• DAPP Malawi is in 2020 celebrating 25 years of active involvement in development work with communities through out the country

  • DAPP is implementing 17 projects within education, health, agriculture and community development in 25 district that span across the country's three regions

Case Story – Alisha Kalua, Mzimba

Alisha Kalua comes from Mukhulu village in Traditional Authority Ntchindi in Mzimba district. She is 26 years old, married with one child.
In June 2018, she was enrolled for a six months basic Cobbler and Shoe Making course offered by DAPP Mikolongwe Vocational School at its Satellite Centre in Mzimba, under DAPP Mzimba Teachers Training College.
The six-month shoe making training equips young women and men with basic shoe making, repairing and entrepreneurial skills. Following her training at Mzimba Satellite Centre, Alisha had an opportunity to further advance the vocational training at Mikolongwe Vocational School campus in Chiradzulu, where she was trained for another six months in advanced shoe making course.

Alisha on her workstation

Alisha on her workstation

Alisha showcases some of the shoes she has made

Alisha showcases some of the shoes she has made


By course design, students receive start up tools in groups of three upon successful completion of the training. This is done to enable them to establish small scale businesses.
“After our training at Mzimba centre, we received start up tools which include a shoe sewing machine in a group of three to work as a trio, currently we are two of us renting this room and using the machine while the third person went to school for a training in another field,” said Alisha.
Alisha and her colleague are based in Euthini, an approximately 100 kilometres from Mzimba district council. A hard to reach area, she narrates that their challenge in their business has been finding materials especially different types of leather in order to produce materials that meet their customers’ demands.
However, she said operating in her area is also advantageous as the two are only ones that are making shoes in the area.
“We have a lot of customers here, it’s like almost all people that want a shoe made will come to us because we are the only ones producing shoes without much competition,” she said.
Alisha and her colleague have been operating their shops for less than three months at Euthini Trading centre. She said despite the setbacks that are materials for producing a variety of shoes, they are able to make more than 50 thousand Kwacha in a month.
They say as a team, their plan in the short term is to save up from their earnings and purchase materials in bulk which will enable them to meet the market demands.
The Cobbler and Shoe making course is a vocational training that benefits underprivileged young women and men. The aim is to equip them with skills and knowledge that will enable them start up a small scale business or secure an employment thereby alleviating their poverty.
The project is financed by Sympany of Netherlands and targets to reach 225 youth across the country.

 

Continued Learning in Times of the Pandemic

The World Health Organisation declared the Coronavirus a pandemic in March 2020 following an outbreak that started in China and spread in other countries across the world.

Following this declaration, the government of Malawi through the Ministry of Education, Science and Technology ordered the closure of all schools in Malawi until further notice.

DAPP Malawi education programs were among institutions and implementations affected by the development.
However, learning doesn’t stop in some of the projects. DAPP Mikolongwe Vocational school offers technical and entrepreneurial trainings to Malawian youth. In a quest to ensure continued learning, one of the courses, Cobbler and Shoe making, has adapted to using social media platforms like WhatsApp to deliver lessons to students while they are home.

A graduate shoe maker working on his station

A graduate shoe maker working on his station

Students work in trios while at home

Students work in trios while at home

A class of over 50 students from four cohorts have organised themselves in an online group where their instructor delivers lessons and assignments.
According to one of the Instructors Mr Daniel Mkama, two lessons are being delivered weekly and students will put into practice what has been taught.
“The class comprises of students that were enrolled in different cohorts while some are behind in their lessons and others are at an advanced stage but what we are delivering to them is what they can manage to do while home. Some of the students received start up tools so they will be able to work since the also operate in trios (a group of three),” explained Mkama.

In one of the lessons, the Instructor share with the students on how they can produce stitching patterns on leather shoes that can last up to three years.
“These stitches will strengthen the weaknesses that arise between the adhesive that arises between the adhesive that is used when joining the lining and the outer material. This means the inside and outer materials are joined to strengthen the whole shoe,” read part of the lesson.

The students enrolled in Shoe Making work in trios for continues sharing of ideas and experiences. In the groups of three, they receive start up tools upon completion of their training to start up small scale businesses.
The Cobbler and Shoe Making courses is being run with funding assistance from Sympany of Netherlands.

DAPP Mikolongwe Vocational school has to date trained over 10,900 youth since its establishment in 1997.

 

19 Graduate with certificates in Tourism & Hospitality

Between July 2019 to February 2020, Development Aid for People to People (DAPP) Malawi in partnership with Swiss Foundation for Solidarity in Tourism (SST) through Humana People to People Italia implemented a hospitality and tourism training project at DAPP Chilangoma Teacher Training College in Blantyre. The project was implemented with support from the Malawi government through the Technical, Entrepreneur and Vocational Education Training (TEVETA)

A graduate receiving her certificate

A graduate receiving her certificate

Guest of honour visiting a pavillion

Guest of honour visiting a pavillion

On 6th March, 19 students, 17 girls and 2 boys graduated with certificates in Hospitality and Tourism. Presiding over the graduation ceremony was Mr. Jordan Banda, TEVETA Senior Training Program Specialist-Informal Sector for Blantyre district congratulated the students for making it. “As TEVETA, we cannot manage to train all the youth in Malawi and through these initiatives of NGOs like DAPP, it goes a long way in supporting the government’s efforts in equipping youth with vocational skills” He said.

“The graduates have undergone intensive training and I believe they will deliver in the workforce” said Project leader Mr. Richard Mwamdaza

One of the grandaunts, Elizabeth Jere said “I always dreamt of working in the Tourism and hospitality industry and that dream has come true today” she said

Through the course, 21 youth were recruited to undergo eight months training comprising of six months theory at the college coupled with two months attachment placement in local lodges and hotels across Blantyre district.

 

Extra Curriculum activities equip pupils with new skills

The 400 Primary Schools is a DAPP Malawi’s education program that brings together and encourages graduated teachers from DAPP Teachers Training Colleges (TTC) to stick together. They meet regularly to share ideas and knowledge on how they can improve the learning and living environments around their various schools. 

Learners proud of their work

Learners proud of their work

Mr Banda holds  the product

Mr Banda holds the product

Austin Banda is member of network also known as We do more teachers. He graduated from DAPP Chilangoma TTC in 2008 and is currently teaching in standard 7 at Mchilingano Primary school in Mchengawedi education zone traditional authority Malemia in Zomba district.

“I teach Expressive arts, Chichewa, Life skills and Religious education. Apart from these, the 400 primary school network teaches us the importance of holding extra curriculum activities. One of the activities that I host is organizing learners in small groups where they help each other in learning, this is called club. The learners are currently learning the art of sewing through the production of various sports attires” says Austin.

Through these lessons, leaners are then able to pass the skills on to their fellow learners, family members and the community “The lesson shall help learners to make their clothes and sell some to earn and income” said Austin

The 400 Primary Schools project started in 2012 with 16 teachers but is currently working with 100 teachers who are working in 80 primary schools across 18 districts in Malawi.

 

 

Leaving no-one behind: education key in achieving the 2030 UN Sustainable Development Goals

Humana People to People (HPP) joins the rest of the world in marking International Education Day commemorated annually on 24 January, to honour education and its critical importance to human well-being and sustainable development. The theme this year is ‘Learning for people, planet, prosperity and peace’.

The 2020 celebration positions education and learning as humanity’s greatest transformative tool , thus a fundamental universal right and a public good. Education is an enabler of the United Nations (UN) 2030 Agenda for Sustainable Development. As such, drawing attention to “inclusive and equitable education” is integral in accelerating progress to meet the 17 targets of the Sustainable Development Goals (SDGs).

Education is at the heart of both personal and community development. Its purpose is to help develop and fully realize and embrace talent and creative potential, including taking responsibility for life and positively contributing to society. Education is a powerful catalyst for combating poverty and inequality, improving health and well-being, and overcoming stigma and discrimination. It is the key to achieving gender equality and vital for healthy lives and informed decisions at family and community level..

United Nations Education and Scientific Culture Organisation (UNESCO:2020) reveals that 258 million children and youth do not attend school, 617 million children and adolescents cannot read and do basic math, with less than 40% of girls in sub-Saharan Africa completing lower secondary school.

Globally, the UN estimates that 69 million new teachers are required to achieve universal primary and secondary education by 2030. Lack of skilled teachers hinders progress towards achieving universal primary or secondary education, with many untrained teachers and children failing to receive proper education.

For more than 25 years, HPP has been actively working to promote access to education for marginalized children in Africa and India. Engaging the HPP teacher training model, this initiative was first implemented in Maputo, Mozambique in 1993. The concept has since grown and is now being taught in 53 colleges operated by members of HPP in Angola, Congo DR, Guinea Bissau, India, Malawi, Mozambique and Zambia. Through these colleges, 42,000 primary school teachers have been trained. The majority of teachers work in remote rural communities, positively impacting on the learning outcomes of millions of children.

Close to 5,000 primary school teachers graduate yearly from HPP teacher training colleges. Many then choose to further develop their profession by joining the member’s national networks of graduated teachers committed to improving conditions of primary school education by strengthening the quality of teaching pedagogy through teaching materials, sharing experiences and finding solutions to emerging challenges.

Watch a film about DAPP Malawi’s teacher training here.

 

Members of Humana People to People

hpp logowww.humana.org

Contact DAPP Malawi

DAPP Malawi
Plot No. BE 314, Salmin Armour Road
Ginnery Corner, Blantyre

Comment or queries on the website: