However, as shown in Malawi, merely increasing the number of girls in classrooms is not a metric of successful quality education. Malawi’s recent rapid increase of pupils in classrooms did not adequately factor in the resulting need for more infrastructure, materials, and teachers. As a result, only 40% of young adults in the Balaka district who had completed primary school could read and comprehend a simple sentence in Chichewa, (Malawi’s official language).
The quality of formal education is just as important as the number of pupils in the classroom. This is not to say that these efforts should be discounted, but rather that they should be seen as building blocks for further improvements to girls’ education. Evidence shows that individuals who live in a community with higher overall levels of education, though they may not be schooled directly, still benefit.