THE CONSEQUENCES OF EDUCATION DISPARITIES IN RURAL AREAS

 By Isabel Thanthwe

The seeds of potential are sown in every student, but the soil of opportunity is unevenly fertile. For rural learners, education is a path characterized by obstacles due to education inequalities.

The physical environment of rural schools is harsh, with some buildings in disrepair, overcrowded classrooms, and lack of facilities like sanitation and water. In some cases, schools operate under trees, grass thatched shades, or make shift spaces due to insufficient infrastructure.

Learners learning under trees. Photo by Chikondi Mitchaya. Source: Times 360 Malawi.

Mervis Malombe from Mzati Primary School, another challenge. “Sometimes textbooks are insufficient for the number of students and libraries are rare, limiting access to supplementary reading”, she says. 

However, speaking with Agness Manda a student at Chichiri Secondary School in Blantyre, states that their school provides adequate learning materials, which supports their ability to engage with the curriculum effectively.

As a result, children from rural areas struggle to access higher education and better jobs in future. This outcome results from lower skill development and reduced competitiveness as noted by Mcpeatry Kandiwo, Principal Assurance Officer for South-West Education Division (SWED). “These limitations can impact their ability to break circles of poverty”, he says.  

Speaking with the deputy head teacher at Mzati Primary School Joseph Thamangiwa, children might not develop technology skills needed in modern workplaces due to limited exposure to digital learning tools, computers, or other technologies. 

On the other hand, one teacher at Snow White Private Schools in Blantyre urban, who opted for anonymity, explained that their students have access to digital learning tools which enhance their learning experience. This gap is widening the divide between rural learners and their urban counterparts. 

To address these challenges, investing in school infrastructure will provide safe and conducive learning environments. This include building classrooms, libraries, laboratories, providing sanitation facilities, and ensuring access to clean water to ensure that attendance and focus of learners is improved. 

Joseph Thamagiwa points out that schools from rural areas where there is no electricity should also be considered with solar power or other sustainable energy solutions that can bring electricity. “This will help our learners to study at late hours thereby increasing their performance in class”, he says. 

Mcpeatry Kandiwo also emphasizes that providing adequate learning materials is crucial. “Government and organizations should work to supply books, laboratory apparatus, and other learning materials in rural schools. Donations or partnerships with NGOs can also help bridge gaps in resource-limited rural schools”, he says. 

He further explains that interventions are implemented through the Ministry of Education initiative such as Other Recurrent Transaction (ORT) which is a fund offered to each secondary school in Malawi.