Assessing the effects of Malawi's readmission policy on teen mother's re-entry into primary schools: A case study of Kambilonje zone in Ntcheu District.

Abstract

Despite the establishment of Malawi's Readmission Policy to promote girls' education, many teen mothers continue to delay returning to school after childbirth, leading to increased early marriages, poverty, and reduced educational opportunities. This study assessed the effectiveness of the Readmission Policy in facilitating the re-entry and retention of teen mothers in primary schools in Kambilonjo Zone, Ntcheu District. Specifically, it examined policy awareness among stakeholders, the influence of policy implementation on retention, and the psychological and material support available to re-admitted learners. A mixed-method research design was employed, collecting data from 187 participants including teen mothers, parents, teachers, and education officials through questionnaires, key informant interviews, focus group discussions, and document reviews. Quantitative data were analyzed using SPSS version 22, while qualitative data were analyzed thematically. The findings indicated that the awareness of the Readmission Policy was comparatively high (83%), but the implementation was poor, as the sensitization was deficient, and the support systems as well as cultural stigma. The percentage of teens mothers that were re-admitted successfully was only 7% which shows little impact of the policies. The study finds that delayed re-entry will persist in exposing girls to socio-economic disadvantages throughout their lives, depleting Malawi of its development towards SDGs 4 and 5. The study recommends that there should be more adoption of the Readmission Policy, community sensitization, psychosocial and financial assistance and put in place systematic follow-up mechanisms that would promote meaningful re-entry and retention of teen mothers in the Malawi primary schools.