The Morality of Distributive Justice: A Christian Call for Government Support to Faith-Based Universities in Malawi and Zambia

Abstract

This paper explores the moral and theological imperative of distributive justice as a basis for equitable government support to faith-based universities in Malawi and Zambia. Despite their significant contributions to national development, private religious institutions-including Seventh-day Adventist (SDA), Reformed Church of Zambia (RCZ), Church of Central African Presbyterian (CCAP), Baptist, Catholic, and Islamic universities, remain largely excluded from government financial assistance, even though their students, faculty, and guardians contribute taxes that sustain public systems. Drawing on John Rawls’s theory of distributive justice and Christian ethical principles, the study contends that government support for non-profit faith-based higher education is both a moral obligation and a recognition of human rights. Empirical evidence from Malawi and Zambia indicates that these institutions consistently produce highly employable graduates and complement government efforts in expanding access to quality education. The paper argues that equitable resource allocation would not only enhance sustainability across all higher education institutions but also promote justice, fairness, and the common good as enshrined in the constitutions of both countries. The findings carry particular implications for SDA and other faith-based universities, highlighting their indispensable role in shaping ethical, skilled, and socially responsible citizens. This study combines theological ethics and moral philosophy with emerging empirical data-such as enrollment patterns, funding disparities, and graduate employability-to substantiate its argument. It draws upon Rawlsian fairness, Christian ethics, and African communitarian principles to propose an inclusive distributive justice framework for higher education policy reform. (NCHE, 2023; Ministry of Education, 2022). It draws upon Rawlsian fairness (Rawls, 1971), Christian ethics (Tillich, 1954), and African communitarian principles such as Ubuntu (Mbiti, 1969; Shutte, 2001) to propose an inclusive distributive justice framework for higher education policy reform.