The decision by Malawi’s public universities to increase tuition fees by 100 percent has sparked concern among students, parents and education stakeholders, raising questions about whether the move will improve the quality of higher education or simply make education services less accessible.
Beginning with the 2026-27 academic year, the University of Malawi (Unima), Mzuzu University (Mzuni), Lilongwe University of Agriculture and Natural Resources (Luanar), Malawi University of Science and Technology (Must) and Malawi University of Business and Applied Sciences (Mubas) have increased annual tuition fees from K650,000 to K1,300,000. Kamuzu University of Health Sciences (Kuhes) has also doubled its annual tuition fees from K1,000,000 to K2,000,000.
In their respective statements, the universities explained that the adjustments were necessary because of the rising cost of delivering quality higher education, driven by inflation and the country’s prevailing economic challenges.
However, an important question remains: What quality of education are the institutions referring to, and where does student welfare fit into that equation?
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For years, many students have struggled to raise the previous tuition fees of K650,000, often turning to social media and well-wishers for financial assistance. With tuition now doubled, many families are wondering how they will afford higher education.
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Quality education should not only be measured by the certificates students receive upon graduation; it should also reflect the learning environment and the welfare of students. One of the biggest challenges facing public universities is inadequate student accommodation.
Despite increased enrolment, including the introduction of double cohorts in some institutions, investment in student welfare has not kept pace. Most public universities have limited hostel space, forcing thousands of students to rent rooms in expensive private hostels located far from campus. This not only increases the financial burden on families but also affects students’ academic performance, as many struggle to access libraries, laboratories and lecture rooms conveniently.
The situation involving Kamuzu University of Health Sciences is a clear example. Some Kuhes students are currently using facilities at Mubas because of inadequate infrastructure at their own institution. This raises an important question: where will these students be accommodated when Mubas students return from their academic break?
These concerns demonstrate that expanding access to higher education must be accompanied by adequate investment in infrastructure and student support services.
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The government and other stakeholders should, therefore, prioritise improving university infrastructure, particularly student accommodat ion. According to Maslow’s Hierarchy of Needs, shelter is among the most fundamental human needs. Students cannot be expected to perform at their best academically if they are struggling to secure safe and affordable accommodation.
Equally important is the role of the Higher Education Students’ Loans and Grants Board (HESLGB). Thousands of students from underprivileged families depend on government loans and grants to finance both tuition and living expenses. As tuition fees have now doubled, many beneficiaries are uncertain on whether the board will also increase tuition support and upkeep allowances.
The HESLGB should communicate its position as soon as possible. Early clarification would allow students and their families to plan accordingly and, where necessary, seek alternative sources of financial support before the academic year begins.
Higher education remains one of the most important investments a country can make. While universities may have legitimate reasons for reviewing tuition fees, such decisions should be matched with meaningful improvements in infrastructure, student welfare and financial support systems. Otherwise, the promise of quality education risks becoming increasingly out of reach for many deserving Malawian students.
