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Defining Success in Education: Bridging Gaps for a Better Future Education is often seen as the gateway to personal and societal advancement through personal betterment. But defining success in education requires a deeper understanding than just academic achievement, it isn’t just about qualifications or certificates. Rather educational success is about ensuring access to learning that is inclusive, equitable and quality-driven. It’s about equipping students with critical thinking skills and the space to be creative. A quality education fosters holistic approaches, promoting emotional, social and intellectual growth. On a societal level, educational success is about ensuring we value and appreciate a society wide distribution of knowledge and skills; that diversity of thought can be just as important as orthodoxy. Ensuring Access to Education that Meets Individual Needs Traditional western forms of education based within on e-size-fits all models are inadequate in a world where learners have diverse backgrounds, abilities and needs. A shift is needed away from the top-down deficit model approaches which assume teaching and learning is transactional or akin to filling empty vessels, or as Paulo Freire described it, the Banking Model of teaching. Success in education will come from programmes that respect differences between individuals and across communities, using, for example, adaptive learning approaches. Additionally, integrating support for learners with neurodivergent needs or disabilities, as well as promoting (and indeed funding) digital literacy, can ensure that education is individual but also focused on the emancipatory effects of education. Gender and Racial Equity: The Pillars of Inclusive Education Gender and racial equity are crucial components of a successful education system and a founding component of Sustainable Development Goal 4. Although there has been significant progress here, disparities globally still persist. Barriers such as gender-based violence, early marriage and inadequate school infrastructure pose challenges for the international community. Similarly, racial inequality in education can manifest in various ways, from lower access to quality schooling to biased curricula that don't reflect diverse cultures or histories. To address these disparities, education systems should continue to develop policies that promote gender-sensitive curricula and address the specific needs of marginalised groups. Investing in female education, particularly in underserved areas such as sexual health, has been shown to create a ripple effect that benefits entire communities. Similarly, anti-racist educational frameworks can help to make sure that all students, regardless of their race or gender, receive the same opportunities to thrive. Creating a Better Future: What Needs to Be Done? Most importantly, we need to keep talking about SDG 4 — providing inclusive and equitable education and promoting lifelong learning opportunities for all. The more SDG4 is part of the global conversation the more likely it will become part of the taken for granted expectations of all countries and communities. The more academics like me discuss it in our lectures and have it in assignments, likely the more we are to normalise high quality, free primary and secondary education with our future global leaders. But more than this SDG4 should be at the heart of grass roots conversations, in every classroom, playground, and café. The more we talk about it the more a part of our global culture equitable access to education will become. Ultimately, success in education will not be defined by what certificates students attain, but by how well we equip individuals and communities to navigate and shape the world. Education should empower individuals, communities and nations to achieve their full potential, breaking down barriers that have traditionally limited access and opportunity. By striving for inclusivity, equity and quality, we can build a future where education truly is for everyone. BIOGRAPHY Dr Matthew Round is an academic and educator, who has worked with children from 3 years old to PhD students. Having been a science teacher, pastoral leader, and senior leader in schools in the UK, he now works in Higher Education and his current research focused on the emancipatory philosophies of Pierre Bourdieu and sex and sexuality education.

Every child deserves to feel safe and included at school but, sadly, that’s not always the case for children with food allergies. There are now around two children in every classroom with a diagnosed food allergy in the UK, and 20% of food allergic reactions occur in schools. Yet new research by the NASUWT teachers’ union, in collaboration with The Natasha Allergy Research Foundation, has exposed the barriers faced by too many of children with food allergies, which can leave them feeling excluded and isolated. The survey of almost 1,900 teachers revealed that 67% have had no allergy awareness training. One in five teachers has never been taught how to administer an adrenaline auto-injector which could save a life in a food allergy emergency, and almost two thirds (60%) don’t know or are unsure of their school even has an allergy policy. Despite a huge rise in allergies in the UK, there is no specific mandated guidance on how children with food allergies should be supported or how and when staff and team leaders should be trained. There is no funding for this either. That’s why Natasha’s Foundation, the UK’s food allergy charity, has created Allergy School. The £1 million, national programme for teachers offers nurseries, primary schools and out-of-school clubs and groups a suite of free resources, including films, engaging lesson plans and assembly packs and a self-assessment to see how allergy friendly they currently are. All are mapped into the National Curriculum to make them easy to use for all age groups. The resources also introduce Arlo, the friendly, food-allergic armadillo – a puppet which helps to educate children about food allergies in a positive and engaging way. The free resources, for children aged 3 to 11, are available at www.allergyschool.co.uk Allergy School has been developed in partnership with The King’s Foundation, St John Ambulance, the children’s charity Coram Life Education and Tesco Stronger Starts. It has received messages of support from His Majesty, The King and the Government, as well as schools, teachers and parents.  His Majesty, King Charles said: “Improving understanding of this issue is so important for keeping children with food allergies safe and ensuring they are able to participate fully in activities at school or in our wider communities.” The aim of Allergy School is to transform understanding of food allergies in schools so that children with food allergies feel empowered, included and protected. I know from personal experience that it can be really hard to keep a child with food allergies safe in school. My daughter Natasha was diagnosed with food allergies as a young child and finding a nursery where she would be safe was extremely difficult. When she started school aged 5, it was only when she had a severe allergic reaction to milk on a school trip to the zoo that staff finally took her food allergies seriously. Natasha died when she was just 15 from a food allergy to sesame. She ate a baguette sandwich that didn’t list sesame seeds on the food label, but they had been baked into the dough of the bread, invisible to the eye. Had the baguette been labelled properly, Natasha would not have eaten it, and she would be alive today. Natasha’s death put us on a mission to campaign for change. Government, schools, teachers, parents and pupils need to come together to support children with food allergies in this country. Our new Allergy School programme will transform levels of awareness and understanding of food allergies in a positive and engaging way for all children. BIOGRAPHY Tanya Ednan-Laperouse OBE, founded The Natasha Allergy Research Foundation, the UK’s food allergy charity, with her husband Nadim after their daughter Natasha died aged 15 from an allergic reaction to food in 2016. In 2021, Natasha’s Law came into force which improved food labelling. The charity funds medical research and campaigns for a safer world for people with food allergies. Tanya has been awarded an OBE in recognition of her services to people with allergic disease.

We reach success in education if all people know exactly how to live up to their potential. This requires not only formal knowledge and learning, it includes a deep understanding of self through introspection. The secret sauce of a successful education includes information, sometimes encyclopaedic knowledge as well as an awareness of our own desires, experiences, passions and aspirations. Successful education happens when a beautifully open mind meets critical thinking; and when connecting the dots leads to problem solving and openness to the wonders of the world. I am not talking about a romantic setting: give everyone a book and they can study by themselves and all will be good. Successful education goes beyond school and formal education. It comes from people who challenge us or make us do things we don’t want to, from different situations, personal struggles or an inspiring influence. These are opportunities to thrive and suddenly we realize we went beyond what we think we can do and we outgrow our own expectations - thanks to other people. We meet excellent teachers in our family, within our group of friends, at our internet community or at school or university and we learn from and with them and they inspire us - these people have an impact on us. I call this ‘people-associated learning’ and consider it the most profound and life-changing education method. What is the opposite of successful education? If we stop learning, if we don’t accept that the only constant in life is change. By reaching a point where we say, ‘I know it all’, we have failed. Successful education teaches that we always evolve and this comes with continuous learning and development. This makes us fit for the future and enables us to adapt to always new circumstances. It is about being able to divorce a previous idea and embrace a new one, it is the ability to change. We constantly receive input from our educators and rely on them. A worthwhile goal in successful education is to reach a degree of independence and freedom to educate ourselves with the aim to share our knowledge with other people. This is a wonderful path, however, not an easy journey. If someone is believing in us, it is much easier to go the way we want to go - despite obstacles. With the help of others, we will have the courage to overcome all the speed bumps and setbacks and we will have the guts to educate ourselves. Nothing is better, makes us happier and contributes better to the world than fulfilling what our purpose is. This belief in us is by someone who is around us & makes all the difference: they can challenge us, they see achievements in us which we yet to cannot see, and they see of how much more we are capable of. Go and find the people in your life, who tell you this one lifechanging sentence: I believe in you. BIOGRAPHY Vanessa Herder is a scientist working at The University of Glasgow in Scotland. Her work studies the early immune response of virus infections aiming to understand what drives a severe and lethal outcome versus a mild disease. She did her PhD in multiple sclerosis research, followed by a doctoral thesis about a virus infection causing brain malformations. She is a trained veterinarian and after finishing her specialisation in veterinary pathology in Germany, she moved to Glasgow to focus on the pathogenesis of systemic and respiratory virus infections, including SARS CoV-2 and influenza virus.

Thierry Léonard Hilaire is an intern from Lycée Françias in Port-au-Prince who came to teach the students coding and robotics.  We will start with a group of 20 since we have 4 kits, then we can expand to other students. He sets up the lab in the learning resource centre to make it happen. The learning resource centre provide educators and communities access to meeting space and learning resources such as books and computers. They foster connection and innovation through learning.

Gambia Teachers Union (GTU) and The Steve Sinnott Foundation empower Latrikunda School with a Digital Classroom. Through the support of The Steve Sinnott Foundation, the Gambia Teachers' Union has significantly contributed to advancing education at Latrikunda Sabiji Upper and Senior Secondary School. Through this generous support, the school has received 15 brandnew computers, a SMART TV, and an air conditioner, all aimed at enhancing the integration of technology into teaching and learning. This support is part of The Steve Sinnott Foundation’s ongoing drive to establish inclusive learning through digital connectivity globally, ensuring that students and teachers have access to modern digital tools for enhanced teaching and learning experiences. As part of this initiative, the Foundation has already successfully set up digital classrooms at Nema Kuta Upper Basic & Senior Secondary School (Kiang Central, Lower River Region), St. Martin’s Basic Cycle School (Kartong), Methodist Centre for Learning Difficulties (Kanifing), and St. George’s Upper Basic & Senior Secondary School (Region 6, Basse). The addition of Latrikunda Sabiji Upper and Senior Secondary School to this list marks another milestone in bridging the digital divide and transforming education in The Gambia. Speaking on behalf of the student body, the Head Girl of Latrikunda School shared: “This donation is a game-changer for us. Having access to these computers and the SMART TV means we can do more research, learn new skills, and engage with lessons in ways we never could before. It’s about opening doors to a brighter future. We are truly grateful to GTU and The Steve Sinnott Foundation for investing in our Education.” Representing the Regional Education Directorate, the Cluster Monitor also emphasized the significance of this support: "Education in the 21st century must embrace technology, and this donation is a major step forward in that direction. The provision of these ICT resources will undoubtedly enhance digital literacy, improve lesson delivery and give both teachers and students the tools they need to excel." This is just one of the partnership initiatives that the GTU and the Foundation are working on in the Gambia. We are looking forward to widening the reach of the Counselling Skills for educators’ training and distributing bicycles to students in the rural areas later in the year.

The Steve Sinnott Learning Resource Centre is being used every day. 302 students and teachers use the resource here every week: 1st grade to High School students take at least 2 hours of computer classes and English, the virtual lab is used for high schoolers for chemistry and physics, our 82 pre schoolers also use the lab for audio visual English and Lakou Kajou educational materials. All the other extracurricular activities (sewing, crafts, culinary arts, dance, painting) benefit 85 students. 23 Community youths and 8 VSLA Community Supervisors take online English and computer courses on Saturdays and Sundays. In total 350 beneficiaries every week benefit from the resources. Gender Based Violence and Positive Periods Training: We had a surprise visit in March from Jean Jean Roosevelt, the well-known Haitian Canadian artist, in support of our GBV campaign. JJR is also a UNICEF Ambassador, he had a special program for just our boys to share their opinions about GBV. They wrote a paragraph on how it is affecting them personally and their communities and what message they can share to stop GBV. Several boys were able to come up onto the stage to perform and he arranged everything into a music video that will be released shortly. He is visiting several schools to record boys' voices about GBV issues, and the best song will win the contest. I hope we do. Gender Based Violence Awareness Campaign: Steve Sinnott Foundation, Sonje Ayiti, SosPsy and SAGE SERVICES. In March we dedicated a campaign called Violence Basée sur le Genre (VBG) to women's rights and the fight for equality The Steve Sinnott Foundation, Sonje Ayiti, SosPsy and SAGE SERVICES launched a joint awareness campaign to combat Gender-Based Violence (VBG). This initiative aims to educate, prevent and mobilize the community against all forms of gender-related violence, whether physical, psychological, economic or social. Through workshops, inspiring testimonials and awareness sessions, these structures are committed to: - Breaking the silence surrounding the VBGs. - Strengthen access to resources and support services for survivors. - Promote a culture of respect and fairness in all areas (home, work, school, church, etc.) ). “Every act of awareness is a step towards a fairer society. Together, let's denounce violence and support the voices of the victims," the coalition states. How to participate? It's simple! Share our awareness posts on social networks with the hashtag #NoToVBG. An awareness session against VBG: On March 0 9 2025 as part of the campaign to raise awareness against Gender Based Violence, Sonje Ayiti, SAGE SERVICES and SOS PSY Haiti continued their actions in Ba-Fossé, in the Evangelical Church of Light and Life. Many thanks to all the partners who support this initiative: The Steve Sinnott Foundation , CECE, LHDRadio, Radio Francophonie. A special thank you to the Soroptimists International Foundation for match funding GBV and Positive Periods training this month. Together we continue to work towards sustainable change! Soroptimist International Foundation is pleased to support the Steve Sinnott Foundation’s ‘Ensuring Girls’ Equitable Access to Education’ project, which tackles period poverty and violence —key barriers to girls' education. The initiative will train women and girls to produce reusable period pads, promote menstrual hygiene, and educate communities to challenge harmful myths. It also empowers school leaders to address violence against girls and advocate for equal education opportunities. With £16,000 in funding, Soroptimist International Foundation is helping drive lasting change in Haiti and Nepal, ensuring more girls can stay in school and thrive.

The training began on Monday, March 10, 2025 and targeted selected female and male teachers and schoolgirls across the Wa Metropolitan area. The aim is to reduce school absenteeism among girls due to menstruation. Rebecca Ocran Abaidoo, the National Gender Desk Coordinator of NAGRAT, highlighted the importance of the training and advised the girls against trading their bodies for sanitary pads. “Nobody has the right to touch our bodies. We must stand firm and say, ‘Don’t touch me’. Just as a male teacher would not allow anyone to molest his daughter, we must refuse to be perpetrators of this crime,” she stated. She encouraged participants to take the training seriously in order to gain necessary knowledge and skills. Harrun Ussfi Kadiri, the Upper West Regional Chairman of NAGRAT, emphasized that menstrual health is a crucial aspect of well-being, yet it is often surrounded by silence, misinformation and barriers to proper care. He added that this training would help change that mentality by equipping girls with the skills and confidence to make their own reusable pads. “It must be noted that Upper West is the second of the 16 regions to host this training, and we commend the support and efforts of NAGRAT and the Steve Sinnott Foundation,” he stated. Razak Korah, the Upper West Regional Director of Education, mentioned that the training will help improve menstrual hygiene management, reduce the risk of reproductive tract infections and increase school attendance and retention rates among girls. He also noted that it will enhance the dignity and self-esteem of girls and women. “Unfortunately, many of our girls and women lack access to affordable and hygienic menstrual products, which leads to absenteeism, discomfort and embarrassment in our schools,” he remarked. The beneficiaries expressed their gratitude to NAGRAT and the Steve Sinnott Foundation for their tireless efforts in organising such a valuable training program. Rebecca told us that the training was invaluable and that everyone was included. Students from Wa School for visual impairment composed a song at the end of the School Related Gender Based violence training to share with other schools and communities. Watch the song here There is still much work to be done as we were overwhelmed with numbers of participants on the second day as many who were not invited came and we could not turn them away. All of the participants were engaged and enjoyed the training. We are making an impact by working together. Thank you to the Steve Sinnott Foundation for working in partnership with us.

The UNESCO UK Associated Schools Programme Network (ASPnet) Seeds of Hope for a Better Future project supports UNESCO’s Sustainable Development Goals and ASPnet’s key action areas - promoting peace, sustainability and intercultural learning and heritage, especially in the context of the challenges of climate change. The 2025 Competition seeks to inspire young people and key partners (educators, artists, scientists and others) to work together to create legacy arts and culture projects for the benefit of local, national and international communities and to reflect the importance of protecting and improving the bio-diversity of seeds against the impact of climate change. Young people and their partners are asked to create Seeds of Hope art works/stories in partnership with others. (see: Seeds of Hope for a Better Future – Part 1: Creating Seeds of Hope Stories ) (see also Kew resource links ) . Competition Brief “Imagine you are a seed." Create an artwork that describes your value – as a seed – to the world and your geographical origins. Art works should tell the story about how you – as a seed – must adapt to survive because local weather patterns and conditions have changed and are beginning to make your life perilous. The competition brief above is just an idea to inspire you, you may have another idea of how to interpret Seeds of Hope for a Better Future and share your work. The competition seeks to encourage and inspire young people and their partners to use a range of artistic expressions to create impactful arts and culture legacy projects for the benefit of others. Artwork examples could include: Art works, which can be a gallery exhibition or community art work for long-term display in a prominent outdoor space/public indoor area, and/or a touring exhibition. Illustrated poems/short stories as the focus of presentation for local poetry/story festivals or widely circulated through a variety of print media, such as books/flip books, posters, leaflets or other graphic formats. Digital illustrations using photography/film/animation circulated through social and other public media formats or exhibitions. Performance and/or installation art, such as a young people’s play/opera/musical theatre/dance/installation art/sculpture park. All artwork making a positive contribution to the project’s mission, aims and objectives will be received and shared via the UNESCO ASPnet National Coordinators. About Participation - PARTICIPATION FORM If you are interested in entering the competition, we cordially invite you to consult the Competition Rules and Guidelines and to contact your UNESCO ASPnet National Coordinator for further guidance about participating. PARTICIPATION FORM Good luck everyone! We look forward to seeing how your seeds of inspiration will help communities grow…!