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New Investment Policy Impact: Girls’ Underperformance in Boys
Boarding Facilities Secondary Schools in Malawi
Lewis Genesis Simkoza
Montessori College of Education, Ghana
DOI: https://doi.org/10.51584/IJRIAS.2025.100900007
Received: 14 Aug 2025; Accepted: 20 Aug 2025; Published: 10 October 2025
ABSTRACT
There seems to be a gap in the literature between access to schooling and learning outcomes among girls
learning in boys boarding facilities secondary schools in Malawi. This study looks at how the new
investment policy relates to Malawi School Certificate of Education examinations pass rate and public
university selection for girls selected in boys boarding facilities schools from 2010-2019.
This study adopted a multi-method approach utilizing formal interviews, official statistical records, focus
group discussions, and questionnaires. There were 102 participants comprising female students, teachers,
head teachers, and policy makers. The study collected and analyzed descriptive and inferential statistics to
map a broad trend in girls’ academic achievement. It compared MSCE pass rate and public university
selection rate between girls in district boarding schools and girls in boys boarding facilities schools.
The results of this study showed that 67.38 % of the girls in district boarding facilities schools
passed the Malawi School Certificate of Education Examinations, compared to 60.4 % of the female students
enrolled as day students in boys boarding facilities schools. Additionally district boarding schools had 11.3
% public university selection rate compared to 7.3 % for boys boarding facility schools. This was attributed
to the new investment policy impact as the policy lack student centric approach, hence raising equity
concerns.
Further studies are required to investigate additional educational outcomes, including employment and other
areas of the students’ lives, after they have gone through the two school systems.
Keywords: Girls’ under-performance, boys boarding facilities school, new investment policy, secondary
school selection, public university selection.
INTRODUCTION
Background information
According to the Malawi Education Sector Analysis [1] efforts to increase girls’ secondary school access at
the entry-level and retain them in the education system have worked across the nation. It is worth noting that
some of the interventions to increase access and retention of the girls include affirmative action on girls’
education such as the new investment policy, the 50-50 selection criteria in secondary, construction of girls’
hostels, girl-friendly infrastructure, provision of bursaries, role models for girls and provision of school
health, nutrition, physical education, and sports as well as psychosocial support provided to them. Along with
these actions, government also got rid of the quota system for selecting students not only for secondary
schools but also public universities and. Students are selected for admission to these institutions based on
merit. The development of new schools, the growth of already-existing secondary schools, the
modernization of Community Day Secondary Schools, and the expansion of Open Secondary Schools all
contribute to the continued access into the secondary education sector.
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Nonetheless, a low transition rate from primary to secondary school, which has remained at 38% over the
years, is one of the important factors that characterizes the sub-sector [1]. A lack of additional form one
places in boarding schools proportional to the number of girls has resulted in a low secondary school
enrollment rate. Instead, the majority of learners attend community day secondary schools. Without losing
focus on the need for the realization of the global Sustainable Development Goals (SDGs), Malawi has
scaled up girls’ access to
secondary school education. The secondary school sector, through the National
Education Sector
Investment Plan (NESIP) 2020-2030 has set ambitious plans that are expected to bring
forth the much-needed results in the education system. Although the Ministry of Education seems to have
been registering significant improvement in enrollment across the sub-sector, some critics have argued
about poor academic results, especially among females. This study examines the policy impact of the new
investment policy on girls’ academic performance in boys boarding facilities schools.
In Malawi, secondary education is typically delivered through boarding schools, where students are given
housing to live in dorms on the school site during the academic year, and day secondary schools, where
students do not reside on the school campus. Boarding schools are either full boarding or a mixture of
both boarders and day students as the case is in boys boarding facilities schools. The boarding secondary
schools are further classified as either full boarding facilities (+++) or boys boarding facilities (++)
secondary schools. The schools have further been differentiated as single-sex national schools (for boys or
girls) and as co-education schools (either boarding or day schools). These further increase secondary
school facilities disparities, making boarding schools more prestigious than day secondary schools.
Statement of the problem
Although Malawi has increased girls’ access to secondary school education through the implementation of
the new investment policy, there seem to be a significant gap between access and learning outcomes among
the girls selected as day scholar in boys boarding facilities schools. As a result, there have been calls from
the educationists, parents and students themselves for the need to align education policies with unique
sociocultural norms, school environment, teacher attitudes, student characteristic and economic context to
scale up effective support for girls’ education. As pointed out by [2], the critical need to align education
policies with unique contexts are not properly being addressed in boys boarding facilities secondary schools
in Malawi. This makes the issue of girls’ academic performance in schools complex due to these influences.
Given the status of boys boarding facilities school, a single new policy such as the new investment policy
might address one or two issues, and fail to address other issues that impede girls’ success in boys boarding
facilities schools. Therefore, the lack of more comprehensive and holistic education policy frameworks that
deliberately target support mechanisms, create significant barriers to girls’ success in boys boarding facilities
schools. This results in girls’ underperformance when placed in such school settings. In addition, the
government has limited funding making it difficult to build more boarding schools for girls. Consequently,
maintaining the current boarding schools has also become a great challenge. Noting that there are few
boarding places for girls, [3] argues that despite national and international conventions to eradicate
inequalities, gender inequalities continue to exist in most parts of the world. The new investment policy
introduced around early 1990s, aiming at increasing girls’ access to secondary school education. The policy
new investment policy allows the selection of girls from primary schools around the boys
boarding facilities schools to attend lessons as day scholars. The absence of girls boarding
facilities in boys boarding facilities secondary schools makes these secondary schools unique and these
schools belong to a special secondary school category hence the name “boys boarding facilities secondary
school”. These boys boarding facilities secondary schools are different from the Community Day Secondary
Schools; schools more localized than all other secondary school categories. Therefore, the new investment
policy fairly and squarely increases girls’ access to secondary school education specifically in boys boarding
facilities school. This is a policy believed to address the issue of access without necessarily addressing the
issue of quality grades during national examinations.
Poor grades at national examinations imply that girls gain insufficient skills and knowledge. According to
[4], girls and women that lack the necessary skills and knowledge fail to rise above societal oppression
and continue living below their standards. In addition, the girls find it hard to enter university and other
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institutions of higher learning. Furthermore, the girls cannot easily get employment because they have not
obtained the required certification which is the Malawi School Certificate of Education. According to
the [5] a high failure rate among girls has increased school dropout and child marriages resulting in
increased population growth due to early childbearing.
1.3 Specific objectives
1. To evaluate the impact of the new investment policy on girl's academic performance in boys boarding
facilities, when compared to girls in district boarding school.
2. To identify the factors contributing to girls underperformance in boys boarding facilities schools related to
the new investment policy.
3. To develop strategies to support girls’ academic performance in boys boarding facilities schools.
1.4 Specific questions
1. Is there academic performance differences between girls in boys boarding facilities schools and girls in
district boarding schools?
2. What are the factors contributing to girls’ academic performance in boys boarding facilities schools?.
3. What strategies can be implemented to support girls’ academic performance in boys boarding facilities
schools in the context of the new investment policy?.
1.5 Significance of the study
The study examines the impact of new investment policy on girls’ academic performance in boys boarding
facilities school, highlighting challenges and informing policy decisions to advance gender equality and
improve educational outcomes for the achievement of Malawi 2063 goals.
LITERATURE REVIEW
Secondary school access
Even though Government of Malawi clearly established the importance of secondary education in enhancing
learning outcomes, there seem to be a persistent gap between access to schooling and the actualization of
improved academic achievement. This disproportion is complex, coming from factors such as inadequate
educational infrastructure development, insufficient teacher numbers and training, and socioeconomic
barriers that hinder effective learning processes, even where access has been provided. [6] note that there is
clear access-quality gap is most education systems. This implies that access to schools only does not
automatically translate into improved learning outcomes.
Besides, [7] expounds that this gap is predominantly evident especially in low-income countries, where
access to secondary education has often led to a compromise with the quality learning environments. This
creates a situation where increased access does not equitably yield improved learning outcomes, underlining
the necessity for concomitant investments in educational quality to address the mismatch.
Literature on the classification of secondary schools in Malawi is a clear reflection of the varying levels of
excellence and resources found within the country's secondary school education system. There are several
types of secondary schools in Malawi, including grant aided boarding secondary schools, government
national boarding secondary schools, government district boarding-secondary schools, government day
secondary schools, community day secondary schools and private secondary schools. Grant Aided boarding
schools are considered top-notch, offering excellent education and boarding facilities, and often achieving
high grades and reputations for academic excellence. In contrast, community day secondary schools, which
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are part of the government's effort to expand access to secondary education, often face significant challenges
in terms of resources, infrastructure, and quality.
Malawi School Certificate of Education grading system,
The final national examinations in the secondary school education system in Malawi are administered by the
Malawi National Examinations Board (MANEB) at the closure of year four. The terminal academic
performance of secondary schools in Malawi is evaluated based on the Malawi School Certificate of
Education grading system, which ranges from 1, indicating excellence, to 9, indicating failure. Top-notch
schools, such as grant aided boarding schools and some private schools, typically achieve high grades,
ranging from 1 to 3 and are schools that attract attention to the populace. On the other hand, community day
secondary schools often struggle to meet minimum standards, achieving lower grades that range from 6 to 9
and are school that are highly rejected by most populace. Unfortunately, there are many secondary schools of
this type in Malawi, prompting most students and parents to resent these schools due to their poor academic
performance and absence of befitting learning environment.
2.3 The disparities between different types of secondary schools
The disparities between different types of schools in Malawi in resources and quality, pose significant
challenges in students’ success. Boys boarding facilities schools which form part of the government district
secondary schools and the Community Day secondary schools, in particular, face inadequate infrastructure,
such as boarding facilities, including a lack of classrooms, laboratories, and libraries. They also experience
limited resources, such as insufficient textbooks, technology, and human resources. Moreover, these types of
secondary schools often experience teacher shortages, making it difficult to attract and retain qualified
teachers [8]. These challenges can have a negative impact on academic performance and perpetuate
inequalities in education.
The existing body of research unswervingly highlights the crucial role of school infrastructure in
determining the quality of education. Recent studies by [9] and [10] underline that insufficient infrastructure
is one of the significant barriers to effective teaching and learning, resulting in compromised access to
essential resources and students’ safety.
Resource provisioning is as another critical factor that influence educational quality. [11] are aware of the
myriad challenges especially in rural schools where there are hardly relevant and adequate resources for
curriculum delivery; [12] as well as [13] echoed the same sentiments. These studies collectively propose the
domineering of apportioning relevant and sufficient resources in any type of schools, including textbooks,
technology, and human resources, to support the delivery of quality education
Furthermore, infrastructure challenges in most of the African schools, particularly in rural areas where
development is in infant stages, are well-documented in the literature. [14] and [15] note that inadequate
facilities, such as classrooms, laboratories, and libraries, significantly hinder the provision of quality
education. School administrators, particularly head teacher, must navigate these infrastructural challenges to
make conducive learning environments that foster students’ success.
In addition to infrastructural concerns, recent studies by [16] and [17] emphasize the need for effective
curriculum management and policy reforms to address the systemic issues undermining educational quality.
These studies advocate for the implementation of robust curriculum management strategies and policy
initiatives aimed at bridging the gaps in resource provisioning and infrastructure.
2.4 Theoretical frameworks
Theoretical frameworks such as the Resource-Based View (RBV) theory and the Systems Theory (ST)
provide valuable lenses through which to examine the interplay between infrastructure, resource
provisioning, and curriculum management. The RBV theory, as suggested by [18], recommends that schools
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can utilize their resources to gain a competitive advantage, while the Systems Theory, according to [19],
offers insights into how these components interact within the broader educational ecosystem. Therefore,
these two theories offer a coercive framework for strategic analysis and decision making.
RESEARCH METHOD
3.1 Research methods and design
This is an action research case study using multi approaches, integrating both quantitative and qualitative
components [20]. The approach was chosen to investigate the girl’s needs in boarding facilities school. [21]
argues that a case study allows for an in-depth study within a limited time scale. In addition, a case study is
useful to draw patterns and make comparisons from the data gathered.
This comprehensive approach allowed for the triangulation of data from multiple sources, including
questionnaires, interviews, and focus group discussions. The study adopted a cross-sectional design, in which
data was collected at a single point in time to compare the academic performance outcomes of girls enrolled in
district boarding schools and those in boys boarding facilities schools in the sampled school in Central West
Education Division. Additionally, the research was also characterized by having case study elements, given its
in-depth examination of specific cases, namely the district boarding schools and boys boarding facilities
schools, to provide a rich, contextual understanding of the academic experiences and performance of girls in
these settings. The combination of a mixed-methods approach, cross-sectional design, and case study elements
enabled a robust and multifaceted analysis of the research problem, ultimately providing a detailed and clear
understanding of the disparities in academic outcomes between girls in different boarding school environments
in Malawi.
3.2 Population and Sample of the Research Study
The study attracted 102 participants comprising four head teachers, 24 teachers, 72 Form four female
learners from the four sampled secondary school and two policymakers from Education Division Office and
Ministry of Education Headquarters respectively. Convenience sampling was favored because it is
inexpensive and an easy option compared to other sampling techniques. According to [22], a convenience
sample is described as the use of subjects that are deemed convenient to the researcher. Therefore, both
convenience sampling, and purposeful sampling techniques were useful in reflecting the characteristics of
the target population [23].
3.3 Data Collection and Data analysis
The study gathered data through the use of questionnaires, interviews, focus group discussions, and records
was triangulated until saturation was reached. Data concerning factors contributing to low academic
achievement come from multiple sources including news reports from the Ministry of Education, non-
governmental organizations, other academic studies, and site visits. To facilitate interpretation of the data, the
researcher identified emerging themes that are reported in this study.
Key variables analyzed included MSCE pass rates, public university selection rates, and school type, which
were district boarding versus boys boarding facilities schools. To analyze the data, descriptive statistics were
calculated to summarize the key metrics, while inferential statistics, specifically independent samples t-tests,
were conducted to compare the mean outcomes between the two groups and assess the statistical significance
of observed differences. This methodological approach enabled a systematic comparison of academic
performance outcomes for girls in different boarding school settings in the Central West Education Division.
The integration of descriptive and inferential statistics was pivotal in shaping the conclusions of the research
on girls' education in Malawi. Descriptive statistics provided a clear snapshot of the academic performance
metrics, such as MSCE pass rates and public university selection rates, for girls in district boarding schools
compared to those in boys boarding facilities schools. This type of analysis effectively highlighted the
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disparities in academic outcomes between the two groups. The use of inferential statistics, specifically t-tests,
allowed for the determination of whether the observed differences in academic performance were statistically
significant. This provided robust evidence to support the conclusion that girls in district boarding schools
outperform their counterparts in boys' boarding schools. The combination of these statistical approaches
strengthened the validity of the research conclusions by offering both a detailed description of the specific data
and a statistically grounded basis for generalizing the findings.
As discussed above, the study employed triangulation. This enhanced validity and reliability of the results
presented in chapter four. This study on educational policy and girls’ academic achievement in boys
boarding facilities involved data, methodological and theoretical triangulation which must have increased
confidence in the research findings.
The School of Doctoral Studies at UNICAF-Malawi gave ethical clearance to have this research conducted.
FINDINGS
The purpose of this action research study was to gain a better understanding of how girls in boys boarding
facilities secondary schools perform at national examinations when compared with their counterparts who
are selected as boarders in district boarding facilities schools.
4.1 Results
This section states the findings without bias and is arranged in a logical sequence following the
methodologies as discussed in chapter three.
4.1.1 Demographic Data
thorough description of participants allows readers and researchers to determine to whom research
findings generalize and allow for comparisons to be made across replications of studies. It also provides
information needed for research syntheses and secondary data analyses [24]. As a result of these analyses,
gaps in existing bodies of research can be identified as well as universals and variations that occur within
and between populations thorough description of participants allows readers and researchers to determine to
whom research findings generalize and allows for comparisons to be made across replications of studies. It
also provides information needed for research syntheses and secondary data analyses that can help bodies of
research to identify universals and variations that occur within and between populations.
The inclusion of this portion of demographic information enables readers and researchers to assess the scope of
the study's generalizability and to compare the results of its replications. In addition, this section supplies the
data needed for study synthesis and secondary data analysis [24].
4.1.2 Secondary results
Table 4.1 Head Teachers’ Gender
Gender Male Female
Head teachers 4 0
Percentage 100 % 0 %
The table shows that all the four head teachers were males and no females. This points to the fact that there
is less participation among females in secondary school leadership roles. Probably, affirmative education
policy on women leadership empowerment may be necessary from now on.
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TABLE 4.2 Policy Makers’ Gender
Gender Male Female
Policy makers 1 1
Percentage 50 % 50 %
The table shows that there was one male policy maker and one female policy maker. This was well achieved
because the researcher purposively targeted a male and a female policy maker in the Ministry of Education
TABLE 4.3 Teachers’ Gender
Gender Male Female
Teachers 16 8
Percentage 66.66 % 33.33 %
Out of the 24 teacher participants, 16 (66.66 %) were males and 8 (33.33 %) were females. The gender
numbers still point to female teacher representation in the sampled secondary schools. This is also another
area where the Ministry of Education and entire government machinery need to start addressing so that
secondary schools have more role models to improve girls’ academic performance.
TABLE 4.4 Teacher Specialization
Area of specialization Language Sciences Humanities
Boys boarding facilities school 2 3 7
District boarding school 3 5 4
Percentage 20.8 33.3 45.8
Teaching specialization in this study refers to a teacher's level of subject-matter expertise. Thus, subject-area
specialization has the potential to improve teacher and school effectiveness by utilizing and fostering
teachers' subject-matter expertise [25]. Therefore, as mentioned before, there are three main areas of
expertise in secondary school. According to the quantitative data, 11 (45.8%) of the instructors are from the
humanities department, 8 (33.3%) are from the sciences, and 5 (20%) are from the language department.
TABLE 4.5 Specialist Teachers
School model
Number of special teachers
School A
2
School B
2
School C
1
School D
1
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The table above shows distribution of certified special teachers who are responsible for assisting students
that have learning difficulties such as blind and deaf.
TABLE 4.6 Teachers’ Educational Qualification in District Boarding Schools
Generally, the School of Education or Department of Education in a university provides training for
secondary school teachers. This institution or department grants three different professional degrees: the
University Certificate of Education, the Bachelor of Education, and the Diploma in Education. According to
the qualitative data, 1 (8.3%) teacher possessed a post-degree certificate, 9 (75%) teachers were qualified for
the teaching role with a degree certificate, and 2 (16.6%) instructors were qualified for teaching role with a
diploma in education. According to the data, the teachers had the necessary credentials to instruct in
secondary schools in Malawi [26].
TABLE 4. 7 Teachers’ Educational Qualification in Boys Boarding Facilities Schools
Qualification Diploma Degree Masters
Teachers 3 9 0
Percentage 25 % 75 % 0
The quantitative date shows that 3 (25%) teachers were qualified to a diploma certificate and 9 (75 %) were
degree certificate holders. The data re-affirm that that the teachers were adequately qualified for the task of
teaching the learners in the school.
TABLE 4. 8 Years of Teaching Experience (District Boarding Schools)
Years 0-4 yr. 5-9 yr. 10-14 yr. 15-20 yr. 21yr +
Teachers 0 1 5 3 3
Percentage 0 8.3 % 41.66 % 25 % 25 %
Teachers’ years of experience in the district boarding schools show that out the 12 teachers, 1 (8.3 %) the
ranged in the 5-9 yrs., 5 (41.66 %) were ranged in the 10-14 yrs., 3 (25 %) were ranged in the 15-19yrs., and
3 (25 %) were ranged 20 years plus. The majority of the teacher participants in the district boarding schools
were well experienced in the range of 10-14 years of teaching experience.
Qualification Diploma Degree Masters
Teachers 2 9 1
Percentage 16.6 % 75 % 8.3 %
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TABLE 4. 9 Years of Teaching Experience (Boys Boarding Facilities Schools)
Years 0-4 yr. 5-9 yr. 10-14 yr. 15-20 yr. 21yr +
Teachers 0 1 5 2 4
Percentage 0 8.3 41.66 16.66 33.33
The quantitative data shows that out of the 12 teachers, 1 (8.33 %) ranged from 5-9 years of teaching, 5
(41.66 %) ranged from 10-14 years of teaching, 2 (16.66 %), and 4 (33.33 %) were 20 years and above. The
majority of the teacher participants in the boarding facilities schools were well experienced in the range of
10-14 years of teaching experience.
TABLE 4. 10 Years Taught At the Current Station (District Boarding Schools)
Years 0-4 yr. 5-9 yr. 10-14 yr. 15-20 yr. 21yr +
Teachers 3 9 0 0 0
Percentage 25 % 75 % 0 0 0
Years of teaching at the district boarding school indicate that 3 (25 %) of the teachers had taught at the
schools in the 0-4 yrs. ranges. The majority of the teachers had taught at the school in the 5-9 yrs. ranges.
Therefore, they provided adequate information in relation to academic achievement in the MSCE and public
university examinations and were also well versed with issues affecting academic achievement in district
boarding school.
TABLE 4. 11 Years Taught At Current School (Boys Boarding Facilities Schools)
Years 0-4 yr. 5-9 yr. 10-14 yr. 15-20 yr. 21yr +
Teachers 4 8 0 0 0
Percentage 33.33 % 66.66 % 0 0 0
The quantitative data above shows that out of the 12 teachers 4 (33.33%) of the teachers were at the school
in the range of 0-4 years and 8 (66.66 %) of the teachers were at the school in the range of 5-9 years. The
majority of the teachers had taught at the school in the 5-9 years ranges Therefore, they provided adequate
information in relation to academic achievement in the Malawi School Certificate of Education examinations
and public university education and were also well versed with issues affecting girls’ academic achievement
in boys boarding facilities school.
4.1.3 Primary data
When asked about the secondary school admissions process, the policy makers inclined to think that there is
no difference between the girls selected to district boarding schools and girls selected to boys boarding
facilities school. The same criteria are applied, including distance, catchment area, and test score. One policy
maker [1] who responded to the survey made notice of a discrepancy in public's perceptions of the selection
process:
"I think that in the whole selection policy, public gives more attention to boarding facilities secondary
schools, than to day secondary schools." (policy maker 1)
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Policy maker [2] indicated that one female student in one of the boys boarding facilities school obtained 6
points which is the last highest score one can get at Malawi School Certificate of Education. The policy
makers concurred that all students that are selected from primary school to secondary school have equal
opportunity to excel.
When asked about the secondary school admissions process, female students in boys boarding facilities
schools inclined to think that there is a difference between the girls selected to district boarding schools and
girls selected to boys boarding facilities school. The female students believed that the ranking of candidates
from the highest scoring students to low scoring students implies that girls in boys boarding facilities school
are not better than those in district boarding school. Female student in school [C] who responded to the
survey deduced as follows:
“Those of us who were not selected to boarding schools feel that we did not score better marks than our
friends in boarding schools”
Another female student in school [D] still felt that selection criteria is not well known to the students but
what they know is that there is sometimes bias in allocating students to boarding schools. She remarked the
following words;
“I wonder how my friends who were not doing well in our class were selected to boarding school while
some of us who were doing extremely well were all selected as day scholar in boys boarding facilities
schools.” (Participant School C)
When the girls were asked to choose between a district boarding facilities secondary school and boys
boarding facilities secondary school, they all chose a boarding school for reasons from prestige to academic
benefits. One female student in school [D] reported the following:
“I was not happy when my teachers sent me a message that I was among the seven girls from my primary
school who were selected to boys boarding facilities school…. after working hard, I have ended up a day
scholar…this wasn’t my expectation”. (Participant School D)
Another student in school [C] stated that:
“Our teachers encouraged us to work hard so that we go to national secondary schools…. coming here boys
boarding facilities school…...is something not pleasing” (Participant School C)
A visit at one of the study sites (school D) showed that a borehole was completely broken and clogged and
was not working.
During the focus discussion, I paused a question to find out why the borehole was in that state of appearance.
The responses were;
“It requires more money to have it repaired.” (FGD Participant 17)
One member added that
“Even if there were money, we have been told it is beyond repair” (FGD Participant 19)
The situation sounded hopeless for the girls to have the bore hole supplying water in the school. This should
be an aggravating factor for girls not like studying in boys boarding facilities secondary school.
It was vehemently indicated during the focus group discussions that
“…going to toilets here at school is absolutely uncalled for, because after using the toilet there is no water
nearby to use….” (FGD Participant 21)
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Another girl commented that
“It is so painful especially during menstruation when girls need to use the toilets more often…... this is more
the reason that girls just stay at home when experiencing periods because the nature of the toilets and
unavailability of water” (FGD Participant 18)
For instance, showed me a non-habitable pit latrine, which the girls described as a source of embarrassment
for girls in modern society. Actually, pit latrines are popular in rural primary schools, but they are not to be
seen in secondary schools. The difficulty with pit latrines is that they retain odors since they are constructed
without openings for the polluted air to escape. Pit latrines are particularly dangerous during the wet season.
During the wet season, most pit latrines collapse due to unstable terrain. Some of the females stated that they
do not use the pit latrines while it is raining, but instead try to prepare as much as possible at home.
The state of affairs in boys boarding schools seem to point to the fact that resources gaps are there in almost
all Malawian Schools. In this regard one learner lamented that “There are no resources available. We do have
a little contribution of money which is called parents’ teachers funds by every student but we are told it is not
enough to provide any kind of meaningful or any special services for girls.” (Participant 13)
When female students in district boarding schools were asked if ever, they experienced any challenges
while staying in the hostels that affect their academic performance, they responded that they do not
encounter major challenges for instance, one respondent had this to say;
“I am happy to be selected at this school where there are girls’ hostels because this was my dream not to go
to a community day school” (Participant 3)
Other students reported that;
“Boarding school has trained me to be myself and plan for my studies …...Of course with the help of
teachers, I am assured of improved academic achievement” (Participant 1)
In addition, the respondents alluded to the fact that, they are safe from the insecurity that happens outside the
school campus and that they have ample time to study notes. They further indicated that being selected to a
district boarding school was a motivating factor for them to work hard in their studies.
The following data illustrates the academic gaps that exist between the two school models.
Research Question one: Is there academic achievement gaps between the two school categories?
TABLE 4. 1 Girls’ Pass Rate in the Two Sampled District Boarding Schools
District Boarding Secondary Schools
School A
School B
Total
No. of students who sat for examination
744
494
1438
No. of students who passed the examination
512
457
969
Pass %
68.81
65.85
67.38
No. of students who didn’t pass the examination
232
237
470
Failure %
31.18
34.15
32.62
As it has been seen in table 4.12 above a total of 744 girls who sat for the examination in School A, 512 girls
passed the examination which represented 68.8 % whereas out of a total of 695 girls in School B who sat for
the Malawi School Certificate of Education examinations, 457 girls passed the examination which
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represented 65.7%. The average pass percent for the two schools was 67.38 %. This means that 32.62 % of
the girls from the two schools failed the Malawi School Certificate of Education examinations.
TABLE 4.13 Girls’ Examination Pass Rate in the Two Sampled Boys Boarding Facilities Schools
Boys boarding facilities secondary schools
School C
School D
Total
No. of students who sat for examination
450
520
970
No. of students who passed the examination
289
297
586
Pass %
64.22
57.11
60.4
No. of students who didn’t pass the examination
161
223
424
Failure %
35.77
42.88
39.6
As it has been seen in table 4.13 above, a total of 450 girls who sat for the examination in School C, 289
girls passed the examination which represented 64.22 % whereas out of a total of 521 girls in School D who
sat for the Malawi School Certificate of Education examinations, 297 girls passed the examination which
represented 57 %. The average pass percent for the two schools was 60.4 %. This means that 39.6 % of the
girls from the two schools failed the Malawi School Certificate of Education examinations.
Table 4.12 shows higher examination pass rate 67.28 % and a lower failure rate at 32.72 % in district
boarding facilities schools and table 4.13 shows lower examination pass rate at 60.4 % and higher failure
rate at 39.6 % in boys boarding facilities schools. The result indicates existence of academic gap between the
two school models. The academic gaps among the four sampled schools in the two school models are
illustrated in the sections that follow below.
In order to check statistical significance of the academic gaps between the two school models, a null
hypothesis “there is no academic difference between girls selected in boys boarding facilities schools and the
girls selected in district boarding schools” was tested as below.
Ho…. hypothesis
Malawi School Certificate of Education examination pass rate among girls in boys boarding facilities
schools is not the same as girls’ performance in district boarding schools.
Ha…. hypothesis
Malawi School Certificate of Education examination pass rate among girls in boys boarding facilities
schools is the same as girls in district boarding schools.
TABLE 4.14 T-Test MSCE Pass Rate between the two school models
A and
B
C and D
107
40
t-Test: Two-Sample Assuming Equal Variances
102
45
81
66
A and B
C and D
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91
68
Mean
96.9
58.6
82
68
Variance
464.1
162.9333
147
43
Observations
10
10
113
72
Pooled
Variance
313.5167
80
74
Hypothesized
Mean
Difference
0
76
58
Df
18
90
52
t Stat
4.836748
P(T<=t) one-
tail
6.62E-05
t Critical one-
tail
1.734064
P(T<=t) two-
tail
0.000132
t Critical two-
tail
2.100922
The p value at 0.000132 is less than 0.05 indicating that the MSCE pass rate is statistically significant between
district boarding facilities schools and boys boarding facilities schools.
The section below shows research findings on the schools’ status in public university selection among girls in
district boarding schools.
TABLE 4.15 Girls’ Public University Selection Rate from District Boarding Schools
Boys boarding facilities secondary schools
School A
School B
Total
No. of students who passed the examination
512
457
969
No. of students who were selected
49
58
107
Selection %
9.57
12.69
11.13
No. of students who were not selected
463
399
860
University selection failure %
90.42
86.87
88.87
A total of 969 girls who passed the Malawi School Certificate of Education examinations 107 representing
11.13 % were selected into public university while 862 representing 88.87 % were not selected for public
university education.
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TABLE 4. 2Students’ Status on Public University Selection from 2010-2019 In Boys Boarding Facilities
Schools
Boys boarding facilities secondary schools
School C
School D
Total
No. of students who passed the examination
289
297
586
No. of students who were selected
22
21
43
Selection %
7.61
7.07
7.14
No. of students who were not selected
267
276
534
University selection failure %
92.39
92.93
92.86
A total of 586 girls who passed the Malawi School Certificate of Education examinations 43 representing
7.14 % passed the examination while 543 representing 92.86 % were not selected for public university
education.
Comparatively, more girls from district boarding schools were selected for public university education than
girls in boys boarding facilities schools.
In order to check statistical significance of the public university selection gap between the two school
models, a null hypothesis “there is no public university selection gap between girls selected in boys boarding
facilities schools and the girls selected in district boarding schools” was tested as below.
Ho…. hypothesis
Girls’ public university selection rate in boys boarding facilities schools is not the same as girls’ performance
in district boarding schools.
Ha…...hypothesis
Girls’ public university selection rate in boys boarding facilities schools is the same as girls in district
boarding schools.
TABLE 4.17 T-Test of Public University Selection Rate
A and B
C and
D
5
3
t-Test: Two-Sample Assuming Equal Variances
5
4
5
3
A and B
C and D
8
2
Mean
10.7
4.3
8
2
Variance
37.78889
3.344444
12
4
Observations
10
10
15
7
Pooled
Variance
20.56667
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16
6
Hypothesized
Mean
Difference
0
9
6
Df
18
24
6
t Stat
3.155608
P(T<=t) one-
tail
0.002735
t Critical
one-tail
1.734064
P(T<=t) two-
tail
0.005471
t Critical
two-tail
2.100922
The p value at 0.005471 is less than 0.05 indicating that the public university selection rate is statistically
significant between schools in the district boarding facilities schools and boys boarding facilities schools.
Question one indicates the academic gap between boys boarding facilities schools and district boarding
facilities schools.
TABLE 4.18 Teachers’ Educational Qualification in District Boarding Schools
Qualification Diploma Degree Masters
Teachers 2 9 1
Percentage 16.6 % 75 % 8.3 %
The data in the table shows that 2 (16.6 %) teachers were qualified for the teaching position with a diploma
certificate, 9 (75 %) were qualified to a degree certificate and 1 (8.3 %) had a post degree certificate. The
data show low level of impact of lack of qualified teachers on female students’ academic performance and
therefore, girls’ academic performance cannot be negatively impacted. As per Malawi’s standard the teachers
were duly qualified to teach in the secondary schools [26]. With this available data, it is expected that
teacher’s qualification cannot be attributed to poor academic performance among the girls.
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TABLE 4. 19 Teachers’ Educational Qualification in Boys Boarding Facilities Schools
Qualification Diploma Degree Masters
Teachers 3 9 0
Percentage 25 % 75 % 0
The quantitative date shows that 3 (25%) teachers were qualified to a diploma certificate and 9 (75 %) were
degree certificate holders. The data re-affirm that that the teachers were adequately qualified for the task of
teaching the learners in the school.
Ho…. hypothesis
Teachers in boys boarding facilities schools do not hold the same educational qualification as teachers in
district boarding schools.
Ha…...hypothesis
Teachers in boys boarding facilities schools hold the same educational qualifications as teachers in district
boarding schools.
TABLE 4.20 T-Test on Educational Qualification
Boys
Boardin
g school
teachers
District
boardin
g school
t-Test: Two-Sample Assuming Equal
Variances
3
2
9
9
Boys
Boarding
school
teachers
District
boarding
school
0
1
Mean
4
4
Variance
21
19
Observation
s
3
3
Pooled
Variance
20
Hypothesize
d Mean
Difference
0
Df
4
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P(T<=t) one
tail
0.5
t Critical
one tail
2.131847
P(T<=t)
two-tail
1
t Critical
two-tail
2.776445
With a two tailed value of 2.776445 and a p value of 1.0 which is above p value of 0.05, the conclusion is
that there is no statistically significant difference in teachers’ academic qualification in the two school
models
The second factor is the teaching experience of the teachers. The teaching experience of teachers is one of
the crucial factors that promotes and improves student performance [27]. This is complemented by [28] who
stated that teaching experience is a global phenomenon that affects how students perform in school.
TABLE 4. 21 Years of Teaching Experience (District Boarding Schools)
Years 0-4 yr. 5-9 yr. 10-14 yr. 15-20 yr. 21yr +
# of teachers 0 1 5 3 3
Percentage 0 8.3 % 41.66 % 25 % 25 %
Teachers’ years of experience in the district boarding schools show that out the 12 teachers, 1 (8.3 %) the
ranged in the 5-9 yrs., 5 (41.66 %) were ranged in the 10-14 yrs., 3 (25 %) were ranged in the 15-19yrs., and
3 (25 %) were ranged 20 years plus. The majority of the teacher participants in the district boarding schools
were well experienced in the range of 10-14 years of teaching experience.
TABLE 4. 22 Years of Teaching Experience (Boys Boarding Facilities Schools)
Years 0-4 yr. 5-9 yr. 10-14 yr. 15-20 yr. 21yr +
# of teachers 0 1 5 2 4
Percentage 0 8.3 41.66 16.66 33.33
The quantitative data shows that out of the 12 teachers, 1 (8.33 %) ranged from 5-9 years of teaching, 5
(41.66 %) ranged from 10-14 years of teaching, 2 (16.66 %), and 4 (33.33 %) were 20 years and above. The
majority of the teacher participants in the boarding facilities schools were well experienced in the range of
10-14 years of teaching experience. The findings suggest that the girls were consistently taught by the same
teachers and that there were no interruptions in the teaching and learning processes.
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Teachers’ experience
Ho…. hypothesis
Teachers in boys boarding facilities schools do not hold the same teaching experiences as teachers in district
boarding schools.
Ha…...hypothesis
Teachers in boys boarding facilities schools hold the same teaching experience as teachers in district
boarding schools.
TABLE 4. 23 T- Test on Teachers’ Years of Experience
Boys
Boarding
school
teachers
District
boarding
school
0
0
0
1
Boys Boarding
facilities school
District
boarding
school
7
6
Mean
2.4
2.4
1
5
Variance
9.3
8.3
4
0
Observations
5
5
Pooled
Variance
8.8
Hypothesized
Mean
Difference
0
Df
8
t Stat
0
P(T<=t) one-
tail
0.5
t Critical
one-tail
1.859548
P(T<=t) two-
tail
1
t Critical
two-tail
2.306004
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With a two tailed value of 2.306004 and a p value of 1.0 which is above p value of 0.05, the conclusion is
that there is no statistically significant difference in teachers’ teaching experience in the two school models.
TABLE 4. 24 Years Taught At the Current Station (District Boarding Schools)
Years 0-4 yr. 5-9 yr. 10-14 yr. 15-20 yr. 21yr +
# of Teachers 3 9 0 0 0
Percentage 25 % 75 % 0 0 0
Years of teaching at the district boarding school indicate that 3 (25 %) of the teachers had taught at the
schools in the 0-4 yrs. ranges. The majority of the teachers had taught at the school in the 5-9 yrs. ranges.
Therefore, they provided adequate information in relation to academic achievement in the MSCE and public
university examinations and were also well versed with issues affecting academic achievement in district
boarding school.
TABLE 4. 25 Years Taught At Current School (Boys Boarding Facilities Schools)
Years 0-4 yr. 5-9 yr. 10-14 yr. 15-20 yr. 21yr +
# of teachers 4 8 0 0 0
Percentage 33.33 % 66.66 % 0 0 0
The quantitative data above shows that out of the 12 teachers 4 (33.33%) of the teachers were at the school
in the range of 0-4 years and 8 (66.66 %) of the teachers were at the school in the range of 5-9 years. The
majority of the teachers had taught at the school in the 5-9 years ranges which gives advantage to the
learners to have been consistently taught by the same teachers. According to research by [29], frequent
teacher movement affects the consistency and continuity of instruction in schools.
Teachers number of years at the current schools
Ho…. hypothesis
Teachers’ number of years teaching at the current boys boarding facilities school is not the same as those in
district boarding school
Ha…. hypothesis
Teachers’ number of years teaching at the current boys boarding facilities school is the same as those in
district boarding school.
TABLE 4.26 T-Test on Number of Years at the Current School
t-Test: Two-Sample Assuming Equal Variances
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With a two tailed value of 2.306004 and a p value of 1.0 which is above p value of 0.05, the conclusion is
that there is no statistically significant difference in teachers’ years at the current schools they were teaching
during the time the study was undertaken in the two school models.
Research question 2: What are the contributing factors for the academic achievement gaps
Militating factors
Boys
Boardin
g school
teachers
District
boarding
school
Boys
Boardin
g school
teachers
District
boardin
g school
4
3
Mean
2.4
2.4
8
9
Variance
12.8
15.3
0
0
Observation
s
5
5
0
0
Pooled
Variance
14.05
0
0
Hypothesize
d Mean
Difference
0
Df
8
t Stat
0
P(T<=t)
one-tail
0.5
t Critical
one-tail
1.859548
P(T<=t)
two-tail
1
t Critical
two-tail
2.306004
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FIGURE 4.1 Distance to Boys Boarding Facilities Schools
Only two (20%) of the ten female students in the two boys boarding schools who replied to the question
about their homes' location said they lived less than 10 kilometers away. Seven students (70%) came from
households more than 20 kilometers away, compared to one student (10%) who came from a home more
than 10 kilometers away but less than 20 kilometers. The results indicate that more girls were chosen from
outside the specified household regions. These are the females who reside in hostels built by the community
and in rented houses near the schools. Typically, the hostels built by the communities do not conform to
government standard and designs as a result they lack amenities like tap water, good beds and mattresses,
and functional lavatories.
The selection of girls to boys boarding facilities schools as day scholars indicate the mismatch between
policy and practice. Therefore, the absence of girls boarding facilities in boys boarding facilities contributed
to the girls’ low academic performance.
Figure 4. 2 Infrastructures Distribution in the Schools
2
1
7
0
1
2
3
4
5
6
7
8
Number of students
Distance to boys boarding facilities schools
Distance to boys boarding facilities school
less than 10 km more than 10km but less than 20 more than 20km
0
2
4
6
8
10
12
14
District boarding
school
Boys boarding
facilities school
No. of structures
Type of infrastructure
Distribution of infrastructure
Girls' hostels Labs Library classrooms Tap water Ablution Washrooms
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As seen in figure above, district boarding schools have adequate laboratories, library, tap water, ablution, and
washrooms for the use of the girls in addition to having girls’ hostels, whereas boys boarding facilities
schools do not have any girls' hostels and have subpar laboratories, tap water, ablution, and washrooms.
Ministry of Education re-affirmed that up to date it does not have a set standard for school infrastructure that
outlines the minimal needs and standards for a secondary school. For example, the school improvement
grants do not have clear guidelines related to inclusive education [1]. Furthermore, some of the structure in
boys boarding facilities schools are subpar and do not even meet the various needs of the boys themselves.
Due to this, the girls claim that the boys boarding facilities schools do not run effectively and efficiently,
which has a negative impact on girls’ academic performance.
Figure 4.3 Willingness to Transfer to District Boarding Facilities Schools
As seen from the figure above, eleven students from boys boarding facilities schools preferred to move from
the boys boarding facilities schools to either a national secondary school or a district boarding school, but no
student from a district boarding school wanted to leave their school. According to the statistics, the majority
of female students in boys boarding facilities schools choose boarding schools since travelling from their
homes reduces the amount of time they spend interacting with their peers and teachers, which ultimately
affects their academic status. These findings support the notion that female students accepted into
institutions with males' residential facilities are less inclined to stay there. This confirms the resentment that
students have against Day Secondary Schools on the performance at the national examinations [30].
Figure 4.4
Learners’ Views on Academic Improvement in the Schools
0
11
0
2
4
6
8
10
12
district boarding
school
boys boarding
facilities school
No of students willig to transfer
Type of school
Wish to transfer
boarding school
boys boarding
school
improved
78 22
78
22
0
20
40
60
80
100
Percentage of students
School model
Learners' views on academic improvement in schools
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As presented in figure above, 78% of the students in district boarding facilities schools responded that their
academic performance improved upon joining the school. While, 22% of the students in boys boarding
facilities schools responded that their educational performance did not improve. From this, one can
understand that academic performance is more effective in district boarding facilities schools than in boys
boarding facilities schools. According to [31] boarding schools are more efficient than day schools in
improving learners’ academic performance.
Figure 4.5
Teachers’ views on Learner’s Academic Improvement
As presented in figure 4.5 above, 58% of the teachers in district boarding facilities schools responded that there
was academic performance improvement among the girls upon joining the school. While, 42% of the teachers
in boys boarding facilities schools responded that there was no educational performance improvement upon the
girls joining the school. From this, one can understand that there were was a higher percentage among teachers
in district boarding facilities schools that indicated girls’ academic improvement. The results support those of
[32], who found that boarding students and day students exhibit distinct academic performance differences due
to unequal and incomparable learning environments. According to [33], day students are more likely to be
distracted at home than boarding school students who are under the supervision of teachers for their academic
performance.
Thus, the results of the data obtained from students, teachers including head teachers and policy makers vary
from type of respondents regarding the levels of militating factors. This suggests that there are numerous
causes for subpar academic achievement from numerous angles.
Findings show that Ministry of Education fairly distributes teachers according to gender, qualifications and
areas of subject specialization.
TABLE 4.27 Teachers’ Gender
Gender Male Female
Teachers 16 8
Percentage 66.66 33.33
Figure 4.5 Teachers' Views on Learners' Improvement in the Schools
boarding school Boys boarding schools
Imporved
58 42
58
42
0
10
20
30
40
50
60
70
Percentage of teachers
School model
Teachers' views on learners' improvement
Imporved
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Out of the 24 teacher participants, 16 (66.66 %) were males and 8 (33.33 %) were females. The gender
numbers still point to the fact that there is less female teacher representation in the sampled secondary
schools. This is also another area where the Ministry of Education and entire government machinery start
addressing so that secondary schools have more role models to improve their academic performance.
Table 4. 3 Teacher Specialization per School Category
Area of specialization Language Sciences Humanities
Boys boarding facilities school 2 3 7
District boarding school 3 5 4
Percentage 20.8 33.3 45.8
In this study, teaching specialization refers to a teacher being an expert in the respective field. So, in
secondary school, there are three major areas of specialization as indicated above. The quantitative data
shows that 5 (20 %) of the teachers belong to languages department, 8 (33.3 %) belong to sciences
department and 11 (45.8 %) belong to humanities department.
The qualitative data that was gathered from the open-ended interviews with policy makers show that there
are no special provisions made to girls in boys boarding facilities schools in relation to girls boarding
facilities which also encamps all sanitary provisions. The policy makers alluded to the fact that a good
school environment for the girls need to have good sanitary facilities like clean toilets, washing facilities and
shower rooms.” In this regard, in order to address this issue, policy maker [1] affirmed, “It is vital to offer
enough of these amenities and maintain their cleanliness”
The policy maker [1] went further to observe that, “Because girls are most vulnerable, they are more likely
to be absent, from school when there is absence of clean facilities to aid to learning processes in schools.”
Policy maker [2] hinted that in principle, boys boarding facilities schools were meant to offer secondary
school education to the less privileged girls who learn in primary schools that are within the 7 km radius to
boys boarding facilities schools at a low cost by making the girls day scholars. Therefore, the lack of girls
boarding facilities in boys boarding facilities schools does not arise from the policy point of view.”
The policy maker [2] further mentioned that “until now, the Ministry of Education does not have a teaching
and learning materials (TLM) policy for guiding the availability of learning resources in the schools and
there are also no clear budgets for the same.” Further sentiment indicates that there is also inadequate
infrastructure for the girls to use and extended to report that the condition is worse in most Community
Development Secondary Schools as they do not have the science laboratories to offer more science subjects
to the learners.
The state of affairs in boys boarding schools seem to point to the fact that resources gaps are there in almost
all Malawian Schools. In this regard one learner lamented that “There are no resources available. We do have
a little contribution of money which is called parents’ teachers funds by every student but we are told it is not
enough to provide any kind of meaningful or any special services for girls.”
The challenge of girls’ infrastructural provision also extended to learning support facilities such as
laboratories and girls’ hostels. Girl children themselves acknowledge that their poor academic is because of
the lack of these facilities. They argued that “there are some subjects like Home Economics and Cookery
that were not offered at boys boarding facilities due to lack of Home Economics Laboratory”.
"Without a clear policy on TLM, we're just patching things together. It's like putting a band-aid on a big
wound." (Participant T10)
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"We've been asking for girls’ accommodation for years, but without a policy backing us, it's like talking to a
wall." (Participant T 13)
"Some schools have proper classrooms and libraries, while others are still under trees. How can we expect
the same outcomes?" (Participant HM 3)
"Infrastructure should be a given, but without standards, it's a lottery which schools get what they need."
(Participant HM 4)
"For instance, there are schools with broken roofs, window pane and no proper toilets especially for the girl.
How can we call this a learning environment?" (Participant T11)
"It is problematic to assess all students the same way when their learning environments are worlds apart.
We're not testing their potential; we're testing their circumstances." (Participant HM 2)
"It appears that standardized assessments are like a one-size-fits-all solution for a problem that clearly needs
tailored approaches." (Participant HM 4)
"The playing field needs to be leveled, before we insist on the same finish line for every student”
(Participant HM 1)
"As a Ministry we just need to put polices together at once without ignoring other aspects of the foundation."
(Participant Policy maker 1)
“Policies need to talk to each other at any education level in order to create a conducive learning
environment in schools.” (Participant Maker 2)
Research Question three: What strategies are needed in supporting girls’ education in boys boarding
facilities schools
Themes identified as follows:
The participants identified themes within this research context that encompass several critical areas of
concern.
Firstly, is the lack of Teaching and Learning Materials (TLM) Policy as reported by the policy maker in the
Ministry of Education. This critically emerged as a pivotal theme, highlighting the absence of a coherent
framework at the Ministry of Education guiding the provision and effective utilization of educational
resources in the secondary school education.
Secondly is the lack of Standardized Infrastructure Development Policy as evidenced by the inconsistencies
in the quality and availability of physical learning environments between the two secondary school models
with much improved infrastructure in district boarding schools.
Thirdly, are the consequent inequities in standardized assessment, revealing the challenges arising from
assessing students across these diverse environments through a uniform examination standard, which is
being suggested inadvertently as another factor responsible for poor performance other than innate
capabilities among the girls.
Lastly, the participants agreed on the overarching theme which is the need or call for a holistic policy
approach at the Ministry of Education, emphasizing the imperative of adopting a comprehensive and
synchronized strategy for policy implementation. Participants suggested this approach as appropriate for
aligning policies on teaching materials, infrastructure, and assessment to cultivate an equitable and effective
educational landscape across the two secondary school models.
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IMPLICATIONS, RECOMMENDATIONS AND CONCLUSIONS
5.1 Summary of Key Findings
Latest studies have highlighted the importance of tailored policies in supporting the academic achievement
of girls in unique educational settings such as boys boarding facilities schools [34; 35]. The current research
reveals substantial academic differences between girls selected in boys boarding facilities schools and those
in district boarding schools. The lack of a Teaching and Learning Materials (TLM) policy, inadequate
Infrastructure policy, and the absence of a holistic policy approach are identified as key contributors to these
differences [36;37].
5.2 Implications and Recommendations
The findings underscore the need for targeted interventions in the education sector. To bridge the academic
gap and support girls that are selected in boys boarding facilities schools, the following recommendations
are proposed:
1. The Ministry of Education and each respective schools should develop and implement a comprehensive
TLM policy, ensuring girls have access to relevant and engaging learning materials [38].
2. The Ministry of Education and each respective schools should precise develop and implement
standardized infrastructure development policy in order to prioritize safe, secure, and conducive learning
environments tailored to girls' needs [39].
3. The Ministry of Education and each respective schools should develop a holistic approach to address
social, emotional, and extracurricular needs in providing comprehensive support to girls [40].
5.3 Future research should explore
1. Through a longitudinal study, researchers can examine the long-term impact of targeted policies on
girls' academic achievement.
2. Researchers can conduct a study to compare different policy approaches and their effects in various
contexts.
3. Researchers can further investigate the experiences and perspectives of girls in boys boarding
facilities schools.
CONCLUSION
This study emphasizes the importance of tailored policies for girls in boys boarding facilities schools. There
is a strong believe that implementing TLM, Infrastructure, and holistic policies, schools can foster an
environment conducive to girls' academic success. The findings aim to inform policy and practice,
enhancing educational outcomes for girls in these settings where girls are not provided with boarding
facilities.
Declaration
I declare that this part of doctoral thesis has been composed solely by myself and the full thesis appear in the
Unicaf University repository for the award of Doctor of Education. Except where states otherwise by
reference or acknowledgment, the work presented is entirely my own.
ACKNOWLEDGEMENT
I would like to express my appreciation to my Supervisor Peter Mitchell, for his guidance, patience through
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS)
ISSN No. 2454-6194 | DOI: 10.51584/IJRIAS |Volume X Issue IX September 2025
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my research journey and not forgetting my wife and children for their tremendous support as well.
Funding
I did not receive any funding for this study, hence there is no conflict of interest
Data
Ministry data is retrieved from the “Ministry of Education Science and Technology (2018/19/20). Malawi
Education sector Analysis, Lilongwe, Malawi
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