MERP transforming communities through school development initiatives

Across Malawi, education remains a crucial pillar for national development. However, challenges such as inadequate infrastructure, lack of teachers, poor sanitation, and limited incentives for educators in remote areas have hindered progress.

The Malawi Education Reform Programme is addressing these issues through various initiatives, bringing a transformation that is felt across districts like Mzimba, Nkhatabay, Chitipa, and Mchinji.

From constructing new classroom blocks to providing hardship allowances for teachers in rural areas, these reforms are reshaping the education landscape, improving learning conditions, and uplifting communities.

One of the most visible transformations in Malawi’s schools is the construction of additional classroom blocks. Overcrowded classrooms, where students used to learn under trees or squeeze into poorly ventilated rooms, are gradually becoming a thing of the past.

At Lwambo primary School in Mzimba, Headteacher for the Estone Ng’ambi expresses his excitement about the new classroom blocks.

“Previously, we had over 100 learners in a single classroom, making it difficult to teach effectively. With the new blocks, we now have manageable class sizes, and learners are more focused,” he says.

Local contractors have played a key role in these developments, ensuring that job opportunities remain within the community. The Director of Infrastructure in Nkhatabay, George Gopani, emphasises the economic benefits of awarding contracts to local builders.

“Engaging local contractors ensures money stays within the district, empowering small businesses and creating jobs. It also means quicker and more efficient construction since the contractors understand the local terrain and challenges,” he explains.

The new classroom blocks have also boosted school enrollment, as more parents are now eager to send their children to school in an improved learning environment.

Lack of proper toilets has long been a barrier to girls’ education in rural Malawi. Many girls miss school during their menstrual periods due to inadequate sanitation facilities, which affects their academic performance.

The Sanitation and Hygiene Toilet for Girls initiative is changing that narrative. In Mchinji, new girls’ washrooms have been constructed, providing privacy, clean water, and a safe space for female students.

14-year-old Ruth Binwell, a learner at Chimteka1 full Primary School, shared how the new facilities have changed her school life.

“Before, I would stay home for several days each month because there were no proper toilets. Now, I no longer have to miss lessons. I feel comfortable and confident,” she says.

Mother groups, led by community women, are playing a crucial role in maintaining these facilities and sensitizing girls on menstrual hygiene. Jessica Banda, a Mother Group Chairperson in Mchinji, explains their involvement on how the group work with school.

“We ensure the toilets are clean and stocked with necessary items like soap and sanitary pads. We also teach girls about personal hygiene and confidence-building,” she says.

Through these efforts, dropout rates among girls are reducing, paving the way for a more inclusive education system.

A shortage of teachers has been a long-standing challenge, especially in remote areas. To address this, the government introduced the Auxiliary Teacher Programme, bringing in additional teachers to support existing staff.

Lusungu Chimaliro, an auxiliary teacher at Changasi Primary School in Nkhatabay, describes her experience on how the programme has proven to be of great significant.

“This programme gave me an opportunity to practice teaching while also addressing the teacher shortage. The workload has been reduced, and learners now get more attention,” she says.

Similarly, the Mentor Teacher Programme is equipping teachers with better skills, improving the quality of education. John Kamanga, a mentor teacher in Mchinji, highlights the benefits.

“We undergo regular training to enhance our teaching methods, classroom management, and student engagement. This has significantly improved learners’ performance,” he says.

With better-trained teachers, students are excelling, and schools are recording improved pass rates in national examinations.

Teaching in remote areas comes with its challenges—poor roads, lack of electricity, and limited resources. To retain teachers in these areas, the government introduced the Hardship Allowance, an additional financial incentive for teachers working in difficult conditions.

Memory Nkhata, a Head-teacher at Kamizala Primary School in Mzimba, shared how the allowance has helped teachers at the school stay in the profession and improve the teaching performance among teachers.

“At first, I wanted to transfer to a town school because life was tough here. But the hardship allowance helps me afford better housing and transportation, making it easier to continue teaching,” she says.

District education directors also acknowledge the impact of this initiative. McGiven Chinyamula, Director of Education in Chitipa, emphasised how the allowance has reduced teacher turnover.

“Previously, rural schools faced constant teacher shortages as many requested transfers. With this allowance, more teachers are now willing to stay and teach in these areas,” he explained.

Beyond education, the Malawi Education Reform Programme is also stimulating local economies by awarding school construction contracts to local contractors.

Bright Mvula, a contractor in Nkhatabay, expressed his gratitude for the initiative saying that the initiative has transformed lives and also boosted their business.

“Being awarded these contracts has allowed me to employ young people in our community. It has also improved my business and allowed me to invest in better equipment,” he says.

School Management Committees have also been actively involved in monitoring construction projects to ensure quality work is delivered. Committee Chairperson in Mchinji at Chimteka 1 full primary school, Mr. Elias Kachale, said that the committee ensures that all construction procedures are followed.

“We ensure contractors follow guidelines and use quality materials. This transparency helps us get durable school blocks and toilets that will serve the community for years,” he says.

Through strategic initiatives under the Malawi Education Reform Programme, schools in districts like Mzimba, Nkhatabay, Chitipa, and Mchinji are experiencing positive change.

With better classrooms, improved sanitation, well-supported teachers, and stronger community involvement, the future of education in Malawi looks promising.

Education directors across these districts remain hopeful that continued investment in these programs will further strengthen the country’s education system.

“The impact is visible. If we maintain this momentum, every child in Malawi will have access to quality education, regardless of where they live,” says Joyce Hamsin, Director of Education and sports in Mchinji.

With learners eager to attend school, teachers more motivated than ever, and communities actively engaged, the vision of accessible and high-quality education for all is steadily turning into reality.