Ubuntu Education’s Post

Attending the EAC Education Conference and the Celebration of the AU Year of Education in Arusha on behalf of the Global Schools Forum, alongside Ursula Hankinson, has been an incredible opportunity for learning, sharing, and connecting. Day one brought some key highlights that resonated deeply with me. 📖 The theme, "Educate an African Fit for the 21st Century: Collective Action for Quality, Inclusive, and Life-Long Learning in East Africa," made me reflect on what it truly means to prepare a child for the 21st century. As we are already a quarter way into this century, I found myself questioning: Are the countries of East Africa adequately aligned in terms of infrastructure, policy, and mindset to embrace the 21st century? Are our schools and organizational structures truly equipped to meet these demands, or are we still anchored in the 20th century? 💡 Elke Wish, from UNICEF highlighted that despite progress in gross enrollment ratios, significant challenges and gaps remain in education access, particularly for girls, children with disabilities, and vulnerable groups. This underscores the urgent need for investment not only in foundational learning but also in secondary education, as completing school greatly increases the likelihood of overcoming poverty. 💡 East Africa, like the rest of the continent, has a youthful population with high fertility rates, offering a unique opportunity to harness the demographic dividend. However, with the average human capital index in the EAC below 0.4, it’s clear that under-investment is a major issue. We must prioritize investment in teacher training, development of critical skills, and the harmonization of evidence-based policies to strengthen the competencies of both learners and educators. 💡 As HE. Philip Isdor Mpango,the Vice President of the Republic of Tanzania wisely stated, “If you think education is expensive, try ignorance.” 🎉 The main highlight was the GSF Side event, where we had a wonderful engagement testing and sharing feedback on the Scaling Navigator Tool and later on a networking session. Grateful to Lively Minds, Building Tomorrow , PEAS (Promoting Equality in African Schools), Silverleaf Academy, Kidogo, Dignitas Project, SmartStart South Africa, TeachUNITED and Metis for joining us.

TaRL Africa at UNGA 2024: Shaping the Future of Foundational Learning in Africa Our Executive Director, Titus Syengo and Alia Karim were privileged to represent TaRL Africa at UNGA79 in New York this year, having the opportunity to host two events, meet key stakeholders and partners, and join a jam-packed week of events focused on Foundational Literacy and Numeracy (FLN), quality education, assessments, and more. On Monday Sept 23 we started off by co-hosting "Scaling Success: Advancing Foundational Literacy and Numeracy through Partnerships and Innovation in Africa" alongside Association for the Development of Education in Africa (ADEA), African Union, Human Capital Africa, VVOB, and Hempel Foundation. Titus Syengo shed light on the urgent need to address the learning crisis, eloquently describing the heart of the TaRL approach:  "We group learners by their skill level, focusing on foundational literacy and numeracy, so every child has a chance to catch up. This is the core of TaRL, implemented in public school systems across Africa." He also shared how 16 countries are scaling TaRL without needing to market it - a testament to its proven impact, as governments see tangible improvements in basic reading and math skills. On Tuesday September 24, TaRL Africa hosted a networking happy hour event “Collaborative partnerships to enhance foundational literacy and numeracy skills”, at the beautiful offices of our partner Atlassian Foundation, bringing together key partners. From our conversations, several key success factors for scaling FLN interventions emerged: 1. Keeping the process simple and ensuring teachers apply what they learn throughout the day, and focus on the most vulnerable communities. Simple, easy-to-understand methods help teachers - who often face overcrowded classrooms and limited resources - implement FLN strategies effectively. 2. Ensuring government buy-in, aligning stakeholders, and prioritizing quality teaching and assessments. Government support is critical to the sustainability and scaling of educational interventions. Securing government buy-in ensures that FLN efforts are integrated into national policies and education reform agendas. 3. Using a bottom-up and top-down approach, prioritizing localization, and view scaling as an ongoing process, rather than an end goal. A dual approach combining grassroots and policy-level efforts ensures that FLN interventions are both locally relevant and nationally supported. This was a monumental moment for TaRL Africa, and we’re excited to continue working alongside our partners to ensure every child in Africa has the foundational skills they need to succeed.   #TaRLAfrica #UNGA2024 #FLN

Celebrating the International Day of the African Child: Together for Children's Education in Africa! A Day of Reflection and Action for the Future of African Children Today, we celebrate the International Day of the African Child under the inspiring theme: "Education for All Children in Africa: The Time is Now!" This day presents a valuable opportunity to reflect on the challenges and opportunities in improving education and well-being for every child on the African continent. A Call to Action and Solidarity @ppsmburundi acknowledges the significant efforts already made by various committed stakeholders in combating harmful practices affecting children's mental health. The hard work of these individuals and organizations is a source of inspiration and positive change. However, much remains to be done to ensure that every African child has access to quality education and a healthy environment in which to grow. Encouraging and Supporting Change Makers We urge all actors – educators, governments, NGOs, communities, and families to continue working together to create a better future for African children. Their efforts are crucial in removing barriers to education and establishing protective and supportive practices for young people's mental health. A Day of Reflection and Planning 📝 This day should be an opportunity for everyone to consider concrete actions aimed at promoting the well-being of every African child. Let us come together to share ideas, resources, and effective strategies to overcome current challenges. Together, we can create an environment where every child has the opportunity to thrive. Finally, on this International Day of the African Child, let us renew our commitment to ensuring quality education for all children in Africa. It is a collective responsibility that requires our dedication and cooperation. The time is now to take concrete steps to guarantee a bright and promising future for every African child. Let's work together for a world where every child can dream, learn, and grow without limits.

The International Conference on Community Education and Challenges in the 21st Century took place on the 10th and 11th of September, in the auditorium of the Bai academy, in Morro Bento, an initiative of the BAI Foundation. Community education is an essential pillar for the sustainable and inclusive development of communities, especially in the context of the 21st century, where socioeconomic challenges are increasingly complex. This educational model places local problems at the center of its action, promoting collective awareness and facilitating community organization to achieve autonomy. The event discussed the importance of community education and explored effective strategies to face contemporary challenges in this field, with a special focus on the Angolan reality. In the Angolan context, where educational disparities and social exclusion are still perennial challenges, community education can play a crucial role. Data from the National Statistics Institute of Angola (INE, 2020) indicate that the literacy rate in rural areas is significantly lower compared to urban areas. Furthermore, school dropout rates are alarming, especially among girls and young women from disadvantaged communities. Community education can help mitigate these problems by providing access to quality education and promoting equity.

📢 📢Big news! The first global report on Early Childhood Care & Education is here! Yesterday, UNESCO and UNICEF launched a groundbreaking report on ECCE and our Executive Director Elizabeth Lule was part of it! This report follows through on a commitment made at the World Conference on ECCE two years ago to prioritize early childhood education globally. Here's why it matters: ▶ Investing in early childhood education brings MAJOR social & economic returns. ▶There is progress made, but challenges remain. ▶Millions of children won't reach basic reading skills without immediate action. The report offers solutions, including: ▶Putting young children at the heart of education policies. ▶Increasing funding from domestic & international sources. ▶Strengthening global partnerships. ▶Expanding #RightToEducation to ensure every child thrives. Let's give children the best start by prioritizing early education! #EducationStartsEarly #ECCE #GlobalGoals Photo credit: UNESCO Read the full report ➡ https://lnkd.in/dJcFMa7a

“Inclusive Higher Education Regional Workshop” Day #3 / Zanzibar The BERT project's "Inclusive Higher Education Regional Workshop" final day focused on the African accessibility context. There were talks from Zanzibar National Council of Persons with Disabilities and Zanzibar Federation of Disabled People Organisations, and a panel discussion including students with disabilities. And presentations from the project partners as well. Findings like that 75% of accessibility experts consider education insufficient, lack of transport facilities for children with disabilities to and from school, less than 35 % of teachers have been trained in inclusive education, and some schools are not physically accessible are eye-opening… BERT  (“Breaking Education Barriers: Inclusion, Rehabilitation, and Technology”) aims to improve the capabilities of Higher Education Institutions (HEI) in East Africa to overcome barriers and promote the inclusion of people with disabilities in both the education system and in society at large.  Partners: Tampere University (TACCU – Tampere Accessibility Unit & TAUCHI Research Center - Tampere Unit for Computer-Human Interaction), JAMK University of Applied Sciences, The State University of Zanzibar and University of Rwanda. The project is funded by EDUFI HigherEd.

World Vision Uganda., in partnership with Sanlam Uganda, has officially launched Phase III of the Pader Education Strengthening Project (PESP), which is being funded by Sanlam Uganda. This phase will primarily involve the construction of a classroom block for Ajali Lajwa Primary School and teachers' houses for Wanduku P/S. The total investment in this phase amounts to 264,275,422 Ugandan Shillings. Speaking at a press conference , Robert Dommisse, SanlamAllianz Life Business CEO from South Africa, and Gary V. Corbit, Sanlam Uganda Life CEO and Associate Programmes Director, Kadobera Moses Leneker, reaffirmed our commitment to transforming lives in the communities of Uganda. Our partnership with Sanlam Uganda, established in 2020, is dedicated to improving the education sector in Northern Uganda. Sanlam Uganda, through the Sanlam Foundation Trust, committed 670 million Uganda Shillings for a three-year initiative to support PESP, which includes upgrading primary schools and providing essential instructional and reading materials for both teachers and students. Our 2021-2025 strategy at World Vision Uganda (WVU) aims to enhance the well-being of 5.2 million children, particularly the most vulnerable. By 2025, we strive to enable 2,299,700 children to read proficiently in 849 schools across 30 districts. The WVU Literacy Improvement Programme, aligned with SDG 4 and Uganda's National Development Plan III, is central to these efforts. Our partnership has already seen significant achievements, including a 69.1% increase in pupil enrollment and a reduction in dropout rates from 14% in 2020 to 3.8% in 2023. Inclusive learning environments have also enabled 27 children with special needs to enroll. However, challenges remain, particularly in literacy rates. Phase III will address these challenges through: - Effective and inclusive teaching and learning processes. - Supporting children's full participation in school activities and community literacy centres. - Improving access to safe, conducive, and inclusive learning environments. Stakeholders in the corporate sector are highly encouraged to embrace collaboration for impact, as demonstrated by Sanlam Uganda. Together, we can make a lasting difference. Jeremiah Nyagah Connie Nankya M.A.-Public Relations and Media Mgt. BA(Hons) Mass Communication Richard Rumsey Atukunda Sarah Irene Musimenta James Kaahwa Anne Njuguna Paul Mwirichia Dr. Donato L. Dorothy Mirembe World Vision East Africa Joy Kivata, MPRSK

In Kenya, the issue of educational access is critical, with many children dropping out of school due to the hidden costs associated with "free" education. The new Competence-Based Curriculum (CBC) has introduced additional expenses that many families struggle to meet. Moreover, the reduced budget allocation for education exacerbates these challenges, making it difficult for schools to provide the necessary resources and support. The new UNESCO and UNICEF report's call to action is particularly relevant for Kenya. By increasing funding, prioritizing early childhood education in policy decisions, and strengthening partnerships, we can address these barriers and ensure that every Kenyan child has the opportunity to thrive. #RightToEducation #EduacationStartsEarly #GlobalGoals

🌐 Education is crucial in fostering a brighter future for all. Today, we discussed our Foundational Learning Action Tracker (#FLAT), aimed at improving basic education in low- and middle-income nations. Special thanks to UNICEF for their strong partnership in this endeavor. Introducing the Foundational Learning Action Tracker for those of you who aren't familiar—it's a vital tool in tackling the global learning crisis. The Action Tracker not only benchmarks efforts in low- and middle-income countries to promote foundational learning but also has the potential to provide every education minister with both a roadmap and an annual snapshot of their country's status regarding efforts for basic learning. We see immense potential in this new tool and believe it will play a pivotal role in advancing global education initiatives. Excited to witness the impact it will have in addressing the challenges we face in education! Thanks for the opportunity to share knowledge of this important tool aimed at improving basic education for all and #EndLearningPoverty Immense appreciation to Save the Children Denmark and PlanBørnefonden for their unwavering support within “Alliancen for Uddannelse i Kriser”. Together, we're making strides towards ensuring #QualityEducation for every child. UNICEF Danmark Susanne Dahl Dorthe Petersen Anders Holm Rosa Robinson Anna Mølgaard Thaysen

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