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Rural Communities-Education Relationship in Developing Countries: The Case of Malawi


Samson MacJessie-Mbewe
University of Malawi, Chancellor College
smacjessie@chanco.unima.mw

 

 

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Abstract

The purpose of this research study was to find out how primary education is related to rural communities in Malawi as one of the developing countries in Africa. The study followed a qualitative design with a phenomenological approach. The population of interest were rural primary school graduates, teachers, students and craftsmen. Data were collected through interviews, focus group discussions and class observations. Data were analysed by coding them into themes and categories that were organised into analytic memos. The major findings were: that there is lack of school involvement in the communities though the communities are greatly involved in the school development activities; that there is a mismatch between some elements of the curriculum and rural environment; that subjects that are earmarked as important for the rural development are ignored in schools and teachers lack skills in these subjects in addition to lacking of teaching and learning materials in the subjects. Hence the relationship between education and rural communities in Malawi needs to be improved.

Rural community, rural development, developing countries, curriculum, Malawi, Africa

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  MacJessie-Mbewe, S. (2004) Rural Communities-Education Relationship in Developing Countries: The Case of Malawi. International Education Journal, 5 (3), 308-330.
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