Malawi

Malawi makes no provision for preprimary education. Primary schools can be found in many villages and hamlets throughout Malawi. In 1970, there were approximately 2,000 primary schools that accommodated about 35 percent of primary school aged youth. About 12 percent of all primary school students attended private, predominantly church run schools. This percentage declined as the government took over the ever-growing number of schools. There are two main types of primary schools, namely assisted and unassisted schools. Assisted primary schools receive financial assistance from the central government. Some assisted schools are owned by missionaries, while others are owned by local education authorities. Unassisted schools can apply for financial aid if they meet Ministry of Education requirements for assistance.

In 1968, an estimated 88 percent of primary schools were run by religious missions who charged a fee for attendance. Some 5 percent of these students had scholarships. Primary schools were coeducational, and girls and boys attended classes together. In 1970 girls were 37 percent of all primary school students. Chichewa was the language of instruction, and English was also taught, along with geography, history, hygiene, arithmetic, and Bible studies. Some schools also introduced science and agriculture courses for Standards 6, 7, and 8. The Malawi Broadcasting Corporation (MBC) aired radio programs that reinforced regular school programs. Each school had one or two radios, but the use of radio broadcasts was voluntary. Local languages, such as Chitumbuka, were used for prayers, singing, and non-course work in the north. Promotion was based upon passing a general examination. At the end of Standard 4, all students had to pass exams in Chichewa, English, and arithmetic with a minimum score of 50 percent to advance to Standard 5.

To qualify to enter secondary school students had to pass an externally graded (graded outside of Malawi) examination and earn a primary school leaving certificate. In 1972, a total of 30,495 students took this examination and 21,232 or 69.6 percent of students passed. There were, however, only 3,500 seats in Malawi's secondary schools that year, which severely limited the number of students who could pursue a secondary school diploma. Dropout rates were of necessity very high.

Former President Banda introduced new syllabi for primary and secondary schools in 1972, which aimed to free the classroom from dependence on rote memorization. Active learning encouraged students to engage their material and solve problems creatively. In science classes emphasis was placed upon understanding and being able to use concepts rather than memorization. New math was also introduced for the same reasons. Parents complained that the new methods did not adequately prepare their children. They pointed out that their sons and daughters did not know English well enough to fill out simple job applications in English or to write letters or resumes. Banda reviewed these complaints and expressed contempt for the "new" methods. He considered them failures. Malawi's schools went back to the old methods of teaching, and students were forced to memorize multiplication tables and charts of elements for chemistry. They worked on preset science experiments and used conventional English readers. Long answer essay examinations were used to test students, and multiple choice examinations were dropped.

As agriculture was the mainspring of Malawi's economy, farmer training was therefore given priority in all vocational training, adult education, and supplemental education programs. Education gradually went from an elitist orientation, which benefited the few who went on to secondary school, to one that slowly began to address the needs of the many who would live, work, and die on farms. Agriculture as a subject was introduced into primary school syllabi in the 1970s. Teacher training was simultaneously expanded to insure that pupils were instructed by qualified teachers. In 1970 this was a problem since less than 20 percent of all primary school teachers had achieved the Junior Certificate (JC) level of education themselves.

Total enrollment of primary school-aged youth has shown impressive gains. In 1970 only 35 percent of youth enrolled in primary schools. By 1980 this number had increased to 60 percent (males 72 percent and females 49 percent). It jumped higher in 1990 to 68 percent (males 74 percent and females 62 percent) and in 1995 to 89 percent. In 2001, all primary school aged children were enrolled in school, since President Muluzi made it free and compulsory after 1994. Pressures of modernization dictate that every Malawian have at least a basic education if the economy is to be competitive in a global setting.

Net primary enrollments have risen from 43 percent in 1980, to 50 percent in 1990, and to 100 percent in 2001. Primary school enrollment of males has also risen from 48 percent in 1980, to 52 percent in 1990, and to 134 percent in 2001. The same is true for females whose enrollment jumped from 38 percent in 1980, to 48 percent in 1990, and to 94 percent in 2001. In 1980, Malawi had 12,540 primary school teachers. This number rose to 22,942 in 1990 and to 49,138 in 1995. The percentage of female teachers rose from 31 percent in 1990 to 39 percent in 1995. Moreover, the pupil to teacher ratio fell from 65 pupils per teacher in 1980, to 61 pupils per teacher in 1990, and to 59 pupils per teacher in 1995 (UNESCO 2000). Malawi has yet to reach its target of 50 pupils per teacher. New teacher training colleges, such as the facility at Mzuzu, are designed to insure that teachers have proper qualifications and that the quality of education does not decline as opportunities expand for students. The government hopes in the future to train enough teachers that missionary teacher training institutes can be phased out. Since only 15 percent of primary school pupils go on to secondary school, the curriculums of most primary schools now emphasize crafts and vocational and technical skills to prepare students for life and employment after leaving primary school.

Ministry of Education officials have adopted a 5-3-4 system of education. Model primary schools are built in each district to demonstrate to villagers how to construct schools based upon a standard approved design that are durable and affordable. They are also shown how to equip each school to meet curriculum requirements for sciences, mathematics, literature, and social studies. It is hoped that this will prevent costly mistakes that are difficult to maintain.