“After calculating some few mathematics, she’d be asking the teacher in the classroom: ‘Let me go out and breastfeed my crying baby’”

—President John Pombe Magufuli

Last Monday, September 18, marked the beginning of a new academic year for both primary and secondary schools across the country. As expected, this also signals the start of yet another cycle of reports—both real and exaggerated—of schoolgirl pregnancies across campuses. From teachers impregnating students to fellow students engaging in reckless behavior, from pastors and village champions to sugar daddies taking advantage of young girls, the stories never seem to end.

Schoolgirl pregnancy is a growing crisis in both public and private schools, carrying devastating consequences for society. Here in Malawi, the government and various NGOs have long attempted to address the issue by promoting sexual and reproductive health awareness, as well as incorporating subjects like Bible Knowledge and Life Skills into the curriculum. However, when examined critically, these approaches have largely failed to curb the problem.

The Cost of Schoolgirl Pregnancies on Public Education

As a taxpayer who surrenders a significant portion of my earnings to fund public education, I feel compelled to voice my thoughts on this issue—at least when it comes to public schools. Private schools are a different jurisdiction altogether, managed by their owners and clients. But public schools? That’s where my money goes, and I have a stake in how they operate.

The government spends substantial resources to ensure that students receive free primary education and subsidized secondary education. However, not all students who pass their Primary School Leaving Certificate exams secure a place in public secondary schools due to limited space and funding. Every spot granted to a student represents an opportunity cost, meaning another equally deserving student is left behind.

When a student deliberately engages in reckless behavior that leads to pregnancy while in school, it reflects a lack of appreciation for the sacrifices made by taxpayers to fund public education. This is where the Magufuli philosophy becomes relevant.

The Magufuli Approach to Schoolgirl Pregnancy

Former Tanzanian President John Pombe Magufuli, known for his pragmatic leadership, recognized that some students failed to value the free and subsidized education provided by the government. In response, he implemented a policy barring teenage mothers and fathers from returning to public schools. Furthermore, he introduced a strict legal measure—30-year prison sentences for men who impregnate schoolgirls—ensuring that perpetrators face severe consequences.

This decision, though controversial, was rooted in the belief that public education is a privilege, not an entitlement. Magufuli’s stance sent a clear message: if students cannot respect the opportunity they have been given, they should not expect to benefit from it indefinitely.

The Backlash and the Reality

Unsurprisingly, his policy faced fierce opposition from feminist groups, human rights organizations, and international institutions, who argued that it violated the right to education. Critics claimed that banning teenage mothers from public schools would further marginalize them and reduce their chances of breaking the cycle of poverty.

However, Magufuli was not denying these girls the right to education—he was simply reinforcing the idea that public education, funded by taxpayers, comes with responsibilities. Those who become parents while still in school should seek alternative paths, such as private education or night school. The government’s priority should be educating children, not parents.

A Practical Solution for Malawi

Malawi would do well to consider adopting elements of Magufuli’s approach to tackle the growing crisis of schoolgirl pregnancies. However, rather than enforcing a complete ban, a more balanced approach could be implemented:

1. Strict Legal Consequences for Predators – Any adult who impregnates a schoolgirl should face severe legal action, including long-term imprisonment. This would serve as a deterrent to those who exploit vulnerable young girls.
2. Alternative Education for Teenage Mothers – Instead of allowing teenage mothers to return to regular public schools, the government could establish specialized learning centers or vocational training programs tailored to their unique needs.
3. Stronger Parental and Community Involvement – Parents and communities must take a more active role in guiding young people and instilling values that prioritize education over early parenthood.
4. Merit-Based Education Access – Public education should prioritize students who demonstrate commitment to their studies. Those who disrupt their education through irresponsible behavior should seek alternative avenues for learning.
5. Improved Sexual and Reproductive Health Education – Rather than dismissing subjects like Life Skills, a more effective and culturally sensitive approach to reproductive health education should be developed to help young people make informed choices.

Conclusion

Magufuli’s policies, though controversial, were built on principles of accountability and responsibility. While banning teenage mothers from public schools may seem harsh, it sends a strong message about the value of education and the consequences of reckless decisions. However, a complete ban may not be the most practical approach for Malawi. A hybrid solution—one that emphasizes deterrence while providing alternative education options—would be a more effective strategy in addressing this issue.

If we want to see meaningful change, we must move beyond ineffective awareness campaigns and take bold, decisive action. After all, when it comes to shaping policies on public education, should we listen to experienced leaders or activists who are more focused on buzzwords than real solutions?

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