ANALYSE THE EFFECTS OF “JANDO” CULTURE PRACTICE IN MALAWI AMONG BOY CHILD ON THEIR ACADEMIC: CASE STUDY AT GROUP VILLAGE HEADMAN MANGWALE, (T/A) MAVWERE, MCHINJI

Analysis of the effects of jando cultural practice on the academic performance of boy children in malawi is a socio-cultural and educational study that examines how traditional initiation practices influence boys’ schooling outcomes, using Group Village Headman Mangwale under Traditional Authority (T/A) Mawere in Mchinji District as a case study. Jando is a widely practiced rite of passage that marks the transition of boys from childhood to adulthood and plays an important role in transmitting cultural values, discipline, moral behavior and community responsibilities among many Malawian communities.

Despite its cultural significance, concerns have emerged regarding the compatibility of Jando practices with formal education. This study sought to assess the extent to which participation in Jando affects school attendance, academic performance, and learner engagement. A mixed- methods research approach was employed to provide comprehensive insights. Quantitative data were collected through structured questionnaires administered to 120 male pupils aged 10–18 years, while qualitative data were obtained through interviews with parents, teachers, and traditional leaders.

The findings indicate that prolonged absence from school during Jando initiation periods is closely associated with negative academic outcomes. Many boys who participated in initiation camps recorded lower test scores, reduced classroom participation, increased repetition of classes, and a higher likelihood of dropping out of school. Qualitative findings further reveal that some boys experience psychological stress, fatigue, and difficulty readjusting to school routines after initiation, which negatively affects concentration and motivation to learn.

The study concludes that while Jando remains culturally valuable, lack of alignment with school calendars and limited academic support undermine boys’ educational progress. It recommends collaboration among educators, parents. traditional leaders, and policymakers to harmonize cultural.