve efficiency, particularly for printing examination papers. There is also a need for teachers' houses, as most teachers currently travel from far away," Msowoya said in a recent interview. Malawi News efforts to get a reaction from the Ministry of Education proved futile, as it's spokesperson Lily Kampani was yet to respond to our questionnaire over a month down the line after acknowledged receipt. However, Chikwawa District Council Director of Education and Sports Gertrude Jumbe is on record as having said authorities were working around the clock to address such challenges leveraging the reformed Constituency Development Fund (CDF). Jumbe spoke optimistically that responsible committees through their development planning will prioritize construction of such infrastructure, particularly classroom blocks and teachers' houses. "However, apart from that, we also have other funds like the Governance to Enable Service Delivery (Gesd) and the District Development Fund (DDF)," Jumbe said. In the neighboring district of Nsanje stands Nyanseta Junior Primary School, which is completely grass-thatched, with classes only up to Standard Two. Our findings established that the institution located in the area of Senior Chief Makoko, has an enrollment of 121 pupils, and was established in 2023. One of the authorities at the institution confided in us that during the rainy season it is even tougher, with pupils missing classes as the structures expose them to bad weather conditions. "When pupils complete Standard Two here, they have to be transferred and endure long distances to sister institutions, including Phombwe, Mbale, and Nyakamba, which are some kilometers away," he said. This publication did not independently get a reaction from the authorities in the district, but Director of Education in the district, Douglas Namikungulu, is on record as having told one of the well-established media houses in the country of having acknowledged the issue. Namikungulu expressed optimism that by leveraging the reformed Constituency Development Fund (CDF), such challenges will be addressed, ensuring that pupils are learning in a conducive environment. Likewise, in Kasungu District, there is Kadula Primary School which is located in the area of Senior Chief Mwase. Established in 2019, the school has three grass-thatched classrooms, including the head teacher's office, with a few permanent classroom blocks. Apparently, such issues are retrogressive to the country's efforts to achieve its ambitious National Education Sector Investment Plan for 2020 to 2030, which envisages reducing the dropout rate in primary schools to about 1.5 percent by 2030. Laxity to ensure schools are within reach, many students drop out before completing the secondary education cycle and this is leaving many students behind in many areas. KONDOWE—Government should construct the necessary classroom blocks and administration facilities Commenting on the challenges, Civil Society Education Coalition (CSEC) Executive Director Benedictor Kondowe said the situation highlights the persistent infrastructure and access challenges facing many rural schools in Malawi. Kondowe said the development warrants urgent attenton from authorities, fearing that such scenarios trigger absenteeism, dropout, and exposes children, especially girls, to various protection and safety risks. "Government and its partners should prioritize the expansion of the school to a full primary cycle, construct the necessary classroom blocks and administration facilities, and ensure that every child can access quality primary education within a reasonable distance from home," Kondowe said. While commending the country for having sound policies and plans on school infrastructure, he faulted snail's pace over the implementation process. The education policy think tank has since urged the government to increase investment in underserved rural communities, using sound district-level planning to ensure infrastructure keeps pace with the constitutional promise of quality education for all. Apparently, such a shortage of infrastructure is a violation of the Agenda 2063 aspirations on education and Sustainable Development Goals (SDGs), particularly goal number IV, which urges nations to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Ironically, the education sector budget has increased steadily in nominal terms over the years, according to government's financial records gathered and analysed by the Daily Times. On average, the education budget grew nominally by 15.8 percent annually between 2021/22 and 2025/26, with a 51 percent increase in 2025/26. In the 2025/26 fiscal year, the education budget reached K1.3 trillion – up from MK860 billion in 2024/25 Nonetheless, in the medium-term outlook, the country needs to pump more resources into the sector amid the risk of a potential phase-out of some Education Development Partners Group (EDPG) donors. According to data gathered and analysed in the 2024 Education Sector Performance Report, disbursements from EDPG donors are estimated at $473.9 million (K829 billion) between 2019/20 and 2023/24, peaking at $103.7 million in 2021/22 but declining to $89.5 million in 2023/24. Apparently, for Malawi such reduced donor inflows could undermine progress and may affect school infrastructure, teacher recruitment, and the provision of teaching and learning materials, thereby threatening the country's ability to achieve its education targets.

Times Malawi Times Malawi · Wire Report · 13 hours ago · 7 min read

62 years on, students still learn in "barns"

Image via wire syndication · Times Malawi

WIRE — MAKESHIFT—Learners at Nambesa Primary School receive education in church building By Emmanuel Chilemba: Since it was established in the year 2000, Nambesa Primary School in Chikwawa District has offered classes only up to standard seven, exacting a toll on pupils who must brace for long walks to other schools to complete standard eight. For many pupils, the trek starts before sunrise, amid the sweltering heat of the Shire Valley district, and they walk kilometers to reach Jombo, Mtowe, and Goma primary schools in Traditional Authority Ngabu. "When our pupils finish standard seven here and transfer to nearby sister schools to complete standard eight, they are made to sit admission examinations. "In cases where a learner fails those admission examinations, they are forced to repeat. This development has forced many girls to drop out of school," Nambesa Primary School Head Teacher Sandram Makweza said. Malawi News spot checks established some pupils learn inside a nearby church building, with a few in conducive infrastructure including the one constructed recently courtesy of the Governance to Enabled Service Delivery (Gesd) funds. Speaking in an interview, Makweza further appealed to authorities to come to the aid of the institution to ensure a quality teaching and learning environment for the pupils. "My appeal to well-wishers is that I would like to ask them to assist us with two classrooms or a block which will have the capacity for these Standard Eight learners who currently have no class for lessons," he added. Such a significant shortage of infrastructure has not spared Kankhulungire Primary School, which is over 40 kilometers away in the area of Traditional Authority Chapananga on the western side of the Shire Valley district. The situation here is more severe, with classes only run up to Standard Five, and the school does not even have an administration block. When pupils reach Standard Six, they have to be transferred to one of the following sister primary schools: Chithumba, Fumbi, or Kambewe, all of which are about eight kilometers away. The only proper structure here is the one constructed by African Parks, which manages Majete. The rest of the structures are in poor condition and do not meet required standards. Just a few meters away stand sanitation facilities, including grass-thatched roof toilet blocks reserved for staff members and pupils. According to the school's Head teacher, Julio Symon, the institution was established in 2017 and has four teachers for an enrollment of about 300 pupils. Likewise, his counterpart, Symon has appealed to authorities and well-wishers to come to the aid of the school to ensure that pupils learn in a conducive environment. Ironically, the government's policy that the longest distance a student should walk to access a secondary school should be 8km. Meanwhile, a shortage of educational infrastructure is a cross-cutting issue, the Daily Times can reveal, with teachers also paying the price amid a lack of houses around learning institutions. For instance, Ndakwera Community Day Secondary School Head teacher Emily Tukuwa Msowoya noted that teachers currently endure long distances to and from where they reside. According to Msowoya, the institution was recently established courtesy of Governance to Enable Service Delivery (Gesd) funds, with Form One students selected through the second selection. "The construction of the school has greatly benefited pupils in the catchment area, who previously had to walk long distances to attend surrounding schools. "Everything is going well, but we are also pleading with the authorities to electrify the institution to improve efficiency, particularly for printing examination papers. There is also a need for teachers' houses, as most teachers currently travel from far away," Msowoya said in a recent interview. Malawi News efforts to get a reaction from the Ministry of Education proved futile, as it's spokesperson Lily Kampani was yet to respond to our questionnaire over a month down the line after acknowledged receipt. However, Chikwawa District Council Director of Education and Sports Gertrude Jumbe is on record as having said authorities were working around the clock to address such challenges leveraging the reformed Constituency Development Fund (CDF). Jumbe spoke optimistically that responsible committees through their development planning will prioritize construction of such infrastructure, particularly classroom blocks and teachers' houses. "However, apart from that, we also have other funds like the Governance to Enable Service Delivery (Gesd) and the District Development Fund (DDF)," Jumbe said. In the neighboring district of Nsanje stands Nyanseta Junior Primary School, which is completely grass-thatched, with classes only up to Standard Two. Our findings established that the institution located in the area of Senior Chief Makoko, has an enrollment of 121 pupils, and was established in 2023. One of the authorities at the institution confided in us that during the rainy season it is even tougher, with pupils missing classes as the structures expose them to bad weather conditions. "When pupils complete Standard Two here, they have to be transferred and endure long distances to sister institutions, including Phombwe, Mbale, and Nyakamba, which are some kilometers away," he said. This publication did not independently get a reaction from the authorities in the district, but Director of Education in the district, Douglas Namikungulu, is on record as having told one of the well-established media houses in the country of having acknowledged the issue. Namikungulu expressed optimism that by leveraging the reformed Constituency Development Fund (CDF), such challenges will be addressed, ensuring that pupils are learning in a conducive environment. Likewise, in Kasungu District, there is Kadula Primary School which is located in the area of Senior Chief Mwase. Established in 2019, the school has three grass-thatched classrooms, including the head teacher's office, with a few permanent classroom blocks. Apparently, such issues are retrogressive to the country's efforts to achieve its ambitious National Education Sector Investment Plan for 2020 to 2030, which envisages reducing the dropout rate in primary schools to about 1.5 percent by 2030. Laxity to ensure schools are within reach, many students drop out before completing the secondary education cycle and this is leaving many students behind in many areas. KONDOWE—Government should construct the necessary classroom blocks and administration facilities Commenting on the challenges, Civil Society Education Coalition (CSEC) Executive Director Benedictor Kondowe said the situation highlights the persistent infrastructure and access challenges facing many rural schools in Malawi. Kondowe said the development warrants urgent attenton from authorities, fearing that such scenarios trigger absenteeism, dropout, and exposes children, especially girls, to various protection and safety risks. "Government and its partners should prioritize the expansion of the school to a full primary cycle, construct the necessary classroom blocks and administration facilities, and ensure that every child can access quality primary education within a reasonable distance from home," Kondowe said. While commending the country for having sound policies and plans on school infrastructure, he faulted snail's pace over the implementation process. The education policy think tank has since urged the government to increase investment in underserved rural communities, using sound district-level planning to ensure infrastructure keeps pace with the constitutional promise of quality education for all. Apparently, such a shortage of infrastructure is a violation of the Agenda 2063 aspirations on education and Sustainable Development Goals (SDGs), particularly goal number IV, which urges nations to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Ironically, the education sector budget has increased steadily in nominal terms over the years, according to government's financial records gathered and analysed by the Daily Times. On average, the education budget grew nominally by 15.8 percent annually between 2021/22 and 2025/26, with a 51 percent increase in 2025/26. In the 2025/26 fiscal year, the education budget reached K1.3 trillion – up from MK860 billion in 2024/25 Nonetheless, in the medium-term outlook, the country needs to pump more resources into the sector amid the risk of a potential phase-out of some Education Development Partners Group (EDPG) donors. According to data gathered and analysed in the 2024 Education Sector Performance Report, disbursements from EDPG donors are estimated at $473.9 million (K829 billion) between 2019/20 and 2023/24, peaking at $103.7 million in 2021/22 but declining to $89.5 million in 2023/24. Apparently, for Malawi such reduced donor inflows could undermine progress and may affect school infrastructure, teacher recruitment, and the provision of teaching and learning materials, thereby threatening the country's ability to achieve its education targets.

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