A Huge Challenge Offering Immense Rewards
Helen Porter is a teacher and executive member of the National Education Union.
I feel enthused and motivated to make my contribution
(however small) to Sustainable Development Goal (SDG) 4:
Quality Education. ‘Ensure inclusive and equitable quality
education and promote lifelong learning opportunities for all.’
I am passionate about education and believe that an appropriate,
inclusive and quality education allows children to develop the
skills and thought processes that will enable them to become
active citizens. This, in turn, will enable their communities to
develop innovative solutions to their local problems. As they
solve these problems, they will also contribute to our global
effort to achieve sustainable development and tackle the most
significant challenges that are currently facing humanity.
Education underpins all of the other SDGs and allows people
to improve their lives and the lives of others. Statistics from the
United Nations indicate that 262 million children and adolescents
are currently out of school and are unable to access the most
basic education. That is 20% of children between the ages of six
and seventeen that are not attending school. Sadly, 617 million
children and adolescents lack minimum proficiency in reading
and mathematics, so have very limited access to technical skills, self-study and vocational training. This will severely limit
their career options and their potential contributions to society.
One of the major causes of limited quality education is the lack
of trained and qualified teachers. More international cooperation
is urgently needed to increase teacher training opportunities in
developing countries. The poor condition of school buildings
and facilities also contributes to the lack of quality education.
Investment is needed to improve school buildings, so that all
schools have electricity, clean water and sanitation. Some
children arrive at school feeling too hungry, ill or exhausted to
learn. So, it is essential that schools work closely with families
and communities to enable learning opportunities for every
child. We must continue to campaign to persuade governments
to commit to funding education adequately, whilst highlighting
the dangers and pitfalls of the privatisation of education.
When focusing on the ‘inclusive and equitable’ aspect of SDG4,
it is clear that inclusivity and equity have not been achieved.
Whilst major progress has been made in increasing the
enrolment rates of girls in primary education during the last
decade, few countries have achieved gender equality at all
levels of education. We must continue to campaign and strive
for gender equality in secondary, tertiary and higher education.
Children with disabilities, living in poverty and those from ethnic
minorities are less likely to benefit from a quality education.
Much work is necessary to improve access to school buildings
and facilities, so that schools are inclusive to children with
disabilities. Specialist training of staff who educate and care for
children with disabilities is essential to ensure that education
can be fully inclusive to the most vulnerable children.
As a teacher of 35 years experience and with one eye on
my retirement from teaching, I am looking for pathways to
contribute to the successful realisation of SDG4. I am delighted
to find that there are many interesting opportunities open to
me. I have become a Friend of the Steve Sinnott Foundation,
a UNICEF Children’s Champion and am looking forward to two
weeks volunteering at a school in Malawi with Mission Direct. I
feel confident that my increased involvement and networking
will lead to further opportunities and ideas. Raising awareness
is always an excellent starting point. If everyone who feels
passionate about educating the world’s children, contributes
is some small way, our many small efforts will accumulate
and consolidate to ensure that SDG4 is realised by the close
of the decade. The challenge is huge, but the rewards will be
immense.
Children and young people are our future. Educated young
people are empowered young people. They will be equipped
with the skills and imagination that will enable them to
contribute to sustainable growth and development.
From Engage issue 20.
HELEN PORTER • December 17, 2021
In our continued commitment to ensuring quality and inclusive education for every child, we’ve taken our advocacy to a new level by empowering the next generation to lead the conversation. In partnership with The Gambia Teachers Union, we recently convened the Foundation’s Young Ambassadors for a vibrant day of engagement dedicated to promoting the right to education for all. The event brought together passionate students from selected senior secondary schools across Region One, including St. John’s School for the Deaf, to explore what it truly means to make education inclusive, equitable, and accessible to every learner.
The Steve Sinnott Foundation is proud to celebrate the inspirational winners of the 2025 Seeds of Hope for a Better Future competition, a global initiative supported by UNESCO that brings together creativity, community, and a shared commitment to peace and sustainability. This unique project invited schools across the world from nursery and primary through to secondary and high school to explore the values of peace, cultural understanding, and care for the planet. In the face of climate change, young people were asked to tell their stories through art, performance, and digital creativity, highlighting how small seeds of action can grow into powerful movements for hope. The results have been extraordinary. Schools in France, the UK, Gambia, Haiti, and Kenya have been recognised for their outstanding contributions, with projects ranging from community gardens and sculptures to dance performances and illustrated stories. Each winner has shown how young voices and imagination can nurture peace and sustainability in ways that inspire us all. The full Awards Ceremony can be watched linked here: S eeds of Hope For A Better Future Awards Ceremony 2025 Highlights from the Winners Oak View Primary and Nursery School (UK) created Faces of Feeling, a collection of joyful sculptures already exhibited in a local gallery. Judges praised their work as supporting the wellbeing of others and embodying the idea of children as true “Seeds of Hope.” St Joseph’s Senior Secondary School (Gambia) painted Campaign for a Sustainable Banjul , reflecting real-world climate action in their city. The judges described it as “a most deserving and robust winner.” In France , the Jardin d'Enfants des Nations Unies (United Nations Nursery School) won hearts with Wind of Peace , where 5-6 year olds combined drawings, paintings, and tree planting to champion reforestation. Lyng Hall Secondary School, Coventry (UK) collaborated with Henley Green Primary and the UK Literacy Association to produce The Heart Shaped Hole – an innovative and metaphorical take on Seeds of Hope. Earlsdon Primary School, Coventry (UK) impressed with Primary Plot , a project that included gardening with the visually impaired, reflecting inclusivity and sustainability. A remarkable cross-collaboration between 21 schools across West Yorkshire, Essex, and Tower Hamlets (UK) resulted in Lights, Camera, Score , an ambitious combination of animation, music, and storytelling. CIMA Community School of Hope, Haiti shared Konbit - a video of dance and solidarity, inspiring villages to work together for peace and dignity. Daraja Academy, Kenya presented an ambitious and optimistic project integrating sustainability into everyday school life. Celebrating Creativity and Peace This year’s competition was judged by an impressive panel of artists, writers, and cultural leaders including Sir Antony Gormley, Edmund de Waal, Dame Liz Forgan, Hugh Quarshie, and Rathna Ramanathan. Their collective expertise highlighted the quality and depth of the entries, each of which showed how art can be a powerful tool for global understanding and change. The Seeds of Hope initiative is part of UNESCO UK’s Arts and Culture for Peace programme, first launched in 2022. It has grown from earlier collaborations such as the Coventry Young Ambassadors’ Islands of Peace Japanese Garden , opened in 2021 a living reminder that seeds planted in communities can continue to flourish. Highlights from the ceremony can be found here at this playlist Looking Ahead As Ann Beatty, UNESCO ASPnet UK National Coordinator , shared: “The quality of entries was extraordinary. We are delighted at the response to this amazing initiative in collaboration with our international partners.” And in the words of judge Jannette Cheong : “Young people around the world understand well the value of peace and tolerant relationships between cultures. Their creativity is an inspiration to all of us.” At The Steve Sinnott Foundation, we believe that education is the seed from which hope grows. The Seeds of Hope competition is a shining example of how young people through creativity, compassion, and collaboration are already shaping a more peaceful and sustainable future. You can access the full online awards presentation here: Seeds of Hope For A Better Future Awards Ceremony 2025
The journey to strengthen the well-being and success of learners in The Gambia continues with a renewed commitment to guidance and counselling in schools. By August 14th 2025, we have successfully trained 140 educators across 𝐑𝐞𝐠𝐢𝐨𝐧𝐬 𝟏, 𝟐, 𝟑 & 𝟒 under our Guidance & Counselling Programme. A programme designed to equip educators with the skills to support students’ academic, social, and emotional development. Region 3 Teachers Complete Level 2 Training On Wednesday, 6th August, thirty teachers from Region 3 (North Bank Region) began a three-day Level 2 Guidance and Counselling training at the Christian Council in Kanifing. This programme built on their earlier Level 1 training in Farafenni, with a focus on deepening their capacity to serve as school-based counsellors. The training concluded with a certificate presentation ceremony, recognising the teachers’ commitment and marking an important step in their professional development. These certificates symbolize more than an achievement; they represent each teacher’s readiness to provide psychosocial support, guidance, and mentorship to learners across their schools.
