Introduction
I stumbled across a Facebook Reel. In a recent discussion, Joseph Mushalika, the CEO of Build Zambia 2064, argues that postponing education until just before retirement is a poor investment decision, a concept he calls the “Late Maturing Variety.” He emphasises that the best investment at this stage of life is to purchase land, install a borehole, set up irrigation systems, and build a caretaker’s house. Mushalika also advises that adults should convene at livestock services to evaluate the costs of solar panels and visit CAMCO to explore options for hand-driven tractors. He discourages adults from seeking textbooks as they reminisce about their childhood dreams, suggesting that one should not pursue goals suited for children when they are no longer in that phase of life. For more insights, the full video is accessible on Youtube.
My personal reflection
The question of whether it’s wise to return to school later in life, especially as one nears retirement, has always sparked considerable discussion. In the conversation, the guest argues forcefully that being a “late-maturing variety” isn’t ideal, largely because it slows productivity, undermines financial stability, and limits economic contributions. While there’s some logic to this viewpoint, it feels a bit one-dimensional when we consider the broader political and economic landscape in Malawi. A deeper look shows that pursuing education later in life isn’t just about personal setbacks or inefficiencies. Instead, it often reflects responses to larger systemic issues, changing job-market needs, and evolving development opportunities. This perspective acknowledges that late-life education helps individuals adapt and thrive in a complex environment.
In a perfect world, we often envision an education system where everything falls into place: kids finish school on time, earn their degrees, and step into the job market ready to make the most of their skills and education. Unfortunately, that’s not the reality for many in Malawi. And I doubt if the case obtaining in Zambia is different from that in Malawi.
For many people, educational journeys are anything but smooth. Challenges such as poverty, family responsibilities, or the need to start working early disrupt their studies. Some people began their careers in public service or the private sector when qualifications were less stringent.
In Malawi, that pathway is frequently disrupted. Many people:
- stop school because of poverty,
- support siblings before themselves,
- enter low-paying jobs early,
- marry young,
- spend years in informal business,
- or work in government positions where qualifications were historically less strict.
As they reflect on their journey, they realise the world has evolved in ways they never anticipated. The diploma that once opened doors for them in 1993 is now just a piece of paper in a job market that has grown increasingly competitive. Today, employers are on the lookout for candidates with degrees, advanced qualifications, digital skills, and various professional certifications. This shift feels particularly striking in areas such as:
- the civil service,
- banking,
- education,
- NGOs,
- and development projects funded by institutions such as the World Bank, ADB and UNDP.
In many sectors, promotions are now heavily credential-driven. So, when a 54-year-old enrols in a master’s degree programme, it is often not vanity. It is survival.
Now, as the job market shifts to prioritise degrees and certifications, many find themselves in a tough spot, realising they need to go back to school, not because they want to, but because they have to. As demands change, especially in fields like government, finance, NGOs, and programs funded by outside donors, people are pushed to re-enter education to keep up and secure better opportunities for themselves and their families. The journey is often filled with obstacles, but the drive to improve their circumstances keeps them moving forward.
The economic argument against late schooling
From an economic standpoint, the concerns raised in this discussion make a lot of sense. Education is often seen as a long-term investment, and its benefits are typically greatest when you start early. For instance, someone who earns their degree at 25 has many years ahead to use that knowledge, earn a steady income, and build wealth. On the other hand, a person who finishes their education at 60 faces a much tighter timeline to see a return on that investment. This situation is particularly challenging in Malawi, where tuition fees are high relative to local incomes and retirement systems may not offer much support. Individuals might pour a lot of time and money into their education, only to realise they have a limited opportunity to break even on those costs before they retire. Additionally, the job market doesn’t always value qualifications gained later in life, especially in environments where age-related biases or strict career paths exist. This reality creates significant financial risks and uncertainties for older learners.
When discussing the value of education, it’s important to consider more than just the financial investment in degrees; we must also address credential inflation. Nowadays, it seems like everyone is pursuing higher qualifications, which can dilute the value of a degree. Having a degree alone does not guarantee that a person will be more productive or employable. Many individuals seek degrees more for status than for the skills that can genuinely enhance their work. Recently, public universities (UNIMA, Mzuni, MUBAS, KUHes, MUST, and LUANAR) have expanded admissions by introducing various entry routes, including open distance learning (ODL), satellite campuses, and e-learning platforms. At the same time, there has been a significant increase in the number of private universities (eg, Skyway, Unicaf, Pentecostal University, Exploits, Catholic University, University of Livingstonia, ABC, DMI, etc), putting additional pressure on the job market. This trend is particularly concerning when it comes to education later in life. For many, pursuing further studies at this stage may not lead to meaningful economic improvements. Instead, it often results in a collection of certifications that do not spur real innovation or improved outcomes. Additionally, there is a practical side to consider: spending years in education takes away valuable time that could be used to build assets, start a business, or plan for the future. This is especially relevant for Civil Servants, where official retirement safety nets are not comprehensive, stressing the need to evaluate the long-term benefits of educational pursuits.
But the counterargument is stronger than many admit
It’s important to recognise that suggesting late-life education is misguided, misses the bigger picture. Education offers benefits that go beyond just making money. It boosts our critical thinking, decision-making, and leadership skills. It also helps us adapt to new situations and environments, which is particularly valuable given the ever-evolving nature of governance and development challenges. Consider a civil servant who returns to school later in life; this investment in learning makes them more effective at managing public finances, shaping policies, or implementing programs. Similarly, a seasoned professional who picks up new skills may find opportunities in consultancy, mentorship, or advisory roles. This way, they continue to make a positive impact even after officially retiring. Education truly is a lifelong journey that enriches both the individual and society as a whole. Others do it late to inspire generations in their family lineage.
The rise of late-life education is closely tied to the unique historical and social factors in this country. Many people face economic challenges, struggle to access ongoing professional training, and have to deal with the long-lasting effects of past policy changes, all of which have slowed their educational journeys. So, when we see someone choosing to go back to school later in life, it’s important to understand that this decision isn’t just about personal ambition; it’s shaped by broader social issues. Blaming individuals for returning to education later without recognising these hurdles oversimplifies a much more complex situation.
The real problem is not late education, it is late planning
The core issue is not simply arriving late to school. The deeper problem lies in taking too long to strategically reposition oneself both economically and intellectually. There is a significant difference between the two. A person can either:
- Study late with a strategic approach,
- Or study late out of desperation.
These two situations are not the same.
People who return to school with a clear purpose, such as acquiring specialised skills, enhancing their governance capacity, or preparing for post-retirement roles, are more likely to gain significant benefits from their studies. In contrast, those who pursue qualifications as a last-minute effort to remain relevant in a changing labour market may experience limited returns. The timing of education is important, but so is its intent and alignment with broader career and life goals.
For Malawi, the key takeaway is straightforward: we should be fostering an environment that encourages learning at every stage of life, rather than pushing away those who start late. This means working on ways to make higher education more affordable and accessible for everyone, enhancing adult education programs, and motivating employers to support their employees’ training initiatives. Additionally, we should embrace flexible options such as evening classes and online learning to cater to diverse needs. By embedding the idea of lifelong learning into our culture, Malawi help its people stay current and adapt effortlessly to the ever-evolving economic landscape and technological advancements. This approach not only empowers individuals but also strengthens our society as a whole.
It’s important for us to focus on how we think about age and education. Many people still hold the stereotype that learning is just for young students, which discourages older individuals from seeking out new opportunities that would benefit them and their communities. The truth is, mature students often come with a wealth of experience and a strong sense of discipline. They bring practical insights to the classroom that enhance not only their own learning journey but also their classmates’. Embracing diverse ages in education creates a richer, more vibrant learning environment for everyone involved.
Conclusion
While it’s true that investing in education later in life might not yield the same economic benefits as earlier investment, this perspective doesn’t fully grasp the unique situation in Malawi. We shouldn’t view adult education as a failure or a waste but rather as a positive response to the challenges people face. Instead of discouraging those who decide to return to school later, we should promote a culture of continuous learning from a young age. By doing this, we can build a stronger, more skilled, and adaptable workforce that meets the changing needs of our development journey.
Final reflection
The guest on the programme is correct to warn against complacency and delayed personal development. There is wisdom in encouraging young people to pursue education, skills, and financial stability early. But reducing late-life education to failure oversimplifies Malawi’s realities. In a fragile economy with interrupted career pathways, lifelong learning is not a luxury; it is often an adaptive necessity. The better national message should be this: Start early if you can. But if life delays you, do not stop growing.
That is a more economically grounded, socially fair, and development-oriented position for Malawi. So, let’s get that paper and keep winning.
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