This paper examined the disparities in educational gap in primary schools in Malawi. The results showed that it was not possible to put together“vulnerable children”in the context of inclusive education. Even for girls with disabilities, the enrollment situation varies greatly depending on the place of residence, the type of disability, and the severity of the disability. It cannot be said that such natural facts have been fully considered in educational researches and educational policies in Africa.
It has been considered that children with disadvantaged socio-economic factors such as gender, place of residence, and disability would be marginalized compared with those without them. In other words, it is generally said that the more challenging factors children have, the more likely they are to be put in a disadvantageous situation. However, as shown in this study, it would be difficult to grasp the actual conditions of children's school attendance in developing countries with a simple structure which is comprised of the perspectives of gender, place of residence and disability.
In addition, the research results will provide practical implications for the international educational cooperation. For example, there is a belief that gender disparity will promote the improvement of girls' education, but actually, boys living in ordinary rural areas will be forced into difficult situations in Malawi. If we examine closely the“differences in education gaps,”we will end up with individual cases, and it would be ideal to suggest education policy that can meet the particular needs of each individual. However, in actual educational practice in developing countries, the best education policy is implemented with limited resources. Rather than prioritizing only the impressions and the apparent effects of aid, more detailed cooperation based on empirical analysis of the current situation is required.