In the next 24 years, the Malawian population is expected to double, a development that will inevitably affect access to land and land holding sizes. As access to land is already limited, securing food for the growing population will require policy shifts including the promotion of agricultural intensification. Malawi's economy depends on the agricultural sector, and this paper addresses the generational perspective of agricultural intensification, with specific focus on youth and elderly in smallholder production systems. Despite wide recognition that an overwhelmingly large share of the Malawian population is young, our research finds that the younger generation have less access to land than the older generations. The elderly are limited in farming due to the physical labour required for agriculture, yet they withhold their pieces of land. Our research shows that maize yields have remained low between 2008 and 2017, and that the elderly have had the lowest yields. The potential for sustainable agricultural intensification therefore remains low until access to land and financial support for the youth receive special attention in all relevant circles including policy discourses. The paper situates the findings from this study within the broader scholarship on generational changes and perceptions in relation to access to resources for production.

The purpose of the article is to discuss the term 'quality' in relation to primary education in Tanzania, and to contextualize quality and identify the premises for obtaining quality in primary school education in rural and urban settings. To understand opinions about the quality of education and the current situation in primary schools, the author conducted interviews with teachers and focus group discussions with parents and caregivers in Iringa town and three villages in Iringa Region. The findings indicate a general consensus, regardless of geographical setting, that quality in primary education is primarily measurable through national exams. However, surrounding circumstances such as infrastructure and poverty have a great impact on the quality of education in rural primary schools. Lack of water and electricity, and poor transport networks have consequences for schooling by limiting children's, parents', and teachers' access to school supplies and limiting the ability of officials to carry out monitoring activities. The author concludes that the premises for providing and receiving education vary to a great extent, depending on geographical setting, and favour urban youths with respect to their further education.

This article explores the financial dilemma from a household level perspective of paying for primary education in Tanzania. In 2001, the primary education fee was abolished in a serious attempt to achieve free universal primary education. By eliminating what was perceived as the main obstacle for reaching education for all, the enrollment rates were expected to increase. However, the schools themselves are unable to manage with the government's capitation grant only and in order to cope with increasing enrollment rates, households are asked for contributions to cover the expenses of school supplies, food and administrative costs. Based on fieldwork in Iringa Region, this article shows that education today is the main expenditure item for the majority of rural families. Despite a striking difference in housing standard and welfare between the three villages covered by the study, the data indicate a consistent outcome: education, even 'free' primary education is expensive in the rural context and families spend a large proportion of their income in order to secure a future of their children. Unlike previous research, children are not found to be withdrawn from school in order to help households with farming or domestic work.

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