In recent years, the Government of Malawi has relied heavily on auxiliary teachers to fill the growing gap in primary education staffing. These temporary teachers have played a vital role in sustaining the delivery of education, often under difficult conditions and with limited job security.
In my opinion, the government should give priority to those who have already served as auxiliary teachers when recruiting permanent teaching staff.
These individuals have demonstrated both commitment and capability in the classroom. They understand the local school environments, are familiar with the curriculum, and have built strong relationships with learners and communities.
Overlooking them in favour of recruits would not only be unfair but also counterproductive. Rewarding their dedication with permanent positions would boost teacher morale and encourage others in temporary roles to continue serving with hope and motivation. It is also a more efficient use of resources, as these teachers require less orientation and adaptation.
Prioritising experienced auxiliary teachers is not just a matter of fairness, it is a strategic step toward strengthening the education system with qualified, motivated personnel who have already proven their worth.
