Assessing the Effects of Inadequate Infrastructure Development in Shaping the Quality of Education in Rural Mzimba District, Malawi

Abstract

The main aim of this study was to assess the effects of inadequate infrastructure development in shaping the quality of education in rural Mzimba District, Malawi. The study recognizes education as a fundamental human right, as enshrined in Article 26 of the Universal Declaration of Human Rights and other covenants such as the International Covenant on Economic, Social and Cultural Rights, which recognize the right to education directed towards the full development of human personality and dignity. The study also acknowledges the importance of quality education in alleviating poverty and achieving sustainable development while emphasizing the role of infrastructure in ensuring access to quality education, as adopted by the United Nations Sustainable Development Goals in 2015. The research examines educational infrastructure in rural Mzimba, focusing on the state of school buildings, classrooms, libraries, laboratories, and other facilities. It aims to identify challenges, evaluate impacts on educational outcomes, and advocate improvements. Human Capital Theory was employed as the theoretical framework, with the study guided by an interpretive paradigm. A qualitative, exploratory research design was utilized, employing purposive interviews and observations to gather data from key informants, including teachers, students, and community leaders. Data were analysed to inform meaningful presentations, discussions, conclusions, and recommendations. Findings revealed disparities in access to quality education due to poor infrastructure, resulting in high dropout rates, poor academic performance, diminished teacher morale, absenteeism, and poor educational service delivery. Such inadequacies impact national examination performance, career opportunities, and other learning outcomes. Interventions suggested include increased funding, rural school assessments, public-private partnerships, and improved provision of educational resources. The study advocates for policy changes and further research to improve access and quality of education in rural schools, ensuring that infrastructure deficits are addressed comprehensively.