No public school in the top 10. Catholic schools dominating the coveted spots. Community day secondary schools stuck in limbo despite taking a majority of young Malawians. Some schools scoring zero percent pass rates while education inspectors look away.
The newly released Malawi School Certificate of Education examination results have opened a barrage of questions about the country’s education system, with almost half of the learners failing the test that marks a bridge to university.
During a casual phone conversation with a friend, we found ourselves asking the question: What is wrong with Malawi that our situation seems to worsen with each passing year?
The more we brainstormed possible reasons, the more it became clear that it is a complex question with no single answer.
Among others, economists point to corruption and low export production, politicians highlight weak leadership and misuse of public funds, lawyers cite poor enforcement of laws and low access to justice and health practitioners point to a high disease burden and poor sanitation.
The list of concerns goes on and it is not easy to pinpoint who is right or wrong.
Yet the more one critically examines these issues, the more one begins to see a common foundation. An education system that lacks standards produces a population that falls short of excellence, order, discipline and hard work.
Education itself is a complex sector comprising different levels, governance structures, teachers, learning resources, curricula and infrastructure. All these must be strong enough to ensure a quality education.
Some aspects of education receive more public attention than others. We often hear about the need for more qualified teachers, curriculum reforms that reflect global trends and the availability of materials. Few people discuss school governance and even fewer discuss school infrastructure.
Yet school infrastructure is what learners interact with every day. When teachers are absent and lessons are not in session, learners are left with their school’s physical environment to continue shaping their learning experiences.
Our schools leave much to be desired. In some places, learners are taught under trees or makeshift shelters. Brick-and-mortar structures exist, but mostly in a sorry state. This is a troubling reality for any country.
Even more concerning is that most newly built schools fall below acceptable standards.
For instance, schools built in the 1980s had proper glass windows that could be opened and closed depending on the weather.
Today, we see classrooms fitted with metal mesh coverings instead of proper windows, creating unsuitable learning environment.
Equally worrying is that many of these structures are funded by donors. While it is their money, the reality is that schools in their own countries are built to higher standards, multi-floored with all amenities, because they understand the long-term value of quality school infrastructure.
A school building is more than just a structure. For learners, a safe and comfortable environment promotes well-being, improves learning outcomes and shapes organised, productive, disciplined, responsible and ambitious citizens.
For teachers, quality infrastructure fosters pride and attracts and retains qualified professionals. For government and taxpayers, it reduces future maintenance and reconstruction costs.
Ultimately, standardised and well-designed school infrastructure contributes to stronger national development.
Why, then, can we not establish clear standards for the schools we build from now on? Why not construct fewer schools, but ensure they are built to a quality worthy of our children and our future? Whenever we announce new school construction projects, the question should be not only about quantity but quality too!
Let us set those standards and build Malawi’s future in classrooms that reflect the future we want to see.
