Music Education in Malawi under Scrutiny

Abstract

This study examines the impact of inadequate foundational music education on university music students in Malawi. It analyses performance gaps revealed during Work Integrated Learning (WIL) placements and explores systemic factors contributing to these challenges. Guided by Vygotsky’s socio-cultural theory, phenomenological qualitative research explored the experiences of internship host institutions that supervised Malawi University of Science and Technology (MUST) music students between 2022 and 2024. Semi-structured telephone interviews were conducted and analysed thematically. The study revealed a significant knowledge gap, including inadequate theoretical grounding, limited instrumental proficiency, and misalignment between academic curricula and industry demands.  Despite these, the students demonstrated adaptability and enthusiasm, particularly in flexible settings such as media houses and non-governmental organisations. The study faced a limitation of a smaller number of participants than had been anticipated. The study suggests an immediate curriculum reform to be carried out, which should involve the industries, including the integration of music education at foundational levels, the provision of learning materials, and active collaboration between universities and industry stakeholders.