Having overheard some disgruntled comments made to JKIA bookstore assistants, I know I am by no means the only person who wants to read something about Africa besides another expat memoir. Is there really no market, are there really no writers? Or is just that publishers are unwilling to back anything besides more of the same tried, tested and tired old formula?
More here titled If I come across another book written by a white expat about his or her African childhood …
Early this week, many people in Malawi were excited by the news that Roger Federer (ranked world number 2 best tennis player by the Association of Tennis Professionals), had launched a childcare centre at Lundu village, about 10 Kilometres outside Lilongwe, the Capital of Malawi.
While there is good reason to be happy about such news, whereby a big sports star has decided to use his time and resources to help Malawi in this area, a part of me thinks otherwise.
A part of me thinks that Malawi not only needs help in terms of pre-schools and child development centres, but also over the whole educational system – which is archaic, and needs to be revamped.
And here’s why:
Firstly, whats the point of giving children a great pre-school start only to disappoint them later on in primary and secondary education? How so? Well, according to Ripple Africa, a charity with a base in Nkhata Bay district:
… The government of Malawi recognises the importance of pre-school education, and encourages communities to set up their own pre-schools, but does not support pre-schools financially. With no funds to support pre-schools, most of them are run on a voluntary basis and are unregistered. Most teachers work for free, and have no resources to help them teach, lacking the very basics including blackboards and chalk, let alone books and toys which might commonly be associated with pre-school education in the West. It is rare that pre-schools have their own school buildings, and many pre-schools share facilities with local churches or other buildings built for a different purpose
It goes on to say
Although primary education in Malawi is free, students are required to purchase their own school uniform, pens, and notebooks, which many families find difficult. Rates for drop-outs are high, and, according to UNESCO, only 58% of children will complete a full course of primary school, and 20% of children repeat one or more school years, often several times, if they have had to take significant time out of school and have fallen behind. It is very common for children in Malawi to come in and out of school depending on their family situation, employment responsibilities, pregnancy and marriage at a young age, sickness, and more. By the time students leave primary school, many of them are far older than primary age, having repeated several years, and many lose interest and drop out all together.
If you read further, you’ll find the usual problems across the whole education board: poor infrastructure, lack of materials, unpaid untrained teachers even at pre-school level… the usual.
How can you help children learn if schools have little or no study materials, and teachers are not properly trained? Before you do anything for the children shouldn’t you first make sure that their teachers have the right qualifications, and there are suitable facilities available for them to use in teaching.
So, in addition to improving pre-school education, I think the initiative should go hand in hand with improving the standard of education across the board, and not just in pre-school education.
In any case, we know from reports from employers that many people who come out of form four (or even Universities) in Malawi lack the basic skills needed by most employers. A scenario that probably is a result of dysfunction within Universities themselves. This dysfunction was summarised by The Nation News paper a few years ago:
In some public universities, for example, there is acute shortage of books or even chairs in classrooms, leading to students standing throughout lectures. Some of the faculty members also need to upgrade their qualifications; so, too, do catering and accommodation need improvement, among other facilities.
The above article by Ripple Africa also mentions the lack of buildings.
Malawi needs more school buildings, more resources such as desks, black boards and stationery in both primary and secondary education (including properly resourced dormitories in boarding schools). This will cost money, but the government needs to upgrade these facilities across the whole country. It cannot be piecemeal or random, because then it will not be effective. It has to be planned and transformative and must be made a top priority.
This is important because a child who undertakes their pre-school in a well-furnished nursery (complete with chairs and tables) is not going to be assisted if they then have to be downgraded and sit on the floor during primary school.
Never mind early education, primary and secondary school, what about tertiary education? Should the government be doing more to invest in tertiary education?
Recently in June 2015, Grant Shapps, UK International Development Minister, at the announcement that the UK would pump £11.6 million into Malawi education sector said:
“Malawi’s future doctors, nurses, IT experts, teachers and entrepreneurs will help build a nation eventually independent of foreign aid and with our own historic links to Malawi, particularly those of Scotland, this is also in the UK’s interest, because creating a more prosperous world will benefit us all in the long run”
The question is where will they be trained, and who will foot the bill? Is £11.6 million enough to train doctors, nurses, IT experts, teachers and entrepreneurs for a country with a population of 13 million people? Adequate training that will help Malawi compete on the global stage…? And not only provide Doctors and Nurses for Europe…?
There are other factors other than pre-school education that must be addressed if the education sector in Malawi is to be improved.
Factors such as the effect H.I.V has on teachers. These need to be looked at, in collaboration with charities such as Theatre for a Change. It’s important that resources are dedicated to address them.
Aside from the education front, the other question politicians and stakeholders should be asking is after these children become young adults who have been ‘educated’, where will they work? No point training them when at the end of it all, you have no jobs to give them. A youth unemployment crisis which many western countries including the UK, Spain, Portugal and Greece are currently facing. Does Malawi have enough jobs and an economy that can support its young people of working age? How can the country create more jobs and assist its citizens to be resourceful?
Looking at the statistics of youth unemployment across Malawi, I can tell you that the country definitely doesn’t have enough good jobs, and this is a situation which could become a crisis if not addressed urgently.
Furthermore, Malawians must not rely solely on donors or foreign companies who have their own interests to come into Malawi and create jobs. This also extends to our educational system.
We must stop relying on foreigners to come in and sort out our problems.
When for example will Malawian corporations emerge that are owned by Malawian nationals, and employ thousands of Malawians?
I’ll end with a personal story. A few months ago, a cousin-nephew who lives in the city of Blantyre in Malawi told me he wanted to study IT, in particular he wanted to work in Software or web related technologies. I told him to learn programming, and referred him to the City Library in Blantyre to find a book on the ‘C programming language’ which he could use as a starting point, since being trained as an Electronic and communications engineer I know that my education in programming began with C programming (as has been for many other people working in software and IT). So I was keen to get him down a similar path in this sense.
A few days later he told me he had gone to the library but was told that they didn’t have any book on C programming. Further, he doesn’t have a computer, so even if he did have a book, there’s no where to practice how to code. Also he wasn’t sure whether he could install educational software on some of the public computers he has used in Internet Cafe’s. I wondered how it was possible for a library of a major city of a country to not even have a single book on C Programming, let alone computers for the public to use…In this digital era.
If things are like this outside the classroom, in a city, in 2015, I could see how easy it was for teachers to be frustrated.
Today, my thoughts are punctuated by an article I remembered, written by Steve Sharra titled Malawi at fifty One: the education legacies of Malawi’s presidents hitherto in which he argues that the failure to utilise the higher educational system to improve the quality of teaching and the teaching professions has negatively affected the country’s developmental process. In the article, Sharra writes :
However at primary and secondary school levels the problem of teacher morale, the most significant of the problems afflicting Malawi’s education system is getting worse. Today, anger amongst Malawian teachers has become so pervasive it severely corrodes the education system. In the first of 2015, salary delays took a turn for the worse. With communication from the ministry not forthcoming, teachers resorted to asking fellow teachers on Facebook groups for updates. It is frightening to imagine how these angry, bitter, frustrated and demoralised teachers are treating children under their care.
So here I am seated in a central city library in Nottingham (East Midlands), which has recent issues of magazines published in India, several copies of Der Spiegel, (including a May 2015 copy), and even an East Midlands Polish publication, let alone books on computer coding;
I’m surrounded by both young and older people – all oblivious of my observations, getting on with their lives ; and I’m thinking how I can send a netbook with a compiler pre-installed on it, and a book on C programming to Malawi. I’m also thinking about all those young people who want to study IT related subjects across Africa(some of whom are being taught under trees), who greatly desire to tap into similar knowledge as is scripted in the pages of these books on the shelves next to me, but who can’t find a book anywhere to help them … who don’t have anyone to send a computer to them.
That is why I’m not excited about Roger Federer’s investment into pre-school Education in Malawi
Among the several books I’m reading is one titled “The Social and Economic History of Britain (1760 – 1965)” by Pauline Gregg, which I picked up at the local bookstore over a year ago. It seems it was initially published as “Modern Britain: A social and economic history since 1760” [amazon copy here ]
As pleasure in reading goes, the beginning is not that interesting. But as the story progresses, it get’s rather animated. And revealing. Having been published in 1965,it also doesn’t look that appealing in terms of aesthetics, unless a hardback is something that tickles your fancy. But as they say, do not judge a book by its cover.
Yet this book is more informative than first appears, and references to a critical period of the Industrial revolution, when Britain was rising to cement its place as a great world power, its empire as the largest in the history of mankind, its economy as one of the biggest and most resilient.
Thus like many others who have an appetite to properly understand how economies develop (or more accurately in my case – how it was triggered in Britain),I’m inclined to share some of its contents.
Firstly the book acknowledges that every nation develops differently. In some its slow – occurring over centuries, in others, its revolutionary, noticeable over a lifetime.
But before I dig into it further, there’s a summary that encapsulates the content which I’d like to begin with:
Eighteenth-century Britain was still far from being a country of capitalist enterprise. In only one of the three parts of the country in which the woollen industry was located had the capitalist form developed on a large scale. Cotton was in an intermediate stage. The iron and coal industries employed comparatively few people, and other capitalist enterprises were not typical. The agricultural interest was still dominant, and the handicraftsman was more important than the industrial or commercial capitalist.
It was not until the second half of the eighteenth century that the change towards large-scale industry quickened, becoming so rapid as to appear revolutionary. A number of interconnected causes produced this acceleration. There was a growth of population, creating an increased demand for goods. There was improved transport, making possible the carrying of finished commodities to markets and raw materials to centres of production. There were the great mechanical inventions, new materials, and improved chemical processes, which quickened and cheapened production. It is useless to try to assign priority to any of these factors; together they comprised the Industrial Revolution
