For this feature, Chippie wanted to focus on the set of conditions, considerations, and aspirations that ultimately led him to apply to and enroll in the IEDP. Chippie is from Malawi, a place he always reminds us is famously known as the Warm Heart of Africa. His roots are in Blantyre, in the Southern region of the country, where he conducted most of his studies. Always with a passion for education, Chippie received a Diploma in Education from Domasi College of Education, went on to teach Geography and History at a secondary school, and later graduated with a Bachelor of Arts Degree in Education from Mzuzu University. 

Eager for more, Chippie began to research Master’s levels programs and came across the International Educational Development Program (IEDP) at Penn GSE. Understanding the cost of education in the US, Chippie actively sought fully funded scholarship opportunities and discovered that the JBJ Foundation Malawi Fellowship, linked to IEDP, offers comprehensive financial support. His extensive professional background in education, coupled with the enticing prospect of a fully funded study opportunity, motivated his application to the IEDP. He was especially drawn to the program’s emphasis on honing skills in policy and program evaluation, monitoring, and research—all competencies that closely aligned with his future career goals in utilizing applied research to inform education policies.

First Semester Reflections

When I asked Chippie to reflect on his first semester, he described himself as, “navigating a myriad of challenges, akin to a child exploring a new world.” Because,  when he stepped off his flight at the Philadelphia International Airport in August, it was his first time beyond the borders of Malawi. The fall semester was a sort of adjustment period, full of first experiences, fresh realizations, and even creeping feelings of imposter syndrome. When he noticed it affecting his confidence, Chippie leaned on the resources, support systems, and people he knew he could count on including the Office of Student Success, the Weingarten Center, his academic advisor, Dr. Kathleen Hall, and classmates. It was through trusting and sharing his experience that Chippie was able to confront this challenge head-on. 

Academically, though, Chippie exclaimed that the semester was “intellectually enriching. I delved into the intricacies of international education and development, gaining insights into major stakeholders and their impact on the attainment of Sustainable Development Goal 4 and the broader Sustainable Development Goals. For the first time, I engaged in crafting a technical proposal, undertaking monitoring and evaluation, and delving into data analysis using STATA.”

One of Chippie’s biggest highlights for the fall semester was his decision to join the Netter Center’s Community School Student Partnerships (CSSP). As an afterschool mentor at a local elementary, Chippie has been able to connect with and serve the West Philadelphia community. 

Looking forward, Chippie feels poised and capable to confront the rest of the spring semester with determination. “An invaluable lesson learned is that experiencing anxiety when transitioning to a new environment is normal, particularly when entering an Ivy League graduate school. However, the supportive infrastructure in place at the institution ultimately dictates whether such anxieties persist. I am grateful to have found an environment at Penn GSE that facilitates a seamless transition for its students.”

A Note to Prospective Students…

“Imposter syndrome is a genuine experience, one that afflicts both domestic and international students. When confronted, it is imperative to reach out to trusted friends and utilize available resources. At Penn GSE, our sense of community is integral to our success; hence, silence is not the remedy—reach out!”