Understanding Malawi: The Journey to Success 

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No road to success is ever easy – even those ‘overnight celebrities’ will have had untold levels of rejection, sacrifice and hard-work… 

It’s fair to say that not all of life’s journeys play out the way you hope. Often you will find yourself skipping down planned and mapped out pathways which will, as life would have it, end up leading to obstacles and dead ends. Yet that narrow walkway that appears more challenging often transcends to wide-open landscapes of opportunity. You can’t say Ronan Keating didn’t warn us all – life is truly a rollercoaster! 


I think everyone at some stage considers there ‘sliding doors’ moment – unless you have a portal to a parallel universe nobody can ever be sure they truly made the right choice when a decision was to be made. There are, of course, ‘wrong’ decisions that you make across a lifetime that lead your future-self to having the opportunity to positively impact yours or someone else’s life. Despite knowing what comes from that, would you go back and change the original mistake? Would you change it? 

No road to success is ever easy – even those ‘overnight celebrities’ will have had untold levels of rejection, sacrifice and hard-work… well, most anyway!   


Here at The Sparkle Foundation, we wouldn’t change our past in a bid to create a brighter future. For us, it’s the journey that has taught us to understand the wider picture. Mistakes happen, it’s your reaction to those mistakes that truly defines us. Can you grow in a new direction? Can you use it to empower people in our communities in which we work so that they can make their own way? 


A life or death decision 


We’ve all seen the charity adverts on TV. The emotive advert that always appears to pop-up when you are inevitably at your most gluttonous. The thirty-second showcase of Malawians and those within the country desperately needing to be saved. You know the one – well, let me stop you there and get one thing clear. 


Malawi does not need saving. 


Malawi is an amazing country with unbelievable amounts of talent and innovation. Due to the role the NGO sector has played over the last 100 years, a donor dependent society has developed, trapping the people in a vicious circle. Charities for years have come into the country with a top down approach, driving around in their luxury 4x4s and throwing money at issues, rather than addressing the need and working hand in hand with the communities they impact. 

 

The ‘I know best’ attitude combined with white saviorism and voluntourism has fueled an ugly movement within the charity sector which needs to be addressed and changed. Quickly. 

The Sparkle Foundation has learnt from the Malawian people. Understanding where resources are needed, what cultural differences need to be respected and what holistically should be implemented to benefit the wider community. 


It was back in 2008 when I visited Malawi for the first time, volunteering at an orphanage as part of a gap year before university. To abide by the laws of the country, I lived with a local girl for six weeks and I was well looked after, including being handsomely fed throughout my time there. However, due to the severe changes in my diet, I suffered a bowel blockage and was rushed to the local hospital. Due to the severity of my condition, my survival required immediate surgery – but without sterilized equipment in that hospital the possibly of death was a significant amount higher. 


My friend was left with my life-or-death decision. He took what he believed to be the calculated decision and rushed me to a hospital in Blantyre where I was seen straight away, ahead of a long line of waiting patients. 


That decision saved my life. 


Once I was out of surgery, I was faced with news that shook me. I was told that many of the locals, including children, that had been waiting in that very queue that I unconsciously sailed past so that I could be saved had died. The sad reality is that I was most likely saved because of the colour of my skin and the ‘status’ that it seemingly gave me. 


There was one doctor to 77,000 patients at that time. In that moment I vowed that one day I would come back to Malawi to make a difference to at least one child’s life and repay my debt of gratitude. 

In 2012, I returned to Malawi to build a small nursery school as the first official project for The Sparkle Foundation. After just one year of the project’s completion, the school had been vandalized and was no longer operating. 


The people of Malawi didn’t need a nursery school – they needed someone to listen. They needed someone to focus on quality rather than quantity, and to help build a self-sufficient community that could be nurtured and grown from its own roots their way, not mine. 


I got it so wrong. Everything I know now that I don’t want to be, I was. I fell into the ‘white saviour trap’ and albeit my intentions have always stemmed from a good place, my actions now on reflection were not. I got burnt over and over again. From the family I stayed with in Malawi to the suppliers we worked with. It hurt like mad and everyone told me to give up and walk away, but I knew deep down I needed this to happen so I could learn from my mistakes and make amends. This was my problem and I needed to educate myself to understand and to grow the right way. 


So, in 2015, we officially registered The Sparkle Foundation as a UK charity and an international NGO and began supporting the people in Malawi so that they could build a community they would be proud of. 


A slow and steady growth 


They say it takes a village to raise a child – and as cliché as this sounds, it’s wholeheartedly true. The same can be said for The Sparkle Foundation. Not only have we helped Malawians grow, they’ve also helped Sparkle grow. We learn together. 


This slow and steady growth over the last five years has seen Malawi and The Sparkle Foundation build a nutrition programme, with Mary’s Meals Malawi. They provide a breakfast at 8am every morning to all nursery children. Once given a healthy meal to kickstart their day, our nursery children attend our high-quality pre-primary education programme, while those over six attend a wide range of educational activities. 


A diverse range of community programmes, such as an active women’s group, vegetable growing, and traditional song, dance and drama groups, are also in place to help develop key life skills for our community. In addition to the educational activities, we also provide community level first aid and health care for children, staff and vulnerable members, alongside an outpatient service with the Medical Council of Malawi approved clinic. 


With these programmes in place and by working with local partners, we can give the people of Malawi the best chance of generating an income, to stand on their own two feet, whatever their age or skill. By investing in training for our staff, all of whom originate from surrounding areas (some with zero qualifications), we have managed to create a successfully run leadership team that have educated more than 100 children, conducted 5,300 medical interventions and served 75,000 meals. All this, in combination with the generosity of our donors on an 80:20 initiative (80% international donations, 20% locally sourced) has meant The Sparkle Foundation has an outreach of 7,500 people, supporting 17 villages across Malawi. 


We care, we listen, we learn 


It’s clear that Malawi holds a special place in our hearts at Sparkle. Over the last five years, we’ve taken the time to listen to our staff, care for their families and learn about their individual situations, ensuring they are happy, safe and well. When things go wrong, we’re honest with each other and work through it together. In this sense, it’s important that Sparkle is strategic in its mission, vision and values – sticking to its purpose of focusing on quality rather than quantity. 


By keeping true to our purpose, we’ve declined money from international donors who wish for it to be spent in a very specific way. If it doesn’t benefit the Malawians or the project is unnecessary, unsuitable and unsustainable for a period of five years or more, why would we put our time, energy and efforts into developing it? Too often, charities digress and become fixated on growth when the focus is clearly elsewhere. We follow the need, not the money. 


Covid-19 is a prime example of this. Grants and emergency loans suddenly becoming available only for people who are offering services for the pandemic. This forced many charities to shift their strategies just to get an income and survive. With 50% of small charities set to close by the end of the year, my work now is about educating our donors and partners about international development and how by restricting how we spend our money, only restricts the impact we potentially make. 


At Sparkle, we don’t believe that continually pouring money into a project is effective in solving the roots of a problem. It’s why our long-term view is to work with smaller charities under The Sparkle Foundation and cultivate them from the ground up to support vulnerable people and offer them a brighter future. This means we can share our knowledge, avoid making the same mistakes, and learn from the experience to make a difference elsewhere. 


Like Malawians, The Sparkle Foundation must stand on its own two feet. Without the support of the locals here in Malawi, our international donors, army of volunteers, outreach programmes and collaborating with external stakeholders and other not-for-profit organisations, The Sparkle Foundation wouldn’t be where it is today. And for that, we are eternally grateful. 



For more information on The Sparkle Foundation and the work carried out in Malawi, please visit: https://sparklemalawi.org/. Alternatively, if you wish to donate or buy a Sparkle Gift Card, please visit The Sparkle Foundation – Cards (mytoggle.io). £5 can provide child with an education pack. 


The Art of Teaching: What Every Early Childhood Educator Needs to Make a Lasting Impact

By chimwemwe gawa • June 6, 2025
Teaching really is an art. It’s not just about passing on knowledge, it’s about nurturing curiosity, guiding young minds and helping to shape the future. And in Early Childhood Development, or ECD, this couldn’t be more true. These early years are when children begin to discover who they are and how the world works. What they learn – and how they’re taught – can have a lasting impact on the rest of their lives. To make that impact count, ECD teachers need more than just passion. They need the right skills, the right mindset, and the willingness to grow alongside the children they teach. Here are a few key areas every ECD teacher should embrace to make a real, lasting difference. Creating A Supportive And Well-Managed Classroom Every child deserves to feel safe, valued and inspired when they step into the classroom. Good classroom management doesn’t mean being strict for the sake of it, it means creating an environment where children feel confident to explore and express themselves. It’s about clear routines, mutual respect and a lot of patience. Children thrive when they know what to expect and feel secure in their surroundings. And when the classroom feels calm and consistent, learning becomes something joyful rather than stressful. At this stage of life, it's not just about what they learn, but how they feel while they’re learning. A positive classroom can build confidence, resilience and a genuine love for education..

Changing Mindsets, Transforming Communities to Embrace Early Childhood Education

By chimwemwe gawa • May 2, 2025
Early Childhood Development (ECD) is one of the most powerful tools for shaping a child’s future. The early years, particularly before the age of five, are vital for brain development and lay the groundwork for learning, social interaction, and emotional wellbeing. Yet in many communities, ECD remains undervalued, overlooked, or even disregarded altogether. Many parents and guardians do not recognise the importance of sending their young children to ECD centres. This isn’t due to a lack of care for their children’s future, but often stems from limited awareness, cultural norms, and social pressures. Some parents never experienced ECD themselves and, as a result, struggle to appreciate its benefits. Others worry about going against the grain, preferring to follow what those around them are doing rather than making an independent decision for the sake of their child’s future. For organisations working within early years education, shifting these deeply rooted attitudes is one of the most significant challenges and also one of the most essential. Why Some Parents Resist Early Childhood Education To change attitudes around ECD, we must first understand why some parents are hesitant. The reasons are varied, but several common themes emerge: Limited Awareness Many parents simply don’t realise the advantages of early years education. They see formal schooling as something that begins at primary level and underestimate how influential the formative years can be for a child’s development. Cultural and Traditional Beliefs In some communities, the belief persists that young children belong at home until they’re ‘old enough’ for school. ECD is often misunderstood as merely a form of childcare, rather than a space where key cognitive and social skills are developed. Lack of Personal Experience Parents who never attended ECD may not recognise what their children stand to gain from it. If they managed without it, they may assume their children will as well. Social Pressures and the Fear of Being Different In rural areas particularly, people tend to follow what the community does. If most families aren’t sending their young ones to ECD centres, others may fear judgement or isolation for doing so. Economic Pressures For some households, especially those with limited resources, older children’s schooling may take precedence over ECD. When budgets are tight, early years education might not be seen as a priority. The Challenges Faced by Organisations Promoting ECD For those striving to improve access to early childhood education, these obstacles can be difficult to navigate. Key challenges include: Shifting cultural norms, and helping parents understand that ECD is not merely babysitting, but a critical stage of learning and development Breaking generational patterns, such as the belief that “we didn’t attend ECD and we turned out fine” Encouraging investment in ECD, even when families face financial hardship Overcoming community-wide scepticism, which often requires consistent, long-term engagement. Strategies for Changing Attitudes Towards Early Childhood Education Transforming attitudes and behaviours around ECD doesn’t happen overnight, but with the right approach, change is possible. Here are some effective ways to encourage greater acceptance: Raise Awareness at Community Level: Organisations can run information campaigns to educate parents and carers on the benefits of ECD. Using local radio, village meetings, and personal stories from families who’ve seen the positive impact of ECD can be especially powerful. Involve Community Leaders and Role Models: People are far more likely to support ECD when respected community figures—chiefs, faith leaders, or elders, advocate for it. Their endorsement can influence public opinion and bring others on board. Encourage Parental Involvement: When parents are actively involved in their child’s early learning, they’re more likely to appreciate its value. Hosting open days, storytelling events, and joint parent-child activities can help break down barriers. Highlight Success Stories: Real-life examples can go a long way. Sharing the journeys of children who’ve benefited from ECD, and the stories of parents who were initially unsure but later became advocates, can shift perceptions. Improve Accessibility and Affordability: To ease the financial burden, community-run ECD centres, volunteer-led programmes, or partnerships with local businesses can help make early learning more accessible to all. Create a New Community Norm: Once more families begin sending their children to ECD, others are likely to follow. Over time, this builds a new culture in which early learning is seen as the expected, standard path. Looking Ahead, A Community That Champions Early Learning Changing deeply held views takes time, commitment, and a thoughtful approach. But the outcomes are well worth the effort. When families embrace ECD, children are given the best possible start, leading to better academic results, greater self-confidence, and stronger social skills. The aim isn’t just to influence a handful of families, but to shift the entire cultural narrative. Early childhood education should be seen as a right, a norm, and a priority. Because when we invest in a child’s early years, we’re investing in their entire future and in the future of the community as a whole.

How Play-Based Learning Enhances Early Childhood Education

By chimwemwe gawa • April 25, 2025
Picture a classroom brimming with laughter, creativity, and hands-on exploration, where children learn through doing rather than simply listening. This is the heart of play-based learning, an approach that is transforming early childhood education in Malawi. By weaving play into the curriculum, teachers are able to nurture curiosity, develop problem-solving skills, and enhance emotional intelligence, laying a strong foundation for lifelong learning. Early childhood education in Malawi faces a number of challenges, including overcrowded classrooms, limited teaching materials, and a strong emphasis on rote memorisation. However, play-based learning presents an effective and engaging alternative that improves educational outcomes and better prepares children for future academic success. Why Play-Based Learning Matters Play is not merely a pastime, it is central to a child’s development. Through play, children explore the world around them, develop crucial cognitive and social skills, and gain the confidence to navigate new experiences. Research shows that play-based learning supports brain development, improves memory, and strengthens problem-solving abilities. Most importantly, it makes learning enjoyable and meaningful, cultivating a lifelong love for education. But how exactly is play-based learning making a difference in Malawi’s classrooms? The Sparkle Foundation’s Role in Play-Based Learning The Sparkle Foundation understands the profound benefits of play-based learning in early childhood education and development. This child-centred, age-appropriate method encourages creativity, social interaction, academic progress, and critical thinking. That’s why Sparkle trains its teachers and supports them in implementing play-based strategies, ensuring children develop across all areas of learning. Play-based learning consists of the following key elements; Self-direction: Children choose what they play and how they play it. Guided Support: Teachers may supervise, join in, or offer ideas, but the child remains in control of the activity. Open-ended Play: Children are encouraged to explore and experiment with different materials and ideas, without predetermined outcomes. Playful Learning: Lessons are crafted to be interactive and enjoyable, offering a more meaningful experience than traditional teaching methods. The Key Benefits of Play-Based Learning Enhancing Cognitive Development Activities such as puzzles, storytelling, and role-play stimulate critical thinking and creativity. Hands-on learning helps children to understand concepts more quickly and retain information for longer. Building Social and Emotional Skills Playing with peers fosters teamwork, communication, and empathy. Group activities teach children to express themselves, listen to others, and resolve conflicts—skills that are essential both in and outside the classroom. Making Learning Enjoyable and Engaging When learning feels like play, children are more motivated and enthusiastic. Interactive experiences spark the imagination, turning lessons into exciting adventures. Strengthening Language and Communication Through songs, storytelling, and pretend play, children grow their vocabulary and improve verbal expression. Play supports language development in both Chichewa and English, laying the groundwork for future learning. Making Use of Local Resources Even in low-resource settings, play-based learning remains affordable and accessible. Teachers can use everyday items such as bottle tops, stones, sticks, and clay to create engaging and educational activities. A Brighter Future Through Play Play-based learning is more than just a method, it is a powerful approach that nurtures confident, well-rounded, and curious learners. In Malawi, where early childhood education faces significant barriers, incorporating play into the classroom offers a vital solution. It improves cognitive development, strengthens social skills, and enhances overall academic performance. By embracing play-based learning, educators can move beyond rote memorisation and foster an environment where children engage with the world around them, develop critical thinking skills, and fall in love with learning. Organisations like the Sparkle Foundation are instrumental in this effort, training teachers and promoting meaningful, child-centred education. Ultimately, investing in play-based learning is investing in the future. It equips children with the skills, creativity, and resilience they need to thrive, not just in school, but in life. It’s time to recognise the value of play and ensure that every child, no matter their background, has the opportunity to learn through imagination, exploration, and joy.
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