Empowering communities through partnership in Sierra Leone

In a world where the challenges of gender equality, climate change, and social injustice loom large, partnerships that prioritize sustainable development and social equality are more crucial than ever. The collaboration between The Steve Sinnott Foundation [SSF] and Gender Equality and Development for Social Action [GEDSA] exemplifies how shared vision and collective action can lead to transformative change in communities. Together we are not just addressing immediate issues, we are laying the groundwork for a brighter and more equitable future. At the heart of our partnership is a commitment to shared learning. By pooling our resources, expertise and experiences, SSF and GEDSA have created a dynamic platform for innovation and growth. This collaboration allows us to tackle complex issues such as school related gender based violence, climate change, and challenges holistically faced by people with disabilities.


Through workshops, community engagement and research initiatives, we have fostered an environment where knowledge is exchanged freely. This shared learning not only enhances our understanding of issues at hand but also empowers local communities to take ownership of the solutions. By equipping individuals with the tools and knowledge they need, we are nurturing a generation of leaders who are committed to driving social change.


One of the flagship projects born from our partnership is positive periods, an initiative aimed at addressing menstrual health and hygiene management in schools. In many communities menstruation remains a taboo subject leading to stigma and misinformation.


This project seeks to break the silence surrounding menstruation, providing education and resources to students, teachers and parents alike. By promoting open conversations about menstrual health, we are not only improving the wellbeing of young girls but also fostering an environment where gender equality thrives. The positive periods initiative has already seen remarkable success, with increased school attendance among girls and a significant reduction in the stigma associated with menstruation in our operational schools and communities. This project is a testament to the power of education and awareness in transforming societal norms.


Climate change is one of the most pressing challenges of our time, disproportionately affecting marginalised communities. Our partnership recognises that addressing climate change requires a multifaceted approach that includes addressing issues such as gender equality and social justice. Through joint initiatives, we are working to empower communities to adapt to climate impacts while promoting sustainable practices, we are ensuring that women and marginalised groups have a voice in decision making processes. Our projects focus on building resilience, promoting sustainable agriculture, and advocating for policies that prioritise the needs of vulnerable populations. This is not only combating climate change but also fostering a sense of community ownership and responsibility.


School related gender- based violence [SRGBV] is a pervasive issue that hinders educational attainment and perpetuates a cycle of inequality. Our partnership has launched targeted interventions to address SRGBV, creating safe and inclusive learning environments for all students. Through training programs for educators, awareness campaigns, and support services for survivors, we are working to eradicate violence in schools. By engaging students, parents and community leaders, we are fostering a culture of respect and equality. Our efforts have led to increased reporting of incidents, improved support systems for survivors, and a greater understanding of the importance of gender equality in education.


Together, we are creating safe spaces where children can thrive. We support children with disabilities. Our commitment to inclusivity extends to children with disabilities who often face significant barriers to education and social participation. Through our collaborative projects, we are advocating for the right of more inclusive educational environments. We provide training for teachers, resources for families and awareness campaigns; we are breaking down stigma surrounding disabilities. The impact of our work is profound. Children with disabilities are gaining access to quality education, and their families are receiving the support they need to advocate for their rights. As we reflect on the successes of our partnership, we are filled with hope for the future. The work we are doing together is not just about addressing immediate challenges; it is about building resilient communities that can thrive in the face of adversity, as this will contribute to sustainable development.


In conclusion, the partnership between The Steve Sinnott Foundation and Gender Equality and Development for Social Action is a powerful example of how collaboration can drive meaningful change, shared learning and collective action. We are addressing some of the most pressing issues facing our communities today. Together we are not just envisioning a better future; we are actively creating it. Join us in this journey towards empowerment, equality and sustainability for all.

Isata M Kamara • February 7, 2025

Volunteering in Zambia - Spotlight on a Steve Sinnott Foundation Ambassador

By Helen Porter • January 30, 2026
Summer of 2025, I volunteered in Lusaka, Zambia with Mission Direct to improve educational facilities for school children and staff. These nursery school children live in very basic and small homes in the Kaunda Square Compound. They are currently being educated in overcrowded classrooms with very little space for play and movement. The new school building will allow more children to benefit from an enriching nursery education and ensure that they are ready to learn when they start their formal schooling at the age of six. It will also enable more mothers to work and contribute to their families’ income. The children were very happy to meet us and performed a wonderful song with actions to thank us. Witnessing the challenges of these families living in poverty led me to reflect on the Sustainable Development Goals (SDGs) that finding a route out of poverty (SDG1) often starts with a quality education (SDG4). Educating children to become literate, numerate and confident, responsible young people allows them to obtain secure employment with fair pay and to have the prospect of rewarding careers, leading to economic growth (SDG8). Of course education is about so much more than preparation for future employment. An educated person is better prepared to maintain the health and well-being of their family (SDG3) and ensure that nourishing food is provided everyday (SDG2). We are disappointed and saddened to learn that some of the world’s wealthiest nations are slashing their overseas development budgets. This makes the work of NGOs even more vital as they strive to reduce inequalities (SDGs 5 and 10) to ensure that all children benefit from a quality education.

Enhancing safe education; phase two of the addressing school-related Gender Based Violence (SRGBV) Programme

By Isata M Kamara • January 29, 2026
Addressing SRGBV comes through different methods. One effective approach is to provide the most at risk of becoming victims with required skills and knowledge. The essence of this approach is to keep girls safe, engaged and ensure before they return to school that they have a better understanding of SRGBV. The phenomenon of school-related gender-based violence [SRGBV] undermines the right to education for countless children, particularly girls. In the initial phase of our project, we successfully implemented SRGBV awareness and prevention programmes in 14 schools across Bombali district Northern Region. Phase one involved training school staff, engaging students, and building community awareness to create safer school environments. This phase focused on training girls to make reusable sanitary pads and other soft skills to engage them in daily activities. The project engaged over 50 students between the ages of 12-18 years in skills training to help keep them engaged in learning how to make reusable sanitary pads, bead design and cake making. The overall implementation of the project was a success as all of the girls engaged were able to learn new skills and new knowledge relating to GBV prevention. Below are some of the specific successes; Girls were trained in making reusable sanitary pads, sewing and bead design work, basic cake making skills, learning to identify violence, report it and learn how to prevent and de-escalate violent situations and how to stay positive in life through mentoring and supporting each other. This increased the knowledge of community stakeholders and parents on the impact both in and out of school. 100 participants including parents, education officials and community leaders were engaged. Despite the successes recorded, there were some challenges in the implementation. Challenges The rains were heavy and affected some classes Inflation in the market affected the proposed initial costs and the current cost of items The number of stakeholders and parents engaged were more than the proposed number leading to an increase in the food budget BY ISATA M KAMARA DIRECTOR OF GENDER EQUALITY AND DEVELOPMENT FOR SOCIAL ACTION (GEDSA)

Alfabetizasyon se chemen development - Literacy is the way to development

By Sarah Grey • January 28, 2026
Alfa Limonade, Haiti  For all our people who were deprived of childhood education, the objective of this Alfa programme is to provide the opportunity to become literate. In Haiti, especially in rural areas such as ours, literacy rates are dismal. 44% of Haitian men and 56% of Haitian women are illiterate, but these statistics are far worse in villages and the countryside. (UNESCO) Launched 23 years ago, Alfa uses an excellent participatory text book, Goute Sel, for writing, reading, and comprehension. It was developed specifically for use here in Haiti. We also use Ti Koze Sou Istwa Peyi Ayiti, stories and questions from Haitian history, and Lekti Net Ale, reflections on connecting with the world. Through blackboard instruction and Kaye Kalkil, Alfa participants practise exercises in arithmetic. At the second level we launch group discussion through reading Edikasyon Civik. After long consideration, our team of monitors has established that Alfa must develop its own practical introduction to numeracy for adult learners. Our improved numeracy project must adjust to the situation of Alfa participants. Obviously, in their daily lives our participants constantly face numeracy problems. Having no education, they were unaware of their lack of capacity. Today, through Alfa, they are gaining in literacy, and we should also ensure that, despite their often advanced ages, they also become numerate. They must not lose this gift simply because they have been deprived of the basic human right to education. Through our new tool, Alfa’s market women and peasant farmers will grasp the basics of numeracy, so that they are not lost in the economic situations of their adult lives. They will address these problems with awareness, papers and pencils in their hands - just as others do! Chancy Jacques, Alfa Supervisor, and Antolius Pierre, Alfa monitor in Jede, are collaborating on Alfa’s own book, Kalkil San Limit, with the following objectives: To support our monitors with a good tool for introducing numeracy. To reinforce the capacity of every Alfa participant. To enable participants to reflect productively. To enable participants to calculate well and fast. To enable participants to record their written results. Thus Kalkil San Limit will include the following sections: numeracy, problem solving, geometry, and mental calculation. Numeracy is a key part of the core skill base of a literate individual. In our Haiti, this means the ability to understand and use basic maths in real life situations at home, in the market place, or for agricultural transactions. We are preparing to go to print this summer! By Sarah Grey Alfa Limonade, Haiti