Malawi’s drive to promote technical and vocational education risks falling short of expectations, with experts warning that the initiative is failing to attract widespread participation from rural communities, the very demographic it was designed to empower.

Introduced in recent years to equip youths with practical skills and reduce unemployment, technical education has seen stronger uptake among urban residents and individuals already engaged in other economic activities, rather than those in rural areas who could benefit most.

One graduate of a technical college, who requested anonymity, said the learning environment often lacks full engagement from all participants.

“Some people in class pay less attention. It’s those who already have something going on, or who have prior knowledge, that tend to work harder and achieve better results,” the graduate said.

Education analyst Victor Chikoti attributes the problem to limited public awareness campaigns and insufficient early exposure to technical skills.

“We introduced technical education without proper sensitization. For people in rural communities, it’s difficult to embrace something they’ve never been exposed to,” Chikoti said.

“Ideally, technical education should start in primary and secondary schools. Right now, only a few secondary schools have such programs, and by the time students reach adulthood, many opt out altogether.”

Chikoti cited examples from countries like China, where technical skills are integrated into basic education.

“In China, children learn in primary school what our technical colleges are teaching now. We need lawmakers to push for technical education at lower school levels, so by the time students finish secondary school, they already have a skill of choice,” he said.

Advocates say rebranding technical training as a first-choice pathway, rather than a fallback when other options fail, could help shift perceptions.

This, combined with targeted sensitization campaigns in rural areas, could align with Malawi’s Vision 2063 goal of building a self-reliant, industrialized nation.

Former President Peter Mutharika, under the Democratic Progressive Party (DPP), spearheaded the construction of technical colleges as part of a broader strategy to empower citizens through skills development, especially in rural areas.

Supporters argue that sustained investment and policy reform are needed to ensure that vision becomes reality.