After delivery then what?

In one of its recent editions, The Nyasa Times featured an article entitled "Malawi Education System Falling Apart" by Ruby Suzgika. Having just come from a field trip visiting some primary schools, I was compelled to go through the article just to compare notes. And as I finished reading the article, I could not tell whether indeed the education system was falling apart or just experiencing some problems. I am yet to be educated. What I was able to appreciate very well is that the primary level of the education system in Malawi is hard hit by a shortage of teaching and learning materials. In its remarks on the issue, Government says the situation is set to improve very soon. However, I have my own concerns regarding these resources. How will the resources be managed after being delivered to the schools?

One of the materials, the Government intends to procure according to the article are library books. I was happy to hear about this but looking at the situation of our primary schools in terms of library facilities, several questions rushed through my mind. The first question that came to my mind was: "how will these library books be distributed?" I wondered whether the books would only go to those schools that have libraries or to all primary schools. I couldn't get answers to these and many other questions.

Most would appreciate that books cost so much. Malawi's financial limitations makes this to be felt more. As such, Malawi cannot afford to have such resources go down the drain. The resources have to be guarded jelousily.We have to ensure that the resources live through their life-span but most importantly, we have to ensure that our children and teachers can readily access the materials. This is why we have to aks all sorts of questions.

There have been cases where library books have ended up in Head Teachers Offices, inaccessible lockers or sealed up boxes or indeed anywhere else just for safe keeping. The primary beneficiaries have thus been denied access to the materials. It has to be pointed out that some school authorities are more inclined to keeping the library books safe than to providing ready access. Governmet has to ensure that this doesn't happen to the resources that are yet to be distributed.

We have a number of primary schools in Malawi that have well established libraries. The schools also have teacher-librarians who are trained to manage the library materials as well as making sure that the materials are being put to the best use possible. Examples include Likuni Girls, Guilleme Girls, Malavi and Thale. But these are very few - check with the National Library Service on the actual figures. Over 90% of the primary schools do not have something or a sytem worth calling a library; what will happen in these schools?

If there is no well laid plan yet, it is high time that the Ministry of Education thinks through this seriously. The goal behind provision of teaching and learning resources to the primary schools is that our children should get a good education. The resources are simply stepping stones towards achieving this. If after providing the resources, our children don't get access to the materials then the resources are a loss. The point is; let's ensure that resources provided to the schools are properly and professionally managed. Otherwise provision alone is not enough.

There are some district education authorities that have plans to train some teachers in their primary schools as teacher-librarians. This is a step in the right direction. Mangochi District is one such districts. The Ministry could urge all other educational authorities to do likewise. This would ensure that the library books are not a waste.

Finally, I would urge the Ministry to involve the Malawi National Library Service (MNLS) on the management of the library books and school libraries. MNLS has a vast experience in the management of various systems of school libraries. Such experience and collaboration would ensure that the library resources are properly managed and are put to the best use possible.

The Library Period: here to stay

Thousands of Malawi's Children attending primary schools probably have never heard of the term "Library Period". It wouldn't even come as a surprise if some official from the Ministry Education stated that they were not aware that some primary schools in Malawi had a library period. Some would even frown at the very idea of a library period in a primary school time table. But for some primary schools in Malawi, the library period has come to stay.

The year 2001 was the beginning of the second phase of the Malawi National Library Service(MNLS) library establishment project. The programme which aimed at improving the literate environment for Malawi's children, focussed on primary schools. A total of 70 schools from Chiradzulu, Machinga, Mangochi, Mzimba and Zomba were selected to be beneficiaries of the programme. Some of the selected schools had libraries but the libraries were struggling. Others were starting from a scratch. But all the schools had one thing in common; they all had no library period on their time table.

The first year of the programme mainly dwelt on procuring reading and information materials, procuring furniture for the libraries and training teacher-librarians in basic library management skills. All this was primarily aimed at getting the children in the selected schools and the surrounding community to read extensively. At the outset, the programme faced so many challenges ranging from attitude problems to lack of suitable rooms for the libraries.

After the establishment of the libraries in the primary schools, MNLS next major activitiy was to ensure that books and other materials in the libraries were being used and that the library was an integral part of the learning process in the schools.

To this end the MNLS requested all the participating schools to allocate a library period in the school time table. Those that could not do so, were requested to come with a mechanism that would ensure that all the pupils at the school had access to the books in the library. The hope was that as children got into contact with various reading and information on regular basis, their interest to read would be stimulated more and more. A few schools bought the library period idea and implementated the recommendation. With so many subjects competing for time and without prior authorisation from the education authorities - quite a good number of schools struggled with the idea. They did not implement the recommendation. Some schools who had adopted the idea, were soon stopped from countinuing with the implementation by officers from Local Education Authorities. This prompted the MNLS to start talking with concerned Principal Education Adviser on the importance of such periods.

By and by more schools started integrating the library period into their time tables - still it was left up to the school to come up with mechanisms to ensure that all pupils in their schools visited the library.

Today it is a different story altogether. Virtually all the schools under the programme have introduced a library period in their time tables. It is heartening to note that children in the schools actually look forward to the library period as well as the library open hours. This is the time that they have a chance to look at picture books, readers, magazines and newspapers of their choice. It is also a time for them to enjoy reading as the reading is not exam oriented. When one visits the schools especially those that have various reading promotion programmes, one can't help feel that the libraries have become alive and are an integral part of the schools. Examples of such schools include Thale, Ekwenden, Madise, Luwawa in Mzimba. In the South, you have Malavi, Chiradzulu, Namazizi, Namandanje Songani and St Martins.

Let the children read, build libraries.

Where there’s a will, there’s a way : the Rise of Namandanje Primary School Library

In Malawi, and I guess in many other parts of Africa, it is quite unthinkable for a primary school to have a library,let alone a purpose built library. If there is no library near your school or neighbourhood, the only chance you will ever have to set your foot into a library is probably when you go to a secondary school. This is how the educational planners in those days thought it should be. But things are changing, thanks to projects initiated by the National Library Service with the support from partners such as CODE and Book Aid International. Libraries are becoming an integral part of the learning process right from the primary school. At least this is how it is at Namandanje Primary School in Machinga District.

From very humble beginnings but with lots of determination, Namandanje today boasts of a beautiful, spacious and living library a primary school in a rural area could ever have. The first time I visited Namandanje in 2003, the school had no library of its own. As part of the CODE funded project schools, the school had agreed to establish a library but there was no room to spare for the library. With the help of the Principal Education Advisor (PEA), it was decided that the library should be housed in a nearby Teacher’s Development Centre (TDC). Meanwhile, the local community agreed to mould bricks for the construction of a purpose built school library. The bricks were ready for the construction of the library at the time of my visit. From the discussion I had with the Head of the school; Mr A.G. Chimasula and the teacher-librarian; Mr A. Sani, I was convinced without doubt that in the long run, Namandanje would have a purpose built library. It was clear to me that the local community as well as the school believed they needed a library. The PEAs acceptance to offer some room for the library in his office and the moulded bricks testified to this. Another thing that struck me most was the pupils' willingness to pay a library membership fee for them to be able to borrow books. In a rural area like Namandanje and especially in Machinga, for parents to accept to part with some money just to enable their child to borrow a book was something I never imagined. But through probing, I learnt that the parents also benefited from the books that their children borrowed from the school library. It was therefore easy for them to pay for their children's membership fee.

Recently when I visited Namandanje, I saw what every one who has put their efforts into ensuring that children in Malawi have access to reading and information materials would be proud of. It was on the 7th of March, 2007 – four years since my last vist to the school that I and two colleagues visited the school. This was part of our annual monitoring trips to libraries under the CODE sponsored project and the time was just after 1:30 in the afternoon. At the time pupils had knocked off but we found a group of children- boys and girls- sitting on the verandah of one of the classrooms. As expected, we asked them where the library was and if they could call the teacher-librarian for us. Some of the children led us to the library whilst others went and called the teacher-librarian for us.

Once we got to the library, I realised that there was no way one could miss the library. On the door into the library was a label with the words "library" inscribed on on it. This was the first sign that things were going in the right direction as far as the library service was concerned. Again on the part of the children, it was quite evident that they aware of the existence of the library.

Upon entering the library, I immediately sensed that the library was alive – you could feel that people came and read in the library. The place was clean and books arranged to class and the walls were well decorated. On one wall was a copy of Malawi Congress Party membership card which reminded me of the Kamuzu era - a chance for the children to see what they only heard of. To crown it all, as we entered into the library, the children followed us. It was then that we discovered that the children that we found at the school were actually waiting for the library to be opened so that they could read and borrow books. I felt satisfied as I saw our mission being accomplished right before our eyes - children reading and borrowing books. One couldn't ask for more than this.

The library was not as I had imagined back in 2003, it was bigger and well constructed. I couldn't help wondering how Namandanje could come up with a structure like that. Later it was learnt that one good priest had spotted the school's commitment to offering a good library service and offered to help with the construction of a purpose built library. That's how this library came to be. As the saying goes “Heaven helps those who help themselves first”.

This is just one of the examples of the many good things that have come about as a result of CODE funded projects.

Opening the doors wider for Malawi's Children; thoughts on reading promotion

Literacy involves various skills; reading, writing, calculating etc. All these are very important skills but I regard the ability to read and comprehend what one reads as the most important skill in the development of sustainable literacy. If well developed, the reading skill could have a multiplier effect on the other related skills. Unfortunately and in ways that amaze me, the importance of promoting the reading skill is missed or down-played by most teachers as well as parents in Malawi. The benefits of a well developed reading skill are not known to them or appreciated. However, it is a fact that most parents and teachers would love to see their pupils and children read and pass their exams. But, once again, not many are aware that the reading skill of most of their pupils and children is poorly developed. This poor development of the reading skill contributes negatively to the academic achievement of our children.

Some Observations

Here are a few examples that I believe form the basis of the poor development of the reading skill among our children here in Malawi;

• Most Malawian Parents and Primary School Teachers Do Not Read Extensively
  
  If one was to take a household survey or library survey in primary schools today, it would be discovered that very few parents and teachers have the interest to get a book and read just for the sake of reading. Days can go by without them flipping through a book, magazine or indeed a newspaper. An exam or a class tommorrow might be the only motivator that propels them to read. In short they do not enjoy reading - they find reading a tedious exercise and something of no value. All this I attribute to poor development of their reading skills in the early years of their life - reading for pleasure was not emphasized. The appetite to read was not aroused enough. Most of the reading they had to do was linked with exams. To them reading is for exams and not for pure pleasure or broadening their knowledge base. The result of this is book phobia and disinterest in reading exhibited by most teachers and parents. Sadly though, when the parents and teachers read limitedly, children and pupils follow suit.

In this part of Africa, where food, water and housing are a problem, to think of promoting the development of the reading skill still remains an abstract idea of interest to librarians, publishers and a few others. People are pre-occupied with teaching how to read and not promoting the development of the newly acquired skill in ways that make reading a joyful activity. This attitude has to change - parents and teachers must be the first to promote the development of the reading skill. Failure to do so will mean that our children will be disadvantaged in the global village.

During the good old days when Malawi could boast of a robust and effective education system, there were some other things that those who lived during those days would fondly remember. I will just cite a few ; there was a high circulation of comics in homes and academic institutions, a book was a valuable asset, people read extensively -novels and the like. Bible Society and other faith-based organisations distributed lots and lots of free publications such as tracts and readers targetting various groups of people. With such an environment and unknowingly, we were engaged in free and independent reading all the time in addition to what we weree reading at school. Our skills at reading were getting better and better all the time. Without doubt this had a profound effect on the quality of education then. When I used to teach, I found out that I spent more time in the library than my students. All this because of our differing backgrounds. Independent reading is something that our children lack today.

• Less Priority Placed on the Provision of Supplementary Reading Materials
  
  That textbooks are necessary for our education system, cannot be argued against. But textbooks are not the end in themselves ; they are supposed to open doors to independent and individual exploration of other literature. After the guided reading through the prescribed textbooks, our children should be able to explore further on their own and enjoy doing so. When we teach our child to walk, our expectation is that as they get better at the skill, they would later be able to walk long distances on their own in pursuit of whatever they desire. If they can't walk further, then there is a problem - a big problem for that matter. The same applies to reading.
  
  It is unfortunate that in this part of the world buying of a novel for a child or a school is still regarded by far as a waste of resources if the book is not examinable. "Things Fall Apart" is a good novel but if not on the syllabus our children won't read it. Most of us won't read it.
  
  A check up in our primary schools save the schools that have libraries, reveals that there are no adequate supplementary materials. How then do our children practice and develop their reading skill if there is nothing to read except a few text books and notes they make at school? We as a Nation have a role to provide adequate reading and information resources. We have to provide an environment where our children are able to read beyond the school textbooks.

There are many more examples of poor attitudes towards reading that could be cited here but the for the meantime the two above are enough. What is important to note is that there is need to develop the reading skill because reading just like any other skill becomes sharper the more you practice it. To all the teachers ; we all need to promote the reading skill because all the subjects that we teach require that the child be able to read. Can they write sensibly if they can't read? Finally to all the parents; buy your child a book, read to your child or take your child to the nearest library. You will never regret.

What Wrong did the python do?

Yesterday, in one of our daily locals, there was a picture of a man showing off a python he had deliberately run over with his car. I felt bad with the killing of this snake. And I asked myself; do we really need to kill every python that we meet or spot without any cause? I think we should kill some of these wild animals only when they become a nuisance to our communities. Otherwise we need to protect our wildlife.

There are those of us who are fond of killing anything that passes our way even animals that are quite harmless or are in their natural habitats. I remember a friend doing this somewhere between Mzimba and Rumphi. It made me sad and it still does, to note that they are still many of us who don't appreciate the beauty our wildlife adds to Mother Malawi. Our fellow countries are beneffiting so much from the living wildlife and the people there jealousily guard their wildlife. Why can't Malawians emulate such a good example.

Please let's exercise caution when killing the animals we meet. Otherwise our children might end up lamenting "oh what a country without trees and animals!!!!".

Let's save our wildlife.

If you ask me - Muluzi will not stand again

First of all let me point out that I don't believe in politicians especially Malawian politicians. I believe in their actions and not their speeches. I listen to them and watch them to see if they get to practice what they preach. I am also somebody who will rarely switch camps - it's either am active or inactive but within the same camp. For example, I am a Man U supporter come rain come sunshine. That's the way it is with all the things that I support.

Practically, the 2009 presidential campaign has unofficially started in Malawi. The political meetings by the UDF and DPP that we have seen in recent weeks testifies to this. The meetings have been dubbed party building meetings, development meetings etc.. But we all know the truth ;they smell more of campaign than anything else. And all this because people Dr. Bakili Muluzi the former president of Malawi will stand again as a UDF presidential candidate. With my unbelieving heart, I do not believe he will stand again. And you might ask me why.

This is what I believe ; Muluzi is shielding someone. Yes!!. Just like he did with President Dr Bingu Wa Mutharika. You would remember those days when rumours were rife as to who would succeed Muluzi. There were names from UDF that got public scrutiny for this position. Bingu's name was not on the list. And from nowhere Bingu's name came up. From the fluency of the campaign speeches by Muluzi, Bingu's name must have been with him all the time people were dissecting the apparent UDF candidates. Further, Muluzi's surprise ascendency to the presidency of Malawi leaves me to believe that Muluzi and his cohorts believe in surprise attack.

I believe the next presidential candidate will either come from Mulanje, Chiradzulu or Nkhotakota and not Machinga - the white ball has been hidden so that the government side does not see the black ball until it's the right time . The black ball has been hidden by the yellow balls.

I once told someone that UDF will have a surprise candidate in 2004 elections. It came to pass. I believe this will come to pass. Take or leave it!!.

Take an honest look at the libraries - are you doing enough?

I go by what Mark Shuttleworth once said; “ If we are to lift Africa from her current circumstances, we will need a generation of learners that are gifted with curiosity about the world in which they live, and the tools to undertand and shape that world.” We need this for Malawi.

I believe that having good libraries in schools and elsewhere delivers exceptional results. This is not because I work in a library. No, but because this is the truth. To develop a generation of learners that will make Malawi a better place to be, we need libraries.

It is very unfortunate that the people who should have been at the forefront ensuring that libraries are able to give people the kind of service they desire, are the very ones persecuting the libraries. Are you one of the library persecutors?

Malawi should be proud that most of the top authorities in government have had a chance to pursue higher education at least at the degree level. In addition most have had an opportunity to live and study abroad. They have seen and know the things that have made these countries to be centres of excellence in various fields. The people there read and libraries are alive. But the very same people turn a blind eye to the development of the same things that are precursors to any kind of development. For example, they will comment that most of the public libraries don't have the right books and materials but are not prepared to help to redress such a situation. Most are good at giving rhetoric support and not practical support.

The point I am trying to put across is that Malawi needs good libraries and support for the development of these has to start from within and not outside. It is sad the the friends of libraries abroad are more committed to developing our libraries than are our local authorities. There is need for more practical commitment locally. I believe given adequate resources coupled with the resources from abroad, libraries would be more responsive to information and educational needs of our country.

Why libraries

There are many reasons why Malawi needs libraries but I will just list a few that will appeal to all responsible for the distribution of government resources.

• The demand for prescribed and supplementary textbooks in the few libraries that Malawi has is quite too high to be ignored.
• Most students cannot aford even a single title of the textbooks. On the other hand, Malawi cannot afford a copy for each student. But surely Malawi can afford copies that could be shared. Since libraries embraces the philosophy of sharing they offer a better solution to Malawi's text-book problem.
• We are living in an information economy. Libraries form a very crucial part of this economy.
• Provision of equity - there are over two hundred government primary schools that have libraries. This is a tiny fraction of the total number of primary schools in the country. What about the rest - are we being fair? The same applies public libraries - not all districts enjoy services of the National Library through public libraries. We need to level the ground. We have the same responsibility to each and every child as well as district.
• Students at our universities should not fail because they don't have access to reading and information resources. One day talking to a colleague, I was informed that at the University she attended in the USA, she had all the core textbooks required for the programme she was pursuing. I remembered my days at the University of Malawi when our library had only one copy of "Antigone" to be accessed by over 500 students. It was no easy feat to access the book as well as pass the exams with such limited access.

It is high time we all joined hands in ensuring that libraries everywhere in the country became alive and take their rightful position in the development of Malawi. Please allocate adequate resources to your libraries - Malawi must read!!!!!!!!!!