By Joel Phiri
At 17, Joyce Mwandira, a Form Four student at Edingeni Community Secondary School in Mzimba district, has her future clearly mapped out.
She dreams of wearing the white nurse’s uniform and a white crown after completion of her studies, tending to patients, and following in the footsteps of her elder sister who works at a hospital in Blantyre.
But behind that ambition lies a stumbling block that she fears could derail her journey.
“My ambition is to become a nurse to follow the footsteps of my sister. But though I harbour this dream, I still need to be equipped with computer skills for me to be able to move with the global world,” Joyce says softly, standing under the shade of a mango tree in her school yard.
“Even in nursing, my sister told me, computers are everywhere—keeping patient records, learning new treatment methods, or even using medical machines. If I don’t learn computer skills, I might struggle,” Joyce reflects.
Like many other learners in Malawi’s public schools, Joyce is computer illiterate. She has never touched a computer mouse, never typed on a keyboard, and does not know how to navigate the internet.
Her classroom has chalkboards, desks, and exercise books—but no ICT laboratory, no computers, and no internet connection.
Joyce’s story mirrors that of thousands of Malawian learners whose ambitions clash with the reality of inadequate facilities in a world where digital skills are tied directly to employability.
According to the Malawi Communications Regulatory Authority (MACRA), more than six million learners in public schools across the country lack basic computer literacy.
In 2023, MACRA conducted a study that revealed wide disparities in ICT access between public and private schools. The findings showed that while learners in private institutions—mostly in urban areas—had regular exposure to computers, internet connectivity, and even coding classes, their counterparts in public and rural schools were left far behind.
The report pointed to rural schools as the most disadvantaged, where ICT laboratories are absent and internet infrastructure is weak. This means that millions of young Malawians risk being locked out of the digital economy, even as the rest of the world moves rapidly into online-driven industries and learning systems.
“The gaps are glaring,” says Macra deputy director for Technologies and Standards, Nicholas Kanyenda, during the ground breaking ceremony for ICT Lab construction works in Mzimba. Kanyenda says eight ICT Labs will be constructed in various schools in the district.
“Unless deliberate interventions are made, Malawi risks creating a generational digital divide,” cautions Kanyenda.
Recognizing the gravity of the challenge, MACRA has embarked on a project to construct ICT laboratories in various schools in constituencies across the country.
The initiative, called Connect-A-School ICT Labs, is funded by the Universal Service Fund (USF), and it is being implemented by MACRA with the aim of giving learners in rural and underserved areas the same opportunities as their urban peers.
“Phase one of the project was launched in May 2024 and it had 75 computer laboratories in 75 public schools across the country,” explains Kanyenda, and he continues: “Of the 75 ICT Labs work is almost at 95 percent and the new ones we want to construct under phase two will be 120 ICT Labs in 120 schools.”
Kanyenda says the project is designed to bridge the gap and give every Malawian child an early start in ICT.
According to him, digital literacy is no longer a luxury but a necessity. From job applications to access to academic resources, ICT skills have become a foundation for both personal and national development.
At Edingeni Community Secondary School, which is one of the schools set to benefit from construction of an ICT Lab under phase 2 of construction works, the announcement of the ICT laboratory has been received with excitement.
For years, both teachers and learners have struggled with a shortage of textbooks and reference materials, making it difficult for students to achieve their full potential.
The school’s Head teacher, Ruth Tchongwe, says the lab could transform learning outcomes.
“The world has gone digital, and the lab will help us improve performance. Our pupils will access books online, which will enable them to perform better, as we currently lack adequate textbooks,” she explains.
Tchongwe adds that access to ICT will also allow teachers to upgrade their teaching methods, moving beyond chalk and talk to interactive and resource-rich approaches that the digital world offers.
Paramount Chief M’mbelwa V, under whose jurisdiction Edingeni falls, says the project will help rural learners catch up with the global trend.
“Being a rural school, Edingeni Community is happy with the project, and as chief, I promise support in its construction to ensure standards. I appeal to contractors to come up with strong structures,” he said.
The chief emphasised that ICT literacy is no longer optional.
“Our children must not be left behind: We must prepare them for the future,” he said.
For learners like Joyce, the arrival of an ICT laboratory could be life-changing as she imagines a future where she can apply online for scholarships, research medical practices, and keep up with the fast-changing global healthcare landscape.
But without ICT, those dreams seem out of reach.
Education experts warn that without urgent interventions, Malawi could face a serious digital skills deficit that could undermine the country’s development goals.
An Education and E-learning specialist at Mzuzu University, Charlo Maluwa, says the digital divide does not only worsen inequality, but it also limits the country’s competitiveness.
“Today, even small businesses rely on ICT for growth. Our learners must be prepared to innovate, to code, to analyse, and to connect. Without ICT, we are creating a generation that will struggle to participate in the global economy,” says Maluwa.
“We are living in a digital era where almost every aspect of life has become computerized, ranging from commerce and finance to governance. Education itself has also become digitized. It is therefore crucial that education systems respond to these global needs,” he says.
The specialist, however, said to achieve comprehensive digital education several measures need to be put in place.
“First, schools require not just any computers but those with specifications that meet current demands: A reliable backup power supply is also necessary to mitigate challenges of erratic electricity and un-electrified communities,” he suggests.
Maluwa further adds that stresses on the importance of partnerships between government, regulators like MACRA, and the private sector to ensure sustainability of ICT initiatives in schools.
For Joyce, hope is everything. She pictures herself sitting in a computer lab, learning to type her first words, browsing medical journals, and preparing for the nursing career she so passionately desires.
“I believe one day I will know how to use a computer,” she says with a smile. “That will make me ready for the world.”
Joyce’s story is not just about computers. It is about opportunity, equality, and the determination of a generation that refuses to be left behind. As Malawi pushes forward with ICT investments in schools, the challenge is not only to build laboratories, but also to ensure that every learner—urban or rural—has a fair chance to thrive in the digital era.
For now, Joyce continues to study hard, her eyes set on the nursing profession. And with the promise of ICT access coming to her school, she dares to believe that her dream is within reach.
