Our Work in Malawi

For children in rural communities, having books close at hand can make reading a more regular part of everyday life. In Malawi, The Library Project establishes Reading Rooms that create dedicated spaces for reading and Reading Corners that place books directly where children learn. We also provide Book Donations to schools and community centers that need additional high-quality reading materials.

Our work extends beyond providing books. Literacy Programs give children structured opportunities to develop and practice their reading skills, while Training & Support helps teachers and community-based educators make better use of books, strengthen literacy instruction, and encourage children to become active readers.

We also invest in the organizations already working within Malawian communities. Through Capacity Building, local literacy nonprofits can receive free mentoring, organizational and program-development support, fundraising guidance, and practical resources. This locally led approach helps strengthen the people and organizations that will continue supporting children’s literacy over the long term.

Literacy in Malawi

Malawi faces a significant foundational learning challenge. Nationally representative data show that only 19 percent of children ages 7 to 14 demonstrate foundational reading skills in either Chichewa or English. Among younger children ages 7 and 8, just 14 percent can read a short story at the expected level, while only 11 percent can correctly answer literal comprehension questions and 9 percent can answer inferential questions. These figures continue to be cited in UNICEF’s recent education reporting and Malawi’s 2024/25 education budget analysis.

Children’s opportunities to learn also differ substantially according to where they live. Malawi’s Multiple Indicator Cluster Survey found foundational reading skills among 17 percent of rural children compared with 33 percent of urban children. Children from the poorest households were also far less likely to demonstrate foundational reading skills than children from the wealthiest households—12 percent compared with 33 percent.

Remaining in school presents another challenge. While primary-school enrollment is high, UNICEF reports a primary completion rate of only 33 percent nationally. The divide is especially pronounced geographically: approximately 27 percent of rural children complete primary school compared with 65 percent of urban children. Completion falls to just 11 percent among children from the poorest households.

Schools must also manage significant resource constraints. In 2025, Malawi’s Ministry of Education estimated that 3.4 million primary-school learners lacked desks, one indication of the difficult learning environments faced by many schools. Limited infrastructure and learning resources can make it even harder for children to develop the reading skills they need to progress through school.

Expanding access to books and welcoming reading spaces, providing regular opportunities to practice literacy, and strengthening the educators and organizations supporting children can help address these barriers. The Library Project contributes through Reading Rooms, Reading Corners, Book Donations, Literacy Programs, Training & Support, and Capacity Building.