The Social and Economic Cost of Illiteracy: A Case Study of Traditional Authority Kunthembwe in Blantyre District, Malawi

Author(s): Ruben Manda and Dr. T Velmurugan

Abstract:

This study examines the social and economic costs of illiteracy in the hard-to-reach and impoverished community of Traditional Authority (TA) Kunthembwe in Blantyre District, Malawi. This area is characterized by deep poverty, limited access to educational resources, and a high prevalence of illiteracy, which poses significant socio-economic challenges to the local population. This paper aims to quantify and explore the broader implications of illiteracy, shedding light on how it affects individuals, the community, and the country at large. Findings revealed that illiteracy significantly hampers social and economic opportunities. Participants who were classified as illiterate earned way less than their semi-illiterate and literate counterparts. Lack of literacy skills limited their ability to secure stable employment, access financial services, and engage in sustainable entrepreneurial activities. The study also found that illiterate individuals were more likely to engage in low-paying, informal, and unstable jobs, further perpetuating the cycle of poverty. Socially, illiteracy was found to correlate with reduced civic engagement and limited access to essential services such as healthcare, legal aid, and government support programs. Illiterate individuals demonstrated lower levels of political participation and community involvement, which further worsened their marginalization. The study highlights a pronounced gender disparity, with women constituting a higher percentage of the illiterate population, reflecting national statistics that indicate gendered disparities in educational access. Many women reported facing socio-cultural barriers, such as early marriage and household responsibilities, which limited their educational attainment. The study identified several key barriers to literacy, including poverty, inadequate educational infrastructure, and cultural perceptions that devalue formal education, particularly for girls. Many participants reported that the absence of nearby schools, lack of trained teachers, and financial constraints prevented them from accessing education. Additionally, adult literacy programs were scarce, making it difficult for those who had missed formal education opportunities to acquire literacy skills later in life.

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Pages: 63-66     |    2 View     |    0 Download