Intellectual Giants in Africa Foundation’s Post

The SDGs are a plan to create a better future by 2030 and every intentional action counts. It all starts with one idea and a strong will! #sdgs #globalgoals

Insights and Highlights from the "Unlocking Private Sector Support for Public Education" webinar held last week. Education is the key to unlocking a better future for individuals and communities. What we have seen is that despite global efforts, there is a persistent challenge in achieving Sustainable Development Goal 4, and there are many hurdles in the way of delivering quality education to every child. One of the biggest challenges is a lack of funding. According to estimates, there is an annual financial deficit of around $100 billion, which makes it difficult for governments to deliver quality education to all. The Higherlife Foundation and the Education Finance Network established the "Private Support to Public Systems" technical working group to explore how ancillary service innovation can enhance public education systems. The working group develops a set of actionable recommendations for policymakers, educators, and stakeholders on effectively harnessing private support for public education. These recommendations are detailed in a white paper entitled “Unlocking Private Support for Public Education Systems”, which can be accessed here: https://lnkd.in/ey-gk9aG During the webinar, we heard from experts who shared insights from educational innovations implemented in Rwanda and Uganda. Casper Thaning Thulstrup, Head of Biodiversity Partnerships at Hempel Foundation, shared his experience with Elimu Soko, an initiative that aims to pilot and scale up innovations with demonstrated success by providing linkages between innovators and governments across Africa. Francesca (Chesci) Horn, Education, and Partnership Lead at PEAS (Promoting Equality in African Schools), shared lessons learned from the Inspect & Improve programme in Uganda, which aims to improve the quality of secondary schools. The case studies provide valuable insights into successful approaches for private sector support of public education. The common theme from both case studies? Collaboration! Only by working together will we address the challenges in education. Governments need to recognise the pivotal role that non-state entities like NGOs and foundations can play in bridging the annual financial deficit. Let’s find ways to work together to ensure every child has access to quality education. #EducationForAll #PublicPrivatePartnerships #QualityEducation #SDG4 #EducationInnovation

In the quest for educational equity, passionate teachers and innovative techniques are catalysts for change. According to UNESCO, over the last decade, global literacy rates have risen by 15%, with innovative educators driving this transformation. In classrooms where passion meets innovation, students outperform peers by 20%, as reported by the World Bank, underscoring the profound impact of these dedicated teachers.However, in Nigeria and many African nations, challenges persist. According to UNICEF, despite remarkable efforts, literacy rates remain at 59%, significantly lower than standardized systems worldwide where rates often exceed 90%. Nigeria grapples with a 1:40 teacher-to-student ratio, limiting access to quality education. To bridge the gap, significant investments are needed. UNESCO and the World Bank both emphasize the importance of funding in achieving equitable education. To bridge the gap, significant investments are needed. UNESCO and the World Bank both emphasize the importance of funding in achieving equitable education. To achieve true educational equity, the world must recognize that passionate teachers and innovative methods alone cannot overcome structural challenges. These organizations' research highlights that a global commitment to education, akin to these systems, is crucial to ensure equitable access to quality education, regardless of location." Support our cause, donate generously in transforming Primary 3 classroom of Baptist Primary School 1, Idi-Aba, Abeokuta, Ogun State. NEEDS: Marker Board × 2 Markers and refills. Donate: Stationary. ODULANA,Titilope Kehinde First Bank Plc 3060891818 titilopetemi1@gmail.com, +2347064387417 #educationforall #equityineducation #qualityeducation #teachfornigeria #teachforall #sdg4 #sdg4qualityeducation UNESCO IESALC UNESCO MGIEP World Bank UNICEF child educationn TeachForth Teach For America TeacherGoals Teach For Nigeria Teach For All

Today we commemorate #WorldLiteracyDay and yesterday, Human Capital Africa and Association for the Development of Education in Africa (ADEA) partnered to host the second session of the #African Foundational Learning Coalition. I was delighted to moderate a panel discussion with African Ministers of Education and a major funder: - Hon. Leela Devi Dookun-Luchoomun, Vice-Prime Minister and Minister of Education, Science and Technology, #Mauritius - Hon. Madalitso Kambauwa, Malawian Minister of Education, #Malawi - Dr. Joyce Moriku Kaducu, Minister of State for Primary Education, #Uganda - Dr. Benjamin Piper, Director, Global Education Programme at Bill & Melinda Gates Foundation These are my take-aways from this illuminating discussion: 1. When planning to strengthen foundational learning, it is important to start at the beginning. Building foundational skills is not an exercise that starts in primary school but in #earlyyears. 2. Countries need to realise the importance of readiness, and be intentional about preparing children for the academic and #socioemotional dimensions of primary schooling. 3 Monitoring, evaluation and learning (#MEL) systems need to be embedded in policy-planning processes to facilitate course-correction when required. 4. Education ministers need to have a 'line of sight' (credit: Ben Piper) to the classroom and to teacher-learner interaction. This space represents the locus of learning, especially for underserved children. Policymakers need to engage with and understand #pedagogical processes, so that they can provide better support and materials. 5. We need to center #evidence. Funding usually follows good evidence. As countries consider how to expand partnerships, it is important that they understand that evidence that is rigorous and contextually relevant is useful to attract resourcing.  6. It is important to prioritise #localcapacity and expertise, as contextual understanding enables the production of nuanced evidence and of solutions that have a better chance of being sustained 7. Whilst ministries, departments and agencies of education are typically responsible for key policy decisions, it is highly advisable to include #community organisations in policy-planning and implementation activities. Communities can promote equity, inclusion and a holistic approach to foundational learning.  8. Increasing salience of and accountability for foundation learning requires a #systematic approach. We ideally want to align modular approaches with training materials, partnerships, a diverse funding base and accountability tools such as the HCA #Scorecard It is my hope that these thoughts are diffused through education systems as we prepare for the AfricanUnion Year of Education in 2024 and continue the important work of ensuring that foundation learning is a guaranteed right of all children. Special thanks to Dr. Obiageli “Oby” Ezekwesili, Albert Nsengiyumva, Fidelis Ekom, & the teams at #ADEA & #HCA.

We can't afford just to be talking (Rhetoric) anymore; it's time to re-calibrate the future of education we all desire in Africa. We need an education system that is inclusive, innovative, Afrocentric, people-centric, and futuristic. We can't build a super Africa if the inequality in access to quality education remains high. It's time to shift from a consuming continent to a producing powerhouse. 🌍 The Annual Transnational Future of Education in Africa is a platform that brings together institutions, educators, policymakers, students, NGOs/CSOs, parents, and students from across the continent and the diaspora. Together, we'll discuss the opportunities and challenges facing our educational sector in Africa. Remember, no nation can grow beyond the quality of her education. #FutureOfEducation #SuperAfrica #EducationForAll #InclusiveEducation #Afrocentric #InnovationInEducation Africa Federation of Teaching Regulatory Authorities, AFTRA Ashoka Association of African Universities Association of Colleges MultiChoice Namibia Conservation Namibia The World Bank African Union EduSkills Foundation Oxfam

2024 is the #YearofEducation 👩🎓 👨🎓 This year, more than ever, Africa puts education front and center ! AGA Platform Organs are amplifying their pivotal roles in equipping our youth with 21st-century skills. Let's take a look back at their existing achievements in Education : 1️⃣ The AU Theme of the Year is in line with ACERWC's #Agenda2040 Aspiration 6, which recognises Education as a central tool in enhancing a child’s full potential. 2️⃣ The Pan-African Parliament is dedicated to the #AfricaEducatesHer initiative, focusing on advancing education across the continent. : https://t.ly/IA1b6 3️⃣ The African Peer Review Mechanism (APRM) is actively involved in promoting education through its annual youth symposium, fostering dialogue and action on educational issues: https://t.ly/dNDzx 4️⃣ The African Commission on Human and Peoples' Rights (ACHPR)  has issued a resolution affirming the right to education in Africa, underscoring its importance in promoting human dignity and development : https://t.ly/IwVkn Read more on the AU theme of the year : https://t.co/vQYZbSU4nQ

Karen Simpson, Managing Director of Oxford University Press Southern Africa, and Kebo Mosweusweu, AVBOB South Africa General Manager of Shared Value and Sustainability, discussed the value of teaching and reading in mother tongue as part of the AVBOB Road to Literacy campaign, which aired on ETV. However, it's crucial to recognise the stark realities presented by the Progress in International Reading Literacy Study (PIRLS), that drive our commitment. The PIRLS 2021 report reveals that 75% of South African schools face a dire shortage of reading materials, significantly higher than the international average of 45%. Alarmingly, 81% of Grade 4 learners struggle to read for meaning, an increase from 78% in 2016, placing South Africa last among the 57 participating countries. These figures are not just numbers; they represent the urgent call to action that we, alongside our partners at AVBOB, are answering with determination. In response, our partnership with AVBOB is more determined than ever to tackle this challenge head-on. By donating 500 trolley libraries to primary schools and NPOs in need, together we can turn the page on literacy in South Africa. Although nominations have now closed, our work continues. Stay tuned for updates on this transformative campaign. Watch the interview here: https://lnkd.in/g2Bvyqw4 #NominateToEducate #RTL2024 #OxfordUniversityPress #AVBOB

This year is all about winning hearts and minds for African Education. It was such an honor to take part in the #HCASummitForAction this past week. It was not just the conversations that inspired me. This was a great meeting of African minds collated around a common goal: to improve #FoundationLearning of children and therefore secure a stronger, better future for children in the continent. If you did not know, 2024 is the AfricanUnion Year of Education, I hope as a child of Africa, parent or guardian of an African child, or friend of Africa you can join the critical conversations on the change you would like to see in our education landscape. Wondering how to plug in? One of the key issues to consider this year is the deep need for #DataForFoundationalLearning. The concept is straight forward: If you cannot measure how well children are learning, you cannot improve how they learn. Find more about PAL Network campaign to #MeasureEarly #MeasureALL children and #MeasureWell using quality comparable data in this link https://lnkd.in/dyAzEecP Armando Ali , #SDG4 , Zizi Afrique Foundation , John Mugo , Margaret Wawira

📢 Let's Amplify Our Voices on International Education Day! 📚✨ Dear Friends and Advocates, As we celebrate International Education Day (24 January 2024), let's turn our attention to a critical issue that demands our collective voice and action. In Pakistan, a staggering 26 million children are out of school, missing out on the transformative power of education. 🚸💔 Education is not just a fundamental right; it is a key to breaking the cycle of poverty, empowering communities, and fostering a brighter future for all. 🌍✏️ This International Education Day, let's stand together to raise awareness about the plight of these 26 million out-of-school children in Pakistan. 🔍 Here's what you can do to make a difference: 1️⃣ Spread the Word: Share this post and let your friends, family, and followers know about the 26 million children in Pakistan who are currently denied access to education. 2️⃣ Use #EducationForAll: Join the global conversation by using the hashtag #EducationForAll. Let's make sure our collective voice is heard around the world! 3️⃣ Call for Action: Tag policymakers, influencers, and organizations urging them to prioritize and invest in education for all children in Pakistan. Together, we can spark change! 4️⃣ Donate or Volunteer: Consider supporting organizations working tirelessly to provide education to those in need. Every contribution counts! 🌟 Let's be the advocates for change that these children deserve. Together, we can break barriers, open doors, and create a world where every child has the opportunity to learn and thrive. Awamnama will always be there for the people 📖💙 #InternationalEducationDay #EducationMatters #RaiseYourVoice 🌐

Day 1 – We had an eventful start to the ADEA 2023 High Level Policy Dialogue Forum on Foundational learning.   Ministers in charge of basic education from 10 #African countries, and a futher 10 ministerial delegations today declared a collective commitment to champion foundational learning (FL) as a critical priority for the 2024 African Union Year of #Education. It was a collection of lessons, case studies and insights into FL programs with success across the continent. We learnt of initiatives from Zambia, Liberia, Senegal, Cote d’Ivoire, Kenya, Mauritius, Madagascar, Benin Republic which further underscores that Africa can get it right with FL.   Partners were not left out with emphatic declaration of successes following the call to action at various global and continental fora. Let’s hear some;   Benjamin Piper; ‘We know what works to boost foundational learning in Africa; structured pedagogy is one way; teaching at the right level is another so we need to do more of what works at scale.’   Dr. Obiageli “Oby” Ezekwesili; We can change learning outcomes within a year and the solutions are here on our continent. Adoption of the things that work can improve learning outcomes especially for children without voice. Education must work for those without voices.   Albert Nsengiyumva; “Today we have heard concrete examples of action that is already being taken. From the stunning progress in Ghana, which has improved the number of children in schools from 2% to 34%, to the advances being made by our host, Zambia and the structured and considered approaches being taken in Uganda and Malawi, to name just a few of the countries where concrete action is being taken.”   Hon. Douglas Syakalima; “I am inspired by the collective commitment of our members to tackling this crisis, and to developing globally relevant solutions that can be applied anywhere. Africa is the continent most affected by the learning crisis, and it is where the solutions must be developed.”   Tomorrow will be a chance to see evidence to these successes. We will be visiting 20 community schools in Zambia courtesy of VVOB, to see how structured pedagogy, teaching at the right level and the Catch up programme is improving learning outcomes at FL level on the continent.   Keep a date with us!