A student of teaching goes to Africa

Radford University student Vandy Pullen took a break from basketball to teach African children.

Radford University student Vandy Pullen speaks to Malemia Primary School students and their parents before handing out new uniforms. As a part of Radford's College of Education and Human Development's study-abroad program, Pullen traveled with several other students to Africa to teach in the Republic of Malawi.


RADFORD -- Radford University basketball player Vandy Pullen proved her ability to contribute on the court last season.

Starting June 21, Pullen had a month to prove her abilities in another arena. As a part of Radford's College of Education and Human Development's study-abroad program, Pullen traveled with several other students to Africa to teach in the Republic of Malawi.

Malawi is bordered by Mozambique, Tanzania and Zambia in southeast Africa. Pullen and her counterparts stayed at a lodge in the town of Zomba and taught at nearby Malemia Primary School.

Pullen, an elementary education major, had no prior teaching experience before arriving in Malawi. There, she taught sixth grade and worked classes as large as 46 students. That first taste of teaching was intimidating.

"When I first arrived, I was pretty tense because I'd never been out of the U.S. before," Pullen said. "But over time, I became more relaxed because the people were very welcoming and the students were very respectful."

Pullen would have preferred to teach math but was assigned to teach science and technology in Malawi. In the process, she found out the science curriculum in Malawi is different from the United States. She had to teach children about issues such as food preservation and treating common injuries such as cuts and bruises.

Although they speak English, most Malawian students primarily use the Chichewa language. No matter what the topic, communication was an issue for Pullen and her counterparts from Radford.

"The language barrier sometimes frustrated me," Pullen said. "I struggled with the fact that the kids didn't seem to comprehend everything. They would understand some things, but then be confused as I continued into deeper aspects of subjects. They understand and speak English, but sometimes the wording had to be different than what I'm used to for them to comprehend what I was saying."

Fortunately for Pullen, her teaching mentor in Malawi spoke excellent English. A native of Malawi, the teacher had 52 years experience when he retired. However, he returned to teaching because he realized how important his services were in his native country.

Jennifer Jones of Radford's College of Education and Human Development was the overseeing professor for the trip. She quickly noticed how Pullen responded to her mentor.

"Communication was definitely the biggest challenge because while they do speak English, it is very different," Jones said. "Students are still learning the language and not quite proficient yet. But I do feel like Vandy worked extremely well with her mentor teacher to make sure she was communicating effectively. She was nervous in the beginning, but I saw her become very confident as a teacher. She seemed to be a natural in the classroom."

By the end of the month in Malawi, Pullen not only learned how to communicate but also perhaps to motivate as well. Malawi's culture typically calls for women to drop out of school to either get married or help their families. Pullen worked with the study-abroad program to provide new uniforms and a new outlook for her sixth grade girls.

"Vandy had the idea to get every girl in the sixth grade a new uniform," Jones said. "Vandy paid for a portion of the uniforms, and we used some other money from supporters who offered funds in case there was a need in Malawi. The school brought the parents in and Vandy presented the uniform to each girl. She basically told the students and their parents that by accepting the uniform, they promised to stay in school. She was very eloquent, and I think it did a lot to motivate the students."

Such leadership and communication will undoubtedly help the redshirt senior in her final season at Radford. The Highlanders will have a new coach this season in Tajama Ngongba. Pullen thinks the lessons learned in Malawi could translate onto the court.

"I think this experience could help me in basketball because of the communication factor," Pullen said. "Communicating with teammates is vital, just as it was while I was in Malawi. I'm excited about this season because it's my last year. We lost two great post players, but we're a good team overall and I think we'll do well this season."

In her second season with the Highlanders after transferring from Maine, Pullen started 34 games, averaging 9.9 points and 3.5 rebounds per game.

As for her life after basketball, Pullen's experience this summer reassured her of interest in teaching.

"I definitely went to Africa as a student of teaching, but I came back with a much more educational-driven mindset," Pullen said. "I learned a lot about making lessons for students, and having to cater lessons in another country was very challenging. I thought I wanted to teach in the third-grade range, but now I think I want to do middle school. Maybe one day I'll make it to the college level."

Jones is confident in Pullen's abilities away from the basketball court as well.

"I definitely think she'll be a great teacher," Jones said. "Seeing her step into this situation where they have no books, difficulty communicating, and hardly any materials was impressive. Vandy was flexible, creative, and she studied to make sure that her lessons were accurate. I saw the beginnings of a wonderful teacher in her."

Malawi parliament condoles Zambians over Mwanawasa’s death

The Malawi parliament, sitting in the capital Lilongwe on Friday, has sent a message of condolence to people of Zambia following President Levy Mwanawasa’s death in Paris, France, on Tuesday.

Speaking on behalf of his fellow legislators, House leader Henry Chimunthu Banda said Mwanawasa’s departure was a great loss, not only to the people of Zambia, but to Africa as well.

"Africa, particularly the Southern African Development Community (SADC), has lost a son who assisted in the development of the entire region," he said.

Mwanawasa, until a few days before his death, was the chairperson of SADC. That role has now been passed on to South African President Thabo Mbeki following the regional summit last weekend.

Meanwhile, State House Press Officer Chikumbutso Mtumodzi has announced that President Bingu wa Mutharika will attend the burial ceremony, whose funeral date has not been announced yet.

Mwanawasa’s remains return to Lusaka, the Zambian capital, from Paris on Sunday.

Bank sets aside $200m for Malawi development projects

The African Development Bank (AfDB) has set aside $200-million to finance development projects in Malawi from this year until 2010 under its soft loan lending cycle.

This is more than double the funding allocated to Malawi for a two-year period from the previous $80-million.

AfDB president Donald Kaberuka says the AfDB decided to increase the allocation for Malawi because it was impressed by the economic reforms undertaken by President Bingu wa Mutharika’s government.

“These reform efforts are leading to major developments in the delivery of social ser- vices and in other areas that visibly [improve] the lives of people,” he says.

The Malawi government priority areas under the Malawi Growth and Development Strategy include agriculture and food security, irrigation and water development, and transport and communications.
“After implementing these top priorities for the last four years, we have achieved remarkable stability in our macroeconomic indicators. “The average annual growth rate between 2005 and 2007 was above 7% a year. Inflation dropped from 17,1% in 2004 to about 7,8% in 2007. “Our foreign exchange rate has been stable and predictable,” says Wa Mutharika.

The AfDB last month approved a loan and two grants totalling $47,5-million for Malawi’s National Water Development Programme.

Currently, the AfDB group is involved in nine operations in Malawi worth $170-million, which are mainly in the economic and social sectors, including rural infrastructure development.

Meanwhile, the AfDB has outlined a four-point economic growth agenda for Africa, which is expected to run from 2008 to 2012, with emphasis on infrastructure development.

Kaberuka says that, under this medium-term strategy, the AfDB will direct 50% of its resources towards developing infrastructure on the continent, while the other key areas will include governance, aimed at the establishment of regional institutions, the development of the private sector and regional integration.

“Africa can only grow [if there is an] emphasis on infrastructure development and the other three areas. {Infrastructure touches on everything. It is the key to stable institutions and it is the key to economic growth.”
He says Africa, which holds 10% of the world’s oil reserves and 8% of its gas reserves, has failed to develop over the years because it has not done well in these four areas.

“Our strategy now is to get a growth agenda in Africa and multiply access to education, health facilities, information technology, and many other essential needs,” says Kaberuka.

New classrooms create a renewed enthusiasm for school in Malawi

UNICEF has built new classrooms for the students at Thembe Primary School in Malawi. The new rooms replace old, sub-standard facilities that made learning difficult.

MULANJE, Malawi, 21 August 2008 — Thembe Primary School has seen better days. Nestled at the foot of Mount Mulanje in southern Malawi, the school was built in 1957, before the country gained independence.

The school’s buildings are decrepit, the decayed walls barely disguising the obvious: a school in dire need of an extreme makeover. More than 1,000 pupils attend classes here, with each class holding an average of 150 students.

Learning is difficult

Inside the Standard One class, 280 pupils sit crowded together on a potholed floor without enough legroom, their clothing dirtied by the earth. There is no door and the windows are gaping holes that make learning all but impossible in the winter and rainy seasons.

Ellaton Gawani, the teacher, does his best to liven up the atmosphere, but he privately acknowledges that these children, aged between 7 and 10, deserve better.

“Sitting on the floor makes learning difficult for these children,” he says. “Their concentration is not 100 per cent and they are always preoccupied with keeping their clothes and books clean.”

New classrooms

A new era, however, is about to dawn. Next to the old classrooms are two shiny blocks of four classrooms being built by UNICEF, with funding from the Schools for Africa Initiative. Construction is nearing completion, with first and second graders soon expected to take up the spaces.

“The new classrooms have cement floors, are well ventilated and have enough space for effective work,” says Gawani. “With a lockable door, I’ll be able to leave teaching materials on the walls without worrying that they’ll be stolen.”

Improved learning

The headmaster, Robert Limbani, is elated and believes the new classrooms will improve learning and facilitate better interaction between the pupils and teachers.

“My dream is to see this school become a model of excellent teaching and learning,” he says. “What UNICEF has done is good for the children and the teachers – not only for now, but for many more years to come.”

In addition to the new classrooms, UNICEF has constructed 10 sturdy new latrines. The floors of the old latrines were made of creaky eucalyptus timber that posed immense risks.

“We were always afraid of falling into the pit,” says eighth-grader Fred Livala. “The foundations of the new toilets are stronger, as they are made of cement. We now also have water to wash our hands after using the toilet.”

Attendance improved

Mr. Limbani says the new facilities have improved attendance, especially for girls. His Standard Eight class, which will sit examinations at the end of the year, is evenly split between boys and girls. Mr. Limbani is optimistic that the improved attendance will lead to higher academic achievements.

“I am looking forward to the school improving its pass rate in the Primary School Examinations as compared to last year,” he says.

Caroline Gibson’s Weblog:Village Life

After the relative luxury of the lodge (own room, double bed etc) and visits to markets to buy lengths of material etc. Caroline yesterday made her move to the village. This journey was made in the back of a Land Rover (the condition of the vehicle can only be imagined!) over very bumpy dirt tracks.

Her family speak no English at all, but the teacher from the school is near by and seems to be looking after her. Although she did say on the phone today that she had to be careful what she said as the teacher was in close proximity, despite the fact that she has a long walk up a big hill to gain mobile reception - she may have a stalker! Caroline, as you would expect, has already noted the opportunity to do some hill reps using said hill as part of her training!

Her accommodation now consists of a small mud hut. A communal living area with a rug on the floor, and two bedrooms. One for her and one for the family. The ‘hole in the ground’ is communal and does not have a door. The advice to clap if you hear someone coming does not sound too reassuring and she hadn’t used the facilities yet! If I know my wife, she’ll be refusing to drink to avoid the trauma!

The washing/shower area is also communal, and similarly has no door, although it does have “lovely hot water”. She has the material she bought at the market to give some privacy, and I suggested showering in her bikini (Big Brother stylee) to avoid any embarrassment!

She had just had a lunch of potato and beans when I spoke to her, however she says that the family did not have anything to eat themselves. The headteacher, a male, in her school is new to the role so she has a lot to work with. School finishes at 1pm each day so she is a little concerned as to how she will keep herself busy in the afternoons and on the weekends.

She has already spied the school football pitch as a potential training area, but is concerned that she would not be wearing a skirt when she ran. The wearing of a skirt appears to be the thing to do (I assume that doesn’t include the men though!). The teacher, perhaps seeing a means of escape herself, has promised to wear trousers and accompany Caroline as back-up one day - though I don’t think this involved running. It was also suggested that she show people the photos of her running at home so that they would understand the lycra running kit - it must be so strange for them to see such things.

Caroline was hoping to text me a photo from the hill she was standing on when she called. It hasn’t arrived, but she has never been technically gifted when phones are involved!