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NAPTOSA DIGNITY DEFENDERS PROJECT - What Does It Mean to Be a Boy in Today’s World?

Mon, 27 Apr 2026 10:56:57 GMT

What does it mean to be a boy in today’s world?

Is it to be watched, managed, expected to fail before you even begin, or is it to be shaped, trusted, and taught how to carry dignity without dropping it?

That question followed me off the bus at the Dignity Defenders camp.

The air was thick with uncertainty. Boys from different schools stood in long, uneven lines, gripping oversized bags under a sun that felt far too awake for how unsure we all were. One by one, police officers searched through our belongings at the gate. No introductions. No explanations. Just hands in bags, eyes scanning for what might go wrong.

The message landed quietly but firmly: we were not trusted.

At first, it stung. I looked around at the boys beside me, some nervous, some joking too loudly, some silent, and none of them looked like criminals or threats. They looked like boys carrying more than just clothes: expectations, pressure, unfinished childhoods. And yet, here we were, treated as potential problems before we were given the chance to be people.

Still, honesty matters. An all-boys camp does sound like something that could collapse into chaos if left unchecked. In a world already strained by conflict and unrest, caution becomes a reflex. That gate, uncomfortable as it was, became the first lesson: when society loses trust, control rushes in to fill the gap.

What followed, however, was not control, it was education in its most human form.

We were separated from friends, gently but deliberately, nudged into unfamiliar conversations. We slept in shared dormitories; bunk beds stacked like unspoken agreements to coexist. Slowly, the tension softened. The space began to feel less like a holding area and more like a classroom without walls.

One speaker, calm and sharply articulate, spoke about substance abuse. When he revealed that he was a former drug addict, the room shifted; not because of shock, but because of contrast. He did not look broken. He looked rebuilt. His story dismantled the idea that one mistake writes an entire future. It reminded us that education is not about erasing the past but understanding it well enough to move forward.

Later, a boy raised his hand and admitted he used substances to cope with stress at home. There was a brief, fragile silence. Then someone asked, "Why?". That single question cracked something open. Suddenly, drugs were no longer the headline; pressure, pain, and survival were. Education, in that moment, did not judge. It listened.

We learned how to defend dignity, physically, legally, and emotionally. We learned what to do when it is threatened, how to protect ourselves and others, and how to act instead of freeze. These were not academic lessons. They were tools for a world that does not always play fair.

Near the end of the camp, chess appeared, almost casually, disguised as a fun competition. What began as a game slowly unfolded into a lesson. We were encouraged to play, to compete, to enjoy it, but also to think. Each move demanded patience. Every decision carried a consequence that could not be taken back. It was no longer just about winning, but about understanding that rushing the present often sabotages the future. When the competition ended, the strongest players were rewarded with mini chessboards. Receiving my first chessboard felt symbolic, a small object carrying a quiet reminder that life, like chess, rewards those who think beyond their next move.

By the end of the camp, something had shifted. My idea of masculinity no longer revolved around strength or silence, but awareness. Education, I realised, is what teaches us how not to become what the world fears we already are.

In times of unrest, education is not a luxury; it is a stabiliser; a compass. As Steve Sinnott called it, ‘the great liberator.’ And for a group of boys who were once searched at a gate, it became the reason we walked out trusted, not by authority, but by ourselves.

BY JOENTY NGOMA
CULTURAL HIGH SCHOOL SOUTH AFRICA (GRADE 11)

Shaping Education Through the Lens of Identity

Wed, 22 Apr 2026 11:00:06 GMT

On a recent trip to Pakistan, I was struck by two contrasting images. In one, school children moved through the chaos of Rawalpindi’s streets, their journey interrupted by traffic, by cows being walked through the road, by the everyday disorder of the city. In another, young children carried heavy bags for street vendors who give them employment; their labour, part of the same urban rhythm but pointing to very different futures.

Access to education, as is often referenced in this magazine, is not universal. I reference Pakistan not only because of these scenes, but because it is closely linked to my heritage and identity. Reflecting on what education means, and how I interact with it, has been central to my academic journey. Coming from a family where my parents were not formally educated, education has provided me with opportunities that were not previously available to them. This experience shaped my decision to work in widening participation in the Department of Politics and International Studies at the University of Warwick.

One of the projects we developed was the Colonial Hangover Project, designed to explore the everyday legacies of colonialism. The project aimed not only to give school-aged students the confidence to speak back to a curriculum that often remains silent on their histories, but also to create opportunities for experiences they might otherwise not have access to because of their backgrounds.

It was through the Colonial Hangover Project that we enabled students to speak at the Colonial Legacies conference held at Coventry Cathedral. Students from across Coventry spoke about their heritage, produced art, and sang gospel songs reflecting their experiences as young people whose families are linked to British history through empire. They spoke about local histories, including the grave of enslaved child Myrtilla, about South Asian heritage, and about the ways colonial hierarchies have shaped relationships between communities, including the persistence of anti-Blackness within some South Asian communities. Over 400 students came together during the day to celebrate their heritage and to speak within the cathedral.

Building on this momentum, the work sparked a wider ambition: to ensure that all schools, particularly those in areas of high deprivation such as Coventry, could access sustained opportunities rather than one-off interventions. This led to a drive to connect schools to the UNESCO ASPnet Schools Network, widening access to global learning while embedding students within an international community committed to peace, cultural understanding, and social justice. For a city shaped by postindustrial decline and uneven educational outcomes, this connection mattered. It enabled students to see their local experiences as part of a wider global story.

Alongside this, we drew on the Hidden Heroes campaign led by Preet Gill and Tom Tugendhat, encouraging students to identify and celebrate their own heroes within their families and communities. This created pathways for young people to speak in the UK Parliament, bringing together local heritage, global networks, and civic voice. Together, these strands reflected a shared commitment: widening participation not only in education, but in belonging and representation.

BY SHAHNAZ AKHTER

Associate Director is based in the Department of Politics and International Studies at the University of Warwick, where she works in widening participation and outreach. Her work focuses on creating meaningful pathways for school-aged students from underrepresented backgrounds to engage with higher education, civic life, and global learning.

Educate Girls

Mon, 20 Apr 2026 11:01:13 GMT

Every last girl may want to go to school, but we know that a desire and an aspiration are not always enough. Deep in rural India, society doesn’t always support a girl’s education. Household chores, child marriage, restricted movement outside the house and patriarchy all stand in the way. The system also lets girls down -- secondary schools can be far away and re-enrolling after leaving education can be very difficult.

Educate Girls UK was founded in 2016 with a mission to work with local organisations in some of the world’s most vulnerable communities, to find and support girls back into education. We identified Educate Girls (FEGG), an ambitious Indian NGO in Rajasthan and decided to start by backing their vision of every girl in school. Since commencing work in 2007, FEGG has supported over 2 million girls to enrol into government schools and improve their learning by creating a movement of over 23,000 gender champions who have reached the girls the system might have left behind. The Indian government too has introduced enabling policies (Right to Education Act was passed in 2009) and made huge progress in improving delivery and systems. India has near universal enrolment in the primary years with many more girls in school than before the Right to Education Act came into being. Our funding and advocacy support here in the UK and Europe has made a difference.

But there still remains a persistent problem in the most marginalised villages in India, and beyond. Millions of women and adolescent girls forced to drop out of school have never returned. Without having passed even Grade 10 (similar to GCSEs in the UK), their life chances are now severely hampered. Further education is a distant dream; skilling programmes inaccessible; even loans to start a small business are all out of reach.

As the world aspires to improve the quality of education we cheer on from the side lines. At Educate Girls UK, we want to be supporting the enrolment of girls into systems that deliver the very best foundational literacy and numeracy and equip young people for the 21st century with all its challenges. But, an additional priority for us, right now, is to give the support that girls who have fallen out of the system need, to pass their 10th and 12th grades. We want to see girls given a second chance at securing this aspiration and indeed this basic human right.

In the next ten years we will work to support partners like Educate Girls (FEGG) in India who have set themselves a goal to ensure 10 million learners get that second chance. Even if they are already married and have children, cannot access physical schools, live in the most remote villages, or have demands on their time so they can’t attend school full-time, we will ensure that girls get to study, are supported to access learning and complete their secondary education.

India is incredibly well placed to demonstrate solutions to some of the world’s most intractable problems given its size and ability to innovate at scale, indeed it has the largest public education system in the world. In supporting Educate Girls (FEGG) in India to scale their work in partnership with the government, we are convinced that we can learn and then share what works for girls and, in turn as a grant maker and advocate in the UK, work for girls everywhere. At decision making tables across the world we want to ensure the importance and potential of educating girls is seen and heard. This is a problem we only have to solve once as an educated girl will likely become a mother who will educate her children.

Educate Girls in India is demonstrating solutions that work at scale which could have resonance beyond India’s borders – there are nearly half a million girls who are not in employment or education even here in the UK. Our work at Educate Girls UK is to change the life of girls so they can go on to change the world for girls everywhere. Educate Girls (FEGG), was recently recognized as the first organisation in India to receive the prestigious Ramon Magsaysay Award (often hailed as Asia’s Nobel Peace Prize) and the remarkable story of the organisation’s evolution is told in Safeena’s new book Every Last Girl: A Journey to Educate India’s Forgotten Daughters.

BY SAFEENA HUSAIN

A social impact leader, Safeena Husain is the Founder of Educate Girls, an Indian non-profit that partners with communities to mobilise volunteers and government resources for girls’ education in some of India’s most underserved and remote regions. In 2023, she became the first Indian woman to be honoured with the WISE Prize for Education for her transformative work in advancing gender equity through education. In 2024, she was awarded an honorary doctorate by the London School of Economics and Political Science (LSE).

In 2025, she led Educate Girls to a historic milestone, becoming the first Indian non-profit to receive the Ramon Magsaysay Award, widely regarded as Asia’s equivalent of the Nobel Prize, thereby cementing her place as one of the world’s most impactful social entrepreneurs. Under Safeena’s leadership, Educate Girls has pioneered innovative models that harness the power of community volunteering, most notably through its Team Balika network of over 23,000 community champions who have helped enrol over 2 million out-of-school girls and improve learning outcomes for more than 2.4 million children since its inception. She also spearheaded the world’s first Development Impact Bond in education and led the organisation to become Asia’s first TED Audacious Project. Drawing on her lived experience, Safeena brings a deep understanding of the challenges faced by marginalised communities. Her vision for the next decade is to empower 10 million learners through scalable, community-driven solutions grounded in volunteerism, participation, and equity.

“I have never met a girl who said to me I want to stay at home. I want to graze the cattle. I want to look after my siblings. I want to be a child bride. Every single girl I meet wants to go to school.” Safeena Husain, Founder, Educate Girls

Our Students Stories Matter

Fri, 17 Apr 2026 11:35:32 GMT

In the words of Sydney J. Harris, “The whole purpose of education is to turn mirrors into windows.”

Few stories illustrate this truth more clearly than that of Ricardinio, a resilient young boy whose life was reshaped by learning, creativity, and compassionate support. Ricardinio is a displaced child living with HIV who once called the streets of Port au Prince home. When armed gangs overtook his neighbourhood, he was forced to flee, leaving behind everything familiar. The trauma of displacement, coupled with the daily realities of managing a chronic illness, left him navigating fear, uncertainty, and isolation.

Everything changed when he gained access to the Resource Learning Centre at Cima Community School of Hope based in Limonade, Haïti. Within its safe walls, Ricardinio found stability, encouragement, and a sense of belonging that had been missing for far too long. The centre became more than a place of academic support; it became a catalyst for his healing. There, he discovered a surprising and transformative passion: drawing. What began as a quiet pastime soon unfolded into a powerful means of expression. Art offered him peace where chaos once lived, and possibility where hope had been fading. With guidance from mentors and access to materials he had never had before, Ricardinio started to see a future shaped not by loss, but by talent and imagination.

Ricardinio learned to sew, paint and a new language, English. He made the outfit he is wearing in the photo below for a recent fashion show.

His journey reminds us that for many young people, particularly those facing profound health or social challenges, that education is far more than curriculum. It is a lifeline to identity, purpose, and renewed hope. When a learning space nurtures the whole child, it turns windows toward new horizons, ensuring that even in the most difficult circumstances, every learner can envision a brighter future.

BY STEFANI TIERI GEORGES

Programme and Strategy Manager Sonje Ayiti, Limonade Haiti.

How do we Ensure Education is Inclusive and Reaches Marginalised Groups?

Wed, 15 Apr 2026 11:00:12 GMT

Growing up in 1970s and 80s Britain, son of Jamaican immigrants, all I cared about was mathematics, mathematics and mathematics. I didn’t see the need for black role models; all I cared about was numbers. Then I reached teenage years, the opportunity to enter the educational community was not the same for people of my colour. I was being directed to become a boxer not a mathematician. A generation later my son was being pushed in the direction of singing, not a career in STEM. My story is not unique and there are many other marginalised groups. Creating an education system that genuinely includes marginalised groups isn’t just a moral imperative — it’s a practical one. When people are excluded, societies lose talent, creativity, and economic potential.

So what can be done? Here are seven starters for ten:

1. Remove Barriers to Access

Many marginalised learners are excluded long before they reach a classroom.

Key Strategies:

Eliminate financial barriers: scholarships, free school meals, subsidised transport, no-fee schooling.
Provide flexible learning options: evening classes, community-based learning, mobile schools for nomadic groups.
Invest in infrastructure: safe buildings, accessible facilities for disabled learners, and reliable internet in rural areas.

2. Make Learning Culturally Relevant

Education becomes inclusive when learners see themselves reflected in it.

What this looks like:

Curriculum that includes diverse histories, languages, and perspectives.
Teaching materials that avoid stereotypes and represent all groups.
Community involvement in designing educational programs.
Don’t just consider the marginalised groups at certain special events, but all year round.

3. Train and Support Teachers

Teachers are the frontline of inclusion.

Effective Approaches:

Training in inclusive pedagogy and unconscious bias.
Recruiting teachers from marginalised communities.
Providing classroom assistants or specialists (e.g., sign language interpreters).
Get teachers to be seconded in diverse areas, so they can grow to learn and appreciate different cultures.

4. Use Technology

Thoughtfully, technology can widen access — or deepen inequality if used poorly.

Inclusive Uses of Technology:

Low-bandwidth digital learning tools for remote areas.
Assistive technologies for learners with disabilities.
Online platforms that allow flexible pacing and personalised learning.
Keep Libraries open so that marginalised communities can access the digital world.

5. Strengthen Policies and Accountability

Inclusion doesn’t happen by accident; it needs structure. I have written a paper called treating EDI as a Science Problem. It introduces Chamberlain’s Law that states this “If all things are equal what numbers do we expect to see?”

On this basis, we should be able to consider things such as

Anti-discrimination laws in education.
Data collection on who is being left out and why.
Funding formulas that allocate more resources to disadvantaged schools.

6. Engage Families and Communities

There are examples where marginalised groups distrust institutions for good historical reasons. These are some of the ways to build trust:

Community-led outreach programs.
Parent education initiatives.
Schools are partnering with local leaders, NGOs, and cultural organisations.

7. Support Learners Beyond Academics

Barriers to education are often social, emotional, or economic. Holistic support:

Mental health services.
School meals and health checks.
Safe transport and anti-bullying programs.

In conclusion, these points are not comprehensive or exhaustive. However, it is a benefit to us all when education is for all.

BY PROFESSOR NIRA CHAMBERLAIN OBE

FIMA FORS CSci PhD HonDSc DUniv 1st AtkinsRéalis Technical Fellow for Mathematical Modelling AtkinsRéalis, Six Mathematical Doctorates. Mathematics Professor. Founder of the Black Heroes of Mathematics Conference. Science Communicator

The Transformative Power of Education

Mon, 13 Apr 2026 07:34:06 GMT

I have always been a believer in the transformative power of education. Education can never be seen solely as a didactic pursuit. It is in many ways an act of love. Helping children to carve out their own place in the world and to understand the complexities of culture, society, history, and anthropology.

Education becomes especially vital in times of conflict and unrest. When societies are divided by violence, political instability, or deep social tensions, education offers one of the most powerful tools for rebuilding communities and creating a more peaceful future. Schools are not only places where children learn academic subjects; they must be environments where values, perspectives, and skills are formed. In periods of crisis, the role of education expands beyond knowledge transmission to include fostering tolerance and equipping them with critical thinking skills that allow them to navigate complex realities.

One of the most important functions of education during conflict is the promotion of tolerance and mutual understanding. Conflict often arises from fear, misunderstanding, and deeply rooted prejudices between groups. When children grow up hearing only one narrative about others, divisions can become stronger over time. Education can counteract this by exposing students to different cultures, histories, and viewpoints. Through inclusive curricula and classroom discussions, children can learn that diversity is not a threat but a natural and valuable part of human society. Teaching empathy and respect helps young people see beyond stereotypes and recognise the shared humanity in others. In the long term, these attitudes can reduce the likelihood that future generations will repeat cycles of hostility.

We can see in conflict zones now that there is often a parallel battle in schools for control of the narrative. Arguments over textbooks in Palestine, for example, are longstanding with different cultural interpretations of certain themes or even individual words or pictures being used to justify political ends.

Conflict can create feelings of fear, confusion, and powerlessness, particularly for young people. Schools can provide a sense of stability and normality when much of life feels unpredictable. In addition to this emotional support, education helps students understand the social, political, and historical forces shaping their circumstances. By learning about how societies function, how conflicts arise, and how they can be resolved, children gain a clearer sense of their role as members of a community and as citizens. This understanding empowers them to imagine a future beyond the conflict they are experiencing and to see themselves as participants in rebuilding their societies.

Another key aspect of education in times of unrest is the development of critical thinking skills. In environments marked by propaganda, misinformation, and polarised narratives, the ability to evaluate information carefully becomes essential. This is especially vital in the modern world with the proliferation of social media, citizen journalism, and algorithms which are designed to reinforce and amplify the worldview of the user or to promote violent or extreme material. Children and young people who learn how to question sources, analyse arguments, and consider multiple perspectives are far less likely to be manipulated by extremist ideologies or false information. Critical thinking allows individuals to move beyond simplistic explanations and to recognise the complexity of social and political issues. This skill is crucial not only for personal decision-making but also for the health of democracy.

Furthermore, critical thinking encourages dialogue rather than division. When students learn to examine ideas thoughtfully and listen to differing opinions, they become more capable of engaging in constructive discussions. This ability is particularly important in post-conflict societies where reconciliation and cooperation are necessary for long-term peace. Instead of reacting with hostility to disagreement, educated individuals are more likely to seek understanding and compromise.

We must build education systems with this in mind. Many curricula and systems have focused on standards and testing to the detriment of true critical thinking. With the rapid onset of AI and the proliferation of algorithm-driven information access, it is more vital than ever that critical thinking, media literacy, social skills, and dialogue are placed at the heart of education and schools. While education alone cannot resolve every conflict, it lays the intellectual and moral foundations that make lasting peace possible. Investing in education during difficult times is not only an investment in individual development but also in the stability and future of entire communities.

BY ED HARLOW

NEU PRESIDENT (1ST JANUARY 2026 – 31ST DECEMBER 2026)

Ed has been a secondary music teacher and head of department at Highgate Wood School in London for nearly 20 years. Elected to the National Executive in 2021, and as Junior Vice-President in 2024, he has helped shape policy, taking a particular interest in restoring the arts and creative subjects in the Curriculum.

True Liberation: The use of reusable pads in tackling absenteeism of girls in our school

Mon, 13 Apr 2026 00:28:40 GMT

The issues that affect girls’ education and future life prospects are seemingly trivial to those who have not come face-to-face with the reality of those who come from poor families. Some families in both rural and urban Ghana cannot afford $2 (two dollars) a day to provide food for the families, not to mention such families also provide disposable sanitary pads for their girls to use during that time of the month.

The disposable sanitary pad is categorised as a luxury good, hence it attracts high import duty, making the least priced containing 8 pieces (eight) of pads selling at $2 (two dollars) at the current exchange rate. This situation has made the disposable sanitary pad a commodity unaffordable to most girls from poor and average homes in Ghana.

Menstruation and its related issues vis-à-vis sanitary conditions in schools are a pressing concern in my country, Ghana. The situation impacts the attendance of adolescent girls at school so severely that the cumulative effect over a period of ten years (the number of years a girl would spend schooling between Junior High and Tertiary levels) is unimaginable. The stigmatisation that girls experience during that time of the month and the fact that sanitary pads remain a luxury item for the majority of girls who come from poor families pose a significant barrier to the education of girls and their empowerment.

Many schools in Ghana lack sanitary facilities, not to mention access to changing rooms for girls and water. As we (NAGRAT with support from Steve Sinnoff foundation) took girls and Teachers through training, we learnt at first hand that some girls used unhygienic materials such as leaves, newspapers/other papers to manage their menstruation leading to health risks, leakages and overall discomfort, it was observed from interactions with school girls that majority of them absent themselves from school at least five days in every month, some even dropped out eventually because they could not just catch up with academic work.

Teaching girls and Teachers how to produce something decent, affordable and effective is truly liberating. Girls can go through their cycles with dignity and no discomfort. Girls we have trained so far can go to school throughout when schools are in session, and prepare adequately for the world of work and life in general.

A simple solution! Great Results

BY REBECCA OCRAN ABAIDOO

NATIONAL GENDER COORDINATOR

NATIONAL ASSOCIATION OF GRADUATE TEACHERS – GHANA

Sonje Ayiti Prevention of Gender Based Violence Programme (GBV)

Tue, 17 Mar 2026 11:50:43 GMT

The Steve Sinnott Foundation, as a staunch advocate to combat GBV, support Sonje Ayiti to conduct a series of activities for 3 months in partnership with local mental health Youth Organisation BEHCARE – “Be Human Care”: humanizing care. As part of the Integrated Programme for Community Awareness, Prevention, and Support for Victims of Gender-Based Violence , a series of activities are being organised to raise community awareness and strengthen the protection, dignity, wellness, and recovery of affected individuals.

This initiative aims to:

- Prevent gender-based violence

- Raise community awareness

- Provide tailored support to those affected

Awareness campaigns, training sessions, and support groups are implemented in schools, churches, and other local institutions to foster a safer and more respectful environment for all. Every action counts in fostering strength, hope, and renewal within each person. We follow up with well-being therapy sessions for all of the women who take part in the programme.

The 8 Stages of Domestic Homicide

Mon, 02 Mar 2026 11:43:41 GMT

As part of our ongoing work on the prevention of gender based violence, we were pleased, that in February of this year, Rosie Lewis from the University of Hertfordshire hosted a webinar for the Foundation on Identifying Stalking and The 8 Stages of Domestic Homicide (Homicide Timeline).

The Homicide Timeline developed by Dr. Jane Monckton Smith, is set out below and maps the progression of abusive, coercive, and controlling relationships towards murder.

This framework is designed to help professionals and the public identify high-risk situations and intervene before a homicide occurs, shifting the view from "crimes of passion" to a predictable, planned process.

Stage 1: Pre-relationship

History The perpetrator has a history of stalking or abuse, often showing a pattern of controlling behaviour with previous partners.

Stage 2: Relationship Development (The "Whirlwind")

The relationship moves very quickly from the initial meeting to becoming serious and intense.

Stage 3: Coercive Control

The relationship is dominated by the perpetrator, who controls the victim's life and behaviour.

Stage 4: Trigger

An event threatens the perpetrator's control, such as a planned separation, financial issues, or illness.

Stage 5: Escalation

Controlling behaviour increases in intensity or frequency, including stalking, threats of suicide, or increased violence.

Stage 6: Change in Thinking

The perpetrator changes their mindset, deciding that the situation is unforgivable, often feeling rejected, humiliated, or vengeful.

Stage 7: Planning

The perpetrator actively prepares for homicide, such as buying a weapon, stalking the victim, or establishing a timeline.

Stage 8: Homicide

The homicide is committed, which may include the suicide of the perpetrator.

At the Foundation, we believe that building healthy relationships starts with education and at an early age. We have developed resources for Primary and Secondary students which can be accessed here - www.stevesinnottfoundation.org.uk/resources

Expanding Opportunity and Empowering Communities: A Year of Impact

Sun, 01 Mar 2026 17:12:11 GMT

Across the globe, meaningful change often begins with access that is access to education, to safe spaces, to knowledge, and to opportunity. Last year, a series of programmes collectively reached hundreds of thousands of individuals, creating positive effects that extend far beyond the numbers themselves.

At the heart of this impact is a commitment to safety and dignity. The Prevention of Gender-Based Violence Programme has supported 2,161 educators across Cape Verde, The Gambia, Ghana, Haiti, Nepal, Sierra Leone, and South Africa. By equipping educators with the tools to recognise, prevent, and respond to gender-based violence, the programme is helping to foster safer learning environments for countless students. Teachers are not just educators, they are often the first line of support, and empowering them strengthens entire communities.

Equally transformative is the Positive Periods Programme, which has reached 70,000 women and girls in Ghana, Haiti, and Nepal. Access to menstrual health education and resources is more than a health issue; it is a matter of equity. By breaking stigma and ensuring girls can attend school with confidence, this initiative is helping unlock potential that might otherwise remain out of reach.

Over 500,000 students and educators have benefited from access to digital classrooms and Learning Resource Centres in The Gambia, Haiti, and Nepal. In regions where resources are often limited, digital access opens doors to knowledge, connection, and opportunity, helping to bridge longstanding educational gaps.

Literacy, too, continues to be a powerful tool for empowerment. In Haiti, the Kreyol Literacy Programme has supported 200 learners, enabling individuals to build foundational skills that impact every aspect of life, from employment opportunities to civic participation.

Young people are also stepping into leadership roles. The Youth Ambassador Programme in The Gambia has supported 78 young individuals, nurturing a new generation of advocates and changemakers. These ambassadors are not only gaining skills but also shaping the future of their communities through their voices and actions.

Supporting educators remains a consistent priority. In Sierra Leone, 152 educators participated in Special Educational Needs (SEN) Awareness Workshops, strengthening inclusive teaching practices. Meanwhile, in The Gambia, 80 educators received training in counselling skills, enhancing their ability to support students’ emotional and mental wellbeing an often overlooked but a critical component of education.

Sometimes, impact comes in simple but life-changing forms. The delivery of 40 bicycles to students in rural villages has made it safer and easier for young people to travel to school. For many, this is not just about convenience, it is the difference between attending school regularly and missing out on education altogether.

Taken together, these initiatives highlight a holistic approach to development, one that recognises the interconnected nature of education, health, safety, and empowerment.

The model of working that we have developed over time at the Foundation, a reciprocal learning model that values real partnership working at its core has played a huge part in our development. It has enabled us to develop relationships built on trust and dignity that are achieving the goal of Education for All.

Behind every statistic is a story: a teacher better equipped to support their students, a girl able to attend school without barriers, a young leader finding their voice.

Progress is not defined by a single programme or outcome, but by the collective momentum of many efforts working toward a shared goal. And as these numbers show, that momentum is growing, bringing lasting change to communities around the world.

Thank you to everyone who has supported our work in 2025 and we look forward to making more progress together in 2026.

STEM programs in Haiti

Sat, 14 Feb 2026 12:52:15 GMT

On 23rd January at the Cima Community School of Hope (ECEC), the first workshop was held with the first group of students as part of the STEM program. This activity marks a promising start to the program's implementation.

STEM (Science, Technology, Engineering, and Math) is crucial for children because it fosters critical thinking, problem-solving, and creativity from a young age. It nurtures natural curiosity, helps children understand the modern world, and builds resilience through hands-on experimentation. Additionally, early STEM exposure prepares them for future academic and career success.

A total of 20 students participated in this first session. The session focused on a general presentation of the importance of computer programming in today's world. The students were also introduced to the Scratch software interface, an educational tool well-suited for teaching children programming.

This initial experience went smoothly and generated considerable interest and strong motivation among the students.

Now every Thursday as part of the STEM program, educational activities were carried out at the Community School of Hope of Cima (ECEC). Today's session focused on identifying different programming blocks in Scratch software.

The children were then invited to assemble several blocks to observe how it works and the result achieved. This hands-on, interactive approach has strengthened their understanding of basic programming concepts while stimulating their curiosity, creativity and interest in digital technology.

Make This Spring the Season You Secure Your Legacy

Sat, 14 Feb 2026 12:24:48 GMT

At the Steve Sinnott Foundation, we know that planning for the future is one of the most important things you can do for the people and causes you care about. That’s why we’re delighted to offer our staff and volunteers the opportunity to write or update their will this Spring.

Whether you’ve been meaning to get started for years, or you simply need to make a few updates, this is the perfect time to take that important step.

Join Our Free Will Writing Webinar

To help you get started, we’ve partnered with expert estate planners Octopus Legacy , who will be hosting a free webinar(s) covering everything you need to know about writing or updating your will.

Staff & Volunteers

12pm, Thursday 5th March
Online via Zoom - https://us02web.zoom.us/webinar/register/WN_uvirWft7S12lJUby6oUtnQ#/registration

Supporters
12pm, Tuesday 10th March
Online via Zoom - https://us02web.zoom.us/webinar/register/WN_xxJNZd6ZQYKMOs-2fNz0Gg#/registration

During the session, you’ll learn:

Why it’s important to have an up-to-date will
What to consider when writing or updating your will
The different types of will-writing services available
How Lasting Powers of Attorney work and why they matter
How to claim your free will this Spring

This webinar is designed to make what can feel like a complex process simple, clear and manageable.

Why Having a Will Matters

Having an up-to-date will ensures your wishes are respected and your loved ones are protected. Without one, the law decides how your estate is distributed and that may not reflect what you would have wanted.

A will gives you peace of mind. It allows you to:

Provide clarity and security for your family
Appoint guardians for children if needed
Make specific gifts to individuals or causes
Ensure your estate is handled efficiently

Updating your will is just as important as writing one. Life changes marriages, children, property purchases, or changes in circumstances can all affect your wishes.

Claim Your Free Will This Spring

As part of this initiative, eligible staff and volunteers will have the opportunity to claim a free will-writing service. Full details will be shared during the webinar, including how to access this benefit.

We encourage you to take advantage of this opportunity. Writing or updating your will is one of the most responsible and caring decisions you can make for yourself and for those you care about.

Register Now
Spaces are available now, simply register using the link below:

Staff & Volunteers - https://us02web.zoom.us/webinar/register/WN_uvirWft7S12lJUby6oUtnQ#/registration

Supporters - https://us02web.zoom.us/webinar/register/WN_xxJNZd6ZQYKMOs-2fNz0Gg#/registration

We hope you’ll join us on Thursday 5th March and take this positive step towards securing your future.

The Foundation supporting the achievement of the Sustainable Development Goals (SDGs)

Tue, 03 Feb 2026 12:00:14 GMT

In my time as an assistant at The Steve Sinnott Foundation (SSF), one of my research tasks was looking into how the Foundation contributed to the achievement of the Sustainable Development Goals (SDGs). I really believe in the work of the Foundation and I have also been raising funds as I believe that every child must have the right to education.

SSF is a UK-based educational charity focused on promoting quality education worldwide. It plays a supportive role in achieving the United Nations 17 Sustainable Development Goals (SDGs), especially Goal 4: (Quality Education), but its work contributes to several others as well.

Here's how the Foundation supports the SDGs:

Goal 4 – Quality education (core focus)

The Foundation's main mission is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
It supports teachers and educational initiatives in developing countries.
It runs programmes like:
The Education for All Campaign – advocating for universal access to education.
Teacher empowerment projects – providing training and resources to educators in under-resourced countries.
Girls' education programmes – encouraging and supporting girls to stay in school and complete their education.

Goal 3 – Good health and well-being

Through education, particularly health-related programmes, the Foundation contributes to raising awareness about hygiene, nutrition, and mental health.
The Foundation has developed a range of webinars to promote health and wellbeing and these can be found on YouTube.

Goal 5 – Gender equality

The Foundation promotes girls' education, directly addressing barriers that prevent girls from accessing and completing school.
It advocates for the rights of women and girls, especially in patriarchal or disadvantaged societies.

Goal 8 – Decent work and economic growth

By improving access to education and vocational training, the Foundation helps create employment opportunities.
Educated individuals have better chances of securing decent work.

Goal 10 – Reduced inequalities

It supports marginalised groups, including children in rural or conflict-affected areas, contributing to reducing global inequalities in education.

Goal 16 – Peace, justice and strong institutions

Promotes education as a force for peace and conflict resolution.
Supports democratic participation and awareness through educational programmes that foster community engagement.

Goal 17 – Partnerships for the goals

Collaborates with NGOs, unions, schools, and governments to deliver and advocate for education projects.
Builds international partnerships to achieve the SDGs through education.

Summary

While The Steve Sinnott Foundation's primary focus is on Goal 4, it contributes to many of the SDGs by empowering communities through education, particularly:

Gender equality (Goal 5),
Health (Goal 3),
Economic growth (Goal 8),
Reducing inequality (Goal 10),
Peace (Goal 16), and
Partnerships (Goal 17).

The Foundation’s programmes also contribute to the achievement of other SDGs through the power of the provision of education and life-long learning; 1. No Poverty, 2. Zero Hunger, 13. Climate Action. We believe that all of the 17 SDGs are only achievable by ensuring that all children, wherever they are born, deserve the human right of quality education. Over 250 million children are still out of school and the global out-of-school population has reduced by only 1% in nearly ten years, according to the UNESCO Global Education Monitoring Report 2024. There is still much work to do in achieving equitable and quality Education for All.

Relationships and SDGs (Sustainable Development Goals)

Mon, 02 Feb 2026 12:00:44 GMT

As the founding Headteacher of two start-up schools in Oxfordshire, one primary and one secondary, we spent a lot of time thinking about our new schools’ vision, mission and values. We were deeply committed to becoming values-based educational settings. We also did a lot of work on our global citizenship curriculum which formally brought together all of the loose threads in what Dr Neil Hawkes calls the ‘inner curriculum’. Working towards UNICEF’s Rights Respecting School Award to demonstrate our intentional teaching of the UN’s SDGs was a fundamental part of our commitment to our school communities.

When I left headship to move #DiverseEd from being a grassroots community to iterating into Diverse Educators, a Diversity, Equity, Inclusion and Belonging (DEIB) training and consultancy organisation, I thought once again about how our work supported the education system in working towards the SDGs and we outlined them here: www.thebelongingeffect.co.uk/the-sustainable-development-goals

Five years on, we have just gone through a re-brand, and we are now called the Belonging Effect. For me the strategic intention we take towards developing consciousness, confidence and competence in DEIB must be actionable and must have impact. So our renewed mission is ‘shaping intention into impact’

We are in the decade of action to work towards achieving the global Sustainable Development Goals (SDGs) as outlined by the United Nations.

The Belonging Effect is committed to doing the work across our network by connecting our training offer, our events programmes, and our desired outcomes (as well as our vision, mission, values and strategic vision) with the global goals to transform our world, together.

We believe in a shared vision and a collective responsibility in working towards the SDGs, together.
We believe that through meaningful collaborative partnerships across our network and wider education community, we can have a greater impact in addressing societal issues, together.
We believe that our schools are shaping global citizens and that we are all responsible for the world that we co-create, together.

Whilst we believe there is a part for all of us as educators and schools to play in all seventeen SDGs, we align our work specifically to seven of the SDGs as outlined below through our commitments:

3. Good health and wellbeing

4. Quality education

5. Gender equality

8. Decent work and economic growth

10. Reduced inequalities

16. Peace, justice and strong institutions

17. Partnerships for goals

How do the SDGs influence the way we think about human relationships in schools?

We need to reflect on the levels of diversity in our different stakeholder groups and who gets opportunities and who can access resources. We need to focus on names, not numbers. We need to invest in connection, not correction. We need to work in collaboration and co-create solutions to problems.

Which SDGs are most directly connected to the school environment?

We need to focus on mental health and wellbeing and realise how closely related it is to other aspects of our identity and lived experience. We need to ensure that all children receive their entitlement to an inclusive and representative curriculum enabling them to thrive and prosper in their adult lives.

How can schools build partnerships with local communities to promote inclusive education and shared responsibility for SDG goals?

We need to create a map of our community partnerships and spend time investing to ensure there is mutual reciprocity. We need to intentionally weave a web of key relationships around our school and distribute the responsibility of leaders in maintaining them and ensuring there is open dialogue to feed the culture and the ethos of the setting.

Imagine a school in 2030 that has fully embraced the SDGs: what do relationships look like there?

We will have collapsed the power hierarchy, we will have embedded democratic decision-making and we will be ensuring that all voices will matter. We will see the benefits of a more representative leadership and governance model. We will hear from our learners that they have a greater sense of belonging.

How can educational policies be re-designed to prioritise healthy relationships as part of achieving SDG 4?

Educational policies need to be co-designed as there is often a disconnect between who writes the policy, who ratifies the policy versus who the policy serves. We have systemic and societal issues to resolve such as anti-racism and meaningful inclusion of our most vulnerable learners, alongside increased belonging for individuals and groups who are marginalised by the system. We need the subject of any policy reform to be actively involved in the process and changes to ensure they resonate and reduce harm.

Do check out our website to find out more about our DEIB work . You might also be interested in my new book which is coming out in the new year entitled ‘How to Cultivate Belonging in Schools’ .

Volunteering in Zambia - Spotlight on a Steve Sinnott Foundation Ambassador

Fri, 30 Jan 2026 12:00:09 GMT

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

Thu, 29 Jan 2026 12:00:11 GMT

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

Wed, 28 Jan 2026 12:00:32 GMT

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

Education for All unlocks potential

Tue, 27 Jan 2026 12:00:15 GMT

Here we hear from Gabie Aurel who leads the Sonje Ayiti Organization (SAO), our partner in Haiti. They prioritise investing in quality education to break the cycle of poverty, promote long-term economic and social stability, and uplift everyone. It equips children, youth, and adults with the skills to achieve their potential, higher earnings, and better health outcomes. SAO’s work improves community well-being overall and fosters a more resilient and inclusive society.

Gabie says,’I am so privileged to grace the path of many inspiring individuals (children, youth, men and women) who share their stories about what education means to them and how it has built their confidence and drastically transformed their lives.’ An example of a life transformed is Rosenie Selmour, a second level participant in ALFA at the Cima Literacy Center in Limonade, Haiti. Here is her testimony:

‘I always felt small when people were reading and writing around me because I couldn't read or write. I was afraid to speak in public, and I was ashamed to say that I couldn't read. Since coming to the Cima Literacy Center, my life has changed. Every day I learn something new. I can read on my own, I can read medical prescriptions, I can read my Creole Bible very well, and even write my children's names on their notebooks and supervise their homework.

I am in awe to see how our good education is expressed daily in the form of mutual respect, solidarity, empathy, camaraderie, and how we support and treat each other now. We don't laugh at people if they make mistakes. We correct and we encourage. I remember the first time I read a sentence in front of the class, everyone in the centre was happy and applauded me. I felt proud, it was the first time I felt so valued.

What motivates me to come every day? ‘It's my dream to be able to read and write well and to know my fundamental rights. And above all, I feel like I'm not alone. We are a family at Alfa.’

Stories like this fuel SAO’s commitment to invest in quality education throughout Haiti, especially in rural villages where the most vulnerable children, youth, and adults have no access to basic education.

SAO’s commitment to breaking the cycle of poverty through quality education promotes greater employment opportunities which lift families out of poverty, thus reducing heavy reliance on social assistance programmes. It boosts economic growth through a skilled workforce, fosters individual well-being, reduces preventable diseases,and improves overall understanding of health. This can prevent diseases, unnecessary deaths and improve overall well-being. Quality education cultivates important cognitive, social, emotional, and communication skills. This reduces conflicts and improves harmony in communities.

Additionally, it helps build resilience to recurring difficulties, reduces gender-based violence prevalent in rural communities, and strives to promote gender equality, building stronger communities and societies, enhancing social stability. In sum, quality education for all creates a recurring cycle of inclusive opportunity for all.’

Supporting the Resource Learning Centre in Haiti

Until students return to school in December they are learning vocational skills and they themselves are actively involved in site renovation work

We are really proud to see this revival take hold with so much passion and responsibility.

Congratulations to Alex and all the young people who took part in the vocational skills workshops!

(pictured above) Alex Julmice one of our students helping to paint the Learning Resource Centre.

Hope and Change in Haiti

Mon, 26 Jan 2026 12:00:25 GMT

In March 2025, The Steve Sinnott Foundation, in partnership with Sonje Ayiti Organisation and local partners, launched a month-long campaign in Haiti to raise awareness of gender-based violence and empower communities to take action.

The campaign launched on International Women’s Day (8 March) at the CIMA Community School of Hope, where over 200 people gathered for a vibrant programme of cultural dances, drama, partner presentations and open discussions.

Facilitators from SOSPSY, a Haitian non-governmental organisation providing psychosocial support and mental health services to communities affected by trauma, violence, and displacement, guided participants in exploring hidden forms of violence often accepted as normal. Their sessions created a powerful space for reflection and the sharing of personal testimonies.

Through interactive workshops and educational games, students learned about gender equality and how to recognise and prevent gender-based violence, as well as how to support peers who may be affected. They asked thoughtful questions, engaged actively and pledged to become ambassadors for non-violence in Haiti. As part of the Positive Periods Programme, 20 girls received 100 reusable sanitary pads in recognition of their participation. Many attendees expressed gratitude and a strong commitment to take action within their communities.

A national voice inspires local action

On 12 March, the campaign welcomed Jean Jean Roosevelt, one of Haiti’s most celebrated singers and a champion for women’s rights through his lyrics. He engaged boys at CIMA School of Hope in a gender-based violence campaign by producing a music video about the topic, giving them a platform to speak about respect for women and their role in ending violence. Their voices will now join a growing national movement for equality.

Positive Periods: sustainable solutions for girls and the planet

The campaign also tied into the Positive Periods Programme, now in its fourth year. Thanks to funding from The Foundation, students at CIMA’s sewing workshop are making reusable sanitary pads, uniforms and traditional clothing. In March alone, 237 reusable pads were distributed in schools and at the campaign’s closing ceremony, helping girls stay in class and reducing waste from disposables.

So far, 41 students have been trained in sewing, with 20 already earning income from their skills. This programme not only supports menstrual health but also tackles poverty and environmental challenges by promoting cost-effective, sustainable, reusable products.

Reusable sanitary pads have helped reduce school absenteeism for more than 1,500 girls while also cutting waste across 19 rural schools. This year, the sewing workshops at CIMA Community School of Hope expanded the Positive Periods Programme, training 41 students, both girls and boys, in pad-making and other skills. Twenty of these students are now earning an income of 1,000 Gourdes (around $8 USD) per uniform, while also producing reusable pads for women and girls who cannot make their own.

Through The Foundation, the Learning Resource Centre provides a Sewing Workshop that is equipped with machines and supplies, enabling students, not only to produce pads but also to develop valuable skills. Designed for durability, these pads can be reused for years, reducing costs, limiting import, and providing income-generating opportunities for students.

Monitoring and evaluation

The project evaluated both implementation and methodology before, during, and after each intervention. Pre-assessments measured participants’ knowledge of gender-based violence, while sessions ensured understanding and post-assessments allowed questions and discussion.

Initially, most participants were unfamiliar with gender-based violence, but by the end, they actively engaged in discussions on issues like men’s authority over women and corporal punishment, showing increased awareness and commitment. Follow-up interviews confirmed retention of key information and a willingness to adopt behaviours that help prevent gender-based violence in their communities. In total, the campaign reached more than 500 people directly and an estimated 5,000–10,000 indirectly through community networks, posters, and social media—spreading vital messages of equality and change far beyond the classroom walls.

Looking ahead

Evaluations showed that most participants entered the campaign with little knowledge of gender-based violence but left with a clearer understanding and determination to act going forward.

Through these initiatives, The Steve Sinnott Foundation is helping young people and communities stand together against violence, build sustainable futures ,and create a more equal, hopeful Haiti.

This programme is supported by the Soroptimist International Foundation, a Charitable Trust overseen by SI (Soroptimist International) Limited.

By Gabrielle Aurel

Director of Sonje Ayiti

Breaking Barriers: Nepal initiative empowers women and girls through menstrual health and gender equality programme

Fri, 23 Jan 2026 12:00:13 GMT

In Nepal, many women and girls, particularly from poor and marginalised communities, continue to face barriers rooted in poverty, cultural stigma, and gender-based violence. Menstruation, a natural biological process, remains one of the most underserved and stigmatised issues. Lack of access to affordable, hygienic sanitary products often forces girls to miss school, putting their education and future opportunities at risk.

To address these challenges, The Steve Sinnott Foundation, with funding from Soroptimist International Foundation, is running a grassroots project that combines awareness, education and practical skills. The project distributes cost-effective, reusable sanitary pad kits, provides reproductive health education and equips women and girls with the skills to produce their own pads, offering an affordable, eco-friendly, and sustainable solution.

The project seeks to improve menstrual hygiene, boost girls’ school attendance and strengthen their ability to resist gender-based discrimination and violence. At its core, the initiative has two key goals: reducing gender-based violence and advancing menstrual health management.

Training sessions on non-violence

To date, the initiative has engaged communities across three locations through targeted activities. A total of 444 children, youths and adults participated in awareness training sessions on:

The concept and impact of gender-based violence
Fundamental human rights and how to protect these rights
The role of community members in preventing gender-based violence and fostering a supportive environment

Youth groups also received theatre training, preparing plays that addressed gender-based violence and menstruation and challenged harmful norms with an aim to promote positive behavioural changes and reduce stigma. These performances reached over 550 people, prompting conversations that encouraged tolerance, equality and healthier menstrual practices in both schools and communities. The theatre training and the performances were all undertaken using the local language, ensuring accessibility.

As part of the project’s focus on building safer communities, 42 participants, including women, youth, and children, took part in a three-day Alternatives to Violence Programme. Guided by four facilitators, the training sessions taught peaceful approaches to conflict, highlighted the consequences of violence, and encouraged participants to adopt non-violent behaviours.

The training fostered active engagement and reflection, helping community members envision a more peaceful and supportive environment. The sessions were interactive and the participants showed active engagement throughout the training, empowering everyone with tools for peaceful conflict resolution.

Training on producing reusable sanitary pads and menstruation awareness

At the heart of the initiative, 110 women and girls took part in hands-on workshops to learn how to produce reusable sanitary pads. Using locally available materials, they practiced cutting, stitching and assembling the pads, while also discussing safe use and maintaining good hygiene. For many, the training went beyond health—it showed how homemade pads could ease the financial burden of monthly purchases and even open the door to small income opportunities.

Alongside the production training, 210 women and girls received reusable sanitary pads and joined sessions that explored menstruation, reproductive health and hygiene. These conversations created space to break taboos, share experiences, and highlight the advantages of reusable products, from affordability to sustainability.

Outcomes:

Increased awareness of women’s rights and community responsibility in preventing violence
Promotion of peaceful conflict resolution and positive social behaviours
Reduced stigma around menstruation, encouraging open discussions in schools and communities
Current statistics show a 92 per cent increase in girls’ school attendance due to the impact of the Positive Periods and prevention of gender-based violence programmes
Empowerment of women and girls with skills to produce reusable pads, lowering family costs and offering eco-friendly alternatives

By equipping women and girls with education, dialogue and practical skills, the initiative is helping to shift deep-rooted norms while empowering women and girls to take control of their health, education and futures. In doing so these women and girls are offered pathways to dignity, equality and resilience.

By Dilly Prasad Sharma

Executive Director Children epal

Dignity Defenders: Combatting Gender Based Violence in South Africa

Thu, 22 Jan 2026 12:00:10 GMT

The Dignity Defenders Workshop and Campaign represents a critical and highly effective values-based movement to combat gender-based violence (GBV) in Gauteng, South Africa. The 2025 programme successfully engaged a total of 467 male learners (ages 13–16) and 35 educators across two focused phases. The overall goal, to equip boys with the knowledge, values, and emotional intelligence to lead lives of dignity, empathy, and responsibility, was demonstrably achieved, positioning these young men as powerful agents of change and protectors in their schools and communities, in direct support of SDGs 5 (Gender Equality) and SDG 16 (Peace, Justice).

The initial phase, a transformative three-day residential camp in June, targeted 120 high school boys with an intensive curriculum focused on consent, self-regulation, and healthy masculinity. A powerful attitudinal shift in leadership, confidence in speaking out against wrong, and a remarkable shift in viewing HIV testing as a responsible, leadership-oriented act. The programme’s innovative approach, which included contributions from the Departments of Justice, South African Police Service (SAPS), and Health, delivered holistic tools to challenge peer pressure, define personal boundaries, and build a positive self-identity.

The Dignity Defenders Campaign continued to build powerful momentum. Following a transformative boy’s camp session in June 2025, the campaign entered its follow-up phase, which looked at a school rollout phase on 10 and 11 September, reaching two Special Education Needs schools, Sizanani Special School in Bronkhorstspruit and Adelaide Tambo School in Soweto.

Over two afternoons, 347 boys with a mild intellectual disability (MID) and their male educators stepped into safe, affirming spaces where kindness, courage, and emotional intelligence were celebrated as everyday superpowers. These sessions were not just educational, they were deeply personal, emotionally intelligent, and value-driven. Coordinated by NAPTOSA in collaboration with the Gauteng Department of Education and facilitated by The Art of Wellbeing (TAOW), Metrokids Africa, and Tranquillity Rehab. Together, these partners delivered a programme that was structured, impactful, and deeply aligned with the national call to end gender-based violence.

Each session was thoughtfully tailored to meet the needs of learners with MID, ensuring that every boy could engage meaningfully and leave with tools they could truly use. The facilitation wasn’t just informative, it was transformative, leaving lasting impressions and sparking real shifts in self-awareness and behaviour.

These sessions didn’t just teach; they connected, resonated, and equipped. They gave boys language for their emotions, courage to challenge harmful norms, and practical ways to live out dignity every day.

Symbols of strength: dignity you can hold, kindness you can wear

Every learner left the session with more than just ideas, they carried tangible reminders of their worth.

Learners were gifted a Dignity Defender ribbon, boldly printed with affirmations like ‘I Am a Dignity Defender’ and ‘Kindness is My Superpower.’ These ribbons weren’t just accessories, they were wearable pledges. They symbolised each boy’s commitment to speak with empathy, act with courage, and protect the dignity of others.

The ribbon became a badge of belonging and a visible reminder that dignity is not just a concept, it’s a choice lived out in words, actions, and how we treat ourselves and those around us.

Raising protectors: practical tools for real-world change

By the end of the sessions, each boy walked away with more than knowledge; they left with tools to live out dignity in daily life. Through emotionally intelligent facilitation, learners were empowered to:

Build self-respect through positive self-talk and kindness
Stand up to bullying and reject harmful masculinity
Make informed, healthy choices that protect their futures
Support one another as allies in safe, respectful school environments

These sessions reinforced a powerful truth: real strength is found in dignity, empathy, and responsibility. The boys were not just taught, they were transformed into defenders of what matters most.

This rollout marks a significant step forward in the Dignity Defenders journey, which began in 2024 and is already shaping the next generation of kindness-driven leaders. These boys now walk through their schools and communities as Dignity Defenders, carrying a message that dignity matters and every word counts. Together, we are building a future where no learner stands alone and dignity is defended by all.

While challenges remain, particularly sustaining the impact against peer pressure and expanding parental involvement, the programme has established a proven model for proactive GBV prevention. The Dignity Defenders movement has moved beyond a single workshop to become a sustainable, replicable strategy that is actively shaping the next generation of accountable, kind- driven leaders. We are committed to building upon this foundation, ensuring that the legacy of dignity and respect championed by The Steve Sinnott Foundation continues to grow across South African schools.

By Michelle Mosupye

Executive Officer National Professional Teachers Organisation of South Africa

Relational, not transactional: The human connections at the heart of education and the Sustainable Development Goals

Wed, 21 Jan 2026 00:00:02 GMT

As a teacher and union leader in South Africa, I have worked with thousands of students and teachers. Now, through Education International, I hear stories from teachers all around the world. There are a few fundamental facts about education that hold true in every classroom, in every community, and in every country. Education is relational, not transactional. Education is an enabling right that supports the fulfilment of all human rights.

There are so many examples that illustrate this.

Take for instance Aloyo Stella Oryang from South Sudan working in the Palabek Refugee Settlement in Uganda. Although she teaches two hundred students, although her salary is only one hundred and twenty USD per month, although she could leave for better paying jobs, she is committed to stay. She explains why, ‘Teaching is the most important thing I’ve done in my life, to be there for the children, to teach them, to reassure them that one day everything will be fine.’ Stella somehow makes time to also support her female students to build their confidence and, in her words, ‘To let them know their future holds so much more than what they went through’. Stella is not alone.

In a small public school on the island of Boracay in the Philippines, teachers spend their own time and resources building a garden with endangered plants to teach their students about climate change and conservation.

In Palestine, as a genocide unfolds before our eyes, hundreds of women teachers attend the training provided by their union in order to enhance their socio-emotional skills so that they can better support their students through this life-changing trauma. While the present is horrific, they are not giving up on the future.

Teachers in Ukraine also hold on to hope for a peaceful future. Online, in metro stations or in bomb shelters, they continue to work to keep students learning and positive.

In the United States, amid the wave of abusive detentions and deportations, teachers and their unions are organising, mobilising, and advocating for immigrant families. It’s no surprise that an education workforce that is ready to protect students from school shootings is now rising to defend them from ICE raids.

My recent visit to Chile for the World Summit on Teachers proved this yet again. I was so inspired to hear how my Chilean colleagues made it their mission to ensure students never forget what their country endured under dictatorship. For the memory of those who suffered for truth, justice, and democracy, teachers in Chile, and across Latin America, educate each new generation.

Education is vital to all our collective goals, and it must become a priority.

Fifty million more teachers are desperately needed if we are to achieve SDG 4 by 2030. We know what to do. The United Nations recommendations on the teaching profession provide the blueprint for attracting and retaining the teachers we need. The recommendations call for competitive salaries, manageable workloads and class sizes, professional autonomy, quality professional development, safe working conditions, and strong social dialogue. The Santiago Consensus adopted at the World Summit on Teachers takes us one step closer to SDG4 and provides a framework for policy alignment and sustained investment in teachers.

The Santiago Consensus is the first international agreement to recognise the teacher-student relationship as a common heritage of humanity. In a time of rapid technological growth and misplaced promises, it reaffirms that education is a deeply human and relational act. Upholding this relationship as a global human right protects the essence of education, not just as a means to acquire knowledge, but as a path to dignity, transformation, and the transmission of collective wisdom across generations.

Teachers in Ukraine also hold on to hope for a peaceful future. Online, in metro stations or in bomb shelters, they continue to work to keep students learning and positive.

Education is vital to all our collective goals, and it must become a priority.

By Dr. Mugwena Maluleke

Teacher, Unionist, Social justice activist and President of Education International.

Teacher Learning Circles: A pathway to SDG achievement in Uganda’s refugee settlements

Tue, 20 Jan 2026 12:00:08 GMT

In the heart of Uganda’s refugee settlements, where overcrowded classrooms and limited resources make the teacher–student ratio very low, positive changes are unfolding. Teacher Learning Circles (TLCs) are empowering teachers, bridging the teacher shortage gap, and nurturing inclusive, quality education for all.

In these small, collaborative groups, qualified teachers and volunteers regularly meet to reflect on their teaching practices, share lesson planning strategies, discuss classroom management challenges, and learn from each other’s experiences.

Although schools require fully qualified and trained teachers, recent aid cuts have forced many teachers to abandon the profession due to reduced or no pay. This has led to finding alternative support, such as absorbing community volunteers in schools, to ensure continuity of learning. TLCs provide practical mentorship from experienced peers, bridging the skills and knowledge gap.

Teacher Learning Circles have improved not only teaching, but also the relationships between students and communities. Teachers feel valued and supported and they handle conflict in a calm way that contributes to peaceful coexistence. These values are passed on to the learners and eventually their families and communities.

Whether trained or volunteering, TLCs have provided a space to grow, connect, and lead. By joining or starting a Teacher Learning Circle, schools have become part of a movement that brings hope, healing, and quality education to children of all backgrounds. ‘We are professionals from different fields sharing knowledge freely. This has diversified my teaching methods and improved how I relate to students,’ said Amayo Hillary, who teaches at the Bidi Bidi refugee settlement, Yumbe District.

TLCs directly support the achievement of SDGs in the following ways:

SDG4: Quality Education

They improve teaching quality, promote inclusive practices, and strengthen teacher retention, ensuring every child receives equitable and effective education.

SDG 3: Good Health and Well-being

Teachers trained in TLCs report better stress management and psychosocial support skills, which benefits both educators and learners.

SDG 5: Gender Equality

TLCs promote gender-sensitive teaching and empower female teachers, contributing to safer and more inclusive learning environments.

In the Teacher Learning Circle, collaboration turns shared challenges into shared victories.

BY Philip Talemwa

Transformative Education Coordinator and Project Lead Danida Strategic Partnership II, Oxfam Uganda.

Building positive relationships are foundations to rebuilding lives

Mon, 19 Jan 2026 12:00:36 GMT

Janice Mullan, President of the Ulster Teachers’ Union 2025-2026, Literacy Lead Teacher in an EOTAS (Education Other Than At School Centre) supporting students who find it impossible to sustain their mainstream placement due to severe anxiety, diagnosed mental health issues or just not feeling good enough.

In the quiet classrooms and creative spaces of EOTAS centres, some of the most transformative work in education is taking place, not just in literacy and numeracy, but in relationships, resilience and hope. My class sizes are smaller than most, and for my pupils who have been excluded, disengaged or whose circumstances make mainstream schooling unbearable, our centre is a vital second chance at whose heart lies the spirit of Sustainable Development Goal 4: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Education should reach every learner, whatever their background, challenge or story. I tell every student that their story is their ‘superpower’; they are here, inspiring everyone around them.

All arrive in my classroom carrying emotional trauma or fractured family relationships or experiences of bullying and social isolation. All feel that, academically, life is over for them and that they will never be able to attend college or get a job; how sad is that at just fifteen years old? And so, relationship education, rooted in emotional literacy, is a central pillar to my teaching, as is the positive relationship which is necessary if the student is to not only survive, but thrive. Confidence in spelling, grammar and vocabulary increase, as if by magic, with growth in self-esteem and a sense of belonging.

At the moment in Northern Ireland, we are reviewing assessment. I hope the aspirations of SDG 4 do form part of this. The psychological and emotional needs of our students must be addressed by teaching them to question and thus understand their feelings and thereby, themselves, in order to allow them to develop and carve out a sustainable future for themselves. For these students, education is not just inclusive, it’s truly transformative.

The ideal of inclusion is practised daily by advocating and modelling empathy, sensitivity, belief and compassion. When a young person with severe anxiety finds the courage to walk into a class again, when they begin to smile, trust and offer their ideas and opinions, that is progress of the highest kind.

One of the most successful learning activities was an integration programme with a small group of 15 to 16 year-old pupils from a neighbouring special school. These pupils had moderate learning difficulties, and we met once a week for an indoor games session, usually football or hockey.

Even the most cynical and battle-scarred teenagers' emotional defences were broken down when they came into contact with pupils who were non-judgemental about designer clothes or iPhones. All pupils enjoyed learning and teaching how to dribble a ball and score a goal. This was true inclusion, built on sensitivity, empathy and fun interaction.

Like all teachers in EOTAS, we work miracles, but we need resources to effectively meet the needs of young people experiencing emotional distress and anxiety; we need counselling, therapeutic support and specialist staff on site. Mental health support must not be seen as an optional extra, but as central to education for all.

Education must be seen as teaching students to mature into caring, capable and connected individuals who value themselves and those around them. Assessment and data capture must acknowledge and value this.

Teaching unions will continue to lobby those in power that inclusion is not just a theory, but a valuable, daily practice which travels far beyond its humble beginnings in the classroom.

by Janice Mullan, President of the Ulster Teachers’ Union 2025-2026

Octopus Legacy - Create a FREE will

Fri, 16 Jan 2026 17:09:09 GMT

We have partnered with Octopus Legacies to offer all of our supporters a free and easily accessible way of writing your will.

When you write your will, you’re shaping the story of your life and you have the power to make that story continue.

By taking up our free will offer and leaving a gift to The Steve Sinnott Foundation, you can help ensure that children and teachers around the world continue to have access to the education and training that they need.

The offer of a free will helps you to plan for the future with ease and reassurance, ensuring loved ones are cared for while also creating a meaningful legacy. It’s a simple, accessible way to do something that feels personally fulfilling and socially impactful.

Leave a legacy — help education flourish for generations to come

As part of the free will writing process, we hope you will consider leaving a legacy gift to the Foundation.

Leaving a legacy gift ensures that your values live on by supporting the Foundation’s mission to advance quality education for all. Your gift can help transform lives, enabling children, teachers, and communities around the world to access learning opportunities that might otherwise be out of reach and make a lasting impact on global education.

Why leave a legacy gift?

1. Make a lasting impact on global education

Your legacy can open classroom doors, train teachers, and empower communities through the gift of learning. Every legacy, large or small, helps to build a world where everyone has the chance to learn and thrive.

2. Reflect your values and inspire others

Your will is a reflection of what matters most to you. By including The Steve Sinnott Foundation, supporters can express their belief in fairness, opportunity, and the power of education to change lives long after their own lifetime and inspire future generations.

3. Peace of mind with a free, professional will

Through our free will offer, you can write or update your will with trusted professionals at no cost to you. It’s an easy, reassuring way to care for your loved ones and make a meaningful difference to others at the same time.

Your gift will:

Provide access to quality education for all children
Support teachers and educators around the world
Promote gender equality and inclusive education
Strengthen communities through knowledge and opportunity

Take the next step

Leaving a legacy is simple and it starts with a conversation.

Find out more about our free will offer

Contact our friendly team at www.octopuslegacy.com/will/ssf

to learn how you can create your will and make a lasting difference through education.

Putting partnerships at the centre of efforts to address the global teacher shortage

Fri, 16 Jan 2026 15:17:21 GMT

In its 2024 election manifesto, the Labour Party pledged to, ‘...rebuild Britain’s reputation on international development with a new approach based on genuine respect and partnership with the Global South’.

The National Education Union (NEU) warmly welcomed this new approach and the opportunities it presented to tackle the global teacher shortage. Just as thousands of additional teachers are required in the UK, millions more teachers are needed globally. 44 million additional teachers must be recruited by 2030 to meet the Sustainable Development Goals for education, including 15 million in sub-Saharan Africa alone.

A promise in peril

Just over a year into office, the Labour government’s commitment to rebuilding trust and relationships with the Global South is in jeopardy.

Prime Minister Keir Starmer’s decision to reduce the UK aid budget to 0.3% of gross national income by 2027 — to fund increased defence spending — has been condemned by humanitarian organisations as, ‘...cruel and shameful.’ Governments across the Global South, including a group of African education ministers, have also urged the UK to rethink its cuts.

The consequences of UK aid spending retreating to its lowest level in almost thirty years are already being felt. Schools are closing, teachers are going unpaid, and students are at risk of dropping out of education permanently.

In South Sudan, the Foreign Commonwealth and Development Office (FCDO) has cancelled its flagship girls’ education programme, which had quadrupled girls’ enrolment in school, reaching over 1.2 million girls with cash transfers, helping them to enrol in school and complete their secondary education.

Rethinking the cuts

As the UK redefines its aid spending priorities, the NEU is calling on the UK government to sustain funding for education in emergencies and prioritise investment in teachers in emergency contexts.

Evidence shows that teachers are the single most important factor in children’s learning and recovery. In emergencies their role is even more vital. In addition to teaching, they are frontline professionals, supporting children’s psychological needs

and fostering an environment of safety, belonging and routine.

Despite their indispensable role, teachers in crisis contexts face severe challenges including low or no pay, threats to their safety and wellbeing, and little or no access to professional development and support. Pupil-teacher ratios often exceed 80:1 or even 120:1, and there is an acute shortage of female teachers.

Prioritise teachers to unlock education in emergencies

To mark World Teachers’ Day 2025, the NEU published a new policy briefing urging the UK Government to prioritise teachers across its policy, programming and financing. This means committing to advance the rights, working conditions, and supply of qualified teachers in emergency and protracted crises, ensuring that they are trained, paid, protected, and supported.

Achieving this is impossible without genuine international partnership. Fragile, conflict-affected, and refugee-hosting countries need sustained cooperation and support to implement strategies that address teacher shortages and uphold teachers’ rights.

The role of the wider international community is also crucial. The UN High-Level Panel on the Teaching Profession, established by the Secretary-General, highlighted the urgent need for donors to work together on sustainable, long-term mechanisms to ensure the timely and adequate payment of teacher salaries in crises. The UK Government has a key role to play, by providing both financial and technical support.

To unlock the transformative power of education, in Palestine, Ukraine, and every place where children’s futures hang in the balance, we must put teachers and partnerships at the heart of the UK’s global education and development agenda.

Read the NEU’s new policy briefing at www.neu.org.uk/about/international

BY Oliver Mawhinney

International Policy Specialist at the National Education Union

Empowering Student Voices: Young Ambassadors Champion Inclusive Education for All

Mon, 13 Oct 2025 10:34:16 GMT

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 1, including St. John’s School for the Deaf, to explore what it truly means to make education inclusive, equitable, and accessible to every learner.

Young Voices Leading the Way

The Young Ambassadors are a dynamic group of student leaders committed to being champions of change within their schools and communities. Their mission is simple yet powerful; to advocate for an education system where no child is left behind, regardless of ability, background, or circumstance.

Through a series of creative sessions, the Ambassadors expressed their ideas, concerns, and hopes through skits, poems, plays, and storytelling. These powerful performances brought to life the real challenges learners face from barriers in access and inclusion to the need for empathy, understanding, and support for diverse learning needs.

Inclusion at the Heart of Education

The inclusion of St. John’s School for the Deaf among participating institutions was particularly symbolic. It underscored our shared belief that inclusivity must go beyond words; it must be seen, felt, and practised in every classroom. By sharing experiences and perspectives, all participants were reminded that inclusive education benefits everyone, building more compassionate and united communities.

Building a Movement, Not Just a Moment

This initiative marks more than just a one-day event; it’s the beginning of a movement driven by young people determined to make a difference. As Young Ambassadors, these students will continue to champion awareness within their schools, engage their peers in dialogue, and use their creativity to promote positive change.

Participating Schools

Kanifing East Senior Secondary School
Greater Banjul Senior Secondary School
Daddy Jobe Senior Secondary School
St. John’s School for the Deaf
Imam Malick Islamic Senior Secondary School
St. Augustine’s Senior Secondary School
St. Joseph’s Senior Secondary School
Latrikunda Sabiji Senior Secondary School

Looking Ahead

Together with The Gambia Teachers Union, we remain committed to nurturing these young advocates, equipping them with the skills, knowledge, and confidence to amplify their voices and inspire action within their communities.

Education is more than access to classrooms, it is the key to unlocking human potential. By empowering students to lead, we are ensuring that the call for Education for All continues to echo through every corridor, every classroom, and every community.

Seeds of Hope 2025: Young People Planting Peace and Sustainability Around the World

Fri, 03 Oct 2025 12:38:51 GMT

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 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, The 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: Seeds 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.”
J ardin d'Enfants des Nations Unies (United Nations Nursery School) (France) 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.

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.

Teachers Advance in Guidance and Counselling Training in The Gambia

Mon, 18 Aug 2025 10:05:36 GMT

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. In August 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 6 August, 30 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 symbolise more than an achievement; they represent each teacher’s readiness to provide psychosocial support, guidance, and mentorship to learners across their schools.

Region 1: teachers begin their own leg 2 training

Following the success in Region 3, the focus shifted to Region 1, where another group of 30 dedicated educators embarked on their Leg 2 Guidance and Counselling Training. Like their peers, they are equipped with essential tools to address the emotional, social, and academic needs of students, helping to create school environments that are safe, nurturing, and inclusive.

This training marks another significant milestone in building a nationwide network of trained school counsellors who can provide consistent, meaningful support to learners.

Why this matters

In today’s world, learners face a wide range of challenges from academic pressures to personal and social struggles.

Guidance and counselling services in schools play a pivotal role in helping students:

Overcome personal and academic challenges
Build resilience and life skills
Develop positive behaviour
Reach their full potential

By empowering teachers with these skills, schools become more than places of academic instruction; they become communities of care and growth.

A shared commitment to learners’ well-being

The Guidance and Counselling programme, supported by The Steve Sinnott Foundation, reflects a shared commitment to empowering teachers, strengthening education systems, and transforming the lives of learners across The Gambia. With Regions 1 and 3 making significant progress, the foundation is being laid for a sustainable, nationwide counselling framework that prioritises student well-being and success.

A growing network of school counsellors

Through the collaborative efforts of The Steve Sinnott Foundation, The Gambia Teachers’ Union, and Ministry of Basic and Secondary Education (MoBSE), the Guidance and Counselling programme has made significant strides. With the completion of Region 1’s Level 2 training, the GTU has now trained and certified 140 school counsellors across Regions 1, 2, 3, and 4 a clear demonstration of the commitment to empowering teachers and strengthening school counselling nationwide.

Looking ahead

These milestones mark more than just the completion of training sessions; they represent the foundation of a nationwide network of dedicated school counsellors who are committed to fostering safe, supportive, and nurturing learning environments. With continued support and collaboration, The Gambia is building a stronger education system where every learner has the opportunity to thrive academically, socially, and emotionally.New Paragraph

Headlines: Inspiration, humour and advice for school leaders - Competition 2025

Fri, 15 Aug 2025 10:22:16 GMT

Mike Fleetham of Thinking Classroom has written a book " Headlines: Inspiration, humour and advice for school leaders ". A collection of original ideas, advice from professionals, quotes, and tips to support and inspire all leaders. Perfect for new and established leaders working in education, especially headteachers.

"Being a headteacher is like looking both ways before you cross the road, and then getting hit by an aeroplane."

To Enter the Competition

To win a copy of Headlines please share your inspiring education or life lesson in no more than 600 words.

The winning article will also be published in our next edition of Engage.

Send your words of inspiration to admin@stevesinnottfoundation.org.uk

�� Deadline: 5th September 2025⁠

Stuck on Ideas?

Here are some questions and prompts to get you started!

What’s the one lesson school didn’t teach you, but life did?
Think of a moment that changed your path, what happened?
What piece of advice has helped you grow the most?
When did a challenge turn into an opportunity for you?
What story from your life would inspire someone on the other side of the world?
What’s the life lesson that unlocked your next chapter?

⁠
Your words could uplift, empower and be seen by many. Let your story inspire the world! ��⁠

Good luck and we cant wait to read all the entries!

UNESCO ASPnet Schools Coventry

Tue, 08 Jul 2025 12:41:09 GMT

This week our CEO Ann and Jude (SSF Ambassador) visited schools in Coventry and heard about the wonderful work that students are doing to foster peace and community connection, as part of Coventry Arts Week.

We visited Lyng Hall school in the morning and met with Ms Hagan and four of the schools UNESCO ASPnet ambassadors.

They told us all about their recent project. The students took their art and poetry to the 80th Anniversary symposium in Ypres and Dunkirk.

They shared with us some of the poetry they had written together with the students on the field trip and some of their own poems too. They also shared their future plans for working with their local primary school on peace and community.

We also had the privilege of joining Ms Hagans class where they were looking at Caliban’s tale. Here is one of the students work

At lunchtime, we met Rebecca Bollands, Headteacher at Earlsdon primary and she took us to their community allotment and orchard garden. We were impressed by how organised the garden is and the wonderful way that parents and the community take part in growing the food from seed, harvesting the crops and sharing the produce. The students find out about the science of seeds and sustainable food growth as well enjoying the fruits of their labour.

We then went to visit the Herbert Gallery where we were shown around an inspirational display of children’s work.

From Scribbles to Masterpieces

An exhibition of Coventry schools' artwork, exploring the stages of children's art development.

In 1947, Dr Viktor Lowenfeld published his famous text, Creative and Mental Growth, which argues that there are six clearly defined stages of artistic development and that these stages can be witnessed in the artworks of children. It is a universal theory about how children, on average, grow and develop in art. Children all over the world, regardless of race, socioeconomic factors and culture go through these stages, although these can be fluid and dynamic and children may proceed at different rates.

In this exhibition the curators group artwork made by the children of Coventry made in response to the theme of Community, into the six stages of artistic development to understand and illustrate the different stages and understand children's art development.

The exhibition runs to 31st August so do go and see it if you can

In the evening. We attended MUSIC Coventry Music Trust would like to invite you to a reception before the Coventry Music Summer Showcase taking place at the Butterworth Hall, Warwick Arts Centre June 24th 2025 as part of the inaugural Coventry Schools Arts Week 2025. This will be a fantastic night featuring a number of Coventry Music groups, members of Warwick University Orchestra and a massed choir of 300 children from across the city.

Coventry is unique as a city in the UK as it works to ensure that all Coventry schools have the opportunity to become part of the ASPnet programme and they are encouraging all schools in the city to join, it is free and it connects schools across 182 countries.

If you are interested in joining you can find out more here: https://www.unesco.org/en/aspnet

If you have any questions Ann Beatty (CEO of the Steve Sinnott Foundation) is the ASPnet Co-ordinator for the UK programme and you can email her ann.beatty@stevesinnottfoundation.org.uk to find out more.

A Get Moving Fundraiser - Ann's 60 Miles Walk

Mon, 30 Jun 2025 14:49:41 GMT

For my birthday this year I had the honour to walk 60 miles (yes it was a big 0 birthday) over 3 days to support the essential work of the Steve Sinnott Foundation of which I am CEO.

Education in its many forms is essential for all of us to thrive and make the most of life's opportunities. The Foundation works to ensure that as many children and adults as possible across the globe can access the human right of education.

The plan was to walk with friends and supporters who I hoped would keep me smiling along the way and it felt like a good way to make use of the Foundation’s “Get Moving” campaign.

Here's how my Get Moving Fundraiser went on the first day. The 13th June I started my walk in London by walking from Barnet to west Hampstead and visiting my sister at her shop at Tree of Life where I got served a nice iced coffee to keep me going.

I then proceeded to make my way to Charing Cross to continue my walk with Nicolet Nguyen (Social Media Communications and Manager) to accomplish the rest of the miles. We walked along the river and crossed many bridges as we finally ended up at Craft Potters Association as we walked by to see Irena Sibrijns exhibition. At the end of day one I managed to get 21 miles done.

Day 2

I met up with Helen Porter (Ambassador) who had kindly planned the route for us. We walked along the river and through the forest at Cliveden in Buckinghamshire. We enjoyed the many gardens and the birds and nature, as well as enjoying coffee and cake of course, completing another 20 miles.

On the last day, 15th June I took the opportunity whilst the sun was still shining to go to the seaside and walk along the Essex coast. To start with I visited Rayleigh Mount and West cliff on Sea. I walked from Leigh on Sea to Shoeburyness and 4 times up and down Southend pier to accomplish my miles. It was not an easy day as it was super-hot, but ice-cream helped to cool me down and finalise my 60 miles walk.

We walked 61.6 miles in 3 days and we managed to raise £708 which will support 142 girls to manage their periods with dignity and pride and attend school every day. I feel so pleased that I had the energy to complete the walk and so grateful to the many supporters who called me, messaged me and came to meet me to keep me motivated. I am forever grateful to everyone who donated to support the girls to go to school.

If you haven't supported yet and would like to the fundraiser is still open for donations

https://www.justgiving.com/page/ann-beatty-1

Perhaps you have an idea for a fundraiser yourself? Running, Walking, Hosting an event?

If you are looking for inspiration have a look at the Fundraising ideas here: www.stevesinnottfoundation.org.uk/fundraising

Sustainable Development Goal 4

Wed, 04 Jun 2025 11:00:01 GMT

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.

Allergy school: A New free educational programme to protect children with food allergies

Mon, 02 Jun 2025 11:00:04 GMT

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.

I believe in you.

Fri, 30 May 2025 11:00:05 GMT

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.

Coding Classes in Haiti

Wed, 28 May 2025 13:27:26 GMT

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.

Coding is increasingly important in schools because it enhances problem-solving, critical thinking, and creativity, while also preparing students for future careers in a technology-driven world. It helps students understand how technology works and empowers them to create and innovate.

When the students achieve learning they are ecstatic with enjoyment to learn new things and engage with what they have learnt.

Digital Classroom in The Gambia

Wed, 28 May 2025 11:00:06 GMT

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.

Project updates from Haiti

Mon, 26 May 2025 11:00:21 GMT

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.

NAGRAT train girls to produce reusable Period Pads

Fri, 23 May 2025 11:00:02 GMT

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.

Seeds of Hope for a Better Future - 2025 Competition

Wed, 21 May 2025 11:16:07 GMT

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…!

Goute Sel A Taste of Salt

Mon, 19 May 2025 11:00:04 GMT

Haiti, 1986

With the end of the brutal, US supported, Duvalier regime, 3500 base communities emerged through Ti Legliz (little church). This was Haiti’s own version of the liberation theology which arose in Latin America and similarly addressed social, political and economic justice for their marginalized populations.

With Haiti’s illiteracy rate of at least 80%, Ti Legliz organized Alfabetizasyon, literacy programmes in Haitian Creole based on the work of Paolo Freire, the Brazilian educator and activist. In Haiti, Ti Legliz developed an indigenous text, Goute Sel (a taste of salt) focused on the lives of rural peasants and raising up their critical concerns. Teams of community activists led the classes and discussions.

Inevitably, the macoutes and military junta who followed the departure of the Duvaliers did not tolerate these programmes. Community leaders were assassinated or went into hiding, materials were destroyed. Following the lost chance of democracy with President Aristide, lost through ongoing US interference, government corruption, outright coups and military occupations, Haiti continues to suffer from the highest rate of poverty and illiteracy in this hemisphere.

In 2002 a local project for adult literacy was launched in Limonade, a commune in the Nord department of Haiti. Chancy Jak, a local human rights lawyer and activist, was encouraged by a Creolist from Indiana University. They began with a single class of market women. Chancy gradually built a team of community organizers to extend the programme.

An old copy of Goute Sel was rescued and continues to be the basic text for all Alfa classes. Literally translated, Goute Sel means a taste of salt. Numerous references from the Bible have been used to explain this title. However, it is better understood through the Voudou belief that a taste of salt will revive the half dead. Alfa uses the power of literacy to awaken those whose basic human rights have been denied, whose lives are deadened. Despite their unique revolutionary history, Haitians continue to suffer the ongoing effects of colonialism and neocolonialism.

Alfa now has 11 sites beyond Limonade. Classes are meeting up in the hills, along the river and out on the coast. Where they cannot borrow a classroom or a little chapel, everyone works together to build a simple shelter. Women and men who were denied any education, who had never held a pencil, are writing. They are reading, manipulating numbers, and questioning history. And they know their rights and responsibilities as citizens.

Kofi Annan said, “Literacy is a human right with immense power to transform. It is a bridge from misery to hope. On its foundation rest the cornerstones of freedom, democracy, and sustainable human development.”

Alfa has a small but committed support group based in the US Midwest. We believe that literacy lies at the root of our human identity and that for every person it can provide dignity and a means of control for how we live. We, Chancy Jak and his team, and all Alfa participants, continue to be affirmed and strengthened by our ongoing partnership with the Steve Sinnott Foundation.

Alfabetizasyon se chemen devlopman

Literacy is the path to development

Cycling to School in The Gambia

Fri, 16 May 2025 13:19:59 GMT

Last week (9th May) we launched our yearly ‘cycling to school’ project in The Gambia.

The Gambia Teachers Union (GTU) and The Steve Sinnott Foundation (SSF) have been in partnership since 2017 and have established a strong relationship. SSF have funded and supported several projects with GTU such as training teachers on making reusable period pads, gender based violence prevention as well as counselling training to name a few.

Cycling to School

GTU have started the distribution of bicycles in Senior Secondary Schools, starting in Sanyang.

Long journeys to school result in students arriving late, being too tired to engage and learn and some students just don’t enrol at all due to the distance they have to walk. Walking long distances in the heat can also be dangerous. These bicycles stop students having to walk several miles each day to access their nearest school whilst providing a safe journey to school.

When the students receive these bicycles, they immediately share their happiness and joy with their teachers and peers.

They are keen to get cycling and enable themselves to get to school and get the best out of their education.

“Thank you to the Steve Sinnott Foundation, I can now cycle to school everyday!”

Get involved

If you want to get involved and contribute towards this project you can check out our digital gifts and for £75 you are providing the gift of cycling to school.

Building Healthy Relationships in Cambodia

Fri, 16 May 2025 11:00:13 GMT

I welcomed the opportunity to volunteer in Cambodia, training teachers in Phnom Penh and Preah Vihear in February 2025. Cambodian teachers typically start working in schools after graduating high school (aged 18 or 19 years), They have little or no formal training, but are supported by experienced school staff.

It was a delight to train these enthusiastic and conscientious young teachers whose goal is to educate their pupils (from poor families) to a high standard, so that they have career and higher education choices.

We worked as a small team of three volunteers, supported by the Serve Cambodia staff. Training topics included practical science teaching, arts and craft inspired by ‘Seeds For Hope’ (UNESCO ASPnet), the attributes of a good teacher, assessment, listening skills, building relationships and lesson planning. Thank you, The Steve Sinnott Foundation for the excellent Relationship Resources for primary and secondary schools. Teachers particularly enjoyed the role play activities as they developed their skills to build positive relationships. An informative and helpful practical First Aid session was presented by Penny and Anthony Clarke

I enjoyed working with such admirable young teachers and know that they will put their training to good use in the classroom. I have already received photos of their pupils enthralled by their first practical science lessons and proud of their art works. Thank you, Mission Direct for this wonderful opportunity to contribute to the quality of education in Cambodia.

You can check out the resources here www.stevesinnottfoundation.org.uk/resources

Send My Friend To School

Mon, 12 May 2025 11:00:15 GMT

There are none better placed than children themselves to advocate for the right of all children to have an inclusive, equitable and quality education. This is the philosophy behind Send My Friend to School, a unique coalition which brings together young people, politicians, teachers and civil society in joint campaigning to demand education for all children across the globe.

The first Send My Friend campaign in schools took place 20 years ago in 2005, when pupils joined Nelson Mandela onstage at the historic Make Poverty History event in London’s Trafalgar Square. Since then, Send My Friend has campaigned on a specific education theme each year, such as gender equality, literacy, emergencies and removing barriers to education for persons with disabilities. Young people from thousands of schools have met their constituency MPs and young advocates have lobbied Parliament, met Ministers and hosted roundtables at the party conferences.

In March 2025, we’re launching our new ‘Invest in My Friends’ Learning’ campaign, calling on the Government to urgently accelerate their commitment towards Sustainable Development Goal 4. In addition to the school campaign, Send My Friend is publishing a policy report and lobbying decision makers to take greater action. There are only five years left until 2030, when countries are due to meet the Sustainable Development Goal targets. There is no time to waste.

Since its launch 25 years ago, the campaign has succeeded in placing education firmly on the UK’s development agenda and helped to secure funding for the Global Partnership for Education and Education Cannot Wait. It’s often said that MPs only advocate for the issues that their communities care about, and many MPs have had their first interest in global education sparked by meeting passionate young constituents. We support young people to meet at least 100 MPs every year. Many MPs were newly elected in 2024 and are still identifying the issues they wish to champion. Young people are taking the opportunity to give them a strong nudge towards global education.

However, there’s little doubt that progress towards Sustainable Development Goal 4 has been faltering for some time. In addition, school pupils and their teachers everywhere have experienced the terrible impacts of Covid-19 and its aftermath. In this rapidly changing world Send My Friend has had to adapt. The most fundamental way we’ve done this is to bring young people more prominently into the high-level influencing spaces usually occupied by professional adult advocates. This has included meeting the Foreign Secretary, briefing the International Development Committee and participating in the COP climate change conference. In 2023, we launched the Young People’s Policy Report on Education in Emergencies. This is the first time, we’re aware of, that a policy report was specifically written for and launched by young people.

In recent years, the Campaign Champions programme has become an integral part of Send My Friend to School. We recruit 20 14-15 year old pupils every year who provide leadership and high-level advocacy for the campaign. Their training and the resources we produce for the 1,200 schools currently taking part in the campaign reflect the participatory and youth-led ethos we wish to embed. Send My Friend sets out to both transform global education and also be transformational for all the young people who take part in it.

This is never more true than in the Steve Sinnott Youth Ambassador programme. With the support of the Steve Sinnott Foundation and Oxfam GB we invite two young people from the Global South to visit the UK every year to lead high level advocacy and partnership campaigning. A particularly memorable highlight occurred on 20 September 2019, when Jessy and Isaac, the Young Ambassadors from Malawi, spoke to tens of thousands of young people gathered outside Parliament at the School Strike for Climate. Later this year we hope to welcome Queen and Santos, the 2025 Young Ambassadors from Uganda, to campaign in the UK.

The lived experiences and values of young people in 2025 mean they are increasingly passionate about issues such as racial justice, gender equality, the climate crisis, safety, wellbeing and trauma. These resonate strongly with SDG4’s holistic aim of providing all children everywhere with an ‘inclusive and equitable quality education’. This is our strongest guarantee that the passion, creativity and commitment of young people and their teachers in the UK will continue to be heard in solidarity with children around the world as they call for greater investment in education during the next two years.

To learn more and join Send My Friend to School visi t www.sendmyfriend.org

BIOGRAPHY

John McLaverty is the former youth campaigner for Oxfam GB and a retired secondary school teacher and teacher educator. He is presently co-chair of Send My Friend to School and volunteers for Schools of Sanctuary.

Portsmouth NEU, Steve Sinnott Foundation and The Traveller Movement

Mon, 28 Apr 2025 10:33:25 GMT

Portsmouth Branch of NEU (National Education Union) held it’s AGM on Friday April 25th. Around the AGM several organisations and speakers were invited to take part.

The Traveller Movement, in collaboration with The Steve Sinnott Foundation, were invited to screen the film Never Going to Beat You (NGTBY) as part of the 2025 AGM of Portsmouth NEU. On Thursday evening the film was shown at the Southsea Cinema and Arts Centre.

The film was introduced by Jude Tisdall representing the Traveller Movement . Jude is also an ambassador for the Steve Sinnott Foundation. The film was shown to an invited audience of NEU members including teachers and educators. NGTBY is a film about domestic abuse, based on true stories of 18 Romany, Gypsy and Irish Traveller women. It is powerful and hard-hitting film, commissioned with the purpose of raising awareness. It is a masterful portrayal of how domestic abuse can destroy lives and effect families and community. The film is part of the Traveller Movement Education Programme and can be used to raise awareness among service providers and professionals or, as a discussion opener with Gypsy, Roma and Traveller communities, or indeed any community where such topics are seen as taboo. Domestic abuse and violence is of course not limited to any one community or any one sector of the population. This is a problem that cuts across all sections of society; it is not age related, class, culture of gender related. The showing was followed by a discussion.

For full details of all trainings available please visit www. travellermovement.org.uk

Among the invited speakers at the AGM on Friday evening, April 25th were Ann Beatty CEO of the Steve Sinnott Foundation and Shamella Dhana Chair of Trustees and Founder member of Portsmouth City of Sanctuary.

Portsmouth City of Sanctuary

PCoS is grassroots, award winning, humanitarian charity, primarily assisting Portsmouth’s migrant community with direct action. The PCoS volunteer team aims to compassionately uphold the dignity and independence of all individuals it supports, regardless of status, and strives to do so with respect and welcoming warmth for everyone.

Shamella spoke about the organisations work in helping local asylum seekers, refugees and migrants, sharing some of the enormous range of projects which include a Refugee Hub, Action Asylum, Welcome Box arrivals, Welcome Wheels. There is a female only space HAVEN which has a programme of activities and support to those who have suffered gender violence. And much, much more. Shamella is an inspirational speaker, passionate and knowledgeable.

For further information of the work of PCoS please go to www. portsmouth.cityofsanctuary.org

 The Steve Sinnott Foundation

The Steve Sinnott Foundation is a small charity with an enormous reach. Their mission is to change lives through education by creating a worldwide community of educators and learners. striving for universal access to quality education and ongoing improvement of teaching and learning.

Ann Beatty, CEO of the charity spoke of some of the current projects supporting this vision to accessible education are

Positive Periods: a project which started out in one country and has now been rolled through to The Gambia, Sierra Leone, Guinea Bissau, Uganda, Malawi, Senegal, Nepal, Haiti and Cuba. On reaching puberty girls can miss out on up to a quarter of school time by not having the materials to manage their periods
Running workshops on gender-based violence. Creating safe spaces to talk, explore and understand.
Mother Tongue Literacy Classes

Ann thanked the NEU Portsmouth for their continued support and spoke about Steve’s ambitions and dreams in relation to education for all. She also noted that the work of the Traveller Movement and Portsmouth City of Sanctuary had similar and overlapping purpose and hopes in relation to cultivating an awareness and creating change around gender-based violence in all its forms.

For further information please visit www.stevesinnottfoundation.org.uk

If you are in Southsea do pop in and meet Aysegul and Hannah, they host loads of community events and they made our evening a great success. www. southseacinema.co.uk

An Education Revolution

Sun, 06 Apr 2025 11:00:00 GMT

This week while out and about in Hertfordshire and we visited the British Schools Museum.

We discovered the first school opened by Joseph Lancaster, was known as the ‘Poor Childs Friend”, was in 1810. It was his lifelong mission that all children regardless of their circumstances, should benefit from an education. Apparently, Joseph heard a small girl say, “Oh that I could read!” and this inspired him to create a simple education system that eventually would benefit children across the world.

Joseph was the tenth son of a poor man himself from South London. His aim was to offer free education for everyone. However, it would be 93 years before the U.K. government finally made education free for all. There are still many countries today where education is still not free to access and it is certainly not compulsory for primary and secondary age pupils. Joseph’s mission really resonates with that of the Foundation, to support access to education for all.

We enjoyed our visit and appreciated the tour given by two of the Museum’s volunteers, Angela and Clare. They described some of the challenges faced in the early years of formal education and shared some of the rules that teachers and students had to abide by with us.

Looking back in time and seeing how things were and comparing the advances made to date, served to galvanise us further to secure the achievement of SDG 4, to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

While it is true that we no longer have classes of 100 pupils or make use of corporal punishment here in the U.K. can the same be said of countries worldwide? There is much still to be done to ensure the achievement of SDG4.

There was an interesting exhibition of scrapbooks too, we wonder how many young people today have ever made a scrap book? Perhaps it could be a good creative idea to support mindfulness.

The British Schools Museum is the only one of its kind and is well worth a visit. It certainly has inspired us to strive harder to achieve SDG4. Why not join us in working to make education for all a reality!

Sparks Bristol

Fri, 04 Apr 2025 14:25:22 GMT

Sparks Bristol is a collaborative community project initially envisioned by The Global Goals Centre, (GGC) more of which below.

A few years ago, GGC took over an empty Marks and Spencer store and that’s how Sparks was born. Sparks is a department store with a difference, co-created by Global Goals Centre and Artspace Lifespace. On the ground floor is a huge range of shops, installations, events and more. Upstairs is a hub for local artists, it offers affordable studios as well as rehearsal and performance space.

The Global Goals Centre is a Bristol-based educational charity inspired by the Sustainable Development Goals. (SDGs). GGC believe the SDG’s or Global Goals as they are sometimes known, can be reached, with imaginative solutions and widespread education and engagement. They work with partners to promote creative solutions and deliver ground breaking projects that work towards these ambitious goals.

The Steve Sinnott Foundation supported the Global Goals Centre with seed funding when it first started over 5 years ago. This month we went to visit them to see how they are getting on and we were taken aback by the

volume of work they have achieved since they started. It is amazing to see how though working together with other local community groups it has grown into the vibrant centre it is today. All of the creative projects they host are linked to the SDGs. They cover topics that tackle poverty, education, climate change, fashion recycling and upcycling, to name a few.

They have a retail section to generate income and they host workshops for schools on a range of topics. If you are looking for resources you will find them here. www. sparksbristol.co.uk/whatson/education/

We met with Jenny Foster Co-Director and she gave us a tour of the facilities. We enjoyed our visit very much and if you are in the area, we would recommend you to visit the centre.

Spring is Here! Looking Ahead!

Fri, 28 Mar 2025 12:06:32 GMT

Spring is definitely here, daffodils, blossom and crocuses are all basking in the bright sunshine. There is still a chill in the air in the shade but it's happening and all the seeds that were sown over the last few months are coming to fruition.

At the Foundation, we have been planning the year ahead and our Positive Periods and Prevention of Gender Based Violence programmes got underway this weekend in Haiti and Ghana.

These projects will have a long-lasting effect on the lives of the women and girls who take part: tackling the root causes of gender-based violence and enabling girls to attend school every day when they have their period, to feel safe at school and know how to take action when they are faced with violence.

These are the first of many projects planned for the year ahead as we continue to work towards Education for All children everywhere.

Across the globe we have been celebrating International Women's month and our CEO has been attending important debates at the UN Commission on the Status of Women (CSW 69) as part of the UK online delegation. More on that later…….

We will be posting regular updates here so please stay tuned ...and look out for our next edition of ENGAGE which will be published in April.

We would also love to hear what seeds you have been planting for the year ahead.

Igniting a movement for education for all

Fri, 07 Mar 2025 13:00:08 GMT

The outlook for the achievement of Sustainable Development Goal 4 (SDG4) on global education is far from rosy. But a gloomy future isn’t inevitable. Disappointing statistics are the result of political choices that can be shifted and there are thousands of youth, grassroots activists and civil society organisations across the UK advocating for global education to make these changes. We need more people involved to build the momentum, we need to make a difference in challenging circumstances. You can help! Here’s how;

Making global education a UK priority

The UK is an important donor and champion for global education. However, education has been gradually deprioritised on the development agenda. Global education spending has plummeted from 13.5% of Official Development Assistance (ODA) in 2013 to just 3.5% in 2023, and education was one of the sectors hit hardest by the abandonment of the 0.7% gross national income (GNI) target for ODA. With Labour’s annual budget confirming another reduction in the aid budget, funding for global education is under threat of being cut even further unless we stand together to say this can’t happen.

While education is a domestic priority for the new Government, it has yet to emerge as a strong theme in their development agenda. As the Labour Party continues to develop their approach there is a unique opportunity for advocates to connect these dots and make the case for why education must be a key part of the Government’s international plans.

For the Government to take action it needs to hear demand for change. There are many issues MPs recognise are important, but if they do not hear about these issues from constituents it can be hard for MPs to be vocal about them in Parliament. Following an election where many parliamentary seats were won with tight margins, MPs need to hear from the people they represent that global education must be on their agenda. With over half of MPs elected for the first time this year, many are actively looking for a steer on what issues to work on. We can give them one!

How to Get Involved

Write to your MP about why global education needs to be a bigger priority for the UK Government and encourage members of groups you are a part of, such as your union branch or a local community group, to do the same. This can have a real impact on your MP’s interest and ability to act for global education.

You can also connect with other grassroots activists and get resources for taking action from international development advocacy organisations like Results UK. You can learn more about Results UK’s grassroots network on our website.

If you are a teacher, get your school involved in the Send My Friend to School Campaign (SMF). Send My Friend is a UK civil society coalition advocating for SDG4 which supports a mass UK schools campaign to amplify student voices calling for universal quality education in solidarity with their peers around the world. Free campaign packs are available on the SMF website for primary and secondary levels with everything teachers need to run the campaign in their school.

Parliamentarians can learn more about education issues and how to act by joining the All-Party Parliamentary Group for Global Education, a cross-party group that brings together Parliamentarians interested in the right to education and provides them with knowledge and resources to be champions of the issue.

By joining our voices through collective action, we can make a real difference in moving the needle on this issue. Together we have a chance to rechart the course for the realisation of quality education for all.

BIOGRAPHY

Hannah Frisch is the Senior Policy and Parliamentary Advocacy Officer for Education at Results UK and a Co-Chair of the Send My Friend to School Policy and Parliamentary Working Group. She is a policy advisor for the All-Party Parliamentary Group for Global Education in the UK Parliament.

Supporting work for The Federation of Drama Schools

Mon, 03 Mar 2025 13:01:24 GMT

Last year the Steve Sinnott Foundation supported the work of The Federation of Drama Schools by providing financial aid to new graduates, enabling them to take part in an industry showcase at The Abbey Theatre in Dublin. The showcase is an annual event for Irish graduates who have completed a professional training at one of the Federation’s partner conservatoires in the UK, introducing young actors to the industry they hope to work in.

The Federation of Drama Schools partners are institutions that provide conservatoire vocational training for those who want to be professional performers, theatre makers and technical theatre practitioners. The courses they offer are for students of eighteen years and over, who have completed their school level education.

In November (2024) fourteen young Irish graduates took part in the showcase and the SSF provided financial support to two graduates who may not otherwise have been able to take part in this showcase, which is a bridge between training and their professional career.

Melanie Lavery from the Royal Welsh College of Music and Drama is one of those who benefitted from this support. Melanie writes of her experience.

I would like to say a huge thank you to the Steve Sinnott Foundation for the support I received, making it possible for me to take part in the Dublin Showcase 2024. The opportunity allowed me to work with graduates from across FDS schools and widen my contacts in the industry.

Coming from a socio-economically deprived area, I’ve often missed out on opportunities available to my peers. I have had to spend a lot of energy during my three years in drama school working to support myself and this has meant I often don’t have time to follow up network opportunities. In receiving this sponsorship and taking part in the showcase I have been able to connect with other Irish creatives - the people I am acting opposite, directors, casting directors and agents in the industry.

These industry showcases are so important for graduates. It gives us the possibility of networking with industry professionals and hopefully the opportunity of taking that first crucial step into the profession we have trained for. As I studied in Wales, it gave me the chance to return to Ireland and to reach out to creatives there. The Foundation gave me this amazing opportunity to kick start my career in my home country.

On the day of the showcase, I had such pride watching my fellow Irish peers performing on stage at Ireland’s National Theatre. Working together throughout the rehearsal period, I got to know them individually and we all helped each other to grow as performers. This showcase has helped me to create my own community of actors around me. When it came to talking with other creatives after the show case, I became so much more aware of how large and welcoming the industry is in Ireland and how much work is being produced here. I think this show case is so important as it highlights how vibrant and growing the industry is in Ireland. I feel so lucky that I was able to take part thanks to the help of the Steve Sinnott Foundation.

For more information on the Federation of Drama Schools, professional industry showcases, and it’s partner schools please visit www.federationofdramaschools.co.uk

Empowering caregivers of children with disabilities through self-help groups

Fri, 28 Feb 2025 13:00:06 GMT

Since 2015 we have developed and supported self-help groups for caregivers of children with disabilities in a rural part of Kenya. Currently we have 12 self-help groups with a membership of around 135. Through their participation in the self-help groups, the caregivers are empowered to take control of their lives by speaking up, supporting each other and acting to bring about positive changes.

An extension of university-based research and development, we registered our work on self-help groups with the UK Charity Commission in August 2023. Our in-country partner is Walezi Foundation- a non-government funded organisation. The aim is to further develop the potential of selfhelp groups in Kilifi County, one of the poorest areas in Kenya, and to grow the number of groups supported.

Long-term caregiving has been associated with fatigue, distress and poverty. Many feel helpless in the face of such challenges and very much alone. A combination of superstition, stigma and discrimination marginalises these families. Not only can these children be excluded from education, employment and contact with other villagers, the level of stigma is such that the caregiver’s shame may lead them to deny their child’s existence. This creates social isolation for both the caregiver and the child.

In the beginning we listened to what people told us about their lived experiences: “People at home have very little to do with the child. The child is lonely most of the time and there is little assistance from family members and the community.”

What do the self-help groups do?

The self-help group members meet regularly. They share their experiences as caregivers and provide support for each other. Our partner NGO – Walezi Foundation – visits all the groups at regular intervals. The caregivers are supported to talk about: their personal situation and consider ways to support each other in the group; the inclusion of persons with disabilities in home and community events; encouraging more positive attitudes towards disability in the community; the importance of accessing education and health services; and practical solutions to relieve the challenges faced by them all in everyday life. Working together they register formally as a self-help group with the Kenyan government department of Social Development and embark on livelihood activities to alleviate their financial challenges. Since 2023 we have provided start-up funds for capital projects to expand the financial capacity of each group. Some of the projects that have been started include: livestock rearing, hiring large tents and chairs for community events and building a water tower for storing and selling water.

Through this work we have shown that membership of a self-help group can bring about dramatic changes to the caregivers’ lives and those of their children with disabilities, including:

development of essential skills for livelihood activities;
growth in family income;
increased social support;
better access to health for all;
more children with disabilities in education.

Over the next three years we aim to expand our coverage of community-based self-help groups in Kilifi County, Kenya and roll out our mentorship scheme across other African countries.

If you want to find out more about our work, please go to our website: www.walezi-caregivers-kenya.org

Is Education a Lost Cause?

Mon, 24 Feb 2025 13:00:11 GMT

Anyone who knows me knows that I am passionate about learning and could wax lyrical about how important education is and how we have to try our best to ‘get it right’. As I started to prepare to write this article; a task that asked me to list successes within education, I was shocked about what I learnt about myself … I lean towards pessimism!

Why is this? I launched into research and soon soothed myself by the fact that the human condition favours pessimism over optimism as it sounds more plausible. For example: tell someone that everything will work out fine and you will probably get a polite dismissal or platitude. Tell someone that they are in danger (or something serious is going wrong) and you will have their undivided attention!

I brought this insight with me to a recent lunchtime chat with a placement student of mine (who has recently left school) and her mentor. To their credit and good humour, they allowed me to ramble on until I asked them about their views on what has been a success within their own educational experience.

Silence.

I took this as first hand proof of the human proclivity towards pessimism.

But when they answered in joint chorus, “knowing that my teacher cared for me”, I could not help but smile.

Pastoral care is a true and lasting success of education. Our children and young people come to our schools from a range of backgrounds and experiences but school is the constant; a place filled with people who are there just for them. Educational debate around the use of Artificial Intelligence (AI) is huge at the moment. I would champion its use in regards to personalising the learning experience or streamlining processes but it can never replace that which is most important - relationships. We all need and crave a deep sense of connection and belonging no matter what our age and stage.

With lunch over I wanted to find out more about the successes there have been within education over the years and with no one else to consult, I turned to my computer; a Large Language Model (LLM) to be precise. Immediately, as soon as I hit ‘enter’, a profound list of accomplishments appeared on screen:

More students than ever are in school
Technology is revolutionising education
Teaching has become more inclusive and innovative
We are learning to value teachers more (Are we? Sorry my pessimism needs to challenge this one!)
Education is adapting to global changes

My screen was positively overflowing with optimism. ‘Definitely not human’ I thought to myself. But the AI’s summary heading made me pause: ‘Embrace Creativity for the Next Frontier”.

This made me think. Creativity, alongside relationships, is another success of educational practice. We are all creative, either consciously or subconsciously, in whatever task we are doing and it is our role as educators to help our pupils be creative in design, thought or approach, especially in a world that is embracing technology more and more.

As I write, two alternate thoughts swirl within my mind:

Does educational progress happen too slowly to notice? Or do topical, educational trends occur too quick to ignore?

The latter would always make education a failure by default. All I know is that continued improvements within the education sector must be built upon evidence based research, utilising the learnings from cognitive science. For me, continued success within pedagogy must be formed upon knowing what works.

For the sake of having a balanced argument, I will end on an optimistic note:

“Rather than lamenting what’s not working, we should focus on what’s been built and how we can expand upon success. Education is not a lost cause—it’s a dynamic force that’s been evolving for the better over the past 15 years. Let’s continue to push it forward, not by fearing failure, but by embracing it as part of the process toward even greater achievements.” LLM 2024

Not too shabby, AI, not too shabby at all.

BIOGRAPHY

Bernard Noble is an educational consultant and founder of Learning Me. With a background as a school leader, pastoral care lead and SENDCO, he has expertise in pedagogy, educational policy, nurture, neurodiversity and learning disabilities. Passionate about holistic education, Bernard is a strong advocate for making emotional health and wellbeing strategies explicit.

Chess in Schools - What impact does it have?

Fri, 21 Feb 2025 13:00:05 GMT

Chess is a low cost, high impact educational intervention. It knows no boundaries of age, gender, faith, ethnicity or disability, and can be played anywhere at any time. The game fosters intellectual and emotional skills crucial to a child’s wider development.

Chess in Schools & Communities (CSC) is a nationwide charity founded in 2009 which delivers the educational and social benefits of learning chess to disadvantaged communities across the country. We work in a variety of community settings: libraries, hospitals, youth centres, homes for older people and prisons.

Through our Schools’ Programme we currently teach chess in over 300 schools every week and support a further 2,400 schools with tuition, equipment, access to our curriculum and training.

In schools, CSC’s unique approach is to run chess lessons during the school day as well as traditional chess clubs after school. Our lessons follow a bespoke 30-week curriculum designed to support other areas of the primary school learning, most notably mathematics. The course is suitable for children with no prior knowledge of board games and takes them from complete beginners to proficient players over the course of an academic year.

Lessons are delivered by trained CSC tutors supported by school staff. The lessons are for whole classes of 30 children and typically take place in KS2 in primary school. Teaching during the school day ensures our programme is completely inclusive: no child is excluded from chess activities and children with special educational needs flourish. Girls, often under-represented in typical chess clubs, thrive in our lessons and tend to perform extremely well in our tournaments.

In addition to these core activities, CSC also organises the London Chess Classic, a world-class chess tournament with a schools’ festival attended by up to 2,500 of our pupils, and ChessFest, a celebration of the game of chess which culminates in the charity taking over Trafalgar Square for the day to offer free, familyfriendly chess activities to members of the public. On 7th July 2024, a record 23,300 people attended the fourth edition of ChessFest ( www.chess-fest.com ).

Our lessons plans contain large amounts of mathematical content particularly relevant to Key Stage 2 in primary schools:

Numeracy – children are encouraged to constant keep track of the numerical value of their collection of chess pieces relative to their opponent.
Coordinates - it is impossible to describe chess moves without using the coordinates assigned to the squares on the board.
Geometry - when teaching in lower KS2, we often find our teaching of the chessboard introduces children to basic geometric vocabulary: horizontal, vertical, rows, columns, diagonals. In addition, when teaching the tricky knight move, many of our tutors use an L-shaped piece of paper to lay on the chess board and then talk about rotations and reflections of that shape to generate all the possible moves.
Algorithms - there are various technical tasks in chess, especially when it comes to forcing checkmate. Our curriculum explicitly describes these as algorithms. For example, when delivering checkmate with a king and queen against a bare king, our pupils learn the Closing the Box method.
Basic proofs - when learning how the pieces move around a chessboard, our curriculum sets children various problems that require simple mathematical proofs. For example, can the children find a way to move a knight from the bottom left corner of the chessboard to the top right in six moves?

In addition to this mathematical knowledge, learning chess also develops various skills that are critical to STEM subjects in general:

problem solving
logical thought
decision making
visualisation
concentration skills

If you are interested in having chess taught in your school please get in touch!

www.chessinschools.co.uk – dan@chessinschools.co.uk

BIOGRAPHY

Dan has worked for CSC since 2011. He started as a tutor in London and became London Coordinator before moving to Yorkshire. While he still loves teaching chess in schools, he coordinates CSC’s work in Yorkshire and other counties and deals with Tutor Recruitment outside London and Training, is National Library Coordinator and Deputy Safeguarding Lead. He is married and has two children. As well as working with chess he also enjoys playing

STEP Starter Sacks: Connecting traditionally nomadic families with preschool education

Mon, 17 Feb 2025 13:00:09 GMT

A country should judge the effectiveness of its public services through the experiences of those who fare least well. In Scotland, where many acknowledge the education system to be progressive, children from the Scottish Gypsy/Traveller community have been educationally disadvantaged for generations. Frequently, the children receive no schooling or they opt out at an early age.

Scottish Gypsy/Travellers are from a tradition of nomadic communities across the UK, which also includes Romani Gypsies, Welsh Travellers and Irish Travellers. A key concern for communities is sustaining their culture. Most believe that schools fail in preparing their children for Gypsy/Traveller lives. Boys often leave at age 11 to take up opportunities offered through family businesses. Girls leave to be trained in domestic skills by mothers.

Recent research findings (STEP, 2023) showed that the involvement of women was key to developing culturally relevant school experiences. However, the modest knowledge that women had of the modern education system was largely based on their own past experiences, which included an inflexible curriculum and frequently involved racism and discrimination from fellow pupils and staff. The women in the study were unaware of the changes to the system over the past 10 years. For example, while pre-school nursery is encouraged and places are free in Scotland, few mothers took up the offer—to do so would be a failure in their maternal duties. The research recommended that educators collaborate with communities to increase women’s knowledge of the system, to empower them to make decisions about their own, and their families’ education in line with SDG5.

Communities’ members and educators collaborated with STEP to create STEP Starter Sacks, a culturally relevant play-based programme targetting pre-school-aged children and their mothers. A series of Sacks contained materials that encouraged women to participate in learning activities at home to prepare children for school. More strategically, the sacks also encouraged connections between mothers and nursery / school educators. Through these relationships, we hoped, mothers would gain trust and discover the value of education for all their children not to mention themselves. Moreover, staff at participating centres received training about Gypsy/Traveller culture and using appropriate ways to encourage parental participation.

Each sack was colour coded for its contents: , literacy (red), science (yellow) and health and wellbeing (green), each designed to address some known barriers, including:

Social rules and routines, helping children’s familiarity and confidence before starting school
Mitigating barriers presented through low adult literacy, activity cards with QR codes directed mothers to video content on the STEP website
To encourage a sense of ownership and belonging, Gypsy/Traveller culture was explicitly represented in the curriculum materials.
To encourage sustained engagement, new Sacks were introduced at four-monthly intervals.

The programme has been running for three years. Over 400 women continue to be involved. Their knowledge and understanding of the current education system has increased and we have evidence of changes in decision-making, expectations and aspirations around their children’s education, particularly for girls.

“Obviously, education is important for anybody but, like years ago, what it was like for Travellers—you'd get married, you'd cook and you'd clean. You'd have kids. That was the women's life. But I don't want that for my girls. I want them to get an education and enjoy their life a little bit. They don't need a man to provide for them. They can do it themself. Obviously, eventually get married, yes. I just don't want that to be their life plan.” Female, 17-40

The programme has had significant impact on the uptake of nursery places as well as school attendance in older children. For the women, they have reported increased confidence in supporting their children’s learning at home. Most importantly, some described an increased understanding of their own agency. They have collaborated with staff, reaching shared understandings of their cultural needs and expectations. We have also extended the programme, opening local opportunities for women to develop their own literacy. These women now have enhanced capacity (resources, skills, social capital and connections), which we hope will lead to future benefits.

BIOGRAPHY

Maureen began her career as an artist and a teacher in Scotland. She has worked in schools and galleries throughout the UK using the visual arts to inspire new forms of participation and inclusion in education. She has undertaken research and evaluation for national bodies including The Arts Council of England, NESTA, Scottish Book Trust and The Scottish Government. She is currently Director of STEP, a Knowledge Exchange Centre at the University of Edinburgh, which supports sustainable education for traditionally nomadic communities. Maureen’s doctoral research was in digital participative research methods.

"How wonderful it is that nobody need wait a single moment before starting to improve the world"

Fri, 14 Feb 2025 13:00:10 GMT

“How wonderful it is that nobody need wait a single moment before starting to improve the world,” wrote a young Anne Frank, at just 14 years old, during one of the darkest periods in modern history. Her words, penned during war, persecution and loss, continue to resonate today, reminding us that even in times of despair, we possess the power to bring about change—both within ourselves and the world around us.

As I reflect on the state of the world today, Anne’s message of hope and determination feels more urgent than ever. It is a call to action, a reminder that no matter the challenges, the possibility for change is always within reach. But what does this have to do with the right to education? In my view—everything.

Since it was founded in 2009 to honour Steve Sinnott’s legacy and lifetime of commitment to education for all, The Steve Sinnott Foundation has remained steadfast in its mission to advocate for the right to education for every child, everywhere. Through diverse global initiatives, the Foundation has provided access to quality learning in myriad forms. But at its heart lies a powerful belief: education is much more than simply acquiring literacy and numeracy. It is a lifelong process that fosters creativity, critical thinking, and a deep commitment to justice and equality. No child should ever be denied that opportunity.

Over the past two decades, significant progress has been made towards expanding access to education. The Millennium Development Goals (MDGs) and their successor, the Sustainable Development Goals (SDGs), have focused on increasing global enrolment and completion rates in primary and secondary education. Encouragingly, data shows these indicators are improving, signaling a positive trend. Numerous innovative initiatives are breaking down barriers to education, and it’s increasingly recognised that achieving one development goal cannot be done in isolation from others.

In my work in the field of reproductive health and rights, the interconnectedness of these challenges is evident. In Sub Saharan Africa, for example, a lack of access to contraception remains a major barrier to girls’ education. Each year, around 4 million girls drop out of school due to pregnancy. Without reproductive health services, many young women are forced to leave the classroom, setting off a cycle of lost opportunities that impacts not only their futures but also those of their communities.

Inadequate access to safe and clean sanitation facilities, including menstrual hygiene resources, means girls often miss school regularly. Global crises such as climate change and conflict have displaced millions of children, further disrupting their access to consistent education. The scope of these challenges is vast, but so are the efforts to address them. A growing number of inspirational individuals, organisations, and governments are coming together, recognising that complex problems cannot be solved in isolation. Education, health, gender equality, and access to technology are deeply intertwined, and collaborative solutions are needed, ones that reflect the complexity of lived experiences and ensure that no one is left behind.

This brings me back to where I began. The barriers to education must be broken because access to learning has the power to transform lives. It changes hearts and minds, creating spaces for dialogue, reconciliation, and collaboration. There are millions of children and young people who could make this world a better place if only they had the opportunity to realise their potential. Education is the cornerstone of a just and equal society. It enables the formation of ideas, empowers individuals to question the status quo, and equips them with the tools to improve the world.

Whether in classrooms or communities, the true power of education lies not just in the transmission of knowledge but in its ability to foster change. It creates ripples of positive transformation that extend far beyond the individual, reaching entire societies. In a world too often marked by division and uncertainty, education holds the key to a brighter, more equitable future. And as Anne so beautifully reminded us, we need not wait a single moment to begin.

BIOGRAPHY

Sam Tiwari is a dynamic leader in global philanthropy and the non-profit sector, with over 20 years of experience advancing human rights and social justice across diverse regions. Her journey began with community organisations in North India, where she gained firsthand insight into the structural and societal barriers faced by women and girls in social, economic and political participation. Sam has since worked across diverse sectors such as women’s cooperatives, education, health and humanitarian response, connecting resources to causes that are tackling some of the biggest challenges facing people and planet. Currently, Sam leads the Philanthropy team at MSI Reproductive Choices, a global organisation championing reproductive rights and bodily autonomy. She also serves on the boards of the Steve Sinnott Foundation and Dignity Alliance International.

An update from the Foundation’s first Learning Resource Centre in Palpa, Nepal

Mon, 10 Feb 2025 13:00:05 GMT

The Steve Sinnott Learning Resource Centre was originally established by Manisha UK in Palpa, Nepal in 2019, in partnership with the Steve Sinnott Foundation. It was administered by Dan Wichmann and Saran Saru. It included an excellent library, a classroom with an interactive whiteboard and monitors with Raspberry Pi software. Although well used by a local school, evaluating the project in 2021, it was decided that the facilities should be available to a wider usership. An agreement was concluded with Children Nepal in Pokhara for the material effects to be utilised.

Children Nepal is an effective and inspiring organisation providing extensive and holistic support to deprived families. The centre offers classes to students who are very keen learners and attend after their usual morning classes in other educational institutions. They attend IT classes facilitated by a Steve Sinnott funded teacher. There are two classes of 20 students each, these classes are offered twice a day, except Saturday. These students need to compete with students from private schools; the government schools they attend have very limited computers and IT classes.

The centre offers art classes to younger children, as well as singing, dancing, creative writing and storytelling. In the holidays, classes are offered to years 6, 7 and 8 with excellent attendance. Performances are given, artwork displayed and there are competitions for art and writing. The library is very well used. This is a vital resource as the local neighbourhood has only two small libraries and schools rarely have libraries or enough books. The children enjoy individual and paired reading, talking animatedly about their reading. The library is also available to adults from the community.

Manisha UK, The Steve Sinnott Foundation and Children Nepal have enjoyed a very good relationship. Via quarterly reports and unplanned visits from Manisha UK, we have seen the excellent work Children Nepal are undertaking. The staff in Pokhara are totally committed and dedicated providing an invaluable resource to the communities they serve.

A recent renewal of financial support from The Steve Sinnott Foundation means the work of the IT teacher can continue and new books can be bought for the library. This funding ends in 2027. Further funding is essential to update the software used from Libre Office to Microsoft Windows.

Manisha UK and Children Nepal are incredibly grateful for the support from the Steve Sinnott Foundation, particularly the help provided by Ann Beatty. I will be visiting the centre in December and look forward to seeing the continuing excellent work.

BIOGRAPHY

A full time secondary school teacher for 31 years, Barbara retired from her final post in an inner city Birmingham school in 2010. She had worked in pastoral roles and as head of English and Director of Literacy. This was an early retirement in order to pursue voluntary work abroad, fortunately she came across the small but highly effective charity Manisha UK. The charity supports 8 government village schools in rural Nepal and Barbara undertakes annual visits.

Empowering communities through partnership in Sierra Leone

Fri, 07 Feb 2025 13:00:08 GMT

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.

Highlights from our 15 Years celebration!

Wed, 05 Feb 2025 13:00:04 GMT

This event, hosted by Amanda Martin MP, is to celebrate 15 Years of The Steve Sinnott Foundation, supporting access to Education for All. The Steve Sinnott Foundation works with teachers and educators to deliver projects that progress the achievement of Sustainable Development Goal 4 - to ensure inclusive and equitable quality education while promoting lifelong learning opportunities for all. We are proud to have worked towards making this goal a reality and continue to do so in honouring Steve Sinnott’s legacy.

Here are some highlights from the speakers on the day!

"On behalf of Education International we wish to bring solidarity, greetings, appreciation and congratulations to the Steve Sinnott Foundation as it approaches this important milestone. I personally remember Steve from our time connecting US and English teachers around fundamental rights, specifically the Magna Carta and the Civil Rights movement. He was and remains an inspiration and beacon in the global teacher union movement. And as we look around us at this moment in time we know he was right, "there are those who are hopeful supporters and activists for justice, human rights and equality; and there is the rest." Education International is proud to be a partner with the Steve Sinnott Foundation and thanks you all for the work you do towards achieving our collective aims. Congratulations to Ann and the team. And lastly, the hugest of hugs to Mary who continues to inspire us all by directing all the energy and promise of Steve's legacy in such important ways for the world's students and teachers. Thank you" - DAVID EDWARDS, PH.D GENERAL SECRETARY OF EDUCATION INTERNATIONAL

"Today is a combination of a celebration & a thank you to all that have been involved. A small but very successful Foundation, something tangible, something beneficial something long lived. A real commitment to education recognising it as a human right. We will continue to support towards SDG4 emphasising on Girls and Women globally" - JERRY GLAZIER, CHAIR OF TRUSTEES FOR THE STEVE SINNOTT FOUNDATION

A Foundation close to my heart, making a real sustainable difference through their projects. I am very happy to be working together with the Foundation towards the achievement of the SDGs. As Steve said "Working together - winning together. - AMANDA MARTIN MP FOR PORTSMOUTH NORTH

"I think the creative projects The Foundation has enables young people and older to imagine an alternative future and how important it is. We have to keep hope, we have to remember our shared humanity." - PROFESSOR AUDREY OLSTER - PATRON

"We absolutely congratulate you for 15 years of operation, born out of the sadness of Steve's death. The Foundation has accomplished great things in pursuing a goal close to Steve's heart - the achievement of every child's right to a quality education wherever they live in the world." - DANIEL KEBEDE - GENERAL SECRETARY (NEU)

"Through our 2021 partnership with The Steve Sinnott Foundation, the Cima Community School now has a Learning Resource Centre with a library and a computer lab. The lab does not benefit our students alone as it is accessible to other students throughout Haiti. These students can connect at weekends and link together to learn English - all because of you! We have also been able to distribute the Positive Periods project to reach more than 15,000 girls and women." - GABRIELLE AUREL - HAITI

"We have built a great partnership with the Steve Sinnott Foundation and the projects have made a real difference in The Gambia for both students and educators. There is still much work to do." - MARIE ANTONETTE - THE GAMBIA

"Thank you to everyone who has supported us over the past 15 years and come together to celebrate this year. Please remember to tell 3 people about our work!" - ANN BEATTY - CEO

Celebrating teachers as agents of change

Mon, 03 Feb 2025 13:00:21 GMT

“If you don’t have a strong supply of well-prepared teachers, nothing else in education can work” - Linda Darling Hammond

According to UNESCO, the world needs 44 million more teachers to achieve universal primary and secondary education by 2030. Unlike previous assessments concerning the shortage of qualified teachers which appeared to be isolated to developing countries, the shortage is now impacting all countries around the world, large or small, rich or poor. Go Public: Fund Education is EI’s flagship global campaign. It’s an urgent, and much needed, call for governments, intergovernmental organisations and international financing institutions to invest in teachers and invest in public education systems; the necessary precondition to addressing the global teacher shortage.

A BREAKTHROUGH

“Just as teachers support us all, it’s time to support teachers.” Antonio Guetrres, UN Secretary General .

As a result of tireless advocacy, we achieved a breakthrough. At the Transforming Education Summit in September 2022, the Secretary General announced the creation of the High-Level Panel on the Teaching Profession. Experts from around the world were invited to be part of the Panel: former presidents, ministers of education, academics, representatives from civil society, the students’ union and Education International.

In February 2024, the Panel released it’s much-awaited report and recommendations providing a blueprint for the change needed to arrest and reverse the global teacher shortage. The recommendations are written with a clarity not normally seen in UN documents. They reflect a level of support from the United Nations for our profession that is unprecedented.

To attract and retain the teachers we need, the recommendations call on governments to ensure competitive, fair, and professional salaries. They also call for secure employment, good working conditions, and, against the backdrop of ever-increasing workloads and work intensification, work life balance. Precarious employment and the use of contract teachers and unqualified personnel must come to an end. Teacher well-being is a priority.

When it comes to teacher professional practice, the High-Level Panel recommends that all teachers have initial teacher training that is publicly funded and a university degree. It also encourages the provision of stipends for teachers in training. It recommends access to quality continuous professional development that is free and part of a teacher's official duties and co-designed with the profession. Teacher professional autonomy must be respected and teachers must be given the time and resources to collaborate and create communities of practice.

A strong commitment to gender equality, equity and diversity cuts across the recommendations. Working environments must be inclusive, safe, and non-discriminatory for teachers in all their diversity. Women’s leadership must be encouraged.

Refugee teachers and displaced teachers should be provided with pathways into the education workforce of host communities. When a teacher is hired to work in camps for refugees or displaced persons, their labour rights must be respected. Teachers and education staff working in situations of crisis, disasters and conflict MU ST BE PAID!

The recommendations put social dialogue and, importantly, collective bargaining at the heart of transforming education. Policies in education should be developed with teacher unions at the table and employment conditions should be determined through social dialogue, including collective bargaining. And, yes, the Panel even reaffirms the right to strike.

The recommendations are solid and comprehensive, but we know that none can become a reality without financing. The Panel calls for guaranteed equitable public funding for education and sustainable investment in the teaching profession. Austerity measures are rejected.

Tax revenue is the best way to ensure sustainable education financing. In addition, debt relief and forgiveness should be considered to help countries ensure education funding. The National Education Union has produced an outstanding report Prioritise teachers to transform education: How tackling the global teacher shortage can unlock the UK’s development agenda.

BIOGRAPHY

Angelo Gavrielatos is Education International’s Go Public Fund Education: Campaign Manager. Between 2020 and 2024, Angelo was President of the NSW Teachers’ Federation. Prior to his election, Angelo led Educational International’s Global Response to the growing commercialisation and privatisation of education. Between 2008 and 2015, Angelo was the Federal President of the Australian Education Union (AEU). Education International is the global union federation representing 32 million teachers and other education workers across 178 countries.

Go Public: Fund Education

Sun, 02 Feb 2025 13:00:05 GMT

“If you don’t have a strong supply of well-prepared teachers, nothing else in education can work” - Linda Darling Hammond

A BREAKTHROUGH

“Just as teachers support us all, it’s time to support teachers.” Antonio Guetrres, UN Secretary General .

BIOGRAPHY

Gender Based Violence (GBV) Awareness Workshops in South Africa

Fri, 31 Jan 2025 13:00:09 GMT

In October, in partnership with the National Professional teachers Association South Africa (NAPTOSA) Gender Based Violence (GBV) Awareness Workshops took place, which provided a platform for educators and learners to engage in transformative dialogues about GBV, bullying, and related issues affecting their communities. The initiative was designed to empower both teachers and students as "Dignity Defenders, promoting a culture of dignity, respect, and non-violence. Workshops included expert-led sessions that fostered awareness, empathy, and skills for proactive intervention. Participant feedback and levels of engagement confirmed the workshop's impact, with students resonating deeply with the closing theme, “Asinaluvalo thina” ("we have no fear"), symbolising resilience and courage.

One learner beautifully said: “I learned to know my own worth and to protect my own dignity so I can be a dignity defender for all.” “I understand that using violence as a defence is not good.” “I now know that consent can be changed, and I must respect that decision. I’m allowed to say no.” “I defended a boy’s dignity when I saw a bully and said no.” These words reflect a profound understanding of not only GBV but also their rights, their voices, and how to support each other in a world where violence too often goes unchecked. These young people have learned to recognise their own feelings, develop healthy coping skills, and stand up for their peers in moments of need.

Celebrating Success in Education: Bridging Gaps and Building Futures

Wed, 29 Jan 2025 14:09:55 GMT

In a world where we often focus on what hasn’t been achieved, it’s crucial to spotlight the strides being made towards Sustainable Development goal 4 (SDG4) - ensuring inclusive and equitable quality education for all. Success in education, especially in our ever-more interconnected world, should not solely be defined by outcomes like test scores or graduation rates. It should also reflect the deeper impact of education on individuals, communities, and our planet as we address the systemic challenges that hinder access and equity.

ACCESS TO EDUCATION FOR ALL

Success in education is increasingly multifaceted. It goes beyond the traditional metrics of achievement and encompasses ways in which education fosters personal growth, resilience, critical thinking, and global citizenship. Success is about meeting learners where they are, addressing their individual needs, and providing them with the tools to not only survive but thrive in an ever-evolving world. One of the most inspiring examples of success is how education can transform lives by making connections between local realities and global challenges. For instance, programmes that integrate the arts into education to enhance creativity, problem-solving and emotional intelligence are not only equipping learners with 21st-century skills but are also empowering them to become change-makers in their communities. These creative approaches to learning don't always make the headlines but play a crucial role in lifelong learning and the realisation of SDG4.

ACCESS TO EDUCATION FOR ALL

To be able to claim success in education we must first ensure that access is equitable. The digital divide remains one of the most significant barriers to quality education worldwide. In many low income regions, especially in rural areas, students face challenges due to a lack of resources, infrastructure and trained educators. The pandemic has further highlighted the need to bridge this gap and rethink ways in which education is delivered, be it distance learning or hybrid models, we need to ensure they are inclusive and easily adapted to different contexts. Furthermore, achieving gender and racial equity in education is an essential step toward a better future. Efforts to eliminate discriminatory practices and ensure that all students, regardless of background, have equal opportunities, are integral to any definition of success. Celebrating the work of grassroots organisations that champion these causes is vital as they are often the unsung heroes in the global education narrative.

GLOBAL COLLABORATION: LEARNING BEYOND BORDER

In today's hyper-connected world, education is no longer confined to local classrooms. One of the most powerful opportunities available is the ability to connect globally, allowing students and educators to exchange ideas, collaborate on projects, and foster a sense of shared responsibility for our planet. These connections help nurture the type of global mindset necessary for solving the world's most pressing issues, from climate change to inequality. For instance, virtual exchange programmes and global education platforms are breaking down geographical barriers, enabling students from different countries to collaborate on projects that address the ambitions of the SDGs. This not only expands their worldviews but also teaches empathy, cultural sensitivity, and a sense of belonging to a global community.

A PATH FORWARD: BUILDING A BETTER FUTURE

The future of education lies in continuous innovation and a commitment to life long learning — for most of the world’s population this means access to skills development. To address the obstacles towards achieving SDG4, we must be open to reimagining what education actually looks like. From harnessing technology to promote inclusive learning to developing new pedagogical methods that place learners at the centre, the focus should always be on creating systems that adapt to the diverse needs of learners, and the economies within which they operate. Ultimately, to make a lasting impact, we need to foster collaboration across sectors — governments, educators, NGOs, and businesses —all working together to ensure that education not only prepares students for the workforce but also for the known and unknown challenges of the 21st century. Celebrating these successes, big and small, acknowledging our successes and failures is the best way to ensure progress can be made. The type of progress that can inspire further action.

BIOGRAPHY

David Puttman is an acclaimed film producer and educator with a distinguished career in public service and environmental advocacy. Through his company, Atticus Education, he delivers online masterclasses on film, media, climate change and social responsibility to students worldwide. A tireless advocate for accessible education, Lord Puttman's work seeks inspire a generation of learners to think creatively and globally, empowering them to address the urgent challenges facing our world.

Youth for Peace—International Winners

Tue, 14 Jan 2025 14:13:20 GMT

Last year, our UNESCO Ambassadors entered the France TV UNESCO Youth for Peace Competition. We waited patiently and were overwhelmed to hear that we were successful. Among 74 participating classes and 142 pre-selected creations, the jury designated 10 winners and 4 special mentions. We are delighted by this achievement and incredibly proud of our young voices being recognised.

Under the patronage of Marina Picasso, with the themes of Drawing, Singing, Filming and Cooking Peace, the jury of the France Télévisions UNESCO International Youth for Peace Competition has designated the 10 winners of this new edition, which has mobilised the network of UNESCO-associated schools in 9 countries, including three new entrants: the United Kingdom, Gambia and Portugal, having joined Ukraine, Japan, Belgium, Lebanon, Poland, the Republic of Mauritius and France.

So, not only were we successful, but we were the first UK entry. This is another level of achievement which makes us very proud of our students.

The award was initially received in the UNESCO Head Office in Paris, by the UNESCO ASPnet UK National Coordinator, Ann Beatty (photo left) and later presented by Our Chair of Governors to our successful students.

The young volunteer students from 6 to 20 years old focused on strong messages to deliver to humanity, or rather to our share of inhumanity, based on 4 themes. On this occasion, Anne Daroux, Director of Education, praised the achievement of these young people in perpetual search for beauty and peace. We were announced: Winners of the France Creative Youth Prize for Peace: ""Violence is not the answer", Lyng Hall School, UNITED KINGDOM.

Winners of the 2024 International Youth for Peace Competition | FranceTvPro.fr

Our UNESCO Ambassadors with Chair of Governors, Ghulam Vohra (left to right): Daria Teodora-Nedelcu, Deborah Eribalo, Emmanuel Dampare, Julien Quesney, Alicja Bieda and Daniel Eribalo.

“I am immensely impressed by our students who have entered an international competition, secured the first entry from the UK and then won the award. It is particularly pleasing for me that we have students who are willing to stand out, grasp outrageous opportunities and excel on an international stage. The students have made their school and their families very proud.” - Mr. Green, Headteacher

www.lynghallschool.co.uk

Reflecting on 2024!

Wed, 01 Jan 2025 13:41:27 GMT

As 2024 draws to a close, I have been reflecting on some of our achievements and some of the challenges, thankfully there have been more achievements to celebrate.

We celebrated 15 years of the Foundations work and it has been heartening to reflect on how far we have come in terms of expanding our reach and supporting more partners on the ground to achieve incredible work.

You can catch up on our latest news here Engage 29.

We are enthused by the energy and commitment of all our partners on the ground who delivered inspirational projects in 2024, in Cuba, Ghana, The Gambia, Guinea Bissau, Haiti, Nepal, Sierra Leone and South Africa. Educators who are ensuring that colleagues are benefiting from quality CPD and are equipped to prevent gender-based violence in the classrooms and their communities and ensuring Education for All is a top priority.

I am grateful for the amazing team of staff, partners, ambassadors, volunteers and our trustees who keep us going in the right direction. A special thank you to Mary Sinnott who is my mentor and keeps me grounded through the challenges.

I am also extremely grateful for all of our donors and fundraisers who make our work possible, as without the funds it would be impossible.

It was amazing to see how many of you bought a charity gift over the festive season for a friend or loved one and I hope you will continue to consider giving the gift of education in 2025, it can be a great gift at any time of the year.

Just before Christmas I came down with a horrible bug and it was during the week of our Education for All Exhibition and Pop Up and I want to thank everyone who kept it going, whilst I rested and recovered, it made me remember how lucky I am to have such a great team supporting the Foundation.

I would like to thank you all personally for being part of our community and supporting access to education for all children everywhere.

You can also watch our highlights of 2024 in a short video here.

I wish you and your families a peaceful, healthy and hopeful 2025.

Best wishes

Ann

Soroptimist Conference 2024

Sun, 10 Nov 2024 14:23:01 GMT

On Friday (1st November), of conference it was dedicated to Education – the first “E” of the theme Education, Empowerment, Enable. Ann Beatty is the Chief Executive of the Steve Sinnott Foundation (SSF) and was one of the key speakers at the conference.

The focus is on education as a human right for all. I’m proud to write this blog on Ann Beatty’s talk at the SIGBI Conference because Ann is a member of my Club – Soroptimist International St Albans & District .

Ann spoke from the heart with warmth and passion for the work of SSF, as she always does – earning the support and engagement of this large audience of Soroptimists.

Ann started by thanking Soroptimists who have already supported her and the Steve Sinnott Foundation.

The reason for the link with Soroptimists is clear – United Nations Sustainable Development Goal 4 (UN SDG 4) “to ensure that everyone has access to quality education and lifelong learning opportunities” is so important because it is the enabler for all the other SDG’s.

She asked us some questions using “Slido” the interactive audience engagement tool:
“How many adults lack basic literacy skills?” – answer 765 million
“How many children don’t go to school?” – – answer 360 million

These statistics are shocking, the impact on girls means they have no prospects and are often married off very young.

UNESCO says the world needs 44 million more teachers to achieve the SDG 4 goal of universal primary and secondary education by 2030.

The SSF works with educators and to prove her point Ann got us all to share positive memories of learning with the person sitting next to us – many indicated a teacher who had influenced them. The memories were written on the silhouette of the figure of a girl.

The SSF connects learners across the world with technology appropriate for their location – flexibility, simplicity and affordability is essential. Ann then spoke about the Positive Periods Project https://www.stevesinnottfoundation.org.uk/projects – learning how to make reusable sanitary pads using locally sourced materials is a skill for life. The products are sustainable, affordable, comfortable and give the girls and women independence.

The charity works with people on the ground – training many thousands of women now in countries like Gambia, Sierra Leone, Cuba, Haiti, Malawi, Uganda – learning how to manage periods with dignity. They are then able to train others. While the young women have been learning and making the pads, dialogue has started around violence against women and girls which has also now been built into learning programs.

A message Ann was keen to get across was for people to “STOP SENDING STUFF” – always ask “what do you need?” – there is so much waste.

During lockdown SSF produced online learning – including age-appropriate training “Building Healthy Relationships” – click here for more: stevesinnottfoundation.org.uk/resources

Do you want to learn something new? They also have video webinars available on YouTube – just search for Steve Sinnott Lifelong Learning.

To support the charity there is a range of gifts starting at £5 – a great idea for Christmas! .stevesinnottfoundation.org.uk/gifts

Ann ended with asking for our support by: fundraising, becoming a friend of the foundation, follow on social media and writing to MPs asking them to ensure global education is on the UK government’s education. SIGBI Programme Director, Lindsay Green suggests we write the letters to MPs and link to Day 13 of the 16 Days of Activism “Empowering Women and Girls for Prevention”.

We were delighted to hear that the SI Foundation is going to support the SSF Positive Periods Projects in 5 countries- great news for such a deserving charity – a fitting way for them to celebrate their 15th Anniversary!

SIGBI President Ruth Healey thanked Ann and said “everything starts with education”. Hear, hear!

Walking for Education For All

Thu, 24 Oct 2024 11:00:02 GMT

We both love London and walking, and this year, in honor of The Steve Sinnott Foundation's 15th Anniversary we have decided to embark on this journey.

We planned to complete the 10KM walk along the river Thames, passing by many iconic London attractions on the way. We wanted to raise funds, and awareness, to ensure that every child worldwide, can have the opportunity to go to school, as well as adults too. It was an amazing experience and we enjoyed each other's company on luckily a very sunny day!

“Since working for the Foundation I have witnessed firsthand the impact it has in supporting young people develop essential life skills by working to ensure provision of quality education for all children worldwide. The ripple effect of this education is truly remarkable as students go on to empower and educate others.” - Nicolet

“I’ve been friends with Nicolet since we were kids, and I appreciate her and support her in any way that I can! She does amazing work for the Steve Sinnott Foundation and I want to be able to support her in this as well. A sponsored walk would not only be something we can accomplish together, but the fact that our efforts could go some way to making a difference for children around the world made it very worthwhile.” - Becky

Whilst walking, we were thinking of ways to bring new audiences in from our social media to The Foundation’s. At each London attraction (checkpoint) we managed to give out some factsheets as well as a mini quiz on the Foundation’s projects.

If you haven’t already supported us, there is still time to support this important cause and make a difference to children's lives: www.justgiving.com/page/nicoletandbeckywalkingfundraiser

Perhaps you have an idea for a fundraiser yourself? Running, Walking, hosting an event?

If you are looking for inspiration have a look at the Fundraising Ideas here: www.stevesinnottfoundation.org.uk/fundraising

It was a great opportunity for us both and we loved the support and words of encouragement from everyone we met on the day and prior to the fundraising.

Thank you for your support so far, you have helped us raise £265 , you have all been amazing.

Even though the walking fundraiser is done we will always be advocates for the work of The Steve Sinnott Foundation. I mean after all we are now literal walking advertisements with our hoodies! Let's bring Education for All!

Charities Working Together

Thu, 29 Aug 2024 16:45:32 GMT

H'arts in Mind is an inclusive mental health Arts charity run by people with lived experience. They support people with mental health or physical challenges who have an interest in Art.

The Steve Sinnott Foundation (SSF) is an international education charity also based in Hertfordshire. The foundation is working with teachers and educators to deliver projects that progress the achievement if Sustainable Development Goal 4 - ensure inclusive and equitable quality education and promote life long learning opportunities.

Kim Rasit CEO and founder of H'arts in Mind met up with Ann Beatty CEO SSF to see how two small local charities might support each other.

They decided they would work together to develop a space in the art gallery for future artists or others to exhibit in the space. SSF would be the first exhibition to test out the space.

The exhibition took place August 21st to 25th and we are really pleased to report it was a great success.

SSF provided workshops on Storytelling, Jewellery Making and Vision Board and Well-being as well as exhibiting their work on Positive Periods and Preventing Gender Based Violence.

Ann Beatty said the interest was amazing with many new subscribers signing up to our newsletter and we also received some donations, so thank you to everyone who came to support our work, try out something new or who just popped in to say hello.

The exhibition space is unique and I would highly recommend it as a way of showcasing your work and supporting H'arts in mind to carry out the vital work that they do in the Hertfordshire community.

Kim Rasit said we enjoyed having the SSF team with us in the gallery last week, it was interesting to share ideas and find out more about their focus on Education For All.

We also support some other local charities; Mill Green Watermill by promoting Millers Kitchen which supports local young people in care and as well as Men’s Sheds a local Hatfield charity.

We also are embarking on a collaboration project with Hertfordshire University, Hatfield so watch this space.

To hire the space please email at hartsinmind@gmail.com

UNESCO ASPnet schools’ contribution to the UK

Mon, 08 Jul 2024 08:00:01 GMT

The Foundation has been working in partnership with UNESCO since 2015 and Ann Beatty our CEO is the UNESCO ASPnet Co-ordinator in the UK. There are 145 schools in the programme and Coventry City is currently supporting all schools in the city with the opportunity of accreditation. In January, Warwick University and Coventry City Council hosted an event at the House of Commons to celebrate UNESCO ASPnet schools’ contribution to the UK.

Saarah Rahman who helped organise the event, is currently studying at the University of Warwick in her final year, reading politics and international studies. Saarah shares her thoughts on ASPnet and her personal journey in education.

I believe that being a part of UNESCO ASPNET and the Hidden Heroes project will help to lift hundreds of schoolchildren out of educational deprivation. This is an issue that I have personally grown up with my entire life. Educational deprivation is a very personal topic for me, as someone who originates from Tower Hamlets and as a British Bangladeshi Muslim, I am already socially and economically hindered.

I went to your average underperforming state school, where I was never able to take part in programmes which helped to improve my confidence and critical thinking skills, as well as deepen my awareness of the world around me. I was always stuck in a bubble at school, believing that students like me would never be able to leave Tower Hamlets; that my whole life would only start and end here, in this small pocket of London.

From not having a laptop until I was seventeen and being on Free School Meals when I was younger, I have faced the brunt of deprivation in education. It was when I got into The University of Warwick that I realised the deprivation gap between me and my classmates was much greater than it seemed.

My classmates had opportunities to take part in initiatives such as Model UN at school, Pupil Parliament, and so many other extracurriculars that they had at their disposal, because of the type of funding their school during sixth form and secondary had received. Meanwhile, I had to scout for my extracurricular opportunities during school, alongside the challenge that they had to be free.

The disparity gap is prominent in who runs for execs or higher student positions, and the common denominator between these types of students is they had leadership positions and extracurriculars handed to them during their time in compulsory education. They were given the confidence at an early age to apply for these roles inside and outside of the University, which will ultimately lead to them being in a better position to take up opportunities.

This is why I am a massive advocate for initiatives such as UNESCO ASPnet, because giving young people the confidence to explore social issues alongside critical thinking skills, will boost their confidence in academic and nonacademic settings.

Working-class, underprivileged students are always in competition with students who have been given the resources to enrich their education throughout their lives, which shows in their confidence in applying for and receiving opportunities throughout their time inside and outside of higher education.

Hopefully, with initiatives such as Hidden Heroes and UNESCO, we finally give underprivileged students the stepping stones they need to get out of their comfort zone and take up opportunities.

To find out more about UNESCO ASPnet in the U.K. and how your school can join, visit https://www.stevesinnottfoundation.org.uk/unesco-aspnet

Education for Sustainable Development: A Step Change

Mon, 01 Jul 2024 08:00:01 GMT

The challenges of climate change, finite resources and their unequal distribution are well understood. The science provides us with facts, and the technological solutions to change the ways things are done already exist. So why is there a gap between what we know needs to be done, and implementing change?

Science is critical and fundamental but only part of the picture. Education for sustainable development means giving children the right to ask questions. It is only with a questioning mindset that we will develop the critical thinking necessary to make progress and adapt.

The Learn2Think Foundation was set up in 2016 to empower young people to be creative, independent and compassionate thinkers. We do this by encouraging children to ask their own questions so that they can gain alternate perspectives, engage and ‘own’ their curiosity and give up the need to be right and see the ‘other’ as wrong. Developing this approach to thinking deeply about the larger questions in life equips children with the tools, not simply to challenge the status quo, but to prepare them for a rapidly changing world.

Creative - Imaginative; not following the status quo; flexible; courageous.

Independent - Feeling like they can make a difference; empowered; autonomous.

Compassionate - Seeing other points of view and recognising different possibly competing needs.

Our Programmes

The Questioning Project was designed to encourage both independent and collaborative learning, as well as the exploration of different perspectives. By encouraging new approaches to questions, this free programme helps embed pupil generated questioning within day-to-day teaching.

Our other key initiative is Tolerance Day, a free annual programme, under the patronage of UNESCO, of specially designed and curated, curriculum linked lessons and fun activities to help children understand and practice tolerance as a foundation for their individual world view.

ESD Resources

We have partnered with Earthday.org to promote climate literacy and build a knowledge base in schools.

The L2T Climate Quiz: ‘So You Think You Know About Climate Change?’ challenges common misunderstandings about climate change.

A critical thinking workshop, ‘The Knotty Tree Problem’, for ages 9-13yrs. Four interest groups present their case as to why an ancient tree needs to be preserved or cut down depending on each group’s individual needs. Children learn about the complexities of ‘wicked’ problems like climate change when ‘perfect’ solutions are neither obvious nor indeed ever possible and how creativity and communication, together with tolerant attitudes can drive a better result for everyone. This is not “win or lose” but rather about achieving fairer outcomes.

Biography

Felicia Jackson is the chair of the Learn2Think Foundation. Founding Editor of Sustainable Growth Voice, co-host of sustainability podcast Shaken Not Burned and current contributor to Forbes.com. She was a member of the UNEP Technical Expert Panel developing a methodology for targets and indicators for Sustainable Development Goal 17.7.1 and teaches at SOAS, University.

Education in Emergencies: Securing the future of SDG4 amidst global crises

Mon, 24 Jun 2024 08:00:00 GMT

We have just six years left to deliver on the 2030 agenda for sustainable development, including SDG4. But in recent years, the world has witnessed sudden disruptions depriving millions of children of their learning opportunities. Whether due to conflict, climate change or COVID-19, 224 million school-aged children(1) globally urgently need educational support due to crises. When emergencies hit, leaders and decision makers are faced with an overwhelming number of competing needs that can often obscure the life-saving, and life-protecting nature of education, and remains one of the least funded humanitarian areas. Protection and prioritisation of education in emergencies is essential to advance education for sustainable development and the realisation of SDG4.

There is a record need for international support at a time when emergencies such as the wars in Ukraine, Gaza and Sudan, and climate emergencies, such as those recovering from severe tropical storm Cyclone Freddy in South and East Africa, are having huge impacts on education. These challenges are exacerbated by inadequate preparedness to address hazards. Emergencies can also deepen existing inequalities, disproportionately affecting those who are most marginalised and experiencing multiple, intersecting and complex challenges such as gender discrimination, poverty, disability, or displacement. These children are most likely to be excluded from education before, during and after an emergency occurs.(2)

Despite the scale of the challenges, progress is within reach. By prioritising inclusive and resilient education systems, investing in preparedness and honouring commitments to protect children’s learning during emergencies, we can pave the way for sustainable development. As the UK and the international community confront the unprecedented scale of threats facing children’s education, now is the time to act decisively and ensure that every child, no matter their circumstances, has the opportunity to learn and thrive.

Send My Friend to School (SMFTS) is the UK civil society coalition of international development NGOs, teachers’ unions and charities, bringing together young people, politicians, teachers, civil society and the media in joint campaigning to demand a quality, inclusive education for all children across the globe. We are part of the wider Global Campaign for Education (GCE) movement, based in almost 100 countries around the world.(3) This year, the Let My Friends Learn campaign(4) urges the UK Government to ensure that every child, everywhere has their learning protected during emergencies: key to a sustainable future.

Send My Friend to School Campaign Champion, Jess (14) from Croxley Danes School states: “We need to hold the government to account to make sure they fulfil their promises, and ensure that no child is denied the right to an education because of emergencies. We need our leaders to speak out and support other countries- as they should not have to face these challenges alone”.

We are asking the UK government to take action from the UK on the following areas to ensure that no child is denied the right to education in times of emergencies:

PREPARE: Strengthen preparedness and anticipatory action in education systems.
PROTECT: Ensure children are safe, protected and learning during an emergency.
INVEST: Rapidly scale up financing for Education in Emergencies and global education resilience strengthening.
ACT: Provide global leadership to protect children’s right to education in emergencies.

As the clock ticks towards the 2030 agenda, the urgency is clear. We need to act now to secure the future of every child’s education, ensuring they have the opportunity to learn, thrive, and build a sustainable future.

Bigraphy

Bekah is the Campaign Manager at Send My Friend to School, the UK’s coalition of INGOs, charities, teachers unions, young people, politicians and the media who come together to campaign for the right of every child in the world to access a quality and inclusive education. Bekah worked previously as a secondary school English teacher, before moving into programme management and refugee campaigning in the UK and Greece. She holds a Masters degree in Education, Gender and International Development from the Institute of Education at UCL. Bekah has a particular interest in meaningful youth participation in policy and campaigning.

(1)https://www.educationcannotwait.org/news-stories/press-releases/number-crisisimpacted-children-in-need-education-support-rises

(2)https://sendmyfriend.org/wp-content/uploads/2023/03/Let-My-Friends-Learn-EiEpolicy-report.pdf

(3)https://campaignforeducation.org/en/

(4)https://sendmyfriend.org/wp-content/uploads/2023/03/Let-My-Friends-Learn-EiEpolicy-report.pdf

Visit to UNESCO ASPnet School ICS in London

Tue, 18 Jun 2024 14:15:00 GMT

On 24th April we visited UNESCO ASPnet School International School ICS in London

We had a great day of learning hosted by Ms Ilaria Mallozzi and Carmen Dominguez. Ann held an assembly with the whole school to think about how young people can impact the future of their world and we enjoyed learning from some interesting responses and discussion.

The students shared presentations with us and how their individual cultures are so important to them and how as a school they embrace and celebrate all of the different cultures of the students on a daily basis.

Thank you for an interesting and informative day!

We have 140 UNESCO ASPnet schools and educational organisations in the U.K. We are part of a global network of 12,000 schools and organisations in 182 countries. We share learning and work to shared values.

If you would like to find out more please email the UNESCO ASPnet National Coordinator Ann Beatty ann.beatty@stevesinnottfoundation.org.uk

Here is a little gift our students made to celebrate our UNESCO club 2023/2024:

https://read.bookcreator.com/RkBp5kQ92Ybqdg7BpEJo8MeZv7a2/wVSHkJZlR8K5LHNqB3bTiQ

The Art of the Spiritual – Black British Classical Foundation

Mon, 17 Jun 2024 13:06:43 GMT

At the Foundation we are always looking at how we can bring more creativity into our work with educators and we have been researching the effects of daily creativity with our colleagues in Haiti. ‘Singing gives me joy’ Marie age 10 told us.

So, on Saturday 23rd April we were delighted to be invited to ‘The Art of the Spiritual’ a concert hosted by the Black British Classical Foundation, by the founder and artistic director Vincent Osborn.

Black British Classical Foundation , addresses the situation where ethnic minorities are underrepresented in the field of opera and the Classical arts in general. Across society, powerful role models can inspire future generations, whether it is in sport, science, or the arts. By fulfilling this need we hope to encourage minority audiences to see possibilities for themselves, to say, “Yes, I too can do that!” Our work takes us to engage with many different communities including schools, prisons, places of worship including churches, and the health and caring communities.

"It was a wonderful evening and a really enjoyable way to spend the first of the spring evenings (though it is hailing outside today again as I write this)."

Here are some of photos of the evening to enjoy

Iftar at Blue Coats Schools in Coventry

Mon, 17 Jun 2024 12:59:42 GMT

It has been a busy few months here at the Foundation and we have been out and about enjoying some creative pursuits and networking with partners.

On the 21st April our CEO Ann, in her role as UNESCO ASPnet U.K. Co-Ordinator was invited to attend an Iftar at Blue Coats Schools in Coventry.

Ann says “it was an intimate evening of community togetherness”.

As one of the first UNESCO Trusts across our vibrant city, we are thrilled to announce a momentous occasion that embodies the spirit of unity, inclusion, and education.

To commemorate this milestone, Inspire Education Trust, in collaboration with Warwick University, are hosting a community Iftar. This gathering celebrates the rich diversity of our community and promotes the values of UNESCO, fostering mutual understanding and dialogue among people of different cultures and backgrounds.

Aligned with our commitment to the goals of community and inclusion, this event symbolises our dedication to creating spaces where everyone feels welcomed and valued. By coming together over a shared meal during the holy month of Ramadan, we reaffirm our commitment to building bridges and fostering a culture of respect and understanding.

We believe that education is not only about academics but also about nurturing compassionate, globally minded individuals who are committed to making a positive difference in the world. Through initiatives like this community Iftar, we hope to inspire and empower the next generation to embrace diversity and work towards a more harmonious and inclusive society. Join us as we celebrate diversity, unity, and the values that bind us together as a community.

Together, let us build a brighter future for all.

“The project has been supported by the University of Warwick as part of the UNESCO schools network project, giving opportunities and experiences for schoolchildren in Coventry”

Gemma Hathaway Assistant Headteacher

You can read the press coverage here: I attended an Iftar event in Coventry and it opened my eyes

Giving voice to the differently-abled for education equity

Mon, 17 Jun 2024 08:00:01 GMT

In the pursuit of a just and equitable society, one of the paramount pillars is ensuring that every individual, regardless of their abilities or disabilities, has access to quality education. Yet, for the differently-abled community, this fundamental right often remains elusive. In a world where barriers persist, education equity emerges as a powerful tool to amplify their voices, dismantle prejudices, and foster inclusive environments.

Historically, society has constructed numerous barriers that impede the educational journey of differentlyabled individuals. Physical barriers, such as inaccessible infrastructure, and socio-cultural barriers, including stigmatisation and discrimination, have long hindered their access to education. Moreover, a lack of specialised resources and trained personnel further exacerbates the challenges they face. However, education equity seeks to dismantle these barriers by advocating for inclusive policies, accommodations, and support systems that cater to the diverse needs of every learner.

Education is not merely about acquiring knowledge; it is a transformative force that empowers individuals to realise their full potential. For the differently-abled, education serves as a pathway to independence, self-advocacy, and societal inclusion. By receiving quality education tailored to their needs, they gain the skills, confidence, and resources necessary to navigate the complexities of life and contribute meaningfully to their communities. Moreover, education instills a sense of dignity and self-worth, challenging the prevalent narratives of pity and marginalisation.

Central to the concept of education equity is the creation of inclusive environments that embrace diversity and celebrate differences. Inclusive education goes beyond mere integration; it entails restructuring educational practices, curricula, and attitudes to accommodate the unique abilities of all learners. By fostering environments where differently-abled students are valued, respected, and supported, schools not only enhance academic outcomes but also cultivate empathy, compassion, and understanding among all students. Inclusive education benefits not only the individual but also society at large by nurturing a culture of acceptance and solidarity.

Realising education equity for the differently-abled requires concerted efforts at both the grassroots and policy levels. Advocacy plays a crucial role in raising awareness, challenging stereotypes, and mobilising resources to address the systemic barriers they face. Furthermore, governments and educational institutions must enact and enforce policies that safeguard the rights of differently-abled individuals, ensuring equal access to education, reasonable accommodations, and specialised support services. By prioritising education equity in policy agendas, societies can create more inclusive and equitable educational landscapes.

Education equity is not a mere aspiration but a moral imperative, especially for the differently-abled community. By embracing inclusive practices, fostering supportive environments, and championing advocacy and policy reforms, we can empower them to thrive academically, socially, and professionally. Education equity is not just about giving them a seat at the table; it’s about amplifying their voices, affirming their rights, and recognising their inherent dignity and worth. As we strive towards building a more inclusive society, let us recognise education as the cornerstone of empowerment and the voice of the differently-abled.

Biography

Momodou is Youth Programme Officer for The Gambia Teachers’ Union (GTU)

From a union leader to a real changemaker

Mon, 10 Jun 2024 08:00:00 GMT

From a union leader to a real changemaker: A teacher union leaders’ journey to combating absenteeism amongst girls through sustained menstrual health solutions in Ghana schools

Governments and society in general focus on the seemingly big and more conspicuous issues when it comes to eliminating all forms of discrimination in education, but lurking behind these issues is a silent barrier that is preventing many young girls from taking full advantage of the free compulsory education being offered by the government of Ghana.

In the bustling classrooms of Ghanaian schools, menstruation and its associated stigma and lack of access to proper menstrual health solutions is causing lots of adolescent girls to absent themselves from schools during that time of the month thereby losing very important learning time. When one looks at the cumulative loss of learning hours over a period of a year and even throughout the school going age of the girl, it becomes more evident that the girl is at a disadvantage if she doesn’t have access to period products.

I was hit by this reality when I chanced upon some girls chatting. I heard how some of them used papers from discarded cement paper bags and iced water rubbers etc. as pads. I was not only shocked but began to imagine how unhealthy this was and the possibility of infections. I started to dig deeper into the issue and realized that girls absenting themselves from school was the least of the consequences; some girls get pregnant in their bid to access money from boys or men to purchase period pads.

One period pad in Ghana costs more than the daily minimum wage thereby making it very expensive for most families to be able to buy pads for their girls. Determined to make a difference, I began looking for a solution that would enable girls to manage their periods with dignity and ease; allowing them to attend school regularly was the way to go.

Linking up with the Steve Sinnott Foundation through the General Secretary of the Gambian Teachers Union (Mrs. Antoinette Corr) has been a breath of fresh air. The support from the foundation has helped to put our ideas into action and has given the girls confidence that they can have their periods and go to school at the same time.

NAGRAT, with the help of The Steve Sinnott Foundation, set out to teach female teachers and girls in Ho (Volta region of Ghana) about menstrual health, learn to make re-usable period pads and talk safely about school related gender base violence (SRGBV), but we got more than that. The experience has ignited a fire in us as union leaders to give as much attention to the needs of the learners (especially girls) as we do for our colleagues.

As I write this article, I am reflecting on all that could have gone wrong for me when I was a young girl having come face to face with the reality of our girls today.

The team was pleasantly surprised at the immediate impact of our intervention on the participants and the rippling effect it would have on them, their siblings, neighbours and future children. As we talked with the girls and answered their numerous questions three comments in particular caused me to think and to reflect.

“Why is this not taught in school”
“My mother will be happy to see this because she will not
have to credit pads for me again”.
“I wish all the girls in my class were here”.

The team invited teachers and students from ten schools but from the second day twenty-one schools were participating. This gives a clear indication of the widespread need for this intervention and obviously how important it is to reach out to other communities. The second and third day of training witnessed the participants’ unwillingness to go on breaks because they were so engrossed in the sessions. As I conclude this write up, I am thinking about what we could have achieved if we had stepped into this much earlier bearing in mind the powerful effect that teachers have on their learners.

Bigraphy

Rebecca Ocran Abaidoo is the Gender coordinator (National Association of Graduate Teachers) Ghana, has been a teacher since 1997, and a union leader at regional and national levels since 2009.

Bridging Futures: #BeMedigitalinclusion and Sustainable Education for All

Mon, 03 Jun 2024 08:00:02 GMT

In an era where technology and sustainability intersect, the concept of Education for Sustainable Development (ESD) emerges as a beacon of hope, guiding us towards a future where environmental, social, and economic well-being are in harmony. ESD empowers learners with the knowledge, skills, and values necessary to forge a sustainable world. It prompts us to ponder: how can we ensure sustainable futures for all, guarantee equitable access to education, and overcome barriers to quality learning? The path to sustainable futures is paved by initiatives like the global #BeMedigitalinclusion program, a testament to the power of collaboration and innovation.

Through 12 weeks of mentoring, industry leaders unite with young global majority women and girls from marginalised communities, illuminating the importance of inclusivity in education. This program not only equips participants with valuable digital skills but also fosters a sense of empowerment and belonging. Looking ahead, the upcoming #BeMedigitalinclusion sustainable tech event for young people on 11 October 2024 in London promises to further the discourse on digital accessibility. This event aims to showcase the transformative impact of technology on education, emphasising how digital tools can democratise learning and open doors to opportunities previously out of reach.

My recent book, “She DISRUPTS: A Black Woman’s Journey in STEM & AI Industries,” delves into the critical role of education in shaping a sustainable future. Drawing from personal experiences, it underscores the urgency of starting with education to dismantle systemic barriers and promote gender and racial equity. The narrative is a clarion call to acknowledge the untapped potential within marginalised groups and the indispensable contributions they can make towards achieving Sustainable Development Goal 4 (SDG4). Quality education, as we define it, transcends traditional metrics; it is inclusive, equitable, and adaptive to the needs of a diverse learner base. However, obstacles such as inadequate resources, socio-economic disparities, and cultural biases persist, hindering our collective journey towards educational excellence. Overcoming these challenges requires a concerted effort from governments, educational institutions, and communities to reimagine and reform the educational landscape.

The global connectivity facilitated by digital platforms presents unparalleled opportunities for cross-cultural collaboration and learning. By leveraging technology, we can create a more interconnected world where knowledge and best practices are shared freely, paving the way for innovative solutions to emerge. In conclusion, the journey towards a sustainable future is intertwined with our commitment to inclusive and quality education. Through initiatives like the #BeMedigitalinclusion program and events that spotlight sustainable technologies, we are forging a path where everyone has the opportunity to contribute to and benefit from a sustainable world. “She DISRUPTS” serves as a reminder that education is the foundation upon which we will build a more equitable, resilient, and sustainable future. Let us embrace the changes necessary to ensure that this vision becomes a reality for all.

Biography

Paulette is leading the #BeMedigitailinclusion program to raise one million global majority women and girls’ aspirations in STEM | AI | Web 3 related careers by 2030. She is the author of She DISRUPTS, a black woman’s journey in STEM and AI industries. She is a judge for Women in Electronics UK and Global Caribbean Awards - category Best in Technology and Innovation.

Building a Brighter Future: Ensuring Sustainable Education and Equity for All

Mon, 27 May 2024 08:00:00 GMT

In today’s rapidly changing world, ensuring sustainable futures for all is a crucial goal that requires a collective effort from individuals, communities, and governments worldwide. Sustainable Development Goal 4 (SDG4) focuses on quality education for all, emphasizing the importance of access to education that meets everyone’s individual needs. To achieve this goal, we must address key issues such as gender and racial equity, defining quality education, overcoming obstacles, seizing global opportunities, and making necessary changes for a better future.

In my experience as a classroom teacher and STEM lead for my school, providing access to education that caters to everyone’s individual needs is essential for sustainable development. For example, when organising external trips or extracurricular activities we focus on offering opportunities to underrepresented groups such Pupil Premium students and students with special educational needs and disabilities. Recently we hosted a family STEM event evening for these key cohorts. By providing inclusive and equitable education, we can empower individuals to reach their full potential and contribute positively to society.

Gender and racial equity are fundamental aspects of ensuring education for all. By promoting diversity and inclusivity in educational settings, we can create a more equitable society where everyone has equal opportunities to learn and grow. This involves challenging stereotypes, promoting cultural awareness, and fostering a sense of belonging for all individuals, regardless of their background. During my role as regional lead for the Connecting STEM Teachers programme with the Royal Academy of Engineering I developed a Women in Welding programme with Lincoln Electric: global leaders in their field. The event gave girls in my region the opportunity to develop their welding skills and meet female role models to inspire them into a very underrepresented field. From this we now have a group of girls who have done work experience with Lincoln Electric and are now pursuing apprenticeships in welding.

Quality education is not just about academic achievement but also about holistic development. It encompasses critical thinking, creativity, communication skills, and social-emotional learning. However, achieving quality education faces obstacles such as inadequate funding, outdated curricula, and lack of teacher training. As a CPD Lead Facilitator for STEM Learning I have led and developed CPD for teachers with a focus on embedding careers into the curriculum. Overcoming these challenges requires investment in education infrastructure, curriculum reform, and professional development for educators.

Global connectivity offers vast opportunities for collaboration and knowledge sharing in the field of education. Through my role as Chief Operating Officer (COO) of STEMunity I have recently supported the Jamaican government with embedding STEAM (Science, Technology, Engineering, Arts and Maths) education into the national curriculum and connecting them with other ministries of education. By leveraging technology and digital platforms, we can connect students and educators from different parts of the world, fostering cross-cultural understanding and promoting global citizenship. This interconnectedness opens doors for innovative teaching methods, research collaborations, and cultural exchanges that enrich the educational experience.

To create a better future for all, we must prioritize education as a catalyst for sustainable development. This involves making changes at individual, institutional, and policy levels to ensure equal access, promote diversity, and foster inclusive learning environments. By working together towards these common goals, we can build a brighter future where education is a transformative force for positive change.

Biography

Jorden Birch is a secondary science teacher and Science, Technology, Engineering and Maths (STEM) lead with over 10 years’ experience. As part of her role as a teacher coordinator for the Connecting Stem Teachers (CST) programme with the Royal Academy of Engineering, Jorden has developed a large network of collaborating STEM teachers and industry professionals. Jorden is a Continuing Professional Development (CPD) facilitator for STEM Learning and a STEM mentor as part of the WIPRO programme. She also has experience developing international curriculum resources.

The power of stories in discovering where you are really from

Mon, 20 May 2024 08:00:00 GMT

‘Where are you really from?’

‘Where are you really from?’ I’ve faced this question more times than I care to recall. A new acquaintance is dissatisfied with your first answer and presses for details of your ethnicity, family history and more. Why do they need to know all this? You are being made to feel that you don’t really belong. Who you think you are is seemingly irrelevant.

A shared past?

In recent years, the British Empire has moved from being a rarely discussed part of our shared history to the centre of controversy about what it means to be British. Social media feeds suggest those who critique the past are disloyal, even traitorous! This is ironic, since history is reinterpreted in every generation; historians are constantly reviewing evidence. It may be because most of us educated in British schools in recent decades learned very little about this episode of history. Before World War Two, children celebrated Empire Day by dressing and parading in fancy costumes. But postwar, as former colonial territories struggled for independence, the celebrations were quietly dropped. My schooling skated over the topic of empire and certainly didn’t link it to Britain’s Industrial Revolution. Why? It wasn’t a question of curriculum space, for we covered the Tudors and Stuarts innumerable times.

The power of stories

Fortunately, I was raised in a family of storytellers, learning at an early age there are many sides to every story. My mother and maternal grandparents were migrants, each moving several times across oceans. In 2018, I spent a few days in Chennai, India - the former city of Madras that my grandparents left 100 years earlier - on my way to work in Sri Lanka. During this trip I realised that my family stories, retold in each place, despite war and upheaval, were very special. I decided to write a family-orientated story of empire, that would include women’s stories. I resolved to visit each of the places where they settled - Chennai, Sarawak, and Singapore – all once part of the British Empire.

Then the pandemic hit, and unable to travel, I was forced to time travel. It was tricky, with libraries and archives shut for many months, but miraculously, in 2021 I came across a letter written in 1817 by my great- great- great-grandfather in Madras. In it, he tells his story, that of a Tamil boy, captured and enslaved by the East India Company, who in 1789 found himself destitute on the streets of London, and who eventually worked his passage back to India. He worked as butler to a European family and in his free time provided schooling for the poorest people of Madras.

What we share

The Steve Sinnott Foundation believes education gives people the opportunity to make the most of their lives and opportunities. My three-times great-grandfather, William Roberts, held a similar vision of the power of education to change lives. The project he founded in seventeenth century Madras lives on today and is witness to his vision. My book Where are you from? No, where are you really from? recounts William’s story and doesn’t shy away from the devastating impacts of empire, but it is also one of hope and happiness. I include stories of children’s lives, and of romantic love against the odds. It’s a story of a mixed-heritage Anglo-Indian family over six generations. I believe in the power of stories to change lives and to look afresh at our commonalities and differences. This is more important today than ever, in the face of war, destruction and disrespect for civilian lives. I invite you, the reader, to reconsider: where are you really from?

Biography

Audrey Osler is Professor Emerita of Citizenship and Human Rights Education at the University of Leeds, founding Editor-in-Chief of Human Rights Education Review, and co-Chair of the International Association for Human Rights Education (IAHRE). Audrey is a patron of the Steve Sinnott Foundation. Her latest book, Where are you from? No, where are you really from? is published by Virago.

Book launch

You are warmly invited to join me for my book launch ‘Where are you from? No, where are you really from?’ On Sunday 24 March 2.30 in Central London, St James Piccadilly. I’ll be in conversation with Yasmin Alibhai Brown.

Register for your free ticket here: https://urldefense.proofpoint.com/v2/url?u=https-3A__www.eventbrite.co.uk_e_where-2Dare-2Dyou-2Dreally-2Dfrom-2Dtickets-2D850696595417-3Faff-3Doddtdtcreator

First published in Engage 28

The importance of educating women and girls

Mon, 13 May 2024 08:00:00 GMT

The education of women and girls throughout the world is of paramount importance. Educating them will have implications for societies, communities and the world in general. The education of women and girls is a key driver of sustainable development and social progress, and a human rights issue. However, there are still many challenges and obstacles to girls’ education. Inequality and discrimination are still the order of the day. Let’s take a closer look at what this means and what the possible solutions are.

Gender equality and equity

There has been a marked improvement in girls’ education over the last 25 years, and much progress has been made. The latest UNESCO report states that 180 million more girls have enrolled in school. However, when it comes to access to and completion of education in poor countries, there is a gender gap. Girls are less likely to enrol and stay in school, those who do enrol do not complete primary school, and few of those who do complete primary school go on to university.

According to surveys carried out by UNESCO:

2018 (130 million girls in the world are not in school)
2019 (12 million are married at an early age)
2019 (18.5 million girls aged between 15 and 19 become pregnant).

According to article 3 of the preamble to the 1946 constitution: ‘The law guarantees women, in all areas, equal rights with men’ despite this, there is still a long way to go before we can talk about equity and equality between women and men, particularly in education. The GLOBAL EDUCATION MONITORING REPORT (GEM) affirmed this in a report published in 2020 entitled ‘25 years of efforts to achieve gender equality in education’.

Access to education, the main obstacles

Girls and young women are deprived of their right to education. They face various obstacles. These include:

Poverty: Almost everywhere in the world, children living in poverty encounter difficulties in education, but the stakes are much higher for girls. In families with little money, there are not enough resources to send all the children to school, so the choice goes to the boy or boys in the family.

Ethnicity: There are also cultural factors that come into play; in some traditions, unfortunately, girls are still assigned to housework, and the focus is on domestic chores rather than their education, as it should be. This favours the education of boys while neglecting that of girls.

Disability: Disabled girls are doubly victimised because of their status as girls and as disabled children. Education is difficult for them to access, and they are subject to multiple forms of discrimination. Many of them do not go to school, and the quality and treatment received by those who do is questionable.

Child marriage: Child marriage, most of which is forced, has serious consequences on the lives of young girls, which in turn has repercussions for the community. Married children mean responsibility and dropping out of school.

Early and unwanted pregnancy: When girls become pregnant, they automatically stop attending school, either because they are stigmatised, marginalised or simply because their institution considers pregnancy to be grounds for dismissal.

Gender-based violence: So many young girls have had to drop out of school because of gender-based violence. The violence is physical, sexual and moral. It usually happens at school, on the way to school, or on the way to get supplies for the home (fetching water, wood for cooking, etc.).

Educating girls, opportunities and consequences

While there are obstacles to girls’ education, there are also opportunities that could alleviate the problems. If we want a strong society with fulfilled women, we need to educate them, starting in early childhood. Educating girls from early childhood will give them a solid foundation for their learning and their future. They become well-rounded, aware adults. They avoid early marriages and pregnancies that would limit their future prospects.

However, if we are talking about schooling for girls, we need to talk about education that is adapted to the needs of each individual. Many children have access to education on the cheap. Teachers are not sufficiently trained, the environment is inadequate and there is a lack of school infrastructure. Talking about getting girls into school should really mean guaranteeing quality and appropriate education.

Gender stereotypes need to be deconstructed

Girls and boys must enjoy their right to education equally and equitably. (Including pregnant girls and young mothers). Governments must establish an inclusive education system at all levels. Disabled people must fully enjoy their right to education in accordance with Article 24 of the Convention on the Rights of Persons with Disabilities. The same opportunities must be offered to all on an equal basis.

If we want girls to go to school, it must be of good quality and there must be a good infrastructure. Much better hygiene care is needed in schools. The issue of menstrual hygiene should no longer be an obstacle to education, and there must be access to intimate hygiene for girls in schools.

There is no more effective tool for sustainable development than girls’ education

Girls’ schooling is a tool for reducing poverty in their communities, and has economic benefits. According to the World Bank, each year of secondary education enables girls to increase their adult earnings by up to 25%. Education empowers girls and increases their ability to make decisions. An educated woman is much more likely to engage in civic and community activities, and to know and defend her rights.

Getting girls into school will have social, demographic and intergenerational consequences. Educated girls become adult women with better family planning results. Educated women help to improve maternal and child health. Prenatal care increases with the level of education.

An educated woman will pass on her knowledge to her children, who in turn will do the same and perpetuate the cycle. One educated woman can produce a generation of educated men and women. According to the World Food Programme (WFP), education reduced the rate of malnutrition in the world by 40% at the end of the twentieth century. Girls’ education is important in all areas and at all levels. Getting girls into school is, and will remain a sure route to sustainable development, with a new generation of men and women prepared to face the future with hope.

Children’s education and quality of life are influenced by that of their mothers and fathers, but particularly that of their mothers. If we want to break this cycle of inequality, which is so persistent, we need to change the norms now. If the parents’ level of education determines that of their children, then it is in education that we need to invest if we aspire to a new generation of men and women. Educating girls means betting on the future.

This article first appeared in Engage 27.

Capacity development as part of education

Mon, 06 May 2024 08:00:01 GMT

Education has been identified as a key aspect to achieve societal development. This has been highlighted with the 2015 sustainable development goals, with goal 4 being to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Education has also shifted to being a means to transmit peace and global tolerance through increasing the understanding of other cultures. This has tied in with the rise of capacity development initiatives in development practice that seek to empower and enable individuals and communities to build upon their preexisting capacities. It is a key strategy to ensure educational development by international organisations, governments, and communities.

The main principles of capacity development are participation, locally driven agenda, ongoing learning, long term investment and building upon local capacities. By integrating these principles into educational development, it allows for school communities to become involved in peace building activities. Through following a locally driven agenda schools can become centres for fostering peace and understanding and address local issues that may prevent children from attending or staying in school.

This is what the UNESCO Associated Schools network aims to achieve by involving schools and educational institutes at a global level, creating networks of educators and students that share information, knowledge and spread UNESCOs value of peace. It aims to join schools through four pillars of learning: learning to know, learning to do, learning to be and learning to live together to create sustainable learning and teaching environments that involve communities in conservation activities, petitions and cultural events. Schools undertake social and educational projects that allow students to get involved with supporting developmental and humanitarian organisations, through fundraising and field trips. Recently The Steve Sinnott Foundation organised an international trip to Japan for the 70th Anniversary of UNESCO ASPnet for the Arts and Culture for peace exchange, bringing together students from The Gambia, Oman, Singapore, Korea and Coventry.

By expanding education to include individuals and communities’ local agendas and addressing international issues, education can provide a platform for ongoing learning and development. It allows for students to develop their ability to think critically and connect with others meaning they can both learn and understand issues that might not be highlighted otherwise. By allowing schools, students, and communities to connect and direct their own development and focusing on developing existing capacities, the meaning and aim of education shifts from traditional roles to being focused upon understanding and peace.

This article first appeared in Engage 27.

Women and girls education GUPT perspective

Mon, 29 Apr 2024 08:00:00 GMT

Women’s and Girls’ Full Participation in Society: “Are Palestinian women reaping the benefits of education in similar ways to the rest of the world?”

Palestinian women continue to be some of the most educated women in the Middle East-North Africa (MENA) region. While women’s academic participation is indeed measurable, they are not reaping the benefits of education. Palestinian women, especially educated Palestinian women, are overlooked, and under-represented in Palestinian society. Current indicators reveal that access to education has not significantly improved women’s status in Palestinian society. It is therefore imperative to benefit from Palestinian women’s education and skills in society not only as a social right, but as a development necessity.

The percentage of educated women in Palestine is remarkable and one of the highest around the world with a 99.6% in 2020 for completion in primary and upper secondary. While Palestinian women have always been visible in the national struggle, they have limited leadership and decision making-opportunities. Their participation in civil society and the formal government has been restricted.

In decision making positions, women comprise only 8.3% of all ministers, 0% of ministerial representatives, and 6% of assistants to the ministerial representatives. Within all ministries women comprise 30% of staff. In the Ministry of Women’s Affairs, women are the majority, comprising 68.1%.

Education unions leading by example:

Education unions have viewed the education of future generations, with a focus on girls, as a form of protest, resistance to the country and Arab region’s ongoing-conflict, displacement, and upheaval. Accordingly, women and girls’ education has thrived in recent years.

COVID 19 crisis a catalyst for transforming education unions:

Education unions voiced that an appropriate response to COVID -19 in the education sector should consider the rights and best interests of students, teachers and education support personnel and involve education unions in developing the containment and recovery measures.

This response accelerated the transformation process of the largest union in Palestine, the General Union of Palestinian Teachers (GUPT). They want to have a truly representative union and integrate women educators in the union decision making structures.

Despite the pandemic, GUPT continued to engage in social dialogue with the government, continued to fight for decent working conditions and welfare for teachers and education personnel and engage in a process of trade union transformation reflecting the realities of the 21st century. The union stepped up during the rapid shift to distance learning, they have developed online programmes, trained teachers on distance learning and supported students to decrease inequality among learners.

The union also urged that the transformation should also challenge discrimination and increase women’s involvement in education, in trade unions and in society. This process was a driver to enhance women’s leadership within the union’s structures.

From words to action: Mechanisms put in place to enhance women educators’ participation.

With the support of international sister organisations, GUPT developed their own strategy to promote women’s participation and leadership within their union and in education.

They developed a strategy, and we identified the following objectives:

Increase the number of women in key union leadership and decision-making bodies at the regional and national level, through capacity development training on leadership for women. They have also introduced policies such as gender quotas and allocated budgets for their gender equity programmes.
Activate the role of their Women’s Committee and prioritise the recruitment of young female teachers.

The union is also working to identify and address the barriers to women’s participation in union leadership and decision making.

In education the union is working with the Ministry of Education to review school books so that gender discrimination is not inherently written into the curriculum. GUPT is also organising sensitization training for educators so that discriminatory stereotypes are not perpetuated in the classroom.

Finally, for the GUPT it is important to secure the right to education for all Palestinian students, especially girls. Teaching and learning must occur in quality, safe environments. Every effort must be made to eradicate the different types of violence that occur all too frequently in and around educational settings.

This article first appeared in Engage 27.

Support the Women in our Public Schools on the way to Diversifying Teaching

Mon, 22 Apr 2024 08:00:00 GMT

Early in my work as the president of my local teacher’s union I was invited to a community leader meeting about reforming the teaching profession. Amidst the discussion of harsher teacher evaluations, raising standards for teaching, creating easier entry into the profession, merit pay for “good” teachers, and more, I brought up the fact that working conditions and salaries hadn’t meaningfully changed since the 1960s. “We’re in favor of paying math and science teachers more so they can be compensated closer to what they’d get in the private sector,” a business community representative replied, offering an idea that was not new to me.

Full disclosure: my dad was a career math teacher from that era of math and science majors who answered their government’s call to become math and science teachers who would boost the United States of America’s bench in the space race. I could easily picture how a larger salary could have changed our family’s budget.

Teachers’ unions like mine (and my dad’s) addressed pay disparities based on gender that were common a generation earlier by fighting for a salary schedule focused on experience and education.

So, I offered back, “If we want to differentiate pay related to the most important job in education, then we should seriously consider paying kindergarten and first grade teachers more than anyone because they teach students to read, which is the rocket science of education,” alluding to an influential issue of AFT’s American Educator magazine from 1999.

“Well, I’m sure those teachers are fine but I have volunteered in first grade classrooms and their work doesn’t compare to math and science teachers.”

Oh. Interesting. We clearly weren’t going to see eye to eye in our differentiated pay conversation.

More so, there are decades long gender stereotypes lurking behind that conversation. In addition to the history of gender based pay inequities, elementary school teachers are assumed to be female while more secondary teachers are male.

There has long been a disconnect between the importance communities, elected officials, and countries have placed on education. From local funding efforts to the United Nations Sustainable Development Goal 4: Quality Education, support for education is nearly universal in most communities. That support for education doesn’t always translate to support for educators and, with a majority of educators worldwide being female, that sets a dangerous precedent. Our teachers deserve professional working conditions because teaching and learning begins with their expertise. Additionally, a teacher’s working conditions are a student’s learning conditions and so administrators, public officials, or policymakers mistreating, undermining, or disrespecting teachers sends a message to students that teachers do not deserve respect, fair treatment, or professionalization.

In addition to a stubborn lack of recognition of teachers as professionals, a vicious cycle exists around salary. Teachers have historically low wages because it is feminized and because it is feminized teacher’s wages are suppressed. The evidence that belonging to a union, with the ability to negotiate collectively, improves teacher compensation is key in disrupting this vicious cycle.

Teaching has been a feminized profession for over a century and, despite efforts to diversify the profession, remains a feminized profession. In fact, the OECD reports that the gender gap increased from 2005 to 2019.

In order for our students to have the most representative learning conditions, we need the most representative teachers so we must continue to diversify teaching to represent everyone in our communities, including by gender. Efforts like Black Men Teach, active in my home state of Minnesota, can make a meaningful difference. I would posit treating the current majority female teaching population as professionals—with professional wages, recognizing their expertise in teaching and learning rather than infantilizing them, respecting their commitment to education rather than exploiting it—would both model for students the way to treat women (and thereby model for female students how they can expect to be treated in any profession) and create the conditions for everyone to see teaching as a profession worth pursuing.

This article was first published in Engage 27.

‘When we let children leave lessons we devalue education’. Are we missing the point?

Mon, 15 Apr 2024 08:00:03 GMT

Recently in the UK, there has been a discussion on twitter about whether or not students should be allowed to leave the classroom once a lesson has started. Some assert that letting a child out of a classroom implies that the education in the classroom is not valued highly enough. To paraphrase, ‘students need to know that the lesson is vital, therefore they have to remain in it’. The conversation then moved on to behaviour of students, specifically the idea that students leaving classrooms may engage in graffiti, vaping and smoking in the toilets. Onward, to the lack of support from school leaders who promote poor behaviour by not dealing with it strongly enough.

As someone who has been an Assistant Principal for Behaviour and Attitudes, I fully understand the importance of boundaries and structure for young people to learn in. Indeed, for some children school can be their safe space. Order and calm is essential for them. We know from a range of different sources such as Teacher Tapp and articles in the TES, that poor behaviour is often cited as the reason for poor retention of staff.

I can simultaneously hold the belief that order, structure and calm are necessary for good learning to take place, and that young people can generally be trusted to take ownership of that learning and their own bodies.

Young people are well aware that their education is vital. I think they know this too well and feel pressured. When I was at school, the world was a significantly different place. Education was different. Industries and jobs were very different. Societal pressures were very different and social media didn’t exist. Technology is moving apace, and the jobs of the future don’t exist yet. So why are we so confident that our current ways of teaching and learning are suitable for today’s learners.

Our education system is largely unchanged since the Victorian era. The world, however is completely different. This view that learning has to take place in a classroom, with everyone facing forward, in the quiet is not in tune with our modern lives or modern ways of work. I work with organisations who are purposefully giving staff more agency and trust. They support staff to take breaks when they need to and trust them to get the work done to a high standard. They support flexible working. They are working to challenge discrimination. They listen to staff to create a comfortable working environment because they know that this is key to retention and productivity. Education doesn’t seem to be anywhere near this, and more importantly, it isn’t preparing young people for this way of working.

What about staff? Post covid the world is changing and teachers continue to vote with their feet choosing different career paths which are more in tune with modern life and reasonable expectations of a person’s stress and work levels. What are we really doing to make education an attractive work environment (note I didn’t say career)? Teachers expect more.

As the exchange on Twitter implies, we are not tolerant. We can’t understand that a young person may need to take breaks from pressure. We don’t seem ready to understand that trauma exists, that this might be a factor in a child’s response to what is happening to them and the stressful environment they are in. There continues to be a failure to recognise protected characteristics and the specific challenges these bring to all stakeholders.

What if we were able to create a flexible education system which prepares young people for modern ways of working? What if we replicated those ways of working to meet the needs of teachers? Are we making our young people culturally aware so that they can excel in international collaboration that hybrid working has encouraged?

If we look at the etymology of the word, ‘educate’, we might want to reflect on: to what extent we are leading our young people and showing them the way? How are we revealing the outside world to them? How are we nurturing and supporting them? Are we looking after their minds? Do we promote intellectual and cultural development?

This article first appeared in Engage 27.

Barbie Girl

Mon, 08 Apr 2024 08:00:00 GMT

Gender equality is an international human right – but is it a reality? UN Women was founded in 2010 to accelerate progress in achieving international gender equality. Their key goals are empowering women, reducing economic and political disparities and reducing violence against women and girls.1 But the organisation’s findings are stark. Globally, women earn 20% less than men; only 25% of all national parliamentarians are female; and at least 35% of women have experienced physical and/or sexual violence.(1) Reading these statistics prompted me to reflect on what it’s like to be a woman at this moment in time.

At this moment in time, Barbie the movie(2) has just been released to (mostly) critical acclaim across Europe and the US. It is promoted as a movie about a living doll that suffers an existential crisis, exploring matters of life and death, relationships, feminism and patriarchy through glorious – mostly pink – technicolour, sunshine, song and dance. Sounds like harmless fun and potentially a commendable way to provoke conversations about gender equality, right? Not everyone agrees. Barbie has been banned in several countries for reasons including: the promotion of feminist ideologies that demean men (Saudi Arabia), objectionable LGBTQ+ content (Pakistan), promoting homosexuality, sexual deviance and transsexuality (Lebanon) violating Islamic values (UAE), damaging moral standards (Algeria) and inaccurate portrayal of geographical maritime borders (Vietnam).(3) So, not fun, not harmless and not commendable.

According to Greta Gerwig, the movie’s director, young girls are funny, brash, confident and play with Barbies, and then they suddenly abandon their confidence along with their dolls.(4) Anyone who has been [or seen] a girl maturing into a young woman knows this is a stereotypical and reductionist description of development. I wonder how valuable Barbie – the doll – is as a ‘source of enrichment’ and as a model of womanhood, when she is eternally adolescent, has unrealistic (and potentially unhealthy) proportions, is sexless, and can seemingly turn her hand to any number of careers at the flick of a debit card, no training required.

Barbie is a toy, not a human, and for me the blurring of this boundary blurs the line between fantasy and reality. This can be harmful when the target demographic of Barbie the movie is young women and girls, in particular (the movie is rated PG13). Barbie is a brand, and, at this moment in time, the Western world is in the clutches of Barbie-mania, or, as publicists would have it, ‘Barbie-core’. This is also aimed at women and girls who are being enticed to buy into the fantasy with Barbie shoes, Barbie clothes, Barbie sportswear, Barbie haircare, Barbie toiletries, Barbie jewellery, Barbie sex toys, Barbie home accessories and even Barbie snacks.

We are also being bombarded with yet more unrealistic, reductionist, stereotypical, culturally biased images of what a woman looks like in the form of Margot Robbie, the white, blond-haired, blue-eyed actress who plays the leading role. She has model proportions – reportedly 34–24–34 – and a ‘snatched’ jawline – reportedly the ‘perfect’ 125 degrees. Most women and girls do not and cannot match these statistics, but many will try, through restricted eating, skin lightening, hair bleaching or surgery. And when they still don’t ‘measure up’, their confidence will plummet.

I have read that Barbie is a ‘commentary on what it’s like to be a woman in the ‘real world’.(5) The reality is that at this moment in time women are still judged on their appearance and sexuality, are still the victims of economic and political disparities, are still likely to experience cultural and age biases, and are still more likely than men to experience physical and sexual violence. I don’t think that Barbie is doing much to change that.

References:

Gender Equality. www.un.org/en/global-issues/genderequality#:~:text=The%20United%20Nations%20and%20women&text=Among%20the%20purposes%20of%20the,%2C%20language%2C%20or%20religion (accessed August 2023).
Barbie. www.imdb.com/title/tt1517268/ (accessed August 2023).
Barbie: Which countries have banned the movie?https://uk.news.yahoo.com/barbiemoviebanlis100541130.htmguccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAHilWlmnpk_EFd6VZewfkHMvk6eyEZ5k4lexjW19kClehBfx4t85ceGK4-10zvbwzyQctqSiG-Ulkkv4aDuz6Dwh-MqHkmoUJ7C4OtEzLWaq-fIF8QPZ7pI5Ag7ZBbILrPBKSGr5S_NCMkhnbiy6l5VD4yDQlLzghgjDaZjhJWd-(accessed August 2023).
Barbiemania! www.vogue.com/article/margot-robbie-barbiesummer-cover-2023-interview (accessed August 2023).
Grazia View. Grazia. 8 August 2023.

This article first appeared in Engage 27.

Empowering Women and Girls: The Path to Equal Education

Mon, 01 Apr 2024 08:00:04 GMT

In the modern world, access to education is a fundamental human right, being Article 26 in the Universal Declaration of Human Rights. However, the reality for many women and girls around the globe remains starkly different. Despite significant progress in recent decades, gender disparities in education persist, with the UN estimating that in 2023 130 million women are still denied access to education. In this article, I explore the importance of addressing these disparities and the steps that can be taken to ensure women and girls have equal access to education.

The Gender Gap in Education

Education is not just about acquiring knowledge; it is a catalyst for empowerment, self-determination, and economic independence. It is the first step in development. Unfortunately, many women and girls continue to face barriers to education. Cultural norms, early marriage, household responsibilities, and economic constraints often limit their access to education. Discriminatory attitudes and violence against girls who seek an education further exacerbate inequalities.

Breaking Down Barriers

To address this issue, we must prioritise a multifaceted approach. Governments and communities must work together to change cultural norms and attitudes that perpetuate gender disparities in education. This involves challenging harmful stereotypes, promoting gender equality, and celebrating the value of educating women and girls.

Additionally, policies and programs must be implemented to provide economic support and incentives for families to send their daughters to school. Scholarships, cash transfers, and initiatives that provide school supplies, healthcare and uniforms can help alleviate the financial burden that education often places on families.

Quality Education Matters

Equal access to education is not just about getting girls into classrooms; it’s also about ensuring the quality of that education. Schools must be safe and supportive environments for women and girls, free from discrimination, harassment, and violence. Teachers should receive training in gender-sensitive teaching methods, and curricula should be updated to reflect gender equality principles.

Empowering Women Beyond the Classroom

Education is a powerful tool for women and girls to break free from the cycle of poverty and discrimination. When they have access to quality education, women are more likely to find better job opportunities, participate in decision-making processes, and contribute to their communities’ development.

Studies have shown that an extra year of schooling can increase a girl’s future earnings by 10-20%. Empowered women can also serve as role models and advocates for gender equality, helping to drive lasting change in their community and the wider society.

The Road Ahead

Achieving equal access to education for women and girls is not a one-size-fits-all solution. It requires a concerted effort from governments, communities, and international organizations. Progress is being made, but there is still much work to be done. By investing in girls’ education, we are not only improving the lives of individuals but also creating a brighter and more equitable future for all.

In conclusion, the fight for equal access to education for women and girls is a battle that affects us all. It’s a fight for human rights, gender equality, and social justice. As we move forward, let us remember that educating women and girls isn’t just about changing lives; it’s about changing the world. Together, we can break down the barriers that stand in the way and ensure that every girl has the opportunity to learn, grow, and achieve her full potential.

This article first appeared in Engage 27.

Innovative Technology Must no Longer be a Luxury for Rural Schools

Mon, 25 Mar 2024 09:00:00 GMT

In the 1st rural section of Basse Plaine, commune of Limonade where the Cima Community School of Hope is located, there is no access to electricity. A minority of the people who can afford a mobile phone, much less a smartphone, find it difficult to keep it charged. This is a problem in today’s technology-driven world.

To combat this problem, Cima Community School of Hope (CCSH) joined forces with the Steve Sinnott Foundation to launch The CCSH Resource Learning Center to facilitate education focused on multimedia and information technology. The Center is available to our staff and students from 1st Grade to High School. Today, our CCSH-RLC is equipped for audio-visual language learning. Students can learn English, Spanish, and many other languages in a participatory way, while we encourage the self-study method.

With 25 computer workstations and 19 tablets, powered by a 6-kw solar system, the space is conducive to learning. We promote inclusive education, we have knowledgeable IT and language teachers, and we are user friendly. The Resource Learning Center serves:

The staff and students of Cima Community School of Hope.
The 21 children of Caring for Haitians Orphans with AIDS (CHOAIDS).
More than 50 community youth enjoy interactive weekend courses.

Students are eager to connect to the global village and acquire innovative technological knowledge. A computer Lab is no longer a luxury for our rural school. They use basic software like Microsoft Office, they can navigate the internet and operating systems easily. They learn through audiovisuals and in a very interactive environment. It helps develop their ability to learn by listening, reading, and writing in their language, often through playing fun and engaging games.

In addition to learning a foreign language and navigating a computer, the CCSH-RLC helps to better prepare the students for a successful professional career. It may even serve as their main profession in the future; students can freelance anywhere. They understand this and show interest and motivation to learn at every opportunity. The use of information and communication technologies in education plays a crucial role in providing new and innovative platforms of support for teachers, students, and the learning process more broadly. We encourage students to read through our book club and use social media to their advantage. Students were able to participate in the Virtual Global Classroom Event on June 16th for the Day of the African Child and connected in solidarity with children in the USA, Brazil, DRC, and other African Diaspora countries.

We have initiated a film based project called “Cine Changement”. Every Wednesday students watch a short film or documentary that fosters open debate. They ask questions about current events, issues that jeopardize their future, and propose solutions and alternatives for a fragile country like Haiti. We also took advantage of our CCSH-RLC to integrate our adult literacy parents and community members so that no one is left behind. All 3 Alfa classes (about 93 students) were invited to watch the Maestra documentary about the 1961 Cuban Literacy Campaign. The literacy students admired the sacrifices made by young students to eradicate Cuban illiteracy within one year. They have a chance to reflect on and evaluate their civic engagement as Haitian citizens. Regardless of their social rankings and age, they can make a difference, be an agent of hope, and their voices count.

Sonje Ayiti recently acquired Starlink for reliable internet capability to boost innovative virtual learning opportunities for staff, students, parents, and the community. The CCSH-RLC now has reliable internet access to promote more cultural and educational exchange activities with other schools in the diaspora, which would be even better for a global connection to the outside world and help teachers to have more content for their lessons.

This article first appeared in Engage 27.

International Women’s Day Message

Wed, 20 Mar 2024 09:40:38 GMT

International Women’s Day Message – Isata M Kamara, Sierra Leone

On International Women’s Day 2024, I am filled with a sense of pride and empowerment as I reflect on the progress that women have made in the fight for equality and recognition. This day serves as a reminder of the resilience, strength, and courage of women around the world who continue to break barriers and challenge societal norms.

As I look around me, I see women from all walks of life coming together to celebrate their achievements and advocate for gender equality. From activists and politicians to artists and entrepreneurs, women are making their voices heard and demanding to be seen and heard.

I am inspired by the women who have paved the way for future generations, and I am committed to continuing their legacy by standing up for what is right and fighting for a more inclusive and equitable world. I am proud to be a woman, and I will never stop pushing for progress and change.

On this International Women’s Day, I celebrate the strength, resilience, and determination of women everywhere. Together, we can create a world where all women are valued, respected, and given the opportunities they deserve.

Here’s to a future, where women’s voices are heard, and their contributions are recognised and celebrated.

Isata M. Kamara

GEDSA (Gender Equality and Development for Social Action) working in partnership with the Steve Sinnott Foundation

Positive Periods and Prevention of Gender Based Violence Programme in Ghana

Wed, 20 Mar 2024 09:36:58 GMT

This February, the National Association of Graduate Teachers (NAGRAT) in partnership with the Foundation delivered training for 60 teachers and 60 students in the Volta region. The cohort represented 22 schools. The training was facilitated by Marie Antoinette Corr GS of GTU (Gambia Teachers Union) and Rebecca Aidoo (NAGRAT).

The training was opened by Mama Adom Dakesi IV, queen mother of Gbi Kpoeta Traditional area in Hohoe and here is her speech.

NAGRAT Regional Chair, all dignitaries present, lovely students, Ladies and gentlemen, all protocols observed.

Today, I am reminded of the profound importance of addressing a topic that affects the health and dignity of women and girls worldwide: menstrual hygiene.

Menstrual hygiene is not just a matter of convenience; it is a fundamental aspect of women's health and well-being. It encompasses the practices and products necessary to manage menstruation in a safe and hygienic manner. From using clean and absorbent materials to maintaining proper personal hygiene, menstrual hygiene plays a crucial role in ensuring the health and dignity of women and girls.

Yet, despite its significance, many women and girls face barriers in accessing the necessary resources to manage their menstruation safely. The current surge in the price of sanitary pads has made it increasingly difficult for many to afford these essential products. This is a stark reality that we cannot ignore.

However, amidst these challenges, there is hope. I commend the organizers of this program for their initiative in teaching young girls how to make reusable sanitary pads. This innovative approach not only provides a sustainable solution but also empowers girls with the knowledge and skills to take control of their menstrual health.

But our efforts cannot stop here. We must come together as government, NGOs, and private organizations to ensure that all women and girls have access to affordable and sustainable menstrual hygiene products. Education and access are the cornerstones of progress in this regard, and we must spare no effort in ensuring that they are readily available to those in need.

Moreover, let us not forget the broader implications of poor menstrual hygiene. Beyond the physical health risks, there is also the insidious impact of social stigma and exclusion. In many communities, menstruation is still considered taboo, leading to discrimination and shame for those who menstruate. This must change, and it begins with education and awareness.

In conclusion, let me leave you with this thought: there is no limit to what you can achieve, regardless of your gender or circumstances. To all the young girls listening today, remember that you hold the power to shape your own future. With determination and resilience, you can overcome any obstacle and realize your dreams. As ambassadors let us try to teach your friends and family how to make reusable sanitary pads.

Let us continue to work together in pursuit of a world where menstrual hygiene is no longer a barrier but a basic human right.

Thank you.

Gender Equality and Development for Social Action (GEDSA)

Mon, 18 Mar 2024 09:15:00 GMT

Background

Gender Equality and Development for Social Action (GEDSA) was born from the experience and passion of the lead founder during her childhood and teenage years. Gender discrimination and cultural practices have forced many girls out of school and made their dreams of a better life collapse along the way. The organisation is registered with the Bombali District Council and the Ministry of Social Welfare in Sierra Leone.

In Africa, Sierra Leone in particular is a society that still sees the position of women to be just housewives and cooks for their husbands. Sierra Leone is rated among one of the poorest countries in the world, the country has a population of over seven million according to the 2021 National Census (Male 3,716,263, Female 3,825,378, Total 7,541,641¹) and the priority according to culture is to prioritise boys’ education over girls. This is reflective of the education rates in the country as only 47% of the population was educated between the period 2004-2022. (2)

Impact of The Steve Sinnott Foundation in supporting education

Since the establishment of the partnership between The Steve Sinnott Foundation, the Sierra Leone Teachers Union, and Gender Equality and Development for Social Action, many interventions have been taken in the Bombali District in Northern Sierra Leone, Porto Loko District in the North-Western Region and Bo District in the Southern Region of Sierra Leone. These range from the training of school leaders on gender based violence, supporting school girls in the making of reusable sanitary pads, engaging teenagers on election violence, continuous engagement with schools to ensure girls have the space to speak up and report any form of violence (physical, sexual or psychological) through established structures like school mentors and guardian counsellors.

Funding support from The Steve Sinnott Foundation UK has seen girls making their own reusable sanitary pads, which has helped many girls come to school during their menstrual periods as they could not always afford to buy them, and become confident in speaking up.

GEDSA continues to make inroads in engaging stakeholders through radio discussions and community meetings in making sure children, especially girls and children with disabilities, are provided with support and care. The provision of learning materials including bags, books, pens, pencils, mathematical sets, sharpeners were provided for 100 children. The first phase targeted 50 beneficiaries and offered training for school leaders and parents to provide them with the skills and techniques to support them.

Governments are charged with the responsibility to ensure all economic, social and political aspects of a country are fully provided, but the status of Sierra Leone makes this impossible. So the need for partnerships and support from like minded organisations is essential for the achievement of SDG4.

The Steve Sinnott Foundation is fundamental in supporting GEDSA towards the achievement of this goal. Over this period of supporting GEDSA, over 2000 girls and boys in 15 schools have been taught about hygiene, drugs and violence, the importance of education and much more. 60 school leaders and over 100 parents have been reached with educational messages through support from the Steve Sinnott Foundation over a four year period. The aim is to continuously engage schools as an ongoing process each school year.

References:

https://www.statistics.sl/images/StatisticsSL/Documents/Census/MTPHC_Provisional_Results/2021_MTPHC_Provisional_Results.pdf
https://www.macrotrends.net/countries/SLE/sierra-leone/literacy-rate

This article first appeared in Engage 27.

Women and Girls’ Education

Mon, 11 Mar 2024 09:00:04 GMT

Over the years, significant strides have been made to make education accessible to girls in the Gambia. There have been achievements as quite a good number of girls have been enrolled in primary school and there is provision of free education for girls in public schools up to high school level. This was geared towards the attainment of gender parity and SDG4.

However, there are numerous obstacles to girls’ education, particularly in the rural areas, ranging from social, cultural and economic issues that put them at a disadvantage.

Cultural practices such as forced marriage, female genital mutilation and cutting discrimination, excessive household chores and gender stereotypes have been barriers to the education of rural girls. As a result, they do not acquire the knowledge and skills needed to compete in the labour market; nor gain socio-emotional and life skills to navigate and adapt to a changing world.

I was the first female in my family to go school, from a community where girls’ education was not given as much consideration as that of the boys. These are some of the challenges I had to conquer. I needed to break the cultural barriers that limit the girl-child to only the matrimonial home and allow me to reach the level where I am today, making an impact in any ways I can. Little did I know I would reach this far but the passion to make a difference in my life through education and the support from educators who spotted the potential in me, made the journey possible.

Poverty is another factor affecting the education of rural girls. A large percentage of girls in rural Gambia are from underprivileged families. As a result, the girls lack the required economic support to pursue their education.

Also, the lack of, or limited access to transportation, prevent some rural girls from attending schools located far away from their homes. They are forced to walk long distances which renders them exhausted, they are usually not regular and not punctual. as their parents cannot afford bicycles or other means of transportation and this affects their academic performance. Therefore, boys continue performing better in school and become most productive in the communities while girls drop out or are withdrawn from school for marriage. These are reasons why some of my female school mates and my students who travel kilometers to school, drop out or opt for transfers to the urban areas where guardianship becomes an issue, thus exposing them to more dangers in the city. A rural girl who is not accustomed to city life is in most cases taken advantage of.

Aside from teaching, female teachers can play vital roles in schools. They can guide, coach and mentor girls and thus serve as role models. The absence or limited numbers of women in leadership roles and teaching positions in the rural areas can limit girls’ aspirations and opportunities.

There are several ways to address barriers and ensure that girls and women attain equality and equity in education. This can be done by removing financial barriers, providing scholarships and transportation facilities to make school more accessible.

The cultural and societal norms that hinder girls’ education can be challenged and transformed through sensitization, campaigns, community engagement and involvement of local leaders and influencers in promoting girls’ education. It will also be important to establish mentorship programs that connect girls with successful women who can inspire them. Role models and mentors help girls envision their potential and pursue their goals.

Coming from a rural area and having experienced some of these challenges, I opted for a rural posting so that in addition to teaching, I could conduct activities that are meant to empower rural girls, build their self-esteem and boost their confidence. This is made possible through the clubs I coordinate and through my engagement with the Gambia Teachers’ Union. My passion for girls’ education is fulfilling.

This article first appeared in Engage 27.

Music is for all

Mon, 04 Mar 2024 09:00:00 GMT

Having studied music and being a musician myself, I feel privileged to work for the Musicians’ Union, (MU). Growing up in Coventry and attending a state secondary school, the importance of ‘the arts’ was never promoted and never felt as integral as other subjects.

The idea you could become a musician and make a living seemed too fantastical.

However, at the MU we know working as a musician IS a full time career and we encourage, support and celebrate musicians from all walks of life.

This is why the MU campaigns against musicians being asked to work for free, and works to empower musicians by recognising their work, advising them of their rights and challenging those who try to exploit them.

My role as ‘Royalties Official’ is to ensure any music royalties due to any musician are paid.

The MU pays royalties to any session player or ‘non-featured’ musician who has played on a track which has been synced alongside any moving images, for example a song played in an advert or a film. We also administer royalty payments for some television programmes and music videos. MU royalties are paid to members and non-members, and last year we distributed a record £1.37 million to musicians and their families.

Another part of my role is helping musicians understand their rights, advising on fair terms in contracts and providing the information they need to ensure their music is protected.

In addition, colleagues and I have set up free roadshow events across the UK to highlight the work we do and to speak to musicians one on one about their career needs.

These have been invaluable, with musicians expressing their gratitude for increasing their understanding of music rights and royalties. There are more events to come so look out for information on the union’s website and social media feeds.

Not only does the MU offer to support musicians on an individual basis but the MU is passionate about improving the music industry overall with our campaigns and lobbying work.

Some of these campaigns relate to fixing music streaming and acting against buyouts, however, a vital area the MU is committed to is equality, diversity and inclusion which is crucial in improving the music industry.

This is accentuated by the setting up of our Equality, Diversity and Inclusion (EDI) team who aim to achieve equality for all, taking action against discrimination and educating everyone on best

practice.

The MU knows there are challenges faced by women in music, for example sexism, lack of representation, maternity rights and childcare.

We have a growing Women’s Network for members to raise issues and feed into the union’s work, like the MU’s contribution to the Misogyny in Music inquiry in Parliament and the development of template workplace policies on issues ranging from sexual harassment to breastfeeding.

The union offers legal advice to women and guidance on workplace rights for all musicians.

There is also a scheme called ‘Safe Space’ which gives every musician the opportunity to report instances of sexual harassment, sexism and sexual abuse in confidence. The MU can provide advice and information on support services to those affected.

It’s amazing these matters are at the top of the MU’s agenda, so no-one has to face prejudice or discrimination.

This is strengthened by the appointment of Naomi Pohl as General Secretary, the first woman to hold the post since the MU began in 1893.

It is fantastic to work for an organisation where every musician, whether they are a singer, songwriter, student or music teacher is supported and that the MU is behind them no matter what.

This article first appeared in Engage 27.

Breaking Barriers in STEM Education

Mon, 26 Feb 2024 09:00:02 GMT

For several decades, it has been well documented that there is a lack of diversity within the STEM sector. This is an industry that is facing a huge skills gap, not only in the UK, but globally. The price of inequality is being felt in these industries but what are we all doing to address this?

One of the most impactful pieces of work that I have experienced in my career is the report “Not for People Like Me” by Professor Averil Macdonald which addressed diversity issues in Science, Technology, and Engineering (STEM). This report and linked resources inspired me deeply. Professor Macdonald’s insights on unconscious bias and strategies for equitable STEM education continue to guide and influence my work both in the classroom and through STEMunity (a community of young people, educators, and industry who believe the next generation of young people are the key to future prosperity).

The phrase “Not for people like me” encapsulates the inequality that is experienced by women and other underrepresented groups. No young person should feel this level of discrimination or social injustice.

So, here’s a few things that I believe contribute towards working for a more equitable education system for all:

Add to STEM Capital - we should all be building opportunities to enhance this!

Over the past 10 years, the ASPIRES group out of UCL have produced some brilliant work around the concept of STEM capital. This concept that we can build opportunities into our school curriculum offers, both in the curriculum and extra curricula, allows students to develop understanding, experience and relatability of STEM skills and opportunities. Those students with higher ‘STEM Capital’ are known to be more likely to pursue careers in STEM fields if that is their area of interest.

This could look like a high-quality school curriculum that links examples of context and real-life problem solving. The RAEng (The Royal Academy of Engineering) have some incredible resources to support this approach as a legacy from their CST programme. It could also include opportunities to visit innovative and inspiring workplaces, to participate in engaging extra curriculum activities and to interact with positive career linked role models.

Creating opportunities from the grass roots - This is our STEMunity

Inspired by these experiences, I co-founded STEMunity with my colleague Jorden Birch. STEMunity aims to inspire underrepresented young people to pursue STEM careers by offering context-based learning and interactions with role models, bridging the STEM capital gap. We designed a variety of opportunities, including the 5PARK box, our Online Escape Rooms, STEM Academy Video series and our Mixed Reality Experience.

Address digital poverty - I’m proud that my school lead on this, I realise that we are incredibly lucky to have this programme.

The challenge lies in creating an educational ecosystem that allows ALL young people to flourish and explore diverse opportunities. As an educator in an inner-city school, I’ve seen the challenges first-hand, the impact of increasing childhood poverty. One transformative programme I have been lucky to witness is the digital strategy at my school, where students are provided with one-to-one devices in efforts to address digital poverty. This extends beyond the classroom with opportunities for families to engage with the learning opportunities.

In the era of the fourth industrial revolution, rapid technological advancements outpace our education systems. We must adapt to prepare students for uncertain future careers. Innovation is key, as we navigate this ever-changing landscape, we must continue to innovate in education to empower our students for the challenges and opportunities of tomorrow.

When a more equitable society is achieved, I truly believe that the scientific and technological advancements will thrive, the areas that I believe must be addressed are:

A more diverse and equitable curriculum which allows all to flourish.
Industry and workplaces to truly reflect and act upon the mechanisms by which they can be more inclusive and diverse productive environments where no one would ever think the phrase “not for people like me”.
Affordable and high-quality childcare for all to allow working parents to thrive.

This article first appeared in Engage 27.

Making Equality in Education a Foundation for Stronger Societies

Sun, 18 Feb 2024 19:57:55 GMT

As a prominent member of the G7, the United Nations and the Global Partnership for Education (GPE), the United Kingdom has long been both a strong advocate and a source of vital resources for educating girls and boys in lower-income countries.

Heading towards the next general election, it is imperative that education is consolidated as a cross-party issue, not only because individuals’ lives are at stake, but because education is the best pathway to more equitable, prosperous and secure societies.

The global community has increasingly recognized the imperative of gender equality in and through education and it has in the past achieved promising—if fitful—progress in getting more children learning, particularly girls.

Covid’s sudden and sweeping onslaught tragically strangled that momentum in parts of the world, while conflict has dramatically reversed gains in certain other countries.

Children need the UK and other prosperous nations to deliver financial support on a scale in tune with today’s mounting crises. All girls and boys, equally, must be given the skills to not just survive but to thrive in the face of current and future threats.

But the pandemic reminded us as never before that education systems remain shockingly vulnerable to shifting public imperatives, leaving communities and entire societies relying on an increasingly fragile foundation.

These education systems need far greater resources and expertise from all stakeholders, with each contribution serving to further encourage and ensure gender equality in learning. In a new paper, GPE sets out how, as a partnership and fund, we are bringing everyone to the table to drive transformative change through gender equality in access to, within and through education.

In countries like Nepal and Sierra Leone, GPE is working with governments and their partners to change harmful social norms that undermine learning, particularly for girls but also for those from ethnic minorities or for those with disabilities.

This kind of equal access—in enrollment and completion—is a foundation of successful education. There is also an urgent need to look beyond attendance and consider the role gender plays in boys’ and girls’ experiences within the education system, as well as the potential to engage young people as agents for change through education.

Examples include promotion of women in school leadershippositions and vocational pathways that support opportunities, regardless of gender.

In the UK, I hope all political parties will heed the call to include a commitment to global education financing in their manifestos and step up the pressure internationally through the G7 and other forums, including through initiatives such as the upcoming government White Paper on international development.

About the Global Partnership for Education

GPE is a shared commitment to ending the world’s learning crisis. We mobilize partners and funds to support nearly 90 lower-income countries to transform their education systems so that every girl and boy can get the quality education they need to unlock their full potential and contribute to building a better world. For more than 20 years, GPE has mobilized partners and funds to get 160 million more girls and boys in school and improve learning in partner countries around the world. GPE has become the single most significant funder of education by offering:

The reach: GPE has nearly 90 partner countries and an active grant portfolio of almost $3 billion. In 2022 alone GPE reached nearly 110 million children and trained more than 675,000 teachers.

The vision: GPE looks at education systems as a whole. Our big picture approach helps countries make changes that will get more children in school and learning.

The convening power: GPE is the only platform that brings together all the different parties needed to drive lasting change and mobilizes funding behind these reforms.

The tools: GPE provides countries with a range of flexible funding options and uses innovative financing tools to bring even more resources in. GPE also supports evidence generation (KIX) and civil society strengthening (Education Out Loud).

To learn more: www.globalpartnership.org

This article was first published in Engage 27.

Despite Violence and Oppression, Women and Girls Are Demanding ‘Women, Life, Freedom’

Sun, 11 Feb 2024 19:26:29 GMT

Around the world, women and girls continue to experience discrimination, misogyny and oppression, are denied their rights to dress as they please, work outside the home, engage in public and social life or even control their own bodies.

In Afghanistan, Amnesty International has found that human rights violations against women and girls constitute gender persecution, a crime against humanity. Girls are denied the right to access secondary education and young women are prevented from attending university whether at home or abroad. Women cannot attend a gym or walk in the park and are restricted from working outside the home, except in a very few sectors and roles. Women cannot go more than a short distance from home without a male family member to escort them – even accessing healthcare requires a male chaperone.

In Iran, women and girls are forced to wear the hijab and, under a new law, the ‘Support for the Culture of Hijab and Chastity’ legislation, can be fined thousands of pounds or jailed for up to 10 years for failing to do so, in what the United Nations has labelled “gender apartheid”.

In France, religious clothing and symbols have historically been banned in all public schools and Government buildings. But recent legal changes have included bans on Muslim and Jewish clothing. In 2010, France banned the wearing of full-face veils in all public spaces. Wearing a headscarf in state-run schools has been banned since 2004 and last month (September) girls were banned from wearing abayas to school.

In 2021, Turkey pulled out of the ‘Convention on Preventing and Combating Violence against Women and Domestic Violence’, a major human rights treaty establishing comprehensive legal standards to ensure women’s right to be free from violence.

Meanwhile in the USA, in June 2022, the Supreme Court overturned Roe v. Wade, the legal ruling which enshrined women’s rights to abortion. Since the decision, 21 US states have banned abortion or restricted the procedure earlier in pregnancy than the standard set by Roe v. Wade.

But everywhere women are fighting back…

In Afghanistan, large numbers of women have taken to the streets demanding the right to education and work.

There have been public demonstrations In Iran, with women such as Nazila Maroufian publicly flouting the hijab edict despite being immediately returned to prison.

In Brazil, where President Lula took office at the start of this year, women have taken 11 Ministerial positions and have helped bring forward a package of more than 25 measures that will transform the lives of women, including a bill that guarantees equal pay for women and men who perform the same jobs.

In Colombia, women are playing a leading role in transforming their country after years of violence and repression. The 2022 elections saw victory for President Gustavo Petro and Vice President, Francia Márquez, the first Afro-Colombian Vice President in the country’s history and only the second woman to hold the position.

In Colombia and elsewhere in Latin America, women are now winning the battle to control their own bodies.

In February this year, Colombia made abortion legal during the first 24 weeks of pregnancy. This followed Argentina’s liberalisation of abortion law in 2020 when the procedure was decriminalised and legalised until the 14th week of gestation. The following year, the criminalisation of abortion was declared unconstitutional in Mexico (although access to abortion still varies state by state).

I am delighted that this month, women from countries including Afghanistan, Brazil, Colombia, Cuba, Iran, Palestine, Turkey and Sudan, along with Black, refugee, trade union and LGBTQ+ women, will be speaking at the NEU’s annual International Solidarity Conference. These sisters will make clear that despite continued persecution, oppression and legal setbacks, women and girls across the globe are fighting back – demanding their rights to control their lives and their destiny. They will amplify the voices and resistance of women around the world as they shout their demands for Women, Life, Freedom!

This article was first published in Engage 27.

Reflecting on 2023

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Mon, 22 Jan 2024 09:15:37 GMT

As we embark on a new year it can be difficult to forget the numerous ill effects of the year past.

2023 was indeed a time of much sorrow and anguish. Across the globe, we have suffered many natural disasters with the year-end bringing flooding, hurricanes and wildfires which serve as a reminder of the true power of nature and that we can, and must, act to limit the climate crisis. Humankind too have added to the canvas of disaster in 2023, waging wars with tragic and unimaginable consequences. Wars that continue to wreak havoc across the world; take innocent lives without prejudice; pit governments against governments; nations against nations and, importantly, erode and work to destroy and eliminate care, tolerance, understanding and common humanity for our fellow men and women. The worldwide recession has worked to compound the grief and anguish felt by many because of a lack of political honesty from world leaders at times and, more urgently, the inability to feed and look after their families properly.

This synopsis of 2023 has seen angst and mental health problems grow both in relation to societal and personal issues. Worldwide malaise has far-reaching effects. However, we should not forget to observe that good too has had a role in the life of 2023. Climate change is being taken more seriously; there have been some welcome medical breakthroughs in treating diseases such as Cancer and Alzheimer's; more countries broke down barriers around sexuality and gender and the rise of renewable energy is gathering pace.

We at the Steve Sinnott Foundation hold fast to the belief held by our eponym that working together we can win or achieve together. Education is paramount to enable us all to make informed decisions and choices, to allow for meaningful dialogue and to foster finding solutions to the problems we face. Quality education should be available for all not just the few to ensure equity and justice prevails worldwide. Let us work together to dispel disparity in education as we move into 2024 and build upon the work the Foundation has carried out with our partners across the globe so far.

Steve Sinnott once said:

There are some things that should never be left to chance in life and striving to achieve quality education for all of the world's children is one.

In 2024 this holds truer than ever.

Mary Sinnott

Founder Trustee

The education I want - Ngiama

Mon, 02 Oct 2023 08:00:01 GMT

NGIAMA KANU, ROGBANEH GOVT. MUNICIPAL GIRLS SCHOOL OF SCIENCE AND TECHNOLOGY, SIERRA LEONE

WHEN I GROW UP

When I grow up,

I want to be

A farmer a teacher,

I want to be a dancer.

I’m hoping to stand on a stage and sing.

When I grow up, I want to be a lawyer,

Or have lead role in the play Tom Sawyer.

I’ll be a comedian, and make people laugh!

Or the CEO with a thousand staff.

What is my future?

What will feed me?

Academia or Creativity,

A fashion designer or an engineer.

Can I dream of both?

I cannot afford to go to school every day

I fear I will never pass my exams,

My future is bleak without free education,

I’m gonna be everything, just you wait and see!

Music is an effective tool for supporting students in learning beyond reading and writing. Music gives students unique opportunities to express themselves creatively and build confidence. From maths and science to history, music can support any subject area and help keep students engaged in class.

Music education is vitally important for young people across the world. Music stimulates brain development and imagination, connects students with others, relieves stress and enables people to share a message or story.

The challenges facing our education system - Fatou

Mon, 25 Sep 2023 08:00:00 GMT

FATOU SANNEH, TAHIR AHMADIYYA SENIOR SECONDARY SCHOOL, THE GAMBIA

Education is a solid tool in changing any given society. For there to be actual development, there has to be the provision of quality and relevant education in any country.

Although there has been significant effort and progress made in improving the educational system of The Gambia, there is still room for improvement, particularly in rural Gambia. Issues like access to quality education, adequate numbers of qualified teachers, as well as relevant teaching and learning materials, still constitutes a major challenge to the education system of The Gambia.

One of the biggest challenges in The Gambia’s education sector is the lack of access to education, especially in the rural areas. Many children in these areas do not have access to basic education due to the lack of schools and teachers.

In some cases, children have to walk long distances to get to school, which can be very challenging, especially during the rainy season when roads become impassable. As a result, enrolment is commonly low in rural Gambia. The construction of more schools with adequate furnishing and in strategic locations will go a long way towards addressing this factor.

The absence of adequately qualified teachers means that many children are denied the opportunity to acquire basic literacy and numeracy skills, which can limit their prospects for the future.

Many teachers in The Gambia are poorly trained, which continues to hinder the acquisition of quality education that children need. This lack of training can lead to ineffective teaching methods and a lack of support for struggling students. This has in fact led to many students dropping out of school. Teachers should be provided with training to boost their knowledge and skills in dealing with students, otherwise our education system will collapse.

The lack of teaching and learning materials has remained a constant challenging factor for the advancement of education in The Gambia. The lack of educational resource such as textbooks, computers, and educational materials, is also a significant challenge for children’s education in The Gambia. Without these resources, children may not be able to acquire the knowledge and skills necessary for academic success. To address this issue the government and other stakeholders should assist in providing, not just teaching and learning materials, but relevant ones for that subject.

In conclusion, the government, NGOs, parents and members of society should endeavour to create an enabling environment for the attainment of academic success by students. Failure to act immediately might make it even more challenging in the near future.

Our educational system - Amadou

Mon, 18 Sep 2023 08:00:00 GMT

AMADOU DARBOE, TAHIR AHMADIYYA SENIOR SECONDARY SCHOOL, THE GAMBIA

Education is one of the greatest tools which can be used by an individual to change the living situation.

Unfortunately, most people, especially children, do not have this opportunity. The question is who can provide such opportunities to those who are disadvantaged? Poverty, religious and traditional beliefs contribute immensely to the denial of the right to education for children.

One of the greatest obstacles to education in The Gambia is poverty. Many families in The Gambia cannot afford to pay for their children’s education, including school fees, uniforms, and books. As a result, many children drop out of school, or never enrol in the first place.

Poverty also means that families are often forced to prioritise other basic needs, such as food and shelter, over education. This can perpetuate the cycle of poverty, as education is one of the most effective ways to break out of poverty.

Another hindrance to education in The Gambia is religious beliefs. As the greater number of Gambians are Muslim, some parents decide to take their children to the local Islamic centres which are mostly poorly managed.

Some children are denied the right to education which is a fundamental right for them. Traditionally, most people believe that girls’ education is not important, and as such they are either denied enrolment in school or withdrawn from school.

Despite efforts that are made to promote girls’ education, the gap remains. Child marriage for instance, has led to many girls being denied the right to education especially in provincial Gambia. This continues to pose an actual threat to the wellbeing of girls’ development as well as women’s empowerment. There is dire need for proactive steps to be taken to address this issue.

There are no proper mechanisms put in place for the differently abled. The structures in schools are not conductive for the wellbeing and inclusion of the differently abled. Therefore, this is structural discrimination against them. Even the way classrooms are built is not in line with good approaches.

In conclusion, the challenges facing The Gambia’s education sector are significant, urgent action is needed to address them, especially in the rural areas.

It is crucial that all stakeholders, including the government, private sector, and civil society, work together to ensure that very child has access to quality education. Only then can The Gambia build a brighter and more prosperous future for all its citizens.

Give peace a chance - Isatou

Mon, 11 Sep 2023 08:00:01 GMT

ISATOU SEY, KAUR SENIOR SECONDARY SCHOOL, THE GAMBIA

Many see peace as the absence of war and violence, however, peace is beyond this notion. According to the United Nations (September, 2014) peace is more than just the absence of war. It also requires the need for concerted efforts to achieve the common vision of a life of dignity and wellbeing for all. Peace is key to the development and social wellbeing for all.

We should endeavour to give peace a chance in order to see a swift change. If this is not done, it can lead to negative issues, even in our schools. For example, it can cause loss of confidence and interest in learning, which lead to poor performance in students. A student without peace of mind at home, finds it difficult to stay in school and contribute in class discussions. Such students would be aggressive to both teachers and peers.

Peace needs the highest chance because it’s absence can cause family disintegration and other social vices that retard progress. If families fall apart, triggered by the absence of peace, it can replicate at a national level. A disintegrated country cannot achieve any meaningful development. This can result in political unrest. As enshrined in our National Anthem, “that all may live in unity, freedom, and peace, each day”, these lines should be read and echoed by everyone, to preach peace on a daily basis. One of the reasons why Africans remain poor is the frequent outbursts of wars. In fact, Africa is not poor. We only fail to give peace a chance. We tend to solve every misunderstanding with confrontation.

We can give peace a chance using different platforms. First, The Gambia being a religious country, it is prudent for our religious leaders to preach peace in their congregations. If they do this, peace will forever reign. In addition, the school as an agent of socialisation can talk about peace during assemblies to change the mindsets of students in embracing peace. Furthermore, our politicians and tribal heads must show a high level of comradeship and tolerance in their activities so that their followers will follow suit to give peace a chance.

In conclusion, it is evident that without peace, nothing is possible in life. As a result, we should all endeavour to give peace a chance by making sure that all deterrents to peace are eliminated for meaningful development.

Let’s preserve our world - Musa

Mon, 04 Sep 2023 20:00:01 GMT

MUSA BANJA, KAUR SENIOR SECONDARY SCHOOL

The world we are living in should be well taken care of by all in order to live in peace and harmony. This can only be done if we put all our hands on deck and protect and preserve the world. The world is like a human; it should be nurtured the way we nurture our sons and daughters to be good citizens of tomorrow.

Climate change is causing a lot of havoc across the globe and this can be dangerous to mankind. Still, people find it difficult to distinguish between climate change and global warming. The two are different. Climate change refers to the shifts in things like precipitation, wind patterns, and temperatures over a period, while global warming is the rising average temperatures of the planet. The most threatening between the two is climate change which should receive greater attention from all of us.

Every leader from every nook and cranny of the globe should put climate change at the top of his or her agenda in order to preserve the world for generations yet unborn. Only in this way, could we have a safer place for our grandchildren to enjoy the fruits of our labour. Therefore, a concerted effort is needed to curb the menace for a better world.

The causes of climate change rely heavily on human activity, and is detrimental to man himself. Man keeps on deforesting the land without replacement. This could haunt him in the near future. The cutting down of trees for roofing, charcoal, fencing, and many other things, may cost us our lives or the lives of the generations yet to come. The burning of fossil fuels for electricity, and bush burning, are other activities man should avoid if he wants a better future for his children. If not, the future of the world is doomed and we may not have answers for children should they ask us questions tomorrow.

The negative effects that climate change can bring to us, if not averted, are enormous. It is responsible for the extreme weather conditions that we are experiencing right now in most parts of the globe. Other negative effects may include economic hardship, poor health, conditions and low level of food productivity across the globe.

Measures should be taken to address this unfortunate situation, and to have a world that is safe for all. We should start thinking about how to purchase renewable energy supplies in our homes to minimise, or even stop, the way climate change is hitting the world.

If not, it can cause a lot of negative impacts in our school systems. For example, in The Gambia children are eager to go to school because of the school feeding programme. If we allow climate change to hit the world, it will adversely affect our school roll, thereby causing many school dropouts.

In a nutshell, climate change should be everybody’s business, in order to carve out a better future for all.

The education system I want - Muhammed

Mon, 28 Aug 2023 08:00:00 GMT

MUHAMMED BARROW, NIORO JATABA SANKANDI SENIOR SECONDARY SCHOOL, THE GAMBIA

My name is Mohammed Barrow. I am a grade 12 Commerce Student. I have some opinions and questions to pose to the education system of my country.

When I was in junior high my dream was to become a medical practitioner. It was like an undeniable dream. I grew to love science and performed well in it. I triumphed in all my internal and external examinations. However, the lame and centralised education system has rendered my dream in ruins.

I personally stand to question and challenge the Ministry of Education for not providing the facilities and teaching staff to have a science curriculum in our school. When I told our principle that I want to study science because my dream is to be a medical doctor, he unreservedly made it clear to me that the school cannot operate a science curriculum, since the ministry has not given any materials and teaching staff to handle this particular subject area. If one wants to do science, he or she must transfer to the urban centres. This was impossible in my case, as family conditions differ and I do not wish to discuss those here.

Unfortunately, this was my fate and I had to succumb to the circumstance and study commerce. Although I am doing well in it, it would have been better if I could have followed my dream.

My demand to the Ministry of Education is for them to decentralise educational developments and privileges across the country. This will enhance our chances of achieving our career goals.

Moreover, I am not the only one in this situation. A close friend of mine wants to be an automobile engineer, and his dream

has also been shattered due to the education system’s one way focus. The current system is very narrow and gives room only for a few career goals. A great number of students are compelled to abandon their dreams and look into other areas.

The system is not relevant to all career goals and this has to change if the government wishes to produce a diverse populace of learned individuals.

There are few that make it through the harsh and unmotivated system, and most end up getting stranded on the journey to self-realisation. For instance, studying a technical field in a technical high school, does not solve the whole problem for a person like my friend. Such students face the problem of furthering their studies, and if they do, it has to be abroad with exorbitant fees, and slim chances of scholarship.

The education system needs to provide diverse areas of studies to accommodate students’ career goals.

This is the ideal education system I want.

Embracing Diversity and Empowerment: Insights from a workshop on sexuality and stereotypes

Wed, 23 Aug 2023 08:00:00 GMT

In a world striving for inclusivity and equal opportunities, education emerges as a powerful tool. Every individual, irrespective of their background, deserves the chance to learn, grow, and contribute to society. Such values are the core essence of the Foundation, which recently organised a remarkable workshop led by Dr. Rosaida Ochoa Soto and Norma Guillard Limonta. This workshop was not only about education; it was a celebration of diversity and empowerment that left a lasting impact on all participants.

Setting the Scene: A Party of Ideas

Dr. Rosaida's presentation technique had a unique twist – participants were invited to imagine a party where each person was to bring something starting with the initial of their name. As the room buzzed with excitement, the icebreaker led to meaningful introductions. This approach set the stage for an engaging, collaborative environment, where everyone had a voice.

Expectations Unveiled: Brainstorming for Transformation

The workshop's success hinged on understanding participants' expectations. Through the Brainstorming technique, two questions took centre stage: "Why are you here?" and "What do you hope to achieve from this workshop?" As the responses flowed, a tapestry of ambitions emerged:

Enriching work tools
Elevating cognitive levels
Connecting with fellow members of the LGBTQ+ community
Reuniting with old friends and allies
Creating community awareness about LGBTQ+ issues
Sharing personal experiences for mutual growth
Multiplying new techniques in various spaces

The aspirations showcased a commitment to growth, diversity, and a drive to make a difference.

Eyes on the Screen: The Visual Journey Begins

An audio-visual presentation on the "Advancement Program for Women" brought new dimensions to the discussions, and lively debates ensued as the video was analysed:

Concerns arose about gender diversity, as it did not address orientation.
The absence of sexual health education for lesbian, bisexual and transsexual women was noted.
Dr. Vivian, a gynecologist, discussed the need for informed consent and choices in health procedures, in particular the the cytological test.
Stereotypes and clothing barriers were highlighted, hindering comprehensive health care, including the cytological test for trans-men.
The importance of communication and gender perspective integration was emphasized.
Education's role in eradicating discrimination and delivering equity was underscored.

This video was reviewed in the Municipality of Plaza de la Revolución by the FMC, and suggestions for improvements were made, but in this viewing it was seen that these recommended changes were not made.

Championing Equality: Confronting Racism and Discrimination

The focus then shifted to the "Program against Racism and Racial Discrimination." Dr. Rosaida prompted the group to explore where Afro-descendant lesbian women faced discrimination and where progress had been made. The ensuing discussions encompassed various facets:

Racial discrimination awareness was lacking among many.
Policies often failed to account for intersectionality.
Inequities persisted in employment, socioeconomics, and living conditions.
Communication gaps hindered the program's effectiveness.
Historical reparations and knowledge dissemination were deemed vital.

Knowledge Dialogues: Breaking Stereotypes and Promoting Empowerment

Norma introduced the Knowledge Dialogues Methodology, focusing on sexuality and sexual stereotypes. Groups engaged in dynamic discussions, revealing insights on the following areas:

The struggle for leadership recognition due to stereotypes.
The tension between feminine appearance and harassment from men.
Beliefs about lesbian roles and relationships.
The power of intercultural dialogues to foster trust.
The importance of horizontal communication in empowerment.

The workshop was praised for its positive impact on awareness and identity, though challenges of stereotypes persisted.

Reflections and Forward Movement

The workshop's conclusion sparked reflections on its significance. Participants voiced their evaluations in a single word: Pride, Positive energy, Freedom, Joy, Satisfaction, Courage, Love, Resilience, Enrichment. It was evident that this event had ignited a fire of positive change within each attendee.

A Brighter Tomorrow: An Education for All Vision

As the workshop closed, the echoes of discussions reverberated in the air. The Foundation's commitment to diversity, empowerment, and inclusivity shone brightly. This gathering wasn't just a workshop; it was a journey that embraced differences and fuelled progress, leaving behind a legacy of understanding, respect, and unity. In a world striving for education and equity, events like these illuminate the path towards a brighter tomorrow for all.

The school and educational system I want - Alpha

Mon, 21 Aug 2023 08:00:00 GMT

ALPHA JOBE, NIORO JATABA SANKANDI SENIOR SECONDARY SCHOOL, THE GAMBIA

As a student, especially one from a third world country and learning in one of the most rural localities in the country, students’ perception and demands on education and how they wish to be educated, may perhaps be somewhat less than what students in other parts of the world, or even other parts of this country maybe asking for, including myself. This is simply because, most of the basics of quality education are unavailable to us.

However, without the slightest intention of fantasising about the ‘supposed’ standard of education, and having completed part of my schooling career in the capital city of The Gambia, I have engaged with my colleagues on individual , personal and collective levels, to see what their ideas of education are and how they wish to be educated. I have merged these with mine to write this essay.

Disclaimer: do not be surprised that most of them do not demand more than their basic rights. To them, these are privileges and having them will miraculously enhance the quality of their education.

To kick off, a majority of us wish to have enough qualified, motivated teachers ready to handle relevant subject areas. We believe that we lack enough teachers, as one teacher teaching two or more subjects makes him or her ineffective in one or more of the subjects. There are several teachers whose performance in their second or third subjects are unsatisfactory.

Moreover, most of my colleagues also hold the belief that most of the teachers are not ready. In an attempt to explain this, a couple of them pointed out that teachers come to class just because they are employed as teachers. They don’t have the passion. From my personal view, the government, through the Ministry of Education can improve the conditions of teachers. Teaching is seen as a poor man’s job in The Gambia and thus most teachers are in the field because they have no choices. Motivations in the form of incentives can be a good form of encouraging them and thereby making them ready and passionate to teach.

As well as the issue of teaching staff, I would lament the lack of availability of standard facilities such as libraries and laboratories. We want a school with all the facilities we need in order to enhance our performance and opportunities. For instance, most of us have never even seen a microscope, and yet we have been taught the use of microscopes and even drawn and labelled them.

Furthermore, we wholeheartedly wish for the availability of stationery, especially books. I admit that there is a small library in the school, but it has little or no relevant books for our syllabus. For our performance to improve, we need a standard library with books relevant to our areas of study, and even an Internet connection with computers.

The preceding paragraph draws my attention to the need for a science curriculum for the high school. Some of my colleagues revealed that they want to be medical doctors and nurses but the lack of a science curriculum has forced them to study the arts or commercial arenas, as those are the only choices available. We want a school that can provide us with any area or field of study we want to pursue.

In addition, we need a better environment than that which is provided for us. Our school’s environment is somewhat noisy, as it is close to the road, and sometimes dangerous as we have encountered many road accidents at the school gate and on the way to school. The facilities are not well enough built to deal with the ever changing weather conditions. Extreme cold and hot seasons sometimes become very unbearable, and thereby rendering the environment not conducive enough for teaching or learning.

Importantly, we need a school and an educational system that promotes equity instead of equality, or selective ability/ performance grouping. The award of privileges is driven by the fact that most of the time support is given to the better performing students, since there is not enough support for all students. I think the support should be given to those who need it in order to close the gap. But instead, the gap is widened when the entire focus is given to those performing better, and those that perform better do so because they have all the stationery and, in most cases, all the necessary support. We wish and hope for a school where support will be given according to need.

In conclusion, if these demands are met, I believe we can do better in our education to make a greater impact.

The school I want to learn in - Hadassah

Mon, 14 Aug 2023 08:00:01 GMT

HADASSAH E. M. MORRIS, ST JOSEPH’S SENIOR SECONDARY SCHOOL, BANJUL, THE GAMBIA

“A great career without a great education is only a dream”.

A school is an institution where knowledge is passed onto students for their betterment. A school is also an institution which is designed for learning and passing discipline and good morals to students. School is an educational centre but the school I want to learn in is an important choice. The school I want to learn in is a school of discipline, gender equality, quality education, clean water and sanitation, and partnership for the goals.

Firstly, discipline is one of the main goals needed to achieve in the school I want to learn in. Quoting from Google, “Discipline is the practice of training people to obey rules and it is also a code of behaviour”. Being a disciplined student from an institution enables me to choose, persevere with actions, thoughts and behaviour which leads to improvement and success. If I attend a school where discipline is valued it will help me to stay focused on my goals. As a student going to school it is not all about learning, but it also teaches me to obey rules and creates a place which can build a future for me.

Secondly, gender equality is also another main issue. In some schools, a particular gender is not treated fairly, to be specific girls! People mostly have the thought that girls are meant for housekeeping and not schooling which is a wrong concept. Fundamental human rights like gender equality should be promoted in schools for a better learning environment. Education is a vital key and every single being has the right to it. Students, most especially girls, should be treated with dignity, love and respect because if they are treated like outcasts in schools, it will cause much harm to them. The school I want to learn in is a school that says yes to gender equality and disapproves of inequality.

Moreover, a school without quality education is like a sauce that has no taste. I will love to learn in a school where the quality of education is high and there are good teachers to impart knowledge to us, and not just collect salaries without doing their jobs. I need teachers that are nice but strict, teachers that will encourage me but make sure I succeed, teachers who love to do their jobs willingly without grumbling, and teachers who will always be there to correct me when I’m wrong.

However, clean water and sanitation is also an important factor to consider. Learning in a school where there is not only discipline, gender equality, good and quality education, is not the only thing I want, but also a school where there is clean water to sustain and promote good health and sanitation. Sanitation is having access to facilities for safe disposal of human waste, as well as having the ability to maintain hygienic conditions through services such as garbage collection, industrial waste management and waste water disposal. If a school has these properties it will improve the wellbeing among students and teachers, and also promote cleanliness.

Lastly, I will like to learn in a school where there is partnership for the goals. Partnership for the goals actually means working together to achieve our goals. As the Gambian pledge says, “It is a combination of government and people working together in unison and harmony that will lead us to achieve the progress that we all desire”. In order to achieve our goals we need partnership. A school might not have the resources to provide all the needs of the students in school, but if there are partnerships, like the collaboration of private agencies, philanthropists and well-to-do people, they will be able to sponsor the school or students by helping to provide for their needs. This could include technological facilities, reading books, and lots more, which will cause more hunger for learning. Without partnerships, not all goals will be achieved because the resources needed are limited but when we work together towards the same goals, we have the power to achieve them all. Sharing goals means sharing a vision.

In conclusion, the reason I will love to learn in a school that has these qualities is to turn into a star and future leader, that will also help others to achieve their goals without any complications in The Gambia, and the world at large.

5 The school I want to learn in - Rakey

Mon, 07 Aug 2023 08:00:00 GMT

RAKEY DRAMMEH, ST JOSEPH’S SENIOR SECONDARY SCHOOL, BANJUL, THE GAMBIA

I believe everybody should have a good start in life. Having a good education is a great path to success and schools tend to provide us with that.

But before hitting the nail on the head, I would like to give the definition of a school and it’s importance in our lives. ‘A school is an educational institution designed to provide learning spaces and learning environments for the teaching of students under the direction of teachers. Schools help us with the education that provides stability in our lives and also shows us the importance of hard work, and at the same time helps us to grow and develop. For school actually means ‘sincerity, capability, honesty, orderliness and learning’.

Firstly, the school I want to learn in is a school that will promote the talent of people for financial success. I want a school that not only focuses on academic achievements but also promotes the talents of people who will help both the person, the society, and the world at large, so that they can be self-employed even if they are without jobs.

Secondly, I want a school that will eliminate all discrimination and bullying. Discrimination occurs when a person treats members of a certain class unfairly because of their membership in those groups. This discrimination, when it occurs in a school, can cause students to have negative attitudes about school, and have lower academic motivation and performance. It can also lead to dropping out of high school. In the case of bullying, it can cause the student to be traumatised. He/she will lack self-esteem. It can result in depression, lower academic achievements and even suicide.

Thirdly, I want a school that has good and qualified teachers. If a school has qualified teachers, student performance will be outstanding. Teachers are the back bone of our nation, fostering creativity and building skillful individuals. A good teacher in a classroom is one of the most important resources you can provide for us students.

In addition, I want to learn in a school that moulds peaceful and just people for the future. Why is peace necessary to live in a just and free society? Just and inclusive societies are necessary to achieve the sustainable development goals (SDGs). People everywhere need to be free of fear from all forms of violence and feel safe as they go about their lives, regardless of ethnicity, faith or sexual orientation.

Furthermore, I would like to learn in an institution that is able to promote good health and wellbeing. Health problems seem to arise out of nowhere these days. Health is more important than wealth. You can buy things, but with fragile health, days are no longer sunny. A school that can promote and protect my health, and the health of those around me, can help us make well informed choices, and enlighten us on practising personal and environmental hygiene, and vaccinating us, so that we can be free from sickness.

In conclusion, in today’s world, with the hustle and bustle of city life, schools will be wonderful places to learn and grow if the qualities mentioned above are put into practice. Our journey through education is enriched by blending in play, fun and nature.

The school I want to learn in - Therese

Mon, 31 Jul 2023 08:00:02 GMT

THERESE JATTA, ST JOSEPH’S SENIOR SECONDARY SCHOOL, BANJUL, THE GAMBIA

Success is no accident. It comes from hard work, perseverance, learning, studying, sacrifice and, most of all, love of what you are doing or learning to do.

First of all, what is a school? According to the Oxford Dictionary, a school is an institution at which instructions are given in a particular subject, or any institution for educating children. The school I want to learn in is the one that has a quality education, and this entails a lot of things.

Teachers are the most important resource when it comes to quality education. Not only teachers, but qualified ones for that matter, who have gone through the appropriate training and attained the required certificates to teach in schools. To begin with, education without teachers is no education at all, as they are the backbone of the educational system. Therefore, the need for good and qualified teachers should be well-valued, as we are the future leaders of the nation and we need the best education. Without them, students wouldn’t be able to fulfil their dreams of success in their educational journey.

Quality education is not only limited to qualified teachers but also a conducive learning environment. An environment which is not overpopulated, with classrooms that are well-equipped and ventilated, with learning materials and libraries with modern books which can help us read and explore the world.

Moreover, I want to be in a school where gender equality is fully supported and practised. A school where our views as students are supported and respected regardless of our gender. A school where I would linger with pleasure and share my thoughts without being in a state of dilemma and pressure. Gender equality is vital and important, a school where my rights are being protected and respected as a lady. Although we might not be of the same gender, that should not deprive me from having the same opportunities as others.

Furthermore, as the saying goes, a hungry man is an angry man. Therefore, learning cannot take place on an empty stomach. Zero hunger in schools should be something that is highly prioritized as food is a basic need of life. Therefore, the school I want to be in, is a school that strives by all means to eradicate hunger in school. The need to eradicate hunger in schools is of great importance as we are all from different backgrounds. So, providing food for the students can help to ease the burden on parents who are not financially stable enough, to provide three square meals for their children daily. When there is zero hunger in schools students will be able to learn comfortably during classes and learning can go on smoothly without any complications.

In addition, I want to be in a school that caters for the good health and wellbeing of their students, as the saying goes “He who has wealth has hope, but he who has health has all”. Health and wellbeing are one of the greatest things an individual can acquire in life. Therefore, the need for schools to cater for the wellbeing of their students is of high value as it can boost the appetite of the students to become more focused, because they are healthy and physically fit to be in school, and this can decrease the rate of absenteeism. So many students tend to be absent from school when they are sick, because they find it difficult to access health facilities. Therefore, by providing monthly check-ups, and vaccinations together with other preventive measures, this can make students really hungry for learning as they learn and stay in a healthy environment, together with them being physically healthy.

To end with, I want to be in a school that teaches me about climate change. First of all what is weather and what is climate? People often tend to mix their definitions. Weather is the day-to-day hourto-hour condition of the atmosphere, while climate is the average weather condition of a place. Human activities such as pollution, deforestation, and environmental degradation are some of the major factors that can contribute to climate change and global warming, which is increasing at a very alarming rate. I want to be in a school where afforestation is highly practised, as deforestation is one major factor affecting our lives and the livelihoods of our nation, and the world at large. Therefore, the need to sensitize people to climate change is important as it is causing world concern. One possible effect is an increase in the warming of the earth’s atmosphere as a result of the so-called greenhouse effect, and because prevention is better than cure, we need to come up with necessary solutions when the need arises.

In conclusion, the school I want to learn in is the one that helps in the improvement and betterment of education for our present-day generation. As educating the mind without educating the heart is no education at all.

National news in Portugal - Siprofis promotes training on Gender Based Violence

Mon, 22 May 2023 08:00:01 GMT

In May 2023 Siprofis ran training on ‘Gender Based Violence’ in partnership with The Steve Sinnott Foundation. The Teachers Syndicate of Santiago (Siprophis) are a Teachers Union in Cape Verde who have heard about the work we are supporting in Sierra Leone, The Gambia and Haiti. Ann Beaty, our CEO, met with them last year in Cape Verde when she met teacher unions in Senegal as well.

This training was reported in the news released on Inforpress (the official news agency of Cape Verde) in May 2023:

The Teachers Syndicate of Santiago (Siprophis) promotes this Saturday, a training on ‘Gender Based Violence’, at the Cor-de-Rosa house in Plato, aiming to raise awareness of the practice of violence prevention throughout the educational sector and to reinforce the teacher's knowledge regarding issues of Violence Based on Gender (GBV) and to contribute to improving its capacity to act in prevention.

The president of Siprofis, Abraão Borges, told Inforpress that with this initiative he intends to work on the prevention of violence through the training of the teachers themselves. Gender Based Violence, and any kind of violence in educational institutions, can be addressed as a brutality against the entire education system. He considered that for Cape Verde to achieve Sustainable Development Goal 4 (SDG 4), the country needs to have teachers trained in non-violence, in education institutions and schools.

At a time when much is said about violence in schools, SIPROFIS believes that one of the best ways to combat this scourge is through training teachers, so that they know the best strategies to deal with violence in the educational space. The training is aimed at teachers and kindergarten teachers.

According to the schedule, the training will be divided into three sections under the themes ‘The role of school in combating Gender-based Violence’, ‘Peace Promotion and Strategies to tackle gender violence in schools’, and ‘How to work for gender equality with students in school’.

Artur Correia, former national director of health, joins experts Silvina Andrade and a representative of the Cape Verdiana Association for the Fight Against Gender-Based Violence as speakers of this training, that will have Roda Moniz, Ricardino Rocha and representative of the Cape Verdiano Institute of Equality and Equity (ICIEG) in the role of speakers.

Abraão Borges said that Siprofis wants to involve all the organisations that fight against violence, and that the training of the city of Praia, which will cover the teachers of Praia, Old City and São Domingos, will continue on June 3, in Santa Cruz, extensive to teachers of São Miguel and St. Lawrence of the Organ.

The third phase is scheduled for the Tarrafal de Santiago council, in order to welcome the teachers from Tarrafal, Santa Catarina and São Salvador do Mundo.

The Inforpress online newspaper https://inforpress.cv/siprofis-promove-formacao-sobre-violencia-baseada-no-genero/

The Inforpress full news program can be found here, between 1 min 30 seconds to 4 mins 50 seconds:

Maestra - what literacy means to us in Cima

Mon, 15 May 2023 08:00:08 GMT

Its May (2023) and we are currently in Cima watching the film Maestra, which has been translated into Haitian Kreyol, with Alfa students. They're watching intently, waiting for the debates, and enjoying the popcorn they made.

We had a blast watching Maestra, and after were able to reflect on what literacy means to us. One said that before joining Alfa she didn't feel like she had an identity, she was just a number, but now that she can read she feels that she belongs, and that her opinion matters. When I asked why she felt isolated, she explained that she had kept everything inside as she could not articulate her thoughts coherently, but now Alfa empowers her to be more vocal and proud.

It is more than just learning how to read and write. The only man that was present said he would hide whenever he had to participate in something that required a signature. This has now changed, and he even opened a saving account at the local bank in Limonade, without needing to bring one of his children to help. Literacy has made him more independent.

The Resource Learning Centre in Cima, supported by The Steve Sinnott Foundation, is such a powerful tool for the community. We didn't have to transport the students elsewhere to watch the documentary, and we were able to share our experiences and feel connected.

Go to the Maestra Instagram page

Go to The Literacy Project Instagram page

Go to the Sonje Ayiti Instagram page

Gender Equality and Development for Social Action (GEDSA) in Sierra Leone

Wed, 10 May 2023 18:31:45 GMT

Background to the project

Sierra Leone is a small country in West Africa which experienced a deadly civil war in the 1990s which ended in 2002. Since then Sierra Leone has conducted different multitier democratic elections, but tensions continued to be high between the two major political parties, the Sierra Leone Peoples Party (SLPP) which is the currently ruling party, and the main opposition party All Peoples Congress party (APC). A date has been slated for the general election on June 24, 2023. There are different contentions this year because the country is using the district block system, instead of the constituency system, for carrying out the elections for members of parliament and local council elections.

As young people are the main engines of the political parties activities, we wanted to raise awareness in them. The Steve Sinnott foundation is supporting Gender Equality and Development for Social Action (GEDSA) to engage first time voters at school in discussing violence, the implication of violence and to encourage them to concentrate on their education.

The work of the project

The program is targeting six junior secondary schools in Makeni Bombali district, where we find the most first time voters. These schools have about 700 to 800 students so we will have a big impact.

We engage with different stakeholders on a variety of topics, and we implement activities in schools, doing assembly sensitization, focus group discussions and also radio talk shows to engage the first-time voters.

The radio talk show will contribute towards reaching the parents and other community members, and not only the first voters. This is important because often when conflict and violence erupt it is the women, children and young people that are the victims of these circumstances. So, we work to engage them, and a team of dedicated young people at GEDSA are volunteering to ensure these messages reach far and wide.

Project timeframe

This work started early in April 2023 when we implemented a range of activities in schools. The target is to work with these communities before, during and after the election in June to ensure that people understand the implications of violence and are supported to make better decisions.

UNESCO ASPNet Schools in the U.K celebrate International Day of Mathematics

Thu, 30 Mar 2023 12:02:32 GMT

By Ms Gavna Mistry, Head of Faculty (Subject Lead for Mathematics), Economics and Computer Science, Epping St. Johns School, UK

International Day of Mathematics

The International Day of Mathematics (IDM) is a worldwide celebration. Each year on March 14 all countries will be invited to participate through activities for both students and the general public in schools, museums, libraries and other spaces. Read more here: https://www.idm314.org/

Our International Pi Day

On the 14 ^th of March we celebrated International Day of Mathematics also known as Pi Day.

The day was kickstarted with a fabulous form time activity with students creating complex 3D shapes using origami which was created by Mrs Perry.

All the Maths teachers were dressed in Pi related clothing which the students found very funny and got some interesting conversations going about the value of Pi.

There was a competitive Pi Recital Competition at lunchtime with students competing against each other to recall the longest number of digits of Pi. It was a riveting battle but our winner was Oscar Ruthven from Year 9 who unbelievably remembered 113 digits of Pi. A fantastic accomplishment - well done!

This was all rounded off by some sweet and savoury dishes that were served in the canteen at break and lunch to stick with the theme. Quite literally!

UNESCO ASPNet

The UNESCO Associated Schools Network (ASPNet) currently connects schools worldwide around work to promote UNESCO ideals and, in particular, the themes of education for sustainable development, global citizenship education and inter-cultural and heritage learning.

Here is the link to the UNESCO ASPNet website . It's free to join and you will be connected to over 12,000 schools and colleges in 182 Countries, providing access to free resources and reciprocal learning projects.

If you would like to apply please email Ann Beatty ann.beatty@stevesinnottfoundation.org.uk

A letter from Isata, Sierra Leone

Tue, 14 Mar 2023 21:41:26 GMT

Dear Colleagues women everywhere,

On this special day of recognition and solidarity, International Women’s Day, I am honoured to join you. I raise my voice to say, “YES! We celebrate our strength and courage together as women.”

I am a victim of digital technology illiteracy. When I shared my experience with others, I learned I am not the only woman who does not have technology experience. My strength grew in knowing it is possible. This I learned when I joined EducAid, and also a meeting of a philanthropist, Ann Beatty, who means everything to me as a friend and colleague. We are sisters, and family, we are kindred spirits. It does not matter where we live in this world. It does not matter if our religious and faith practices are the same or different. It does not matter that our ages cross the span of a lifetime from child to elder. It does not matter what our social and economic status is determined. We are women! We will continue to work together to make the changes needed, by sharing our stories and opening closed doors.

On this International Women’s Day, March 8, 2023, I am delighted to celebrate this year’s International Women’s Day with you in recognition of women and girls championing the advancement of transformative digital technology.

This year’s theme, “DigitALL: Innovation and technology for gender equality,” highlights the role of innovative technology in promoting gender equality and meeting the health and developmental needs of women and girls.

Together we are Stronger.

With love and determination, I am Always Your Sister!

Isata...xxx

Despite evidence globally demonstrating how crucial girls’ education is to sustainable development, gender disparities in education still persist.

Around the world, 129 million girls are out of school, including 32 million of primary school age, 30 million of lower-secondary school age, and 67 million of upper-secondary school age. (UNESCO).

Only 49% of countries have achieved gender parity in primary education. At the secondary level, the gap widens: 42% of countries have achieved gender parity in lower secondary education, and 24% in upper secondary education.

The reasons are many. Barriers to girls’ education, such as families favouring boys to be educated when money is tight, and gender-based violence, and basic human bodily functions like girls starting their periods. There are many different reasons across countries and communities.

Many schools do not meet the safety, hygiene or sanitation needs of girls. In others, teaching practices are not gender-responsive and result in gender gaps in learning and skills development.

As a mother herself, Isata is determined that she will strive to ensure the next generation will be educated.

Isata and Ann are continuing their journey together to achieve equality, equity and solidarity by being part of the Foundation.

Here you can read about some of the work we do to ensure girls’ have access to education.

https://www.stevesinnottfoundation.org.uk/our-positive-periods-program-is-successfully-tackling-period-poverty-all-over-the-world

https://www.stevesinnottfoundation.org.uk/combating-school-related-gender-based-violence-in-sierra-leone

https://www.stevesinnottfoundation.org.uk/improving-the-quality-and-access-to-education-in-the-gambia

https://www.stevesinnottfoundation.org.uk/how-far-would-you-walk-to-school-each-day

Unleashing Potential

Mon, 13 Mar 2023 09:00:15 GMT

MARIE ANTOINETTE CORR, GENERAL SECRETARY GAMBIA TEACHERS’ UNION

How can we rapidly accelerate progress in education not only to help marginalized communities catch up to where the privileged are today, but also to reach a more holistic and equitable education for every child?

Building an inclusive system requires substantial changes in mind-sets, policies and practices. The challenge will be to create new systems that facilitate opportunities for all students.

The analysis of the best performing education systems shows that their curricular proposals are able to motivate, challenge and encourage life and citizen skills development. This requires a more personalised education that provides a range of opportunities. In order to promote the necessary skills to live in the 21st century we must pay more attention to student welfare, to social and emotional learning in addition to cognitive development.

We are living at a time of enormous uncertainty. Technology is advancing at an ever–increasing rate, widening inequality threatens to further disrupt our systems and leave a large part of the world behind as a result. Change is happening at a disorienting pace and our institutions can barely keep up.

Today technological advancement considerably influences our day-to-day life. As a result it becomes essential that the education system should also get restructured to keep pace with changing times. It is also essential that the renewed significance given to education and learning raises the enthusiasm of teachers, families, and communities, and encourages students to engage in their learning.

While we work to transform, we also need to focus on accessibility.According to UNICEF, more than 72 million children of primary education age are not in school. The World Bank’s ‘Learning poverty’ indicator, ie the percentage of children who have not reached minimum reading proficiency by the age of 10, stood at 53% in low and middle-income countries before the outbreak started.

The Covid 19 pandemic caused 1.6 billion children and young people to be out of school in 161 countries. This is close to 80% of the world’s enrolled students.

The mission of all education systems is the same. It is to overcome the learning crisis we are already witnessing and to respond to the pandemic we are all facing. The challenge today is to reduce, as much as possible, the negative impact this pandemic has had on learning and schooling and build on this experience to get back on a path to foster improvement in learning.

As education systems cope with this crisis, they must also be thinking of how they can recover stronger, with a renewed sense of responsibility from all stakeholders. With responsibility fostering a better understanding of the urgent need to close the gap in opportunities, thus assuring that all children have the same chances for quality education.

We should admit that both private and public schools face a common challenge: to strengthen their capacity to impart core values in order to attain one of the pillars of education in the twenty first century - learning to live together.

Investing in education is the most cost-effective way to drive economic development and improve opportunities for young women and men. As it unlocks progress on all 17 Sustainable Development Goals according to United Nations Secretary-General Antonio Gutierrez.

Let’s blend the lessons of the past with the technology of the present and future to truly transform education, giving students the ability to think, learn and evolve no matter what challenges await them tomorrow. Let’s allow our young people to unleash their potential for the benefit the world.

This article was first published in Engage 25.

International Women’s Day

Wed, 08 Mar 2023 21:42:46 GMT

On International Women’s Day, we have been reflecting on how far we have come or perhaps how far we have still to go in ensuring equality for women.

International Women’s Day is an opportunity to celebrate the many achievements and milestones in the ongoing struggle for gender equality. It is also an occasion to think about how far we still have to go, and how we can work together to deliver on the promise of empowerment for women worldwide.

The theme this year is, DigitALL: Innovation and Technology for Gender Equality.

Innovation and technology have the potential to drive gender equality forward by breaking down barriers and creating opportunities for women. When harnessed effectively, technology can enhance access to education, healthcare, finance, and political participation for women, helping to bridge the gender gap in these areas.

It is essential that we all work together to promote equitable representation in leadership positions, provide access to training and education in STEM fields, and create safe and supportive spaces for women to express their ideas and concerns.

This week people are meeting in New York from the 6th to the 17th March at the 67th session of the Commission on the Status of Women (CSW67).

The theme for CSW67 this year is "innovation and technological change, and education in the digital age for achieving gender equality and empowerment of all women and girls." #EmbraceEquity

We have several colleagues attending in person and online and we hope they can facilitate change, as we know from our work that when women support each other incredible things happen.

We are pleased to be represented at the event by Helen Porter, SSF Ambassador, who is attending through a delegation of Soroptimists from the U.K. and our colleague from the Gambia Teachers Union (GTU), Marie Antoinette Corr, is Speaking at an online webinar: Innovative Solutions in Education Delivery to Empower Women and Girls to share the benefits of our partnership work.

The disparity is very real today as for participating in CSW67; some of our colleagues are privileged to attend in person whilst some of our colleagues in the global South can only attend on-line due to the inaccessibility of visas and the high cost of travel and accommodation.

So, we are not surprised to hear that "Gender equality is growing more distant. It’s still ‘300 years away’, says UN secretary general @antonioguterres during his opening speech of #CSW67 . Read the article here .

Our work has been focussed on #EducationForAll and #DigitalEquity. Through our Learning Resource Centres and Digital Classrooms we are ensuring that students and their teachers have resources to improve access to learning, training and research and connection across the globe.

Working with our partners in Haiti, Sierra Leone, Nepal and The Gambia we have developed Learning Resource Centres and two digital classrooms in The Gambia, one in Nema Kuta Basic Cycle School and the other in St Martin’s Basic Cycle School Kartong; providing technology services for students, educators and local communities.

You can find out more about our work here blog link:

https://www.stevesinnottfoundation.org.uk/a-successful-digital-classroom-in-the-gambia

https://www.stevesinnottfoundation.org.uk/working-in-partnership-with-brunel-university-to-bridge-the-digital-divide

https://www.stevesinnottfoundation.org.uk/first-trip-to-west-africa-since-covid-lockdowns

Happy International Women's Day

Equality of opportunity in a global economy

Mon, 06 Mar 2023 09:00:01 GMT

Lou Stein is an award-winning theatre director and writer who founded the Gate Theatre, London, and most recently was Artistic Director of the young people’s theatre and education provider, Chickenshed and founder of the Lou Stein Studio.

In 1970, the philosophical thinker and educator Ivan Illich wrote the bold and provocative book “Deschooling Society”.It called for radical institutional reforms in the face of what he called an education system which failed our individual needs and supported false ideas of progress and ways of measuring real educational success. His ideas are now long forgotten and rarely discussed, dismissed by both right and left wing academics. However, at the root of his argument, there is a familiar failing in the rigid and unyielding education which our children receive today and how they are judged for future participation in the world as an adult.

GCSE data from pre-pandemic 2019 tells us that one-third of all students taking the exams failed to reach the holy grail pass mark of 4. Add the cumulative effects of the pandemic on most children’s education and the question must be asked: Do we simply consign those young people who struggled through the pandemic and throughout their entire primary and secondary education, to the dust-heap? Do we banish them at the age of 16 to an uncertain future and place in society, as we support and celebrate the two-thirds who managed to navigate the system? Does the failure of those who struggle to comply with a rigid progression to the GSCE stage, for whatever reason, mean that there is no place for them in our competitive society?

Surely the failure is not the students themselves but a failure of the institutions who should be nurturing their strong points rather than applying a one size fits all to determining who is given the opportunity to progress to Higher Education.

My son has just turned 16. He is a bright, engaged, and inquisitive young man with Down Syndrome. During the pandemic he didn’t miss one day of online teaching. He studied hard but was constrained by the strait jacket of a rigid approach to GCSE study which did not adapt to his style of learning. During that time I had a strong feeling that the school had already consigned him to “no chance of achieving required levels”. This is a young man who writes poetry, and whose work had already been performed by the BBC Singers and broadcast on Radio 3. This past summer, seven of his poems were performed by the Irish Chamber Orchestra to a rapturous reception. A poet from the New York Poetry Society called his work “exceptional”. Yet he was unable to attain a pass grade in his English GSCE’s. The hoops he was required to jump for the exam were not playing to his talents or learning style.

In many ways he represents the one-third of students whose academic potential is abandoned at 16.

As a student I was profoundly influenced by Ivan Illich’s demands for a radical re-think of the educational system. Going through the period of instability the world is going through right now, it is hard to imagine that a bold and sentient government in the UK will emerge, one that will re-vamp the system to accommodate the “one-third” and give them greater chances in life.

The answer in the current climate, and one that is sustainable, is to embrace and support the network of life-long learning programmes, where knowledge exchange and active mentoring, without judgement, weaves in and out of the statutory education system. This belief led me to set up The Lou Stein Studio.

After I had spent a pilot session week working with a group of actors who sought to improve their skills and work in an inclusive atmosphere, the participants made important discoveries about the joy of collaboration, openness, and adapting to new communication situations.

One third of the participants had declared a cognitive disability. Most had been rejected in more traditional training and educational settings. After the sessions, they all felt better prepared to successfully pursue their acting careers.

The studio in many ways is a model for all training and educational settings where learners collaborate, mentor each other, and most importantly, learn from each other in a supportive and non-competitive environment. The studio has been established to pursue confidence building skills using collaborative, non-judgemental and inclusive methods.

For more information about The Lou Stein Studio contact: associates@loustein.co.uk

This article first appeared in Engage 25.

Looking through Clear Lenses to Address Education Isolations and Deficits

Mon, 27 Feb 2023 09:00:07 GMT

Lucy Njura Barimbui is a teacher by profession. She loves analysing education policies in Africa with a focus on the marginalised groups. Lucy is currently a regional coordinator for Education International, Africa.

Article 26 of the Universal Declaration of Human Rights adopted in 1948 recognises education as a human right for all. The importance of fast tracking the rights to education is further highlighted in the 2030 Agenda on Sustainable Development with emphasis on leaving no one behind. Through SDG4, ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’, education is set as a catalyst for all the other goals. It creates an opportunity for social mobility and reduces inequalities. Through education individuals can navigate and contribute to good health, climate change and the political wellbeing of communities. Unfortunately, education deficits and pockets of education isolation are prevalent in many African countries.

There has been schooling wastage with so many children exiting the system without the basic skills to facilitate effective participation in life improvement activity. Worst of all we still have 259 million school age children out of school according to a report by UNESCO (2018). Sadly, half of them are either girls, children from the minority or the marginalised rural poor. This means that, the aspirations of SDG4 of leaving no one behind is a mirage especially in developing countries.

A successful education system records targeted numbers of school going children enrolled into schools at the right age: the ability to transit the same numbers from one level to another and the power to portray expected learning outcomes at the final stage. The progressive education achievements should translate into measurable education outcomes that facilitate absorption into either the job market or competences that enhance survival skills without formal employment.

With increased competition in the job market and falling economies, the demand for transformative education is critical, and the need to invest in the 21st century skills including enhanced technology has exceeded the knowledge-based education characteristic of many systems in Africa.

The wholesale solutions to addressing education challenges especially in Africa must now retail! Transforming education means touching and smelling the dust on the ground that bars meaningful equal distribution of education. Education campaigns must transform issues on equity, total inclusions, quality, and relevance. The future actions must be targeted and multifaceted! Advocates must look at pockets of exclusion and organisations must go to those areas that are ‘difficult to reach’ because human beings are living and surviving in ‘unpleasant conditions.’ Funding to facilitate learning resources must be aimed at addressing the permanent gaps that are often ignored in large-scale education planning.

Quality leadership in education will be the next big thing that organisations must address. There must be accountability of resources dedicated to education programs in the left-behind areas. Slogans such as “show us the value, let our resources transform future generations” and “everyone counts, leave no one behind” must litter our future education actions and campaigns if we truly wish to make the world a fairer place for ALL.

Let’s look through clear lenses to see what others have refused and failed to see, to meet our education goals.

This article first appeared in Engage 25.

Globally, do we need to consider whether our current education systems & curricula are best suited for life in today’s world?

Mon, 20 Feb 2023 09:00:06 GMT

I am a teacher in a primary school in north Cumbria, I am also a governor of a secondary school. I am a mum to two teenagers (one studying A levels and one studying a foundation degree at college). I have worked in education for over a decade now, initially working as a teaching assistant. This year I am serving as National President of the National Education Union.

Nelson Mandela famously said, ‘Education is the most powerful weapon which you can use to change the world.’ This sentiment is the reason that myself, and in fact most of the other educators I know, entered the profession - to make a real difference in the world. We see, in our classrooms, every single day the difference that a great education can make to an individual and the difference that in turn makes to a community.

But can we honestly say that our current education system and curriculum empowers or even allows us to make a difference? Am I developing a sense of belonging and identification with self and with their community in the young people I work with, while at the same time giving them some of the tools needed to engage with and develop a genuine interest and connection with the wider global context we currently live in? Do the systems and cultures I work in, and indeed other education systems globally, enable me and my fellow educators to best do that for every pupil we work with - pupils who come to us from very different social, cultural and economic backgrounds to others in the same classroom and again to others in their local community and the wider world.

Target 7 of Sustainable Development Goal 4 calls on governments to ensure all learners acquire the knowledge and skills needed to promote sustainable development and an appreciation of cultural diversity known widely as global citizenship education. For some schools I have worked in these principles have been central to everything they do but these are schools where headteachers, governing bodies and educators must fight hard to find the resources and, more challenging, to find the time to include those elements of education that are not as easy to measure.

Globally, our education systems are increasingly being privatised, budgets are being starved and toxic testing coupled with onerous and oppressive accountability systems has taken over. All these factors have not only made it more difficult for educators to find the time, focus and resources to deliver a broad and balanced curriculum, they have also contributed to a genuine crisis in teacher recruitment across the globe.

We live in the reality of a current global climate where the politics of division and hate are commonplace, far right populism is gaining ground and strength in many countries around the world and fake news is being deployed as a tool to turn even more people to negative and frightening ideologies. Minority groups and the vulnerable are frequently being demonised by the mainstream media and blamed for the world’s woes. Our democratic systems are under threat and climate change is a real and present danger to our entire existence. Now more than ever we need excellent educators who are well trained, supported, and crucially, trusted to use their professional judgement to deliver a curriculum which is designed to make that difference to the young people that we work with and empower them to change the world.

Trade unions, such as my own, have done some fantastic work in this area by providing training, creating resources to use in the classroom and providing research to inform educators. But until we adequately fund our education systems, including ensuring that educators are paid appropriately for their work, and trust our education professionals to deliver a curriculum that is best suited to the pupils they work with and the world we live in, can we honestly say that we are really fulfilling our calling to use education to change the world?

This article first appeared in Engage 25.

Inspiration for your Changemakers Speak Out creative challenge

Sun, 12 Feb 2023 15:44:10 GMT

For Monday inspiration we thought we would share with educators a few past entries and other creative ideas, to get your creative minds warmed up for our global initiative that elevates youth voices to make a change in the future of education. Remember to enter by the 1st of March 2023.

We posed the question; “Globally are our current education systems and curricula best suited for life in tomorrow’s world?”

We are inviting young people to use their creativity to design an ideal day of learning. This allows everyone the opportunity to question, take part in global discussions, share ideas creatively and have their voices heard!

In the past, we’ve had entries from all over the world and in all art forms; drawing & painting, 3D art, digital art, illustrated stories, poems, spoken word and many more.

Brief

What do you think education might look like in 2030 in your school? Design a day of learning for 2030.

Produce a creative response to this investigation. Think about the range of

formats and activities that students would like to use.

Some creative activities and examples to help spark those ideas:

● Artwork

● 3D Art - Craft & Sculptures

● Digital Art & Animation

● Illustrated Stories

● Poems and Spoken Word

● Essay

● Podcast

● Photo And Video

● Song, Dance & Performance

Possible ideas and topics:

● Inclusion - equity v equality

● Digital connectivity

● Virtual & augmented reality

● Learning in the natural environment

● Mindfulness and wellbeing

● Creativity v academia

● Life and practical skills

● How do I find my passion and focus?

● What skills do I need for my life after school?

What questions do your students have? Here are some of ours.

Who is currently missing out on education?
What are some of the things that are missing today, globally?
Do you think your education is equitable? Why?
What are some of the things that are missing today, in your own community?
What do you think needs to be improved today?
Why do we need education?
What is education?

What happens next

Send us your student’s creative work and ideas by 1st March 2023, and we will share these with our global community as we invite young people to take over the 26th Edition of Engage.

We will also share your students’ work at a global conference in the summer term of 2023. Details of this exciting event will be shared soon.

Send work to: admin@stevesinnottfoundation.org.uk

We know that there are many challenges for teachers at this time, so if you need any support in running this challenge, please let us know.

Women Empowering Women in Guinea Bissau

Wed, 08 Feb 2023 09:00:00 GMT

Mariama Elie Camara is Gender Activities Coordinator in Sinaprof, Bissau, Guinea-Bissau West Africa.

The Gambia Teachers Union organized training for 105 female teachers from the National Teachers Union of the Republic of Guinea-Bissau on July 26th, 27th, and 28th 2022.

This training was run under the technical support of the Gambia Teachers’ Union and the financial support of the Steve Sinnott Foundation in the UK. These female teachers came from different primary and secondary schools and some were recent graduates from the national teacher training college.

The positive periods training included how to make use of locally sourced materials to make and maintain pads. The teachers were shown how to make reusable sanitary pads to give access to effective, sustainable, affordable , eco-friendly and safe menustration products. It was very hands on as all participants were engaged in the cutting of the patterns and sewing, either with hands or machines. At the end of each day, everyone was able to make two sets of re-usable pads, and a bag (for packing them) from a variety of patterns.

During these three days of training, everyone was very motivated to learn new skills that are now helping them to save money previously used every month to buy pads in the shops. Also, the trainers demonstrated how to wash, clean and dry the pads and told us how many times the pads can be used.

The training was very productive because the approach used by The Gambia Teachers’ Union trainers was very collaborative and very creative. They shared their experiences and strategies to help teachers get an idea of how to save money and be healthy using reusable sanitary pads made by themselves.

The Gender Based Violence (GBV) activity encouraged participants to discuss the types and causes of GBV using case studies of the different types of violence. They also looked at school related gender based violence such as physical punishment, sexual harassment, use of verbal words at students, sex for marks, work place harrassment as experienced by two of the participants and a rape case that took place in one of the rural areas that led to the death of a woman.

In recognition 0f the support of the Steve Sinnott Foundation, and The Gambia Teachers’ Union, the teachers from the National Teachers’ Union of Guinea-Bissau promised to expand more training for their sisters in other regions represented by the union. This is a big success in Guinea-Bissau.

This article first appeared in Engage 25.

Change Makers Speak Out challenge – still time to get involved

Sat, 04 Feb 2023 17:49:08 GMT

We are inviting young people to use their creativity to design an ideal day of learning. Please join us and submit artwork and responses by the 1 ^st of March 2023. There is still time to get involved!

To support this challenge we have made a free resource to support educators in encouraging young people to get involved in shaping the future of education. Young people’s voices matter and they must be heard on the issues that impact their lives, their communities and their world.

This resource encourages discussion on many topics. Asking young people education is, what makes it fair, accessible, fun, and useful, asking questions on a global scale, will generate exciting discussions to open up the possibilities for the future.

Our last edition of Engage focused on this question: “Globally are our current education systems and curricula best suited for life in tomorrow’s world?”. Education must transform in order to overcome the barriers to education that we are facing worldwide. The resource points to a range of current discussions about how education can change.

All of the United Nations’ Sustainable Development Goals hinge on education to drive their success. Education is at the heart of tackling climate change, poverty, gender equality, equity and inclusion. Our resource offers an introduction to the SDGs, a simple way to introduce these to your students, and why we believe SDG4 is so important.

Equity in education is providing the right support for each person, taking into account their needs and circumstances. This depends on fairness, that personal circumstances should not interfere with a person’s potential for achievement. It also depends on inclusion, a standard that applies to everyone in an educational system. Fairness and inclusion are both needed for an education system to work.

We have several resources that will help you explore issues that affect equity in education, now and in the future.

SSF Human Rights resource: The world I want to live in - This resource serves as a mini-guide to classroom activities which seek to promote human rights education for children and young people in the classroom and to provide a platform for their voices on this issue. Human rights education is one contribution towards a broader human rights project of achieving greater justice and peace in the world.

SSF Climate Change resource: 5 ways to make my world better - The fight against climate change begins in the classroom. The effects of climate change is having a growing effect on large numbers of people and their ability to access education. This resource can help you to start discussions in school about climate change and how we can all have a positive impact.

SSF Inclusive Learning Environments resource - A curated collection of webinars and resources that are designed to enable a safe and inclusive learning environment for young people. To offer equity in education, the learning environment needs to address issues arising from safety, health and wellness, socioeconomic standing, race, gender, and disability.

You can find all our free resources here: https://www.stevesinnottfoundation.org.uk/resources

If you want some inspiration on what young people made in our previous creative challenge on understanding human rights, have a look here .

We also have a free resource to help and inspire you with some creative ideas .

After the success of the human rights competition last year we are looking forward to the creative responses from young people to this years creative challenge.

Students Need the Freedom to Challenge, Collaborate and Innovate

Mon, 30 Jan 2023 09:00:01 GMT

Mandekh Hussein is the Programme Director for the BASc Global Challenges degree at Brunel University.

When I was 14, I had my first panic attack after finding out I would have to do exams in high school. I had always known myself to be a strong student academically, but the idea of sitting in an examination hall (turned out to be just in-class), made me nauseous. I believed that my value as a student would all come down to a single exam paper, on a specific day and I hoped that I would be in peak performance to crush it (n.b. I would be ill for every exam I would do after that).

There are a plethora of articles and books that highlight the myriad of issues that arise from standardised examinations, examinations in general and letter grades (I suggest watching Sir Ken Robinson’s Ted Talk “Do Schools Kill Creativity”). As a student, while I wanted to go on tangents and probe into particular topics, I would rarely find the opportunity, as teachers were under pressure to achieve particular outcomes by the end of the academic year. We had exams to do, and to make sure we knew everything we needed to know, we had to stick to the model – no tangents or disruptions. This was accepted without question. It wasn’t until later years that I became comfortable with disrupting.

I am the Programme Director for the BASc Global Challenges programme at Brunel University. When I joined the programme I knew this was my chance to disrupt the model.

Firstly, I did not want to perpetuate the “students are blank slates” characterisation. But this proved to be tricky. We are in a culture where learners are expected to be sponges soaking up information rather than sandboxes, with unique insights and experiences. One of the earliest blockers I had in teaching was cultivating a space for honesty and shared learning. It took time to normalise my approach (this is a relationship I must build, after all). I moved the classroom layout so we were facing one another, and encouraged students to share their interests, passions and experiences through applied opportunities (e.g. “The Challenge, A Challenge, Your Challenge” format for one of my classes allows students to learn about an issue/topic, hear of an intervention/project/ approach to address this but also give them the space to see how they would approach it themselves). I have seen students who felt that they were “square pegs in a round hole”. My goal is to make them believe there aren’t round holes they have to fit into.

Secondly, was breaking down the false belief that I know everything. This is trickier to convey, particularly to first years in higher education where students spend upwards of £9,000. I am transparent that I will use my expertise to empower, enable and fortify their confidence whilst also facilitating the opportunities for them to learn from one another. This is a shock for many who were brought up in a learning environment that negatively views challenging authority. Fortifying a community of learners and educators who feel that their experiences, what’s on their minds and general ideas are valued now is key, and truly believing that their value doesn’t exclusively come after they have done something (e.g. got the degree or 15 years of experience) or achieved something (e.g. received a prestigious award).

In reframing the conversation to being about knowledge itself, we dismantle such barriers and focus on who knows what about what is the best — opening the doors for others.

What have I learnt so far?

Education must create inclusive opportunities for learners to collaborate, build & sustain networks.
The challenges of the future are unknown to us in all fairness. What the world will look like in five or ten years time is anyone’s guess. Educators are still somehow meant to be educating learners for this though. Unleashing the creativity, passion and curiosity of learners will yield tremendous outcomes.
Equip learners with the tools & practical skills to drive innovation & take up space.
Critical thinking and problem-framing skills are indispensable for the future, because they enable learners to reimagine challenges as opportunities.
Value labour and develop opportunities to support innovation.
For learners to translate difficult problems into viable and sustainable solutions, they need targeted support in conjunction with practical tools that allow them to identify and understand problems. The time taken to study is a cost, and should therefore be optimised to ensure that what is offered is holistic.

Mandekh Hussein is the Programme Director for the BASc Global Challenges degree at Brunel University, which looks at how and why the world around us is changing and encourages new ways of thinking to tackle the pressing issues that face us all. Mandekh takes part in efforts centred on facilitating spaces where individuals and communities access and utilise resources, skills and opportunities to actualize their vision, find new opportunities and disrupt systems.

This article first appeared in Engage 25.

Is the Curriculum fit for purpose?

Mon, 23 Jan 2023 09:00:01 GMT

Deirdre Gribbin is a music teacher, composer and artistic director at Venus Blazing Music Theatre Trust.

What if music education was at the centre of all curriculum programming in the UK education system? As a Sir Winston Churchill Fellow in Canada and the US I witnessed effective creative music programming in primary and secondary school settings where progressive collective music making was seen as imperative for the enhancement of students’ education overall.

Let’s dream of a world without the confines of exams and time pressures absorbing vast amounts of compulsory curriculum criteria, a world that allows for the embodiment of creative collaborative music performance and composition as a central force and catalyst for cognitive and social development. Dr Nina Krauss at Northwestern University has established research which shows the impactful power of active music engagement on brain development to do with language skills and cognition.

In my work in pedagogy as Professor in Composition at Trinity Laban Conservatoire of Music and Dance and at the Royal College of Music, I have developed teaching strategies which embody the art of creative development as a central tool for inclusion and social integration encompassing diversity with a strong awareness and respect for the individual’s ability to relate to music and creativity.

The music curriculum in Key Stage 2 and 3 attempts to develop an understanding for group music making and creative composition, but as the curriculum becomes much narrower in secondary education, music falls from it as a staple core activity. This is just at a time when young people are struggling with issues to do with their mental health and well-being, their development of social skills and their sense of identity. I believe that a shared space for weekly collaborative composition could be a real game changer for this group of young individuals in helping them through this often difficult and isolating journey to adulthood.

Approaches to developing creative ideas in a group activity such as composition can teach so many transferable skills. These include decision making; what to include in a piece of music that will collectively make it better, how to take initiative and lead, how to have fun and enjoyment in a focused positive goal, how to assert and gain confidence in a protected space and, most importantly, how to use this approach to music creation to foster a genuine inclusion and respect for peers and colleagues. These are skills which are imperative in any future work and social setting.

As Artistic Director of the charity Venus Blazing Music Theatre Trust I have seen the power of this approach to creativity. I work with young people with Down’s Syndrome. In one of the greatest examples of the impact of music on cognitive development, I witnessed one of our young participants who struggled with verbal language and self-expression make the huge leap of being able to sing his name at the beginning of a session after a year of being silent. This step unlocked a quirky and inventive personality who was able to build his confidence and sense of self through his belonging to something that was important to him and where he felt that he was valued.

As a Professor at The Royal College of Music these skills have been captured in a short film for their knowledge exchange programme where students at the college engage in programmes of reciprocal learning with the cognitively diverse participants of the Venus Blazing Music Trust. I have witnessed the positive impact of college level music students who excel at what they do giving something back and, more importantly, learning from those with different approaches to cognitive thinking and communication.

One such student shared with me that her experience was vital to her personal well-being because it enabled her to value what she had achieved in her life and also gave her the opportunity to relate to and understand the wider community including the unfamiliar. She got there through the power that creative music making was able to unlock.

Let’s try to change perspectives and go off-grid to make this approach to learning at all levels the norm.

This article first appeared in Engage 25.

Helping ‘those’ girls will lead us to reach all children

Mon, 16 Jan 2023 09:00:12 GMT

LAURA DAVIES, AMBASSADOR AND PERMANENT DELEGATE, UK DELEGATION TO UNESCO

In September 2022, while the eyes of the world were glued to the funeral of Her Majesty the Late Queen, Elizabeth II, a critically important summit was taking place in New York, in the margins of the UN General Assembly. The Transforming Education Summit - the TES - a summit whose ambition was to go where no summit had gone before: to get Sustainable Development Goal (SDG) 4 on track.

The TES is the first step in UN Secretary General Antonio Guterres’ Our Common Agenda, an attempt to make multilateralism more effective in its response to humanity’s most pressing problems. The SG is absolutely right to start here. We are in the midst of a global education crisis, exacerbated by the pandemic, the impact of climate change, increasing instances of conflict - and monstrous abuses of children’s right to learn.

The pandemic harmed the education of over 90% of the world’s children. Cuts in education budgets have exacerbated the impact: 64.3% of the world’s 10-year-olds are unable to read and understand a simple text. In Afghanistan, 3.7 million children are out of school, 60% of them girls. In Ukraine, UNESCO reports that Putin’s war has disrupted the education of 7.5 million children and damaged over 2,550 educational institutions.

But the crisis goes wider. All over the world; children are not in school, in school but not learning, or in school and learning, but learning the wrong things. The impact falls unequally. As Guterres said: “instead of being the great enabler, education is fast becoming the great divider.”

The TES was designed to address this. An impossible ambition? We cannot allow that to be true.

In June, UNESCO organised a TES pre-Summit at its Headquarters in Paris, to galvanise thinking, funding and political will ahead of the TES, and to bring youth to the table. Again and again, I was struck how foundational learning for the most marginalised will have an impact on all the other SDGs.

At the TES, we launched the Commitment to Action on Foundational Learning, a much-needed push for all children to learn to read, do basic maths, and build socio-emotional skills by the age of ten. These are the fundamentals they need to thrive and make progress through their education. It builds on the global objectives agreed last year – to get 40 million more girls in school and 20 million more girls learning to read - and on national Governments’ own targets. The ambition is to halve learning poverty globally by 2030.

This is not about limiting a child’s education to the basics, but about giving them strong foundations to build on. Options and choices. If a girl is learning in school, and she and her family can see this, she is more likely to stay in school - opening doors for future education and keeping her safe. A girl not in school is more likely to suffer violence and/or sexual abuse, end up in child labour, marry young, and have more children.

But these are difficult times, with Official Development Assistance (ODA) allocations for education going down, so we need innovative solutions to increase funding flows. The UK has been a key partner in the design of the International Finance Facility for Education (IFFEd) from the start. IFFEd will multiply donor resources up to seven times and give lower middle income countries access to affordable financing to recover from the learning crisis. It was launched at the TES, should start its first projects in 2023, and has the potential to unlock over 10 billion dollars by 2030.

There is energy, passion and a determination to succeed. There are boundless good ideas. 130 countries made commitments in New York last month. The challenge now is to turn the conversation and energy into concrete, sustainable action for which we are all held to account - particularly by the next generation.

Transforming Education Summit 2022

The Transforming Education Summit 2022 focused on education in crisis situations, improving quality of learning for all, environmental impact, quality public digital learning for all, gender equality, and increasing equitably and efficiently. This is a crisis having a devastating impact on the futures of children and youth worldwide. The aim of the Summit is to bring education to the top of the global political agenda and to inspire action, ambition, solidarity and solutions.

This article was first published in Engage 25.

Aspirations for a new start in a new year, 2023 - let’s change lives!

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Tue, 10 Jan 2023 09:00:00 GMT

Have you started the year setting goals and aspirations for the year ahead? Every year we renew our promise to help change the lives of children around the world through access to education.

Can you imagine how you would keep in touch with your family and friends or do your work if you didn’t have access to WIFI? Last year we were able to support thousands of children with access to education through the development of digital classrooms and resource centres to provide access to learning resources and training for educators to improve teaching and learning. We will continue this year.

Can you imagine how tired you would be after walking 2 hours to school in the morning? Yet how keen are these children to learn, that they will do this. Last year we provided bicycles in The Gambia to ensure students can travel to school in a safe and timely manor. We are proud of everything we have achieved together, and we will continue this year.

Can you imagine reaching and age when you can no longer go to school every day because of a natural bodily function that you have no support to manage easily? We were able to support thousands of women and girls with training to make reusable period pads and manage menstrual health with dignity and pride so they can continue going to school every day. This has raised awareness of a wider range of issues preventing women and girls from accessing education, so we have been supporting training in gender-based violence education too.

By providing access to education in Cuba, Haiti, Sierra Leone, The Gambia, Malawi, Uganda, Guinea Bissau, and many other places around the world we are changing lives together.

Before you launch into your new year plans and resolutions, please support us by sharing this post and the message that education matters.

That every child should have access to trained teachers and good quality resources.

That no child should miss school because they do not have transport to get to school.

That no girl, or young woman should miss school because she has her period.

That no woman or girl should ever have to experience gender inequality and gender-based violence.

Thank you to all of our supporters, donors, partners, volunteers, ambassadors and staff for everything you did to make this work possible in 2022. With your support today we can provide access to education for thousands more students in 2023. With your support we can reach thousands more women and girls in 2023.

We want to express our thanks and appreciation for your support for this coming year.

What a wonderful legacy that would be for every year ahead.

Extra-curricular signs of hope during social unrest? Young people ‘doing’ global citizenship through social media

Mon, 09 Jan 2023 09:00:05 GMT

DR HELEN HANNA, MANCHESTER INSTITUTE OF EDUCATION, UNIVERSITY OF MANCHESTER

During times of social and political uncertainty and unrest, young people and education are often visible participants or visible targets. Over the past decade, countries like Hong Kong and Thailand have experienced upheaval stemming from social protest movements. At the same time, organisations like UNESCO have attempted to create unifying discourses that seek to help learners go beyond nationalism towards grander ideas of global citizenship and a sense of belonging to a global community. UNESCO (2014, p. 11) claims there has been a ‘shift’ in education, which ‘recognises the relevance of education and learning in understanding and resolving global issues in social, political, cultural, economic and environmental areas.’ One outcome of such discourses has been the rise in interest in Global Citizenship Education (GCE).

It has long been established that an effective education in a diverse society must incorporate some exposure to a variety of views on different topics, but the extent to which this should include contentious or controversial issues is not agreed upon (Hanna, 2019). GCE as understood by UNESCO and SDG 4 clearly conceives that education should involve allowing learners to grapple with a variety of views, working out how they feel about them, and how to respond in the world beyond the school gates. However, in some societies where young people have been involved in social and political protest, the state has targeted the education system as a way of controlling them. In Hong Kong, this has resulted in a citizenship curriculum that has become increasingly nationalistic, focused on patriotism and unity of Chinese identity, at the expense of fully recognising young people’s rights to multiple and local identities, as well as their rights and responsibilities to act on injustice in their communities. Teachers have been suspended for designing materials that discuss controversial ideas such as Hong Kong independence, teachers’ unions have disbanded, many have left the profession and moved overseas, and student leaders have been arrested. In Thailand, while the curriculum focuses on peace and analysing and even suggesting remedies for the human rights abuses in the country, there has been a show of force at student protests that has led to multiple arrests for those who have raised questions about the legitimacy of the government and the monarchy. Therefore, it is hard to see how the goals of GCE might be fulfilled in such a challenging climate.

But not all hope is lost. I have been reminded recently that not all education happens in school. For all its ills, social media like Twitter and Instagram offer an opportunity for young people in countries like Hong Kong and Thailand to connect across borders – young people who feel that their rights are not being respected, that they are not being listened to, and that they have no chance in school to express themselves or to change things. This connection has led to them being dubbed, along with some other Asian countries, as the ‘Milk Tea Alliance’ after the famous drink that is popular across East and Southeast Asia. Vanijiaka Voranai, a political analyst from Thammasat University in Bangkok, regards young people in both places as having ‘shared cultural values’, such as a love of freedom and ‘the courage to fight for change’ (cited in Chen & Taylor, 2020). While, as educationalists, we may be trying to play our part in improving the education system, through the curriculum or by other means, the use of social media here highlights the interconnectedness of young people that goes beyond what an education system might be able to provide for them.

Global Citizenship Education in the 21st century seeks to go beyond the nation state, towards a cross-national global identity of common humanity and sense of belonging, based on universal values like human rights. Looking at Hong Kong and Thailand can give us hope that young people have agency of their own, and can make things happen for themselves, sometimes even in spite of what their education system desires.

References:

Chen, D.H. and Taylor, J. (2020). Young and restless: Hong Kong and Thailand protests parallels. Hong Kong Free Press, 19, October, 2020. Available at: https://hongkongfp.com/2020/10/19/young-and-restless-hong-kong-and-thailand-protest-parallels/?fbclid=IwAR0o9HPcCyTyhF_yuShmR-7a-wuOJDPcABgVZH9OusLG2wNDJxKjmLBf9Hc

Hanna, H. (2019). Young People’s Rights in the Citizenship Education Classroom. Basingstoke: Palgrave. Available at: https://link.springer.com/book/10.1007/978-3-030-21147-9

UNESCO (2014). Global Citizenship Education: Preparing Learners for the Challenges of the Twenty-First Century. Paris: UNESCO. Available at: https://www.gcedclearinghouse.org/sites/default/files/resources/170053eng.pdf

Biography:

Helen is a Lecturer in International Education at Manchester Institute of Education, having previously worked in education in Hong Kong, Mainland China, South Africa and Russia. She is passionate about advocating for children and young people’s rights to, in and through education, especially freedom of expression and respect for their identities.

This article was first published in Engage 25.

Looking forward to 2023

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Mon, 02 Jan 2023 09:00:04 GMT

Welcome to 2023!

Let’s start the year with hope, ambition for change and inspiration to get involved in building a better world.

In 2023 we follow the theme of making change, this time asking young people to think about how they might improve their education. We set the challenge - Change Makers Speak out: the school I want to live in . We are asking schools to encourage students to discuss and offer their creative ideas for education of the future, by the 1 ^st of March to be published in Engage 26 Find out more and register here .

Continuing our access to learning with our Life Long Learning webinars – book now here .

We are expanding the gender based violence (GBV) training to Cape Verde and Senegal.

Following on from the other resource centres we have set up in Nepal, The Gambia and Haiti, we are now setting up the learning resource centre in Sierra Leone.

After the success of the digital classroom in The Gambia, and seeing the profound difference it makes to students to open up access to the rest of the world, improving their learning and attendance, we are setting up another there.

Continuing to support our colleagues in Haiti with the mother tongue literacy classes, we are going to support the sharing of local stories and books published in The Gambia and Sierra Leone.

Our positive periods training will continue to be replicated as requested.

Join us

We would like to reach out and ask you to help us, by sharing our stories and working with us to take action.

“ There are some things that should never be left to chance in life and striving to achieve quality education for all of the world’s children is one .” Steve Sinnott

Wishing you all a happy, peaceful and successful year ahead.

Looking back at 2022

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Mon, 19 Dec 2022 18:59:44 GMT

As the year draws to a close, we look back at what we have achieved. Sharing this helps us all to see that things do change, it just takes people to take action and support others taking action too.

This video celebrates the work we have done this year, we hope you enjoy it and it gives you hope and inspiration for the future. This post lists the key achievements from the year and a link for you to find out a little more.

The Gambia

Positive Periods training – providing educators and students with locally sourced materials that are sustainable to make their own pads. Watch our positive periods video .

Equality and Gender Based Violence training for educators, and our young ambassadors sharing advocacy messages on Gambia TV. Read more.

Digital Classroom enabling students to access the internet for the first time and benefit from online resources. Read more .

Cycle to school – providing bicycles for students to ride to school.

Our CEO Ann Beatty visits our projects and young ambassadors in The Gambia and Sierra Leone.

In St Josephs and St Georges school they shared friendship bracelets as a sign of sisterly solidarity while campaigning for education for all. Read more .

Haiti

Positive Periods training and sexual health training for students and parents. Read more .

Mother tongue literacy materials enabling students to learn in their own language.

Cuba

Positive Periods training.

Girls education and entrepreneurship training.

Identity, diversity and activism training. Read more .

Sierra Leone, Malawi and Uganda

Positive periods and sexual health training.

Gender-based violence training.

Other projects

International women’s day - Break the bias.

Storytelling – our story telling resource is having an impact on refugee’s education whilst they are living in very challenging circumstances, with Care4 Calais. Read more .

Free resources – we have many new free resources on our website: Inclusive Learning Environments Resource, Human Rights Resource, Change Makers Resource.

Life Long Learning webinars .

UNESCO – connecting for peace first free UNESCO ASPNET UK virtual conference .

NEU – NEU and UTU conferences.

Human rights - we have been following a theme of human rights this year, culminating in our Human Rights Competition – The world I want to live in. See the results here .

Engage 24 and 25.

Thank you

Finally we would like to thank everyone for your support! We could not do this without you.

A day in the life of our CEO

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Fri, 16 Dec 2022 12:52:28 GMT

Our CEO, Ann Beatty gave a short talk to the St Albans Soroptimists recently on a day in the life of a CEO.

CEO sounds very grand. In a small charity like SSF with only a few employees and volunteers you have to turn your hand to many things.

Ann is normally up at 6.00 am ready for an 8.00 am start, taking calls from international partners, in West Africa for example. This morning she had calls with colleagues in The Gambia and Sierra Leone, and in between these calls found an hour to read up about a meeting scheduled for the next day. Then, when leaving to go to a meeting she discovered her car had been blocked in, causing her to worry that she might be late!

Today she is working on the Positive Periods project. Women from The Gambia taught women in Sierra Leone, then it spread to Haiti and Cuba. The project keeps growing and is now in The Gambia, Sierra Leone, Malawi, Uganda, Guinea Bissau, Cuba and Haiti. So far, this project has helped over 200,000 women make reusable period pads. The women teach other women how to do this and as you can see the training is spreading fast. This enables women and girls to participate in work and school full time and without a monthly break. The projects are set up to be sustainable. In Haiti and Cuba they are going from strength to strength and branching out with their sewing machines to make and sell other products. There is now a growing market in the UK for these re-usable pads, as women can see the benefits.

The programme has evolved too, as once women were given a safe space, they talked about other experiences over their sewing, such as gender-based violence. This inspired a new project, and now training has been set up to tackle these barriers to education too.

When asked what was the most challenging thing for the Positive Periods programme, Ann commented that they were competing with charities, and organisations, who send disposable period pads out to other countries. This creates dependency and enormous problems with their disposal for the environment.

Ann was asked whether The Steve Sinnott Foundation had sponsors. She explained that they have a main funder for projects and running costs for the next three years, and several teacher unions support the Foundation’s work. They also have funding awards, individual fundraisers, legacies, and get a small amount of income from gifts and the Life-Long Learning webinars. It is not so easy to get funding at this time, when many people in the UK are living in poverty. Ann told the Soroptimists how grateful she is for their support. As well as St Albans, the Foundation is being supported by clubs from Yorkshire and Hampshire too.

When asked what time Ann switched off, she explained that the staff working on projects in the Caribbean are running late into our evenings, but she is now making herself switch off earlier (about 8.00 pm). It is important to keep in touch, and we are running projects in many different time zones, so it is hard to have ‘normal’ work hours.

One of the Soroptimists asked how many people work for the charity in the UK. Ann said that there were three employees (including herself) but not all full time, 13 ambassadors who may or may not get some remuneration, and many volunteers. Each country has employees and volunteers too.

Ann spoke about how she had become the CEO of the Steve Sinnott foundation. After working for two years in Sierra Leone with a small charity who needed her business skills, she was the ideal candidate for helping the Foundation, a charity based in Watford who works internationally.

Being CEO of a small charity is a challenge, but one which comes with the reward of instigating change and seeing life improve for so many. The close ties built over many years, enable this small charity to be nimble and effective, respond to needs and listen to local communities to make sure they can make the changes that they need.

First trip to West Africa since Covid lockdowns

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Wed, 07 Dec 2022 22:16:31 GMT

Dear friends and supporters,

I am just about to head back to the UK from a trip to West Africa visiting some of our current projects in The Gambia and Sierra Leone. This is our first visit since before Covid and I am delighted to share with you all that the projects are progressing well.

I am in a reflective mood thinking about all the educators and students I met, and the stories they shared with me. I’m also thinking about my friends and family who are preparing for the festive season in the U.K. Despite extreme challenges; cost of living increases, climate change and inequality, our colleagues are passionately committed to providing access to quality education for all children.

Despite the traffic jams, the dust as we are nearing Hammatan, and the football focus, we shared some laughter and joy. I had an incredible trip, and I would like to feedback to you the difference your support is making.

Here are just a few highlights:

The Learning resource centre in The Gambia is providing a vital space for teacher training and for educators to carry out research.

I was honoured to meet with 40 SSF young ambassadors in Banjul and Basse who are campaigning for the right to education for all children everywhere, as well as improved conditions for their teachers.

We looked at our Change makers Speak Out Challenge - The School I want to Learn In together and the students came up with some inspiring ideas for the future of education.

We visited an SEN school in Banjul and the teachers there touched my heart at their incredible passion and love for the students in their care.

Inspiring stories

I was nspired by a young woman who shared her story with me. She was married at 15, has a baby daughter and due to violence from her husband she ran away. She is 17 now and living with her aunt and she is attending school every day. She is hopeful for the future for her and her daughter. How incredible is that story and the support you have given to enable us to host training on gender based violence is absolutely having an impact on people lives.

In Sierra Leone, my colleague Isata has just had a baby boy Mohammed, and it was a joy to spend time with them both.

The learning resource centre in Makeni is really coming together, and Isata now has 1 staff member, and 5 volunteers, who are making great progress.

Positive Periods programme

Meeting teachers and students who benefitted from the Positive Periods and Gender Based Violence training, and hearing their testimonies, assured me that our work is having a huge impact on people’s daily lives.

I was honoured to meet some of the SSF young ambassadors who told me how the Positive Periods program has not only impacted their own personal lives, but the lives of girls in their wider community as well.

The Foundation works in a way that fosters trust with our partners, builds ownership and sustainable practice on the ground. We listen and we care about the future and I am proud to say our method is working.

Support our work

However, the list of requests for replication of the work is long and we cannot expand our work without more support.

If you could find it in your heart to support some of our projects directly by purchasing one of our eco-friendly charity gifts this December, it would make a big difference to so many people. We have gifts priced to suit all pockets, take a look here: https://www.stevesinnottfoundation.org.uk/gifts/

Or you might want to support us to foster a sustainable future for education by making a monthly donation from as little as £5 to any amount you can afford. Click here for a form.

Finally, a huge thank you from the bottom of my heart to you all, for supporting access to education for all.

Ann

This page presents country specific information including national reports, country commitments, data, and examples of good practices submitted by partners - Sierra Leone

This page presents country specific information including national reports, country commitments, data, and examples of good practices submitted by partners - The Gambia

Evaluation of our projects – a SEN school in The Gambia

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Sun, 27 Nov 2022 21:12:29 GMT

Our CEO Ann Beatty is currently visiting our partners and the projects we support in West Africa to assess the impact the Foundations work is having on the provision of accessible education.

The first stop on this tour is The Gambia where Ann had the privilege of visiting the Methodist Special Educational Needs (SEN) School in Banjul. The school has 400+ students who attend the school.

Ann met the headteacher, Lucy, and several of the teachers who had recently attended the three day SEN and gender-based violence training hosted by the Gambia Teachers Union (GTU), which was supported by the Foundation. Ann met with the teachers who shared how beneficial the training was for them and how they have implemented some of the learning in practice at school.

Attendance at the school is excellent overall but they have recently had problems with one of the vehicles that collect the students each day. We are looking into how we may be able to support with this, as if the students do not have transport to attend school, then they just stay at home.

We met teacher Ousman who is deaf and dumb and develops all the learning resources for the school as well as teaching sign language.

The goal is to ensure that students are able to attend mainstream school but depending on the learning needs this is not always possible. Ann told us that in addition to the fantastic programme of education the teachers provided she could really feel the love and the care that the teachers felt for their students.⁠ It was inspiring to meet teachers who have such passion and care for their students despite the complex needs of the children in their care and the challenging environment.

The following day Ann and the GTU Gender Officer, Janet, spent the day with 20 SSF Young Ambassadors at St Joseph’s School. Headteacher Ms Koker and Ms Silver joined the group for Tai Chi and the ‘Changemakers Speak Out: The School I want to Learn in’ workshop. We also spent time learning about the campaign work that the ambassadors have been involved in and thinking about how they can inspire other young people to become involved to campaign for #EduactionforAll.

It was a lovely surprise to meet up with Therese and Fatmatta SSF Young Ambassadors who supported the Send My Friend to School Campaign in 2017⁠. They shared their experience of coming to the U.K. and campaigning for EducationforAll. We also saw some of the creative crafts that the students have been working on together, and shared friendship bracelets as a sign of sisterly solidarity campaigning for #EducationforAll⁠.

These inspiring young women are making a difference in their communities and we are proud to support them!

Do I look like a Boxer?

Mon, 26 Sep 2022 08:00:09 GMT

DR NIRA CHAMBERLAIN

IMMEDIATE PAST PRESIDENT OF THE INSTITUTE OF MATHEMATICS AND ITS APPLICATIONS
CHAIR OF THE BLACK HEROES OF MATHEMATICS CONFERENCE AND PATRON OF THE STEVE SINNOTT FOUNDATION

One day while walking down a high street in a foreign country, the residents there thought I was the boxer, Iron Mike Tyson! Little did they know that I was not a boxer I was actually a mathematician!

My name is Dr Nira Chamberlain OBE and I am a Professional Mathematician. However, I was not destined to be a mathematician.

Let’s start with this quote:

Do we agree or disagree with this statement?

Those who disagree (which is their right) may say that opportunities are open to everybody! However, if we just take the United Kingdom for example, Black Caribbean children are three times likely to be excluded than their white counterparts.

This is one example of frightening disproportionate statistics. Another is the fact, despite making up 14.2% of the total population, Black Americans receive about 7 percent of the doctoral degrees awarded each year across all disciplines, but they have received just 1 percent of those granted over the last decade in mathematics. For a Black Mathematician, What It’s Like to Be the ‘Only One’ - The New York Times (nytimes.com) In the face of such statistics, some will argue that opportunities are equally distributed but it is the talent which is not. There is this horrible stereotype which is played out either in a biased or unbiased way that “Black People are Intellectually Inferior”. The unwelcome revival of ‘race science’ | Race | The Guardian . Though I am unclear of the origin of this statement, from personal experience I know that is damaging to the person that receives and believes it.

As Educationalists, no matter who we are, Black, White, Yellow, Teacher or Pupil, we have to challenge negative perceptions of ourselves and others that will lead to reduced life opportunities. We all grow stronger and our lives are richer in a diverse community.

So, what was my personal experience?

When I was eight, I loved playing with calculators, pressing buttons at random pretending I was a “Super Mathematician”. However, by the time I was 15, my career teacher asked me what I wanted to be when I grew up. I stated that I wanted to be a mathematician (or something like that). The career teacher said that someone of my physique should become a boxer! I went home and told my Dad. My Dad was born in Jamaica and is part of the Windrush Generation, immigrants from the Caribbean who came to the UK in the 50s and 60s. Now my Dad, who has not received formal higher education and worked in the car factory told me this, “ You don’t need anybody’s permission to be a great mathematician ”.

I only half believed my father at the time but went on to do A levels, Degree and a Masters in mathematics. However, I was persuaded and discouraged to do a PhD. “ Black people don’t do PhD in mathematics, we are not clever enough ”. (See Is Science for Us? Black Students’ and Parents’ Views of Science and Science Careers - ARCHER - 2015 - Science Education - Wiley Online Library for similar quotes.)

However, when I was in my 30’s and my son was 4 his Infant school teacher ask him who he wanted to be? My son said he wanted to be a mathematician. The infant school teacher said to my 4 year old son, “ You will never be a mathematician but you might grow up to become a singer! ” From then on, hearing this and finally fully believing what my Father told me I started studying for a PhD and became a Professional Mathematician.

Today, I am the Chair of the Black Heroes of Mathematics Conference – showcasing inspirational Black mathematical role models from around the world. I also was awarded the OBE after been named on the Queen’s New Year’s Honours List.

I wish to declare that mathematics is for everybody and so is education for everybody.

I ask, do I look like a Boxer? Or more importantly am I the content of my character inside?

First published in Engage 24.

World Leaders Must Commit to the Recruitment and Retention of Teachers

Mon, 19 Sep 2022 08:00:08 GMT

A RALLYING CALL FROM HANNAH NIXON, CAMPAIGN MANAGER AT SEND MY FRIEND TO SCHOOL

The Send My Friend to School campaign ‘All My Friends Need Teachers’ highlights the need for prioritising and supporting the world’s teachers in realising sustainable development goal 4 – the global goal of achieving education for all.

The All My Friends Need Teachers campaign and report calls attention to the importance of investing in qualified, well- trained, well-resourced, and well-supported teachers. Teachers are critical to securing high-quality, inclusive education and supporting them is one of the most significant investments we can make to all children’s futures.

Despite this, a lack of qualified teachers represents one of the greatest barriers to universal primary and secondary education in low and lower-middle-income countries. Teachers are in short supply and are too often poorly trained and resourced. Children need good teachers to help them learn effectively and achieve their potential. Still, all too often, children from marginalised backgrounds in low-income countries, including girls, children with disabilities, and displaced children, have limited or no access to appropriately qualified teachers.

Teachers themselves are also facing increasing difficulty in responding to challenging education environments, and unfortunately, all too often children face the brunt of this. Unpredictable and demanding working conditions, a chronic lack of support and increasing pressure is leading to teacher burnout and compounding an already desperate learning crisis.

Globally, even before the pandemic, 258 million children were out-of-school and hundreds of millions more in school but experiencing conditions that prevented their learning. Children who are already the most marginalised, including girls with disabilities, refugee children and the internally displaced, have been disproportionately affected. Without urgent action, stagnation – and possibly negative progress – is anticipated.

In 2021, the UK Government spearheaded girls’ education onto the global stage. Building on earlier commitments to help realise every girl’s right to education. It is essential that girls – and all children – access qualified, trained, and well-supported teachers if they are to realise their potential. Therefore, together with our young campaign champions, we are urging the UK Government to mobilise the G7 and wider international community behind teacher recruitment. The UK and other world leaders must commit to recruiting and training 1.8 million teachers to get 40 million more girls into school by 2026 - a G7 endorsed target.

That’s why thousands of young people across the UK are joining the campaign to call on the government to take action. Let’s ensure there is a teacher in every class, every school, and country.

Join the campaign today to support All My Friends Need Teachers and get your FREE teaching resource pack with everything you need to bring the campaign to life in your classroom or at home – including real life stories and activities.

First published in Engage 24.

The Future of Education

Mon, 12 Sep 2022 08:00:00 GMT

ROSINA DORELLI, FOUNDER AND DIRECTOR OF DA VINCI LIFE-SKILLS.

Article 26 of the United Nation’s Universal declaration of Human Rights (1948), relates to education. Part of section 2 states that, “ Education shall be directed to the full development of the human personality .” I would like to question whether the current English state education system is adequately meeting this goal.

What is implied by, “the full development of the human personality”? Do we have a common personality? Science has shown that humans have large complex brains and live in large complex social groups. We appear to have a strong sense of curiosity that leads us to want to explore, understand and manipulate our environment. Research suggests that, “intelligence is a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience.” (Stern, 2017). Is focusing on a narrow set of academic skills and sitting high stakes exams the best way to fully develop a human personality, to enable them to flourish in life?

Humans have a unique mental flexibility to adapt to our changing environment, but the transition from hunter gatherer tribes to the industrial revolution happened in just a few thousand years, “the genes that guide human brain development have not undergone remarkable changes during the last 50,000 years. This means that as a species, humans are genetically adapted to accomplish requirements of the world as it existed at approximately 48,000 BC.” (Stern, 2017). Designing a well-rounded education system for the modern human is therefore a complicated task that perhaps requires a combination of ancestral knowledge and modern technology.

The current UK state education system was invented at the end of the nineteenth century to meet the needs of the industrial revolution and to prepare children to live in an increasingly complex world. It has helped to raise standards in literacy and numeracy, provided opportunities to bridge the class divides and improved our economic progress in the global arena. The UK ranks 15th and 17th in world literacy and numeracy according to the studies lead by the OECD’s 2018 PISA reports, but, “the UK’s students were also found to have the second lowest levels of “life satisfaction” in the OECD.” (The Times, 2022). So where are we going wrong?

We are now entering a new technological revolution, with the rapidly advancing inventions of smart phones, virtual reality and AI. It is an increasing VUCA (Volatile, Uncertain, Complex and Ambiguous) world. We can no longer predict what our children’s future will look like. Businesses are complaining about the lack of skilled workers, not just in IT, but in life-skills such as teamwork, self-management and creative thinking. Hi-stakes exams are causing depression because, “a third of pupils in England are in effect written off at 16 because they fail to get grade 4 or above in English and maths GCSEs” (The Times, 2022), add this to the threat of climate change and the unethical use of dopamine addiction in many social media platforms, it is no wonder that we are seeing an alarming increase in unhappiness and mental health issues in our young people.

We have founded Da Vinci Life-Skills to help tackle some of these problems. We have created a vision of what education could be in the future, directed to the holistic development of the whole human personality. Based on extensive research, we are building a new curriculum and assessment model to meet the needs of future generations. We are focusing on the development of life-skills and how to nurture human beings’ inherent curiosity and love of learning. Our 5 project pathways explore a range of academic, physical, social/ emotional and creative/intuitive skills, guided by the UK National Curriculum and student interest. We believe that a convergence of ancient wisdom and technological innovation can guide us into a creative, ethical and sustainable future for all. To find out more please visit, https://davincilifeskills.com .

References:

OECD Programme for International Student Assessment (PISA), (2018). Retrieved from

https://www.oecd.org/pisa/publications/pisa-2018-results.htm

Stern, E. (2027). Individual differences in the learning potential of human beings. npj Science Learn 2, 2. Retrieved from https://doi.org/10.1038/s41539-016-0003-0

The Times Interim Report, (2022). Retrieved from

https://www.thetimes.co.uk/society/education/education-commission

UN General Assembly, Universal Declaration of Human Rights, (10 December 1948). Retrieved from https://www.un.org/en/about-us/universal-declaration-of-human-rights

This article was first published in Engage 24.

Human Rights Education Should Lead to Action for Change

Mon, 05 Sep 2022 08:00:07 GMT

Martin Spafford is a retired teacher and is a trustee and active volunteer with Journey to Justice focusing especially on training.

Alexandra’s 2015 poem, telling how she survived bullying and fat- shaming, embodies our belief that stories of people who have successfully acted for human rights can galvanise confidence to act for change. For Journey to Justice, human rights education should lead to action, making learners feel equipped and able to challenge injustice and inequality that they face.

We believe galvanising people to take action using the arts is key to effective human rights education. This was central to our touring exhibition: as Marcuse said, " Art cannot change the world, but it can change the hearts and minds of those who can ." By telling human stories from the US civil rights movement alongside ‘hidden’ local stories from across the UK, we connected communities and provided a space for education to take place. Communicating stories such as Newham schoolkids stopping the deportation of their classmate, Birmingham strikes led by Asian women workers and a landmark gay rights case in Nottingham, offered people a sense of what is possible. One visitor wrote: " The exhibition shows how there is no small action … [and] … inspires to be realistically positive about what one can achieve and go for it ".

During our exhibition journey, we realised how the UK’s deep economic inequalities have been central to human rights injustice. We think a focus on economic rights to health, shelter, employment or a living wage is an important feature of future human rights education, one that is frequently overlooked. Our new Economic (In) justice project draws attention to this, telling stories of people who made real grassroots change in their communities and of campaigns using successful nonviolent tactics. We include the Welsh grandad who achieved change in the law affecting all disabled children; a Newcastle care home dispute energised by music; and grassroots environmental campaigners from Yorkshire to Bristol. We also have experts in their field explaining how our society became so unequal.

Human rights education also needs to avoid a ‘colonial’ concern for ‘others’ perceived to be ‘worse off’. When Sierra Leonian pupils wrote with striking frankness about their fear of the power of secret societies – usually a taboo subject – East London children responded with their own fears of being drawn into gang violence. This was an exchange of equality, both groups aware of human rights challenges they faced and seeking mutual solidarity. They – like Alexandra – had a great deal to teach us.

In our experience, human rights education is as much about learning as it is about teaching, and the stories we tell in our archives seek to encourage people to make their voices heard.

Our economic (in)justice project is at www.economicinjustice.org.uk - podcasts soon to be on major platforms. We are also producing a physical ‘suitcase’ version for training where there is no internet access. Our workshops share stories with those who can then pass them on to galvanise their own learners and communities. Our online exhibition with 100+ stories is at www.jtojhumanrights.org.uk .

First published in Engage 24.

A Human Rights Lens Helps To Make Sense Of The World

Mon, 29 Aug 2022 08:00:02 GMT

Hugh Starkey is Professor of Citizenship and Human Rights Education at IOE, UCL’s Faculty of Education and Society, London. His most recent book (2021), co-authored with Lee Jerome, is Children’s Rights Education in Diverse Classrooms: pedagogy, principles and practice (Bloomsbury).

I am delighted that the Steve Sinnott Foundation has launched a competition to encourage children to explore human rights. I am deeply impressed at the quality of the resource the Foundation produced to support teachers wishing to engage with this project. It is called Creating Change – The World I Want to Live In and I think this is a very exciting way to approach human rights at a time when children across the world have been in the forefront of campaigning for climate justice and race equality.

I’ve been involved with human rights education over many years because I’ve found that a human rights lens helps to make sense of the world. It helps us to name both the features of our vision of a better society and manifestations of discrimination and injustice. As a teacher, I am always looking to the future. The purpose of any education is to help individuals develop knowledge and skills that they can use in society. Globalization situates us in a web of relationships that includes people who are geographically distant but with whom we can communicate easily through our smartphones.

The World I Want to Live In is an invitation to think about our values and what is worth living for. The challenge of Creating Change is to devise creative ways to work with others to achieve the features of the world we want to live in. Fortunately, we don’t have to start from scratch. We have texts, such as the Universal Declaration of Human Rights (UDHR) and the Convention on the Rights of the Child that present a vision of a better world and provide principles and guidance to help achieve it. This vision is a utopia where ‘human beings shall enjoy freedom of speech and belief and freedom from fear and want’. This inspires us to work for change.

This vision and these principles have universal application. Eleanor Roosevelt, who chaired the Commission of the United Nations that drafted the UDHR, asked: ‘Where, after all, do universal human rights begin? In small places, close to home… they are the world of theindividual person; the neighborhood he lives in; the school or college he attends; the factory, farm, or office where he works’.

This reminds us that human rights are not just an issue for those in contexts where they are severely repressed. Commitments to human rights underpin our daily lives. Building on Eleanor Roosevelt’s observation, I like to ask my students to think about various places in their communities and write against each of them human rights which may be associated with that place. Schools enable the right to education but may sometimes be associated with violence and degrading treatment; the town hall is associated with democracy; bus stops help freedom of movement; places of worship require freedom of belief; parks symbolise the right to rest and leisure; police stations, prisons and law courts must be regulated by rights to fair trial and justice; hospitals deliver rights to health. Such places exist in communities across the world and children interact with them daily. They may enjoy the facilities, but they may also experience discrimination, as children, as minorities, because of their gender or sexuality. The Foundation’s competition invites children to identify rights issues associated with their experiences of these institutions and to imagine them as more fully rights respecting.

The pack includes an activity examining rights in schools. It emphasises the power of stories and encourages artistic and cultural projects. Participation in the competition is fun, exciting and a contribution to the UN’s Sustainable Development Goals.

First published in Engage 24.

Do we live in the best possible world?

Mon, 22 Aug 2022 08:00:16 GMT

Robin Bevan served as elected national president of the National Education Union in 2020-21, following many years in trade union leadership. A teacher since 1989, a Headteacher since 2007, Robin is committed to ensuring that education in all our schools reflects the values of the future society we would wish to see as a legacy for the next generation.

“Do we live in the best possible world?”

“Have we come to the end of all the changes that our society needs?”

“Should we be working towards a transformed future?”

At the heart of the vision for the school which I lead, as Headteacher, is an expectation that we are working to cultivate a new generation of activist leaders. Our vision is to educate pupils – through the curriculum, extra-curricular provision and the ‘way that we teach and lead’ – to be agents of change: knowledgeable, skilful, empathetic, and committed to worthwhile causes.

Working life with young people in a secondary school can be challenging. There are trends in society that can feel dispiriting. For a decade or more, in the UK, our national leaders have conspicuously failed to communicate a narrative of hope for the future. Indeed, they have – to a large extent – advance their policies on the basis that ‘the past was better than the probable future’.

And yet, sat in front of year group assemblies, I often ask the questions that opened this article. And, without exception, every young person responds positively. Our young people recognise there is much that needs to change. The next generation is clear what needs to be done.

Schools exist for the society that is yet to be. Sadly, in England, education is too often shaped within frameworks that retain patterns of privilege, hierarchy, employment and economic resource. For some, education exists only to leverage personal advancement; for others, it’s there only for employment; and there are even those who see publicly-funded schooling solely as a mechanism to minimise social security payments and limit criminality.

When we ask young people about the best possible future, their answers are compelling. They have varied views, but there are repeated threads. They look to a more international – global – future, with permanently permeable national borders. They speak of the need to address poverty and relative poverty. They know the reforming journey of equality and inclusion is not yet complete: across strands of gender, sexuality and disability. They openly accept the challenge to our global ecosystem and the need for a paradigmatic shift in the use of non-renewables. And so we set out to infuse the school with a culture that welcomes and celebrates diversity. This work has been initiated, developed and led by students: speaking in assemblies, developing displays, organising events on Black History, LGBT+ rights and disability.

Our school openly recognises that climate warming represents an impending existential threat. We set out to reduce substantially the reliance on fossil-fuel transport for school journeys – for students and staff. This work has been shaped and enacted by students: leading cycling events, visiting countries with high levels of cycling engagement, overcoming cultural barriers to bicycle use and dispelling myths regarding the safety of urban cycling.

Our school now has one of the highest levels of daily cycling of any school in the country. We have had to expand secure storage provision to allow for 250 bikes daily.

Our school acknowledges that relative wealth brings privilege, and that – for international trade – this allows Western consumers, unwittingly, to exert purchasing pressure that drives down the market price of cash crops in the country of origin. We set out to promote Fairtrade principles: sourcing, using and selling Fairtrade produce. The relevance of mass campaigns of low-level consumer actions has profound authenticity when our students have worked alongside coffee farmers in India and welcomed a Colombian hill farmer to the school.

If, as Herbert Spencer suggested, the great aim of education is ‘not knowledge but action’ then the greatest pedagogy must be participatory immersion in acts of social change. There is a compelling challenge for all educators: to explore and articulate a clear framework of values for our work, to interrogate whether our provision is consistent with our values, and then to initiate social action projects that align pupil learning to our renewed and purposeful intent.

First published in Engage 24.

Supporting the work of the Foundation

Mon, 15 Aug 2022 08:00:05 GMT

There are many ways in which you can support our work. Here some of our supporters tell us why and how they are supporting Education For All.

Alfonso Montellano López contributed to the Creating Change – The World I Want to Live In resource and supports the Foundation’s work.

I believe art is a compelling tool to reach the depths of human awareness and convey the transformational power behind an idea. Human rights and the rights of children are some of the most powerful ideas ever set forward by human society and they are always current and inspirational. The work of the Steve Sinnott Foundation facilitates the application of articles 28 and 29 of the United Nations Convention on the Rights of the Child (UNCRC) and taps into the creative potential of their collaborators.

I feel honoured to have been part of the Foundation’s Human Rights Competition and, as a children’s illustration artist, I have created a series of designs inspired by articles 28 and 29 of the UNCRC to support the Foundation’s efforts. The first design is inspired by article 28 about the right to education and shows a child playing the role of the teacher, ensuring the transmission of education through to future generations. The second design shows a child dancing with his eyes closed, perhaps to a tune only he can hear. This display of joy shows the child feeling fulfilled in himself, one of the main goals of education (article 29). The third design emphasises respect for others and for the environment as a fundamental goal of education and of paramount importance when building a modern society.

In these illustrations, I’ve shown children embodying the spirit of the UNCRC freely and with a joyful attitude as I believe freedom and joy are the fruits borne by the application of human rights and are best expressed through creativity.

I’ve produced some designs to support the work of the Foundation, I’ve got them all in this collection in my Threadless artist shop: https:// amel.threadless.com/collections/right-to-education .

The shop can be accessed from my website on https://www. alfonsoml.com/artist-shop . 100% of profits will go to the Foundation.

First published in Engage 24.

Creativity, Representation and Human Rights

Mon, 08 Aug 2022 21:08:33 GMT

Nicolet Nguyen is our newest team member working on Marketing and Communications for the Foundation.

Over the last month or so, I have been honoured to work with the Steve Sinnott Foundation managing their communications and marketing. This has provided me with the opportunity to create social media posts and new ways of engagement for the team themselves and also ways they can communicate with their supporters. Coming from a Film and TV production background I’ve managed to adapt the skills and knowledge I’ve learned through my experiences to this team. I have been able to create ways for young people to interact and I have come up with new ideas on how to create posts that invite supporters to take a more active role.

This experience has, thus far, taught me a range of new skills, including how to make content that is accessible and easily understood to create a clearer, more open form of communication. To further develop my expertise, I spend a significant amount of time on social media to learn how to actualize my posts and to build a growing audience. I have noticed that most people try to be sophisticated which often leaves their supporters behind, or people may overlook the content creator altogether as they can’t find a way to connect. I tried changing this by adding modern text quotes from movies and anime, which I think helps younger people engage a little more and helps people relate to the content. My main approach is “show not tell” as much as I can, meaning that I focus on the visuals more and less on the text on the image of the post itself. Any feedback on the posts is always much appreciated as I’m still new and learning as I go along!

The most recent launch of Creating Change - The World I want to Live in Competition is based on understanding and appreciating Human Rights. I think Human Rights and creativity are both crucial and important. At the end of the day, there is only one race and that is the Human Race. I believe that the arts and creativity play an essential role in our society today to aid and provide key information to be spread. It can be and should be one of the biggest tools for education, letting children use their imagination and creativity to release their true feelings into the world, so that they can tell their side of the story.

With that being said, I’m always passionate about giving young people a voice and letting them be heard and seen. I’m currently working for my 3rd year with Sing A Book CIC who produce musical theatre for children aged 6 - 18 and the over 55’s from African, Caribbean and Asian backgrounds, who have been underrepresented in the theatre. These productions made me realise how the arts and creativity, in general, are important to inspire and help underrepresented groups and help engage them in new skills they will have for life.

Link to Nico Creates, and What I Do .

First published in Engage 24.

Care4Calais – caring for each other

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Tue, 02 Aug 2022 20:02:21 GMT

Last week our CEO Ann and one of our volunteers Lida had the privilege of visiting Care4Calais; where they delivered essential supplies provided by the women at New Ground Co-housing who raised an incredible £1850.00.

Care4Calais

There are still about 700 refugees living in and around Calais. They are sleeping rough in the worst conditions, not allowed tents for shelter from the elements, and their sleeping bags and possessions are regularly confiscated by the police. Care4Calais is a volunteer run charity operating year round to deliver essential aid and support to refugees living in the UK, Northern France and Belgium.

Care4Calais have a regular weekly schedule so that the refugee community know when they are coming to the different sites and what services are provided. Every morning the volunteers choose their jobs for the day.

On this visit there were volunteers from Bedfordshire, Ireland, France, Holland, Germany, Italy, USA and Canada. Some are staying for just a few days, and some for several weeks or months.

Jess who has just started a 12 month contract told Ann that she is excited to work for Care4Calais and to make a difference to the refugees lives whilst they are stranded in France. Every day she is amazed by the people’s resilience and generosity despite the circumstances and people not always being kind to them.

Ann and Lida told us about their visit:

We arrived on Saturday and worked in the warehouse in the morning, sorting clothes and other donations. In the afternoon, we visited refugees to provide the various services.

We were in Rue de Judee for just over 3 hours on Saturday afternoon, delivering tarpaulins and blankets. We then supported the services of English lessons, phone charging, hairdressing, drinks and games. Chess, backgammon and football are very popular. All of the services were popular but especially the phone charging which allows people to stay in touch with their families and friends.

Lida provided interpretation for Care4Calais about an opportunity with the BBC, who would like to interview some of the Afghans for a programme about their journey. She found the Afghan people to be in a dire situation with little water and shelter, and she was happy to be able to interpret for them and the Care4Calais staff.

Meanwhile Ann was on hairdressing duty. This meant setting up the barber shop, arranging the chairs in a circle and giving out equipment. She describes the scene, “ there was something very beautiful about watching these young men caring for each other. It was therapeutic for the barber, the client and for me too, to witness the care being reciprocated .”

On Sunday Lida cooked lunch for the volunteers and Ann packed up food parcels for the week ahead. It was a physically and emotionally tiring trip but it was worth it to meet so many people and learn about the reality of life there, we learnt a lot on our short visit.

As Ann and Lida were leaving the site a young man approached them with some blackberries he had picked for them to say thank you, it was such a kind human gesture and one that will stay in their hearts for some time.

We hope we will be able to return for a longer visit later in the year.

Here are some of the things you can do to support Care4Calais . Maybe start a fundraiser in your school .

Training for special needs teachers in The Gambia

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Mon, 01 Aug 2022 08:00:01 GMT

The Gambia Teachers’ Union (GTU), through support from the Steve Sinnott Foundation, have deliverd a two-day training on Gender-Based Violence (GBV) for twenty special needs teachers from selected schools in the country. The Union is implementing this activity in partnership with the Special Needs Unit of the Ministry of Basic and Secondary Education.

The Gender Based Violence (GBV) training for teachers was developed through the requests that came from the safe space provided by our Positive Periods programme. The candid conversations between women during these Positive Period sessions highlighted a need to offer training to educators that would enable them to better support the needs of women and girls who are facing gender-based violence and discrimination in schools.

The resulting GBV workshops offering training opportunities for teachers has taken place in The Gambia, Sierra Leone, Malawi, Guinea Bissau and Haiti. Feedback from these workshops has highlighted a further need to extend this training to special needs teachers. This illustrates perfectly how we work at the Steve Sinnott Foundation. We listen to the people that we work with and support the developments that they identify.

A new GBV workshop has evolved

This new training for special needs teachers on GBV took place in July 2022 at the GTU Secretariat in Kanifing. The main aim was to increase awareness of school related gender-based violence, and improve the participant’s knowledge of the types and extent of GBV and its consequences. The training was also expected to give participants an in-depth understanding of the operational structures of the GTU on trade union and professional matters, as well as empower participants with information and available service providers who will be able to offer a response to the identified cases of GBV.

However it was noted that school related GBV is not the only problem faced by children with disabilities. There have been reports of gender-based violence in and out of the educational settings and some of these acts of violence and violations are targeted at persons with disabilities. As well as experiencing gender-based violence children with disabilities also miss out on education completely.

During his presentation on the Educational Management Information System, Alpha Bah of the Planning Unit at the Ministry of Basic and Secondary Education observed that 90% of children with disabilities in the developing world do not go to school while the literacy rate for adults with disabilities stands 3%. Mr. Bah further observed the existing challenge of gathering data on persons with disabilities but quickly noted frantic efforts are being done by the Ministry to cover the data gap.

So the workshop aimed to address the lack of awareness about the full extent of the problem faced by children with disabilities, to highlight the problem of GBV and to signpost teachers to what they can do about these issues.

It is thus hoped with such training the narratives for children with disabilities will change for the better.

Meet the team, Sophia Hague

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Mon, 25 Jul 2022 08:29:50 GMT

I am Sophia, and I have just graduated from UEA with my Masters in Climate Change and International Development. I decided to do my placement with the Steve Sinnott Foundation because of my interest in the intersecting identities which impede on access to education and experiences within the education system. I am very excited to contribute towards a charity striving for inclusive and equitable quality education and to fulfil my passion for social justice. Education is a vital tool for sustainable development; what is learnt today will shape tomorrow’s future! An educational transformation is needed to beat the impeding climate disaster.

What empowers people to make good choices for the environment?

Having an environmental consciousness must start somewhere…education. What we learn at a young age affects our later thoughts and actions, whilst simultaneously filtering through our relationship with others and thus impacting our family or friends’ actions too. If the intrinsic value of nature is emphasised at a young age in school, people will maintain these values in later life and good choices for the environment will surmount.

What is the real relationship between the division of wealth and resources, and climate change?

As reported by the IPCC, it is those who are the most vulnerable who will experience the greatest burden of climate change impacts. Vulnerability is the degree to which a system is unable to cope with the adverse effects of climate change. Those who are already disadvantaged in terms of their wealth status are affected disproportionately because their capacities to adapt are weakened. Those with a lower wealth status have less access to basic services and good infrastructure and thus are less able to withstand any climate change shocks, whether that be in terms of their physical or social wellbeing. This impact of wealth status also intersects with other forms of social identity, such as gender and ethnicity, and has consequential exacerbated impacts in terms of environmental justice and social equity.

How does education affect the distribution of wealth?

Education impacts on the distribution of wealth and can contribute towards entrenched social inequalities. Those who are already privileged by their wealth status can use this to their ability and thrive even more within the education system and consequently, wealth disparities will widen. For example, wealthier families are more likely to be able to afford the resources and fees associated with extra tuition, books, school trips, or private education, which feeds into greater knowledge and critical understanding and thus higher grades. Higher grades then equate to better paid jobs and the cycle persists.

How will education for all have a positive effect on the environment?

Good quality education for all has the potential for a very positive effect on the environment. By instilling education for sustainable development as part of goal 4 of the Sustainable Development Goals, students learn about the interconnected global challenges of the present and future whilst focussing on human rights, gender equality, peace, global citizenship and cultural diversity – all components needed to increase one’s capacity to address environmental and development issues. If students are physically exposed to wildlife reserves, different cultures and real-life case studies, environmental and ethical awareness will increase. Combined with the critical ability skills gained in education, students can use their voice to strive for and create the change needed from those higher in power.

Moreover, education which is embedded within a whole school approach to sustainability would majorly benefit the environment. A whole school approach incorporates sustainability into all aspects of school life, across all students, educators, administrators and communities. School governance would be supported by people of all entities and backgrounds, ranging from students and parents to community residents and neighbouring schools/businesses. In this way many community partnerships will arise and encourage innovation and creativity on a small scale which can then be presented more broadly to local councils. In terms of teaching and learning, teachers beyond the typical subject areas of science and geography would be mobilised in climate change to integrate this into their own subject areas. Additionally, those knowledges and teaching methodologies which have been hidden or marginalised will be reclaimed so a wider range of voices and perspectives are reclaimed, and new ways of understanding are opened. And finally, education for all with a whole school approach to sustainability would have all climate friendly facilities and operations which would save energy and waste. This could then encourage students and staff to continue these waste saving behaviours outside of the school too.

Education and the environment

So, overall, there are numerous links between education and the future of our planet. Education creates the tools necessary to firstly increase our environmental awareness, and then to increase our ability to implement the necessary steps needed for environmental up-keeping. There needs to be a transformative change to the education system for this to occur. The curriculum needs to be reorientated and a new pedagogy is needed which establishes the relationship between human beings and nature so that we can appreciate all cultures and all methods of knowing so ultimately no one is excluded and so nature is valued intrinsically. This would all halt the inequalities entrenched within the education system and foster an alternative growth system value not based on the exploitation of the environment. Through all of this, a more harmonious connection to others and nature can precede.

Connecting for Peace Conference UNESCO ASPnet U.K. (2022)

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Sun, 10 Jul 2022 18:39:21 GMT

On the 17th June 2022, we hosted the first ever free virtual UNESCO ASPnet conference: Connecting for Peace.

We had an inspirational line-up of speakers and workshop hosts who shared innovation and examples of best practice in education for peaceful sustainable development. And we were excited to welcome over 90 attendees from over 30 countries across the globe, as you can see from the map below.

Participants enjoyed the day and found all of the speakers and workshops relevant and useful, so we are sharing these fantastic talks here so that more people can benefit. Feedback was very positive, thank you to everyone who took the time to send us your ideas and suggestions for the future. Next time we would like to add time for networking. It was a very packed day, so please find videos of the talks below, and images for the workshop presentations for those who could not attend the whole day or who want some insight into the other workshops.

Key Note Speakers

James Omer Bridge, General Secretary UNESCO UK Commission

" James runs the UK’s National Commission for UNESCO (UKNC) and represents it as Secretary-General at UNESCO headquarters and to its 193 member states. He works with the UK’s UNESCO sites and designations and the global network of 199 National Commissions for UNESCO, and was an Alternate Member of the UNESCO Executive Board for the UK from 2013 – 2019.

James worked on EU Trade and Partnership Agreements with the Majority Leader on Trade at the European Parliament, including human rights clauses; in the policy co-coordination unit for the Secretariat-General of the European Commission; and the UK Financial Services Authority; ran local, national and regional policy, outreach and campaigns for Age Concern with its European Federation; and the Royal College of Nursing, where he wrote its first policy position paper on nursing and human rights.

Ms Julie Saito, UNESCO ASPnet International Co-ordinator Paris

Julie Saito is Chief of the International Coordination unit for UNESCO Associated Schools network (ASPnet) since February 2020. Julie joined UNESCO/Public Information in 2007 where she was in charge of the Media Partnership and Kizuna Campaign collaborating with ASPnet to send 30,000 message cards of hope from 60 countries to Tsunami victims in Japan in 2011.

Prior to the current post, she worked as a programme specialist to mobilize and empower youth leaders for Education for Sustainable Development (ESD). She also worked as a journalist for 20 years, including at NBC News and Asahi Shimbun. Julie grew up in a family where her grandfather was a grandmaster of Noh theatre, and her grandmother as professor of the traditional Shamisen music Naga-Uta. She studied Musicology/Cultural Anthropology before receiving a Master’s Degree from Columbia School of Journalism in New York, USA. Julie continues to play piano as her lifelong passion.

Ms Keiko Ogura, Hiroshima Peace Memorial Japan

Keiko Ogura was born in 1937 in Hiroshima. After the death of her husband, Mr. Kaoru Ogura, in 1979, she began working for Hiroshima herself and deepened international exchanges with writers and journalists and became an interpreting coordinator for peace-movement visitors from abroad. In 1984, she established Hiroshima Interpreters for Peace and published Hiroshima Handbook and Hiroshima Peace Park Guide.

Since 1990, when she started a planning company with global-minded proposals and designs for governments and corporations, she has supported numerous visitors from abroad and international peace conferences. Since April 2011, she became an official A-bomb survivor of Hiroshima Peace Cultural Foundation, delivering her experience in English for foreigners. She has given many Hiroshima lectures in universities in the US, and often appears in the worldwide media.

Introduction & launch of the UNESCO ASPnet Arts & Culture for Peace Initiative: Finding peace with ourselves and our planet, Jannette Cheong (Between the Stones)

Jannette Cheong is a poet, writer, designer and producer. Born in London, Jannette has worked nationally and internationally in higher education. In addition, for over 25 years, she has been involved in the organisation and facilitation of many international education and creative arts collaborations working with both national and international organisations. She was the first British person to write an English-language noh, Pagoda, which used traditional noh techniques, in collaboration with Richard Emmert, the Oshima Noh Theatre and Theatre Nohgaku. The world premiere of Pagoda was at the Southbank Centre, London, in 2009 and toured to Dublin, Oxford and Paris. In 2011 Pagoda opened at the National Noh Theatre in Tokyo and toured to Kyoto, Beijing and Hong Kong and as such is believed to be one of the most internationally performed English-language noh plays to date.

The UNESCO ASPnet Arts & Culture for Peace Initiative: Finding peace with ourselves and our planet is the latest of the educational activities supported by Jannette and her colleagues. You can find out all about the Arts & Culture for Peace Initiative here: https://www.betweenthestones.com/arts-culture-cover-page

Inspiring Change: A Sustainable Future. Trizzha Felcianao – Youth Advocate Greenpeace

Trizzha Feliciano is a Greenpeace Speaker and a medical student at University College London (UCL). She gives talks to schools, companies and educators about the personal and environmental importance of sustainability, in order to inspire people of all ages to create change in their lives and in others’.

Trizzha is also engaged in improving sustainability across UCL. She sits on the Student Sustainability Council and acts as a Sustainability Ambassador for the medical school, where she increases sustainability in the curriculum, and in the adjoining UCLH trust hospitals. Trizzha is also part of the leadership team for the Planetary Health Report Card, an international student-led initiative improving planetary health education and sustainability in medical schools across the world. She was also chosen to participate in an expedition to Antarctica led by Sir Robert Swan OBE.

Workshops

Teaching safely: How to Remove Bias and Stereotypes from the Classroom with Shonagh Reid

This workshop explores; how we reduce bias and focus on curiosity as educators, how we remove damaging stereotypes from teaching and learning, and strategies for creating a curriculum which is reflective of the world we live in. We looked at why bias exists, why it is underpinned by fear and how we can move beyond this. We were directed to where to find resources and support for a more safe, diverse and representative curriculum.

Shonagh is a Diversity, Equity, and Inclusion Consultant working primarily in the fields of education at the arts. She has an extensive background in leadership in education, specialising in Performing Arts and Pastoral Senior Leadership and has worked as a DEI Leader in the East Midlands, UK for five years. She is currently working with The Old Vic Theatre, London and many education organisations across the UK in a range of ways, including strategic Inclusion planning, creation of and embedding of robust and effective DEI networks, mentoring, and training.

Learning, Thinking and Teaching Philosophically with Marcelo Staricoff

In this workshop we explored how Philosophy equips students with a lifelong love of learning that enables them all to thrive emotionally, socially, culturally and academically. In this workshop we covered; how to embed Philosophy and a Philosophical approach into all aspects of the curriculum and of school life, including the use of Why Books, Wonder Walls, Thinking Pages, Concept Lines, PMIs and many more ideas, all illustrated using examples from children across the Primary age-range.

We explored how to introduce Philosophy to the students from a very early age by focusing on questions that do not have answers, have many answers or are impossible to answer! How Philosophy and Philosophical Discussions can be used to remove barriers to learning and to transform all student’s intrinsic motivation to want to learn and their perception of the learning process and of themselves as learners. Also how Philosophy can contribute so significantly to closing the ‘word gap’ and to enriching the students, school, home triangular partnership.

Marcelo is the author of ‘The Joy of Not Knowing’ (Routledge, 2021) and a former scientist and Primary School Headteacher. Marcelo is currently lecturing at the University of Sussex, teaching on the BA Primary and Early Years Programme and is also working on behalf of UNICEF with policy makers, educators and textbook writers to help implement a reformed national curriculum in Uzbekistan. Marcelo also works for Coram, the children’s charity, runs courses and acts as an advisor to a number of schools and educational organisations and speaks regularly at national and international events.

Marcelo is also the author of Start Thinking (Imaginative Minds, 2005) and has published widely in the fields of creative, critical, multilingual and philosophical thinking in the classroom. Marcelo is a member of the All-Party Parliamentary Group on Education (APPG) and a Trustee of the Laurel Trust and the Michael Aldrich Foundation. Marcelo’s work and contribution to education was recognised by being named as a Founding Fellow of the Chartered College of Teaching in 2019.

Marcelo Staricoff, PhD NPQH FCCT, JONK™ Thinking and Learning. Website: www.jonklearning.co.uk

Inner Peace: The Foundation for Healthy Connection with Fiona Clarke (MindwithHeart)

In this workshop we experienced how mindfulness exercises help cultivate inner peace, and how empathy practices transform the way we listen to and connect with others. The workshop covered what the ancient Greeks meant by ‘Know thyself’, a taste of cultivating inner peace and how to bring peace, empathy and understanding to our communication with others.

We explored research-based tools to cultivate inner peace and connection. Practiced ‘Just Like Me’, where we focused on our similarities and common humanity to build empathy, reduce bias and disconnection. Experienced how mindful empathic presence can transform our communication with others.

Fiona Clarke is senior trainer and CEO of Mind With Heart. She has 15 years’ experience in sharing well-being skills with young people and educators. She is passionate about equipping students and teachers with research-based tools so they can feel well, function at their best, and care for others. Mind With Heart’s Connected programmes empower schools to create emotionally healthy communities where everybody can flourish. Website: https://www.mindwithheart.org/

Storytelling, Connecting & Inclusivity with Harriet Marshall (Lyfta)

This workshop focused on emotional literacy, (inter)cultural capital and global citizenship, and the learnings we can take from immersive digital storytelling pedagogy and practice. We had the opportunity to explore the opportunities, challenges and impact of working with digital immersive storytelling to support global learning in educational settings. We looked at an overview of the meaning(s) and significance of the following concepts when learning in an increasingly uncertain world: cultural capital, emotional literacy, global citizenship and critical media literacy.

We gained an insight into the research exploring how digital immersive storytelling is supporting young people to grow in confidence about meeting and connecting with new people with different backgrounds or from different countries than themselves, and how it is helping young people better understand the meaning of complex (sometimes abstract) concepts such as values and key issues within the UN’s Sustainable Development Goals.

Dr Harriet Marshall is Head of Educational Research at Lyfta and has been a global education advocate for over 20 years, as a teacher, researcher, consultant and education project leader. Prior to being at Lyfta, Harriet was a National Leader on the Global Learning Programme (Pearson) and Lecturer in International Education (University of Bath). Harriet has published and presented on the subject of Global Citizenship Education, the UN Sustainable Development Goals and Intergenerational Learning for many years, both nationally and internationally. Website: www.Lyfta.com

Biophilic Education Movement for Peace and Sustainable Futures with Rosina Dorelli and Roy Leighton

A conversation on peace building in education with Roy Leighton, co-chair of Cambridge Peace and Education Research Group and Rosina Dorelli co-founder of Da Vinci Life-Skills. This is a new look at what the future of education could look like. This session was perfect for people concerned about the unethical nature of the current ‘one-size fits all’ education system, and exams that set up many students to fail. We had the opportunity to find out more about ideas for an education system that values all the varied abilities and talents of young people.

We also explored what Biophilic Education might look like. Biophilic Education nurtures a human ecosystem as an integral part of a local and global ecosystem. Sir Ken Robinson said that we are mining our children's minds for a single commodity, like we strip-mine the earth, and it's not sustainable. Humans have more value than the memory of facts to pass tests in a limited time frame.

Rosina Dorelli is the co-Founder & Director of Da Vinci Life-Skills, she is a change-maker, designer, art, design and technology teacher. She believes we all have a duty to do what we can to make the world a better place and that everyone has the talent and potential to make a difference to their community/planet, and that needs to be nurtured by education. Together with Zach Reznichek and Farhaan Mir she has created the Da Vinci Life-Skills curriculum and assessment model, which includes 5 transdisciplinary project pathways and 5 DVQs (Da Vinci Qualifications) to be run in schools worldwide. This is part of a wider Biophilic Education movement to inspire systemic change for all and to build an education system that is both ethical and sustainable.

Roy Leighton holds an MPhil from Cambridge University in Knowledge, Power and Politics, is a fellow of the Royal Society of Arts and an advisory board member for the Da Vinci Life-Skills School Cambridge. Roy Leighton is the Co-Chair of Cambridge Peace and Education Research Group (CPERG). He is a peace activist and in 1991 he was awarded the Min-on Peace Award for his contribution to peace, culture and education. As a senior associate at Independent Thinking and the CEO of Undiscovered Country, he works with school, universities, businesses and communities in the UK and internationally to develop cultures of ‘positive peace’ and play to support engagement, transcend conflict and improve outcomes.

Speak Your Truth with leading arts charity Eastside

We joined Maddy Page and Matilda Thaddeus Johns of leading arts charity Eastside to learn how to embed spoken word poetry in our teaching and help raise students’ voices. This workshop explored spoken word poetry and how to incorporate it into your classroom. We had the opportunity to try easy poetry exercises to unlock everyone’s inner Angelou or Shelley.

Through participating in this workshop we developed techniques for incorporating spoken word activities into teaching, and understand the power of poetry to empower young people to use their voice. We also found out about the existing free creative opportunities with Eastside to get involved with inspirational spoken word projects with our students.

Eastside is a leading UK-based arts charity. We exist to help young people develop their creative thinking, so that they are able to become the problem-solvers of tomorrow, empowered to build a better society. Website: www.eastside.org.uk

Schools Show Case

UNESCO ASPnet Schools Show Case; Schools globally show what they have achieved and gained through membership of ASPnet.

Rebecca Bollands Peace Project Coventry Schools U.K.

Shamiela Davids Hockerill College U.K.

Delia Vera Medina UNESCO ASPnet National Coordinator Cuba

Vera Dilari UNESCO ASPnet National Coordinator Greece

Malgorzata Herbich UNESCO ASPnet National Coordinator Poland

Lamin Jarjou UNESCO ASPnet National Coordinator The Gambia

Sinead Earley Anglo European School U.K.

Key Note Speaker

Peter Rachleff, inspiring Solidarity in a Midwestern US City: The East Side Freedom Library

Peter Rachleff is the founding co-executive director of the East Side Freedom Library in St. Paul, Minnesota, he has taught labour, immigration, and African American history at Macalester College, was faculty director of the Mellon Mays Undergraduate Fellowship Program, a community faculty member at Metropolitan State University and taught in the University of Minnesota's Labor Education Service and in their African and African American Studies department.

The East Side Freedom Library was founded with the mission “to inspire solidarity, work for justice, and advocate for equity for all.” ESFL has collected resources to facilitate projects which share stories to build empathy and bridges among the East Side’s diverse and historically siloed communities. Website: http://eastsidefreedomlibrary.org

Panel Discussion

‘What does the future of education for peace look like?’ Panel Discussion and concluding Remarks from Ann Beatty, Molly Matlotio (Teacher, South Africa), Peter Rachleff, Shonagh Reid, Shamiela Davids(Teacher U.K.).

The team

The UNESCO ASPnet network is co-ordinated in the U.K. by Ann Beatty who is also the Chief Executive of the Steve Sinnott Foundation. Ann's contact email is ann.beatty@stevesinnottfoundation.org.uk

A big thank you to the team who brought this conference to you:

Thinking Classroom

Thinking Classroom was established in 2000 and since then has worked with individuals and organisations around the world to build networks of thinking, learning and leadership. Our approach to educational development is bespoke and collaborative. We work with you on your agenda. Since early 2020 Thinking Classroom has supported thousands of educators to develop their blended learning provision through Zoom School and online hosting. Website: https://www.thinkingclassroom.co.uk

Mike Fleetham is an experienced trainer, facilitator, mediator, author and ILM-accredited executive coach whose international work has sustainable influence. He continues to teach learners of all ages - keeping his tools sharp and his feet firmly in the classroom.

Lucy Fleetham is business manager at Thinking Classroom. Her skills as an applied mathematician in the public sector are now benefitting the world of education where she is responsible for the smooth running and strategic growth of Thinking Classroom and its website. Lucy tutors young people in mathematics and is active on social media to promote the Thinking Classroom principles of enjoying teaching and being good at it!

Steve Sinnott Foundation

Ann Beatty is the national co-ordinator for UNESO ASPnet in the U.K. and the Chief Executive for the Steve Sinnott Foundation.

Ann has worked in a variety of roles at an operational and strategic level in the public and charity sector for over 25 years. Ann has a special interest in the provision of quality holistic education and supporting the development of people and communities, especially women and girls. Ann has worked internationally as a volunteer and consultant and was proud to be an olympic torch bearer in the 2012 Olympics, having been nominated for her charity work.

Helen Porter

Is passionate about working to achieve Sustainable Development Goal 4 (SDG4 – A quality education for all). Having taught secondary school science for over 30 years Helen appreciates the positive force of a good education as a vehicle for empowering young people to become responsible, caring and critically thinking citizens. Investing in quality education for the next generation is essential to enable them to collaborate to build a peaceful, sustainable future.

Helen is an ambassador for The Steve Sinnott Foundation and project manager for UNESCO ASPnet UK. She also enjoys volunteering for charities, working as an online tutor and broadening her horizons to develop a better understanding of the World, its wildlife and the incredible diverse people that share our precious planet and resources.

Sophia Hague

Sophia is a current masters student studying Climate Change and International Development. Sophia decided to do her placement with the Steve Sinnott Foundation because of her interest in the intersecting identities which impede on access to education and experiences within the education system. Sophia is very excited to contribute towards a charity striving for inclusive and equitable quality education and to fulfil her passion for social justice. Education is a vital tool for sustainable development; what is learnt today will shape tomorrow's future! An educational transformation is needed to beat the impending climate disaster.

Human Rights Competition: the world I want to live in – celebrating young voices

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Mon, 27 Jun 2022 20:00:00 GMT

Our human rights competition was launched in December 2021, you can read about it here . Over the last 6 months we have had a wonderful response with entries from all over the world. It is evidence of the discussions and investigations that young people have been having in schools with the support of their teachers.

The entries showed the wide range of stories, experiences and concerns that young people have and want to communicate. The competition highlighted the range of different experiences that young people are grappling with in their respective cultures and countries. These experiences do not always translate or get heard and understood by other people in different parts of the world.

We commend the young people who had the courage to send in entries based on their experiences and concerns. We believe that these art works and creations will speak to others and open a door for young people to understand each other and learn about the different experiences we have around the world.

The winning entries

The judges found it very difficult to choose the winners, many of the entries focussed on personal experiences and it was incredibly brave and honest of students to share their stories.

Some of the entries were deeply reflective of real scenarios the young people are contending with in reality, whether that is here in the UK or internationally.

There were many entries that linked all human rights together and they were much appreciated by the judges as it is very difficult to choose one human right over another.

The judges found some of the excitement of the primary entries very uplifting but often human rights was discussed in the abstract. We hope that young people will continue to find out about human rights and the principles and reality of human rights through creative arts.

Winners in categories

Here you can see the winners in the various categories that the judges chose.

Drawing & Painting primary school winners

Drawing & Painting secondary school winners

Podcast winners

Poetry & Spoken Word winners

Illustrated Story winner

3D Art winners

Special mentions

Inspiration f rom the entries

We had so many strong entries that we would like to share them here. If you are doing a project in school about human rights, have a look at these collections of entries so that you can inspire young people to start their own discussions based on the ideas, artwork and creations of other young people in the world.

Collection of artwork entries

Collection of 3D craft entries

Collection of written entries

Collection of speaking entries

Collection of singing entries

We would like to thank everyone who entered the competition, and even those who did not share their artwork with us but did start discussions in their school about human rights, what they are and what they mean.

Thank you to the judges Audrey Osler, Ellie Barrett and Gus John for their time and energy in launching this project and judging all the wonderful entries.

Thank you to our partners The Gambia Teachers Union, National Education Union and The Big Draw.

Creating Change - the world I want to live in (last chance to register)

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Mon, 30 May 2022 16:11:56 GMT

Our human rights competition for schools has had a wonderful response. In fact we are blown away by the entries so far across all artistic mediums and from different corners of the world. Thank you to everyone who has entered their school.

There are still a few days left to register your school , by the 1 ^st of June 2022.

What happens next

The deadline for entries is 1 ^st June but in the spirit of fairness we will still accept entries for a few more days up to the 10 ^th June, as many schools are on half term. We have also been notified by DHL that some entries will not arrive until the 10 ^th June due to the Queens Jubilee bank holiday celebrations.

The judges will be getting together on the 22 ^nd June to agree the winners.

The winning entries and the runners' up will be featured in a video and displayed on the Foundation's website and shown at the NEU International Solidarity conference in July and GTU training events in July.

Finally, there will be prizes of art materials for the winners' schools.

Look out for more updates after the 22 ^nd June and thank you for sharing your ideas and learning with our community.

Human rights resources

Our human rights resource will remain on our website on the Resources page for you to use at any time.

From the feedback we have received we are very much heartened to learn that educators will continue to use this resource with their students to look at the impact of human rights on their lives in lessons in the future.

Human rights discussion

We have published a number of video discussions with their transcripts over the last few months which may add to your own discussion on human rights education. Here are a list of blog posts from these discussions.

Human Rights Education Creative Competition for Schools by SSF

Human Rights Education competition: the importance of creativity by Evadne Bygrave

Human Rights Education: we are all duty bound to shine a light wherever injustice arises by Daniel Kebede

The Importance of Human Rights Education in Africa by Augustin John

The Importance of Human Rights Education in the UK by Augustin John

Human Rights Education: a global framework by Audrey Osler

Human Rights Education Creative Competition for Schools

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Sun, 29 May 2022 19:53:02 GMT

We have had lots of entries for our human rights competition for schools, and you still have a few more days to register and get involved.

Our Human Rights Education – Learning Through Creating competition for schools launched in December 2021 with a vibrant panel discussion.

Chaired by Gawain Little of the National Education Union, the panel included Evadne Bygrave ambassador of The Steve Sinnott Foundation, Daniel Kebede the National President of the NEU, Marie Antionette Corr of The Gambia Teachers Union, Professor Augustin John, writer and education campaigner, and Professor Audrey Osler of University of Leeds and University of South Eastern Norway. The video below is a summary of the discussion, at the end of this post you can watch the whole discussion for inspiration.

Gawain Little: The NEU is partnering with the Steve Sinnott Foundation and the Gambia Teachers Union to launch ‘Creating Change: the world I want to live in’. A competition which aims to encourage young people to make their voices heard on human rights, and to support teachers in the UK and partner countries of the Steve Sinnott Foundation such as The Gambia, with human rights education in the classroom.

Climate change, poverty, access to education, and gender equality, young people's voices must be heard on these issues that impact their lives, their communities, and their world.

Young people's voices matter. However all too often their voices are not heard. This is why the UN Convention on the Rights of the Child enshrined in international law children's right to be heard. This is why we're launching this competition. To provide a platform for young people's thoughts, ideas and voices on human rights.

I'm also pleased that the Steve Sinnott Foundation has led on the creation of a resource pack for teachers, which accompanies the competition, and comprises classroom activities that have been submitted by teachers and human rights campaigners.

International solidarity is a cornerstone of education trade unionism, and I'm incredibly proud of the NEU’s international solidarity work. It is work that's rooted in human trade union and children's rights. Human rights education is about human rights, and for human rights. That means promoting knowledge and understanding of human rights, and their principles, alongside empowering young people to enjoy and exercise their rights, and to respect and uphold the rights of others.

Daniel Kebede: Human rights education is such an important thing to pursue. We live in really precarious and challenging times, where many young people are missing out on education because of the impact of climate change.

Young people want to be educated about human rights. It is vital that we create human rights literate young people. This is a really important competition do just that.

Marie Antionette Corr: This competition is apt, and is very timely for us, especially during these very trying times in The Gambia. We have been given the opportunity of being invited by the Human Rights Commission to be part of the review of the curriculum. So, it is a very good time for us to be involved in this competition.

We are going to promote it and make sure that we include all sectors who work with youth groups, like the Peace Ambassadors, and the Health Educators. We will extend it to them because they need it.

Augustin John: There is a real need to focus children in metropolitan countries like Britain, on human rights abuses in our own space, and understand how that plays into the way education policies and schooling practises are framed.

We need to fight for and demand, that the way schools organise themselves should be against a human rights backcloth, so that they are conscious all the time of the extent to which some of their own regimes are denying children of their human rights.

Evadne Bygrave: From a teaching point of view, creativity is the way forward. This makes it a lot more inclusive, especially for those children who unfortunately are being left behind, because the curriculum is out of their reach.

Using a creative approach gives them that opportunity to get engaged, learn from their peers and learn from their own strengths as well. Many children and young people learn in different ways, and using a creative approach is what's going to support them, and support their learning.

Audrey Osler: The human rights resource pack has an exercise that teachers can do themselves, to find out the state of human rights in their school as they understand it. That exercise also offers students the chance to think about how they understand the state of human rights in the school too. Students and teachers need to have a dialogue about human rights, and each understand the experience of the other.

If teaches and students assume that the school itself is a safe human rights space for everyone, without actually asking young people how they feel, I think that can lead to cynicism. I don't think we should be teaching about human rights without actually finding out how students experience the school.

Gawain Little: Please do download the resource pack and register for the competition. Please encourage schools in your area to use it. Please encourage everyone to get involved, and to make this massively important project a reality.

Please do register for the competition. Please do get involved and let us change education.

As Paulo Freire said, through changing education, we change the people who will change the world, because fundamentally, that's what human rights education, and all education, is about.

“Education does not change society, education changes people, and people change society.” Paulo Freire

Find out more about the competition here :

Watch the whole launch webinar video here:

Purpose, Belonging and Connection

Wed, 25 May 2022 08:00:01 GMT

Meena Wood is an educator and author of ‘Secondary Curriculum Transformed: Enabling All to Achieve’. Meena was a former Adult College Principal, DfE Senior Education Adviser, HMI Ofsted and Principal of a Secondary Academy, an International Educational Consultant, Trainer and a DfE Academies Ambassador.

Leonardo da Vinci celebrated as an artist, scientist and an inventor is the epitome of the ‘Renaissance’ man. He was a multi-dimensional, talented individual who had deep rooted purpose, and made inspirational, creative connections between the arts, humanities and sciences . The knowledge he acquired was rooted in real world application and belonged to society then, as now.

Reflecting on the values and purpose of Curriculum is at the heart of educational practice. Education must enable young people to acquire powerful knowledge, plus gain the skills they need to apply that knowledge in a fast-changing world.

How many education systems truly embrace the connectivity between knowledge and skills and the real world and confer a sense of purpose and belonging for young people, so they see themselves as global citizens?

Education systems from countries as diverse as Singapore, Finland and Estonia, have created a pathways curriculum around knowledge and skills with this aim in mind. By so doing, there is a commitment to social levelling, plus a recognition that all skills and knowledge are pathways to employment, holistic and life-long learning.

The Estonians’ aim is for students to be ‘ creative, multi-talented, socially mature and reliable citizens .’ Vocational education fosters skills, attitudes, occupational know-how, social readiness for working, and lifelong learning. Therefore, collaborative working through connections exist between schools and companies in curriculum development and apprenticeships. Young people move from vocational

education to higher education and vice versa, if they wish to change direction later in life. The Finnish curriculum too has purpose and connections through the popular ‘ Yritsklyla entrepreneurial village’. Through ‘Applied Learning’ children gain authentic hands-on experiences as knowledge and skills are applied in real-world contexts. The Singaporean curriculum strapline from primary to post- secondary is “ Thinking Schools, Learning Nation ” with ‘ 21st Century Competencies and values to nurture lifelong learners ’. ‘EIGHT CORE SKILLS AND VALUES’ comprise Character

Development, Self- Management, Cooperative Skills, Literacy, Numeracy, Communication Skills, Information Skills, Creative Skills and Knowledge Application Skills.

A stand out feature in all three education systems is a curriculum underpinned by where students, staff, families and all stakeholders have a common grounded understanding of how the school’s vision and values permeate pedagogies, assessment and outcomes. Truly an UBUNTU learning community sharing ‘belonging’!

Relevance and choice in learning help develop intrinsic motivation as students gain a greater sense of ownership and purpose. Relevance creates the ‘eureka/lightbulb moment’ whereby learning becomes memorable! Cross-curricular approaches are brilliant precisely because they connect students with their learning.

So, is a trans-disciplinary, integrated timetable the way forward? The Finnish ‘ phenomenal ’, multi-disciplinary curriculum includes multi-literacy, entrepreneurship, collaborative and creative thinking. Interestingly, creativity is now recognized by the OECD as an invaluable skill through PISA. ‘Phenomenal learning’ translates into self-directed / enquiry- based learning as students have structured opportunities for examining global and local challenges from a wider perspective. This is powerful because students are helped to understand the bigger picture, for instance through the combined lens of a geographer, a historian, scientist and an economist. Their sustainability project may cover attitudes towards global climate change, since the Industrial Revolution, examining the science of climate change, links to life styles and fast-forwarding to future lifestyles.

Renaissance education has holistic ‘life-long’ learning at its heart. Technology during ‘Covid lockdowns’ created a catalyst for ‘limitless learning,’ anytime, anyplace, anywhere curriculum with opportunities for personalising learning and e-learning projects out of school.

Now would Da Vinci judge these 21st Century education systems as capable of producing the Renaissance Man or Woman who successfully embraces the national and global challenges we now face?

First published in Engage 23.

From Dreams to Reality

Wed, 18 May 2022 08:00:10 GMT

Non-Executive Director on the UK’s National Commission for UNESCO, Through my role as a Non-Executive Director on the UK’s National Commission for UNESCO, I am familiar with UNESCO’s Associated Schools Network (ASPnet) whose work contributes to the UN’s Sustainable Development Goal 4 on Education for All. This unique network could become the route for supporting children (and girls in particular) across Africa to follow up N*Gen’s activities and explore ideas for their futures that involve Science - it would be so good to turn this dream into a reality.

Purpose

UNESCO’s Institute for Statistics says; “less than 30% of the world’s researchers are women ... to truly reduce the gender gap, we must go beyond the hard numbers and identify the qualitative factors that deter women from pursuing careers in science, technology, engineering and mathematics”. No-one says this will be easy. With insecure livelihoods, scarcity of basic resources such as clean water, people are challenged to ensure their families are housed, healthy and educated - exacerbated by the pandemic. This makes it hard to prioritise the ambitions of young girls and sadly, we know this is inevitable for many living in Africa. However, doing something about it need not be.

Peripheral Vision International (PVI), rooted in Uganda and Tanzania with a North American base, decided to contribute proactively in this arena. Inspired by generations of children’s science shows e.g. “3-2-1 Contact”, “NOVA” and “Cosmos” Dr. Joy Kiano, N*Gen’s Global Ambassador said; “We can make Science TV programmes that show how exciting Science is AND what girls can do alongside boys”. PVI found donors to support a pilot season and N*Gen was born.

Connection

Educational broadcasting for children is complex as to succeed, programmes must connect quickly and directly with them and do so with consistency, clarity and energy. It’s notoriously tricky to win and keep children’s attention, especially if concentration is involved and it is not schooltime. Each element of content has to deliver its promises. Children have little patience if they don’t feel involved and one key to this is for them to see their peers actively engaged on their screens. When this all-important connection really has been made, children will be loyal, especially if they feel welcomed into a wider community of viewers like themselves.

Belonging

Thanks to the popular film, “Hidden Figures”, many learned for the first time about the pivotal work of 3 female African-American mathematicians working at NASA as the brains behind John Glenn’s launch into orbit. The task is both to inspire children and shift the balance so that it becomes unremarkable to depict women at work in scientific arenas. N*Gen programmes have a straightforward approach with role models washed across each programme and young girls asking experts questions. This doesn’t exclude boys, they are represented and equally engaged, it’s simply that girls take the lead. Similarly, the majority of the expert ‘explainers’ are women and uniquely, all the expert Scientists are African.

Alongside Akim Mogaji, I’m a partner in New Media Networks ( an international media company delivering content, training, research and evaluation ). PVI commissioned us to distribute the programmes to broadcasters across Africa, write Season 2 and evaluate N*Gen’s Season 1 where a key request from parents and care-givers was for Science clubs to be established around the programmes. The now vast community of N*Gen’s young viewers across Africa could be strengthened between episodes through participating in activities they’ve seen modelled in the programmes. However, this is not straightforward if children don’t have easy access to resources for making items and little autonomy or agency to bring things about.

First published in Engage 23.

Teaching children about, for and through their rights

Wed, 11 May 2022 08:00:07 GMT

Lee Jerome is an Associate Professor of Education at Middlesex University and a Council member of the Association for Citizenship Teaching (ACT). He has recently published ‘Children’s Rights Education in Diverse Classrooms’ with Professor Hugh Starkey (Bloomsbury).

As a teacher, originally in secondary schools and now in a university, I am always interested in what teachers are supposed to do in relation to the various educational policies and initiatives that are being promoted at any particular time. I am wary of policies that claim to have all the answers and see teachers as mere technical implementers of other people’s ‘how to’ prescriptions. I would rather work for (and within) a profession that commits to training specialist teachers who can exercise their own professional agency to create learning opportunities that work in their contexts for their children.

Nowadays I am lucky enough to have more time to learn from my colleagues through research projects, and to talk to young people about what they want from education, and what they particularly appreciate. That enables me to record and reflect back to colleagues some of the exciting principles and practices from which we can all learn.

In recent years I have undertaken work in the field of children’s rights education and have been struck that teachers are absolutely central to realising children’s rights. Whilst states may have committed to the UN Convention on the Rights of the Child, it is teachers who have to make the time and space available to inform children about their rights, and teachers who have to devise creative and engaging methods to engage and enthuse children about this aspect of learning. Several things have stood out for me as being particularly inspiring and exciting.

My first moment of clarity came from listening to the academic Bill Bowring describe rights as ‘moments of crystallised revolution.’ I think of that often as a reminder that our job is much more than teaching about the declarations and conventions (what has been called a ‘declarationist’ approach) and that we really need to focus on rights as a set of struggles for social justice. People struggle to have their rights codified, then they struggle to have them recognised, then they struggle to have them implemented. They struggle alone and in communities. They struggle for themselves and in solidarity with others.

My observations in classrooms have also helped me to think about the importance of what it means to tell children they are rights holders. It is not simply a passive role; it is an active process in which rights holders have to hold duty bearers to account. That means thinking of ourselves as human rights activists – the very people who help to create a culture of human rights. Children respond enthusiastically to the idea that we can all contribute through doing something positive. Sometimes that may be leading a big campaign on a specific injustice, but it is more likely to involve supporting an existing campaign, raising awareness, supporting others, expressing solidarity with people we admire – spreading small ‘ripples of hope’, as Robert F. Kennedy once put it.

I have also seen individual stories and case studies spark enthusiasm and engagement. Through learning about rights in specific contexts and thinking about what people actually do about promoting rights, learning becomes much more accessible and much more urgent. Learning about activists has brought human rights to life much more than learning about declarations. It gives the abstract agenda of Human Rights a real human face, and that means young people can identify with those people and think in interpersonal terms about how to help. I am struck repeatedly by the power of real people’s stories to make this meaningful.

This works best when teachers understand the communities where they teach, the struggles their students face, and the inspirational stories on their doorstep and around the world.

First published in Engage 23.

Inspiration for your human rights artworks from Alfonso Montellano López

Mon, 09 May 2022 08:00:06 GMT

Inspiration from artist Myah Jeffers, for our global competition that platforms youth voice on human rights - The World I Want To Live In: Human Rights Education - Learning through Creating. Remember to enter by the 1st June.

I am a Spanish author-illustrator of children’s picture books who fell in love with drawing and writing the first time I held a pen (which wasn’t necessarily thin) and a brush (which wasn’t necessarily thick). I also write poetry and short stories as well as play the guitar and compose calm piano music. I work as an engineer and live in Cambridge (UK) with my wife and two children who encourage and inspire my creativity.

Thin Pen and Thick Brush

Or how I draw (and why)

Usually, the first thing I draw is the face of the characters in a scene. I start with a circle, with many lines that I draw with a thin pen, a fine liner. Once I have all the lines I feel might be necessary, I change the thin pen for a thick brush and redraw over the lines that will make the final features of the character’s face. I draw brushstrokes for the nose, the eyes, the mouth, the contour of the head, the hair... Then I do the same with everything else in the drawing, the body of the characters and the landscape or objects that surround the characters.

For most of my drawings, I like to leave all the thin lines I drew while thinking what the character would look like when doing whatever it is that she or he is doing. I think this shows the many possibilities the artist thought (or drew) for the character and it also adds dynamism to the scene - people and things are in a particular position in the final drawing but they could have been placed slightly upwards or downwards or slightly to the right or the left. The thick line that shows the features of the people and the other things focuses the eyes (and maybe rests the mind) of the reader.

To me, letting all the thin lines be part of the final drawing is an important part of the creative process. In fact, it is a way to make the creative process part of the final drawing. It helps me observe and accept that the final drawing is what it is but that it could have been different. The thin lines also show that things are in constant motion, constantly changing, like the reality around us. The thin lines sometimes show a position or shape that the artist initially thought not to be good enough for the final drawing. But what is good enough? Is there such a thing? Maybe all the shapes and compositions a particular drawing could have taken are equally interesting?

Making all those thin lines part of the final drawing is a way of posing the question of the many shapes reality can take and accepting that they are all valid. Having the thin lines that construct the drawing next to the thick lines that show the final drawing are also a reminder that things are never perfect and that perfection is not a requisite for beauty or happiness.

TASK: the story of Thin Pen and Thick Brush

I wrote and drew the story of Thin Pen and Thick Brush to share these ideas and show this technique to others. I hope this inspires you to create and represent all the beauty around you in a way that helps you make peace with the things you don’t like and celebrate those that you do.

You can download the story of Thin Pen and Thick Brush below - both with and without words (you can put your own). There is also an ideas and activity sheet to inspire conversation and creativity.

Download the story of Thin Pen and Thick Brush With Words - CLICK HERE

Download the story of Thin Pen and Thick Brush Without Words - CLICK HERE

Download the story of Thin Pen and Thick Brush Activities and Ideas Sheet - CLICK HERE

Find out more about Alfonso Montellano López here: www.alfonsoml.com

(published in the Human Rights resource pack )

Haitians Supporting Themselves

Wed, 04 May 2022 08:00:04 GMT

Gabrielle Aurel is director and founder of Sonje Ayiti Organization (SAO) a nonprofit organisation founded in 2004 in Atlanta, Georgia with the mission of Helping Haitians Help Themselves, through education, economic development, and health promotion. SAO began working in the North and Northeast of Haiti in 2007.

Scholars believe that access to education is a critical pathway out of poverty, with schools as strategic locations for the development of ties to the community. It is with this philosophy that SAO implements its vision of a transformed and improved Haiti. To do this, we focus on the most vulnerable. The journey began in 2010 when 12 orphans from earthquake-ravaged Port-au-Prince made their way to relatives in the remote community of Cima on the outskirts of Limonade. The families welcomed the children; however, there was no school in Cima, and they could not afford to send them (or their own children) to school in Limonade which is several kilometers away.

SAO recruited local leaders and began the daunting task of bringing hope to the children in despair. In the quest to create hope for these children, we were compelled to reengineer our education program. We realized that it was not sufficient to solely sponsor youth from rural families pursuing university and technical degrees. SAO decided to start from the bottom up and began working to create access to education by providing a quality curriculum to children in the village of Cima. The dream that began with thirty children 10 years ago has grown to 325 students in preschool through to 9th grade.

Political disturbances and the Covid pandemic caused difficulties and upheaval, but did not keep us from teaching and learning. Classroom teaching was reduced, and motorcycles were used to make trips to the students to deliver and pick up homework packets weekly until the students were able to return to the building.

During the past year, SAO implemented several new projects including Positive Periods that taught girls how to make reusable sanitary protection and learn about sexual health, enabling them to regularly attend school. The program took place over the summer and trained over 200 girls, across 15 schools and communities who have been busy cascading this training to their peers. There was also Business Training to better prepare students to set goals, manage funds, and improve livelihoods in an uncertain future job market and limited opportunities.

Despite the recent challenges in Haiti at the moment we have been able to progress with our Positive Periods workshops, thanks to a truly amazing team there, undaunted by the current events.

Stelandie Jean-François, started the session introducing the materials they will be using and the patterns that they will use to create their own reusable pads. Her students have no experience sewing so they will be learning this skill also. They are very excited to be getting hands on experience making period pads that will help them live a fuller life, and come to school every day.

The school nurses delivered the training modules covering sexual health educational sessions. This ensures that girls and young women know more about menstruation and female sexual health. This supports them to better manage and understand their menstrual health and wellbeing.

In the initial workshops, staff are trained how to deliver the program in their respective schools. This way the knowledge is cascaded through to the wider community.

We would like to offer our heartfelt appreciation and thanks to the team in Haiti who have been able to go ahead with the workshop, despite the current challenges.

Most schools in Haiti are privately run and tuition fees constitute a barrier for many families. SAO has managed, through sponsorships, to waive tuition fees, provide one hot meal daily, health insurance, teaching supplies, books, extracurricular activities, and on-going training to staff. We strive to create an environment conducive to learning to ensure that rural Cima School of Hope students have the same opportunities as students in urban and/or metropolitan areas.

Education in Haiti should be standardized so that students from all walks of life can benefit from the educational system. Cima School of Hope’s enrollment rates have significantly increased over the years, and many parents feel a sense of pride and security, knowing that education is key to success. They value that their children will not be left behind because they were born in a rural area where education is a luxury. Cima School of Hope is a ray of hope for the future generations of its community.

First published in Engage 23.

Inspiration for your human rights artworks from Myah Jeffers

Mon, 02 May 2022 15:41:18 GMT

Inspiration from artist Myah Jeffers, for our global competition that platforms youth voice on human rights - The World I Want To Live In: Human Rights Education - Learning through Creating. Remember to enter by the 1st June.

Myah Jeffers is a Barbadian-British award-winning documentary and portrait photographer, dramaturg and director, living in London and working across the UK and internationally.

How Often Do You Truly See Yourself?

How often do you look in the mirror?

How often do you study the details of your face, by taking in every intricate detail?

How often do you look into your own eyes and experience the power of your own gaze?

How often do you allow yourself to deeply consider your desires, fears, achievements, and insecurities?

How often do you truly see yourself?

For the past five years, I’ve used portrait and documentary photography as a tool to tell socially, culturally, and politically rich stories. To document truth. Part of the reason why I decided to become a photographer, was the opportunity to intimately study a person and to mutually engage in a vulnerable practice.

I always seek to create an environment where the person I’m photographing feels comfortable enough to share themselves in their entirety. To allow themselves to be seen. By acknowledging someone’s existence through taking their portrait, I’m able to honour the truth of who they are at that moment. Documentation is incredibly important because it also allows me to show people how I see them, which can often help them to further understand themselves.

However, I recently realised that I wasn’t doing the same thing for myself. I wasn’t giving myself space to honour my truth or to see myself for who I was. I began to understand that truly seeing yourself helps to gain a deeper sense of empathy for not only yourself but also for others. Empathy has the power to revolutionise our personal relationships, as well as combat inequality, prejudice, and conflict.

The dots were beginning to connect. Standing up for justice has always meant using photography as a weapon against racism, classism, sexism, etc, but I began to realise that it also meant understanding who I was within that context. So, I decided to set myself a challenge. A challenge that would make me extremely uncomfortable and vulnerable, but a challenge I knew I had to take. I gave myself the task of taking a series of selfportraits.

Below is an image from the self-portrait series, using a technique called multiple exposure. I wanted to capture the moments when I have felt overwhelmed by life and instead of drowning under that weight, I decided to acknowledge those vulnerable parts of myself. This helped me to further understand those closest to me, who were also dealing with difficult emotions. It led

to a deeper sense of empathy for myself and others.

I now challenge you to take a step towards truly seeing yourself, in whatever way you feel is right for you.

The challenge is to take a self portrait and think about the following things:

How will you set up your space?
Will it just be your face, half body or full body?
Will you hold the phone or set it on timer?
What props will you use? If any?
What type of light will you use? A lamp? Natural light from window? Fridge light?
Will you look at the camera or away from the camera?
What story are you trying to tell with this image?

Good luck! And remember to acknowledge all of the vulnerable or difficult parts of you.

Find out more about Myah Jeffers work here: www.myahjeffers.com

(Taken from our Human Rights competition resource pack )

Belonging, Passion and Creating Change

Wed, 27 Apr 2022 06:00:03 GMT

Amber shares her experience of her 2021 summer placement at the Steve Sinnott Foundation.

I have been honoured to work alongside the Steve Sinnott Foundation as part of my summer placement for my degree in International Development with Politics. This experience has taught me a range of skills, this included the organisation behind a small charity, how people view charitable work and the many things the charity is working on. However, one of the most important lessons I learnt during my experience was the impact one can have when you truly are invested and enjoy what you are doing.

Working with a small organisation such as the Steve Sinnott Foundation helped me decide what type of environment I would like to work in once I have finished my degree: it made me realise how valuable and special it is to work in a closely- knit organisation. Seeing how colleagues interacted with each other and how passionate they all were about their given cause made me feel optimistic about my future endeavours as I have seen what it is like to work with people who share your views and how that helps create impactful projects and makes you feel like you belong somewhere.

The role of education can also make one feel like they belong somewhere or provide them with a community, hence why I believe education is so important, especially in a constantly globalising world.

It acts as one of the most powerful tools not only to help solve the issues of poverty but also to help connect people from different walks of life: the practice of teaching and learning from others is key in forming life-long connections, understanding different cultures and overall creating a larger space for acceptance.

I definitely experienced this aspect of the power of education while working with the organisation. When working on the Positive Periods Project, I was able to learn about the culture within Sierra Leone and how people there have adapted to the recent pandemic while also working with the Foundation. Bonding over a common experience such as the pandemic allowed the idea of similarity and belonging to come to the fore. However, learning about the education system in Sierra Leone and how the work of the Positive Periods program has helped girls engage more and built an even greater connection, has allowed me to empathise with how the pandemic affected us in different ways.

Part of my placement included providing insight into how young people nowadays view charitable organisations, then helping the Steve Sinnott Foundation incorporate that into their work. My findings showed that despite the pandemic, there is still a great concern for the welfare and education of others. I found this moving as it showed that although we were all experiencing a turbulent and uncertain time, issues that prevailed nationally, like internet poverty preventing children from attending online schools to international issues seen in Sierra Leone, showcased that people of all ages were connected by a greater issue.

Overall, my summer placement with the Steve Sinnott Foundation has been an experience I will never forget as it has helped me establish the fact I do want to be involved in the future of education and making it accessible to all. It has also taught me that you can feel like you belong when people around you share the same desires as you to make a change and with that passion, change is possible.

First published in Engage 23.

If you would like to do a placement at the Steve Sinnott Foundation, get it touch and let us know.

Inspiration for your human rights artworks from Ellie Barrett

Mon, 25 Apr 2022 17:47:11 GMT

Inspiration from artist Ellie Barrett, for our global competition that platforms youth voice on human rights - The World I Want To Live In: Human Rights Education - Learning through Creating. Remember to enter by the 1st June.

Imagine a ‘sculpture’. What comes into your mind? The first thing you might think of is a huge marble figure, or solid bronze shape, or a tall form of welded metal.

For a long time, ‘sculpture’ has been something that is ‘done to’ us, rather than ‘with’ and ‘for’ us. When it appears in front of us – in the gallery, in the street – it’s monumental, towering and immovable. It’s made of materials using processes and equipment that most of us have no familiarity with and no way of accessing. Whether it’s a marble figure on horseback or a polished steel cube, ‘sculpture’ often feels like something we can’t participate in and have no cultural ownership of.

In the last 100 years, some artists have pushed against this traditional idea of what ‘sculpture’ can be and started to experiment with other materials: stuff they found in the street like old car tyres and scrap metal; stuff they found in their houses like cardboard, string and fabric; and stuff they found that connected to other processes outside of art like concrete, animal fur, fat and plants.

This shift in sculpture is important when we think about learning, empowerment and human rights. It can be easy to think about these concepts as invisible things that we can’t hold in our hands. Whilst this is partly true, it’s also the case that learning and empowerment can be influenced by things we can grasp - objects, materials or even other bodies we encounter in our daily lives. These things have a profound effect on the way we absorb, process and share information, and therefore how we view ourselves, one another and the world we live in together.

Sculpture is the perfect place for thinking about material interaction and discovering more about ourselves. Getting our hands dirty making things is a way of taking up space, gaining confidence and sharing our stories. These activities are deeply connected with learning, identity and empowerment. A key element of ensuring that sculpture is an accessible activity that all sorts of people can engage in is making sure that the materials we use are familiar and accessible to as many people as possible. Once we expand the materials we use to make sculpture, we also expand the things that sculpture can do for us.

Case Study

One of my recent projects demonstrates how salt dough (how to make it) can be a useful tool to promote accessible learning and collaborative empowerment. Personal Histories was a socially engaged sculpture project supported by the National Festival of Making, based in Blackburn UK. This project enabled me to think about accessibility, production and participation as a means of creating spaces for shared learning.

For the first phase, I researched sculpture plinths in towns across Lancashire notably in Preston, Lancaster and Blackburn. These were made from marble or stone, and most of them supported statues of powerful men. In my studio, I recreated them using only salt dough. Replicating solid, powerful structures in an everyday material is a way of removing their authority.

In the second phase, I invited people who live in Lancashire to make their own sculptures that would go on top of the plinths. I ran a series of online workshops using Zoom where we experimented with making salt dough sculpture. Material played such an important role again: these workshops were during lockdown, so we were restricted to what we could find in our homes. Salt and flour were ideal.

It was important to me that these workshops weren’t formal technical methods based, but encouraged everyone to experiment and share their discoveries. This format is called a “makerspace” and promotes non-hierarchical mutual learning from everyone in the room. I learnt a lot of new tips and tricks from the people who came to these workshops.

Afterwards, all of the participants had time to make a new sculpture using the ways of working we’d learnt from the workshops. I asked people to make something which represented their experience of the “everyday”. It was important to me that we were sharing something about ourselves using a material we have in our homes. When the sculptures were brought together, it was a way of being with each other to share our experiences, even though we weren’t able to do this in person.

The project encouraged people to think about sculpture as an accessible activity we can all use to raise our confidence levels, share our stories and learn more about each other. The completed sculptures were displayed on top of the plinths I’d made in Blackburn Bus Station in May and June, 2021.

Find out more about Ellie Barrett here: elliebarrett.com

Click here and enter by the 1st June.

Accessing Education & Schooling

Wed, 20 Apr 2022 08:00:11 GMT

Professor Augustine John is an international consultant & executive coach. A former director of education, he is currently Visiting Professor - Office of Teaching & Learning, Coventry University and Honorary Fellow and Associate Professor, London Centre for Leadership in Learning at the UCL Institute of Education - University of London.

When I had the opportunity to establish a mobile bookshop and book distribution service some 40 years ago, in Manchester, England (home of Manchester United), I named it ‘Education for Liberation Bookservice’.

I was born in a small village in Grenada, Eastern Caribbean, an island with a population then of 90,000. Most of the adults in the village were functionally illiterate, as was my father, or semi- literate like my mother. But, not only were they knowledgeable and wise beyond belief, they were the best teachers I could have wished for and they kept traditions alive, especially oral, spiritual and cultural traditions. It is from them I received my best education, not just foundational education, but education for life and liberty.

What I found astonishing, however, was that the formal schooling and education system looked down upon my village folk and never dreamt of including them in building curriculum, let alone in teaching and knowledge exchange. They were never invited into schools to tell their stories, to talk about their ancestry, to share their knowledge about farming and animal husbandry, their knowledge about the natural world and how they farmed in balance with Nature. Small wonder, then, that they would often tell us as students: ‘Book sense is not common sense’, or ‘schooling is not the same as education’. The task for me in that environment was to respect, value and validate the education I was receiving from them, routinely, in informal and non-formal settings and as Mark Twain famously said, to ‘never let my schooling interfere with my education’.

Thankfully, I was blessed with a rich blend of home schooling – where the entire village was ‘home’- and formal schooling, access to which everyone in the village fought to secure for us as children.

It is for all the above reasons that I developed a strong belief in and commitment to Lifelong Learning and a love of the late Paulo Friere, who was responsible more than anyone or anything else for shaping my education philosophy. I discovered Friere pretty early on in my career and have been guided ever since by his belief in the purpose and function of education as summarised in this statement:

‘Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity , or it becomes the practice of freedom , the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world’.

- Paulo Friere, Pedagogy of the Oppressed.

So, how does education equip people of all ages and at all stages of life to deal critically and creatively with reality and discover how to participate in the transformation of their world?

If we accept Friere’s premise that education does not change society; it can only change people and it is people that change society, it follows that ALL people have a fundamental right to education. It is not a privilege to be granted on the basis of ethnic nationality, racial or ethnic origin, social class, wealth, religion, age, sex, or physical ability. It is for developing in people the confidence, self-belief, social skills and competences to take control of their own lives, and to function as responsible social citizens, demanding and safeguarding their own rights, while having due regard to and respect for the rights of others.

Whatever denies access to education for individuals and groups in society, irrespective of their identifying characteristics, effectively denies them their fundamental human right and opportunities for self-fulfilment, thus contributing to their oppression.

Education for Liberation is predicated upon education for democratic citizenship. Empowering the individual to develop her/his capacity to act in a self-directing way and to take collective action with others in pursuit of change is at the very heart of the process of managing and expanding a democratic culture.

First published in Engage 23.

Whose school is it anyway?

Wed, 13 Apr 2022 08:00:04 GMT

Molly Matlotlo, SDGS 4, 5 & 10 PRACTITIONER / MASTER TRAINER AT MOLTENO INSTITUTE OF LANGUAGE AND LITERACY, explores South Africa’s education, inequality and the quest for a national identity.

Every now and again, we all sit around a metaphorical table and have the same conversation world-wide. When the COVID-19 pandemic hit, we were all infected and affected. We had to grapple with what it is that we’re dealing with, the implications and how we are going to get out of it. Locally, this conversation hasn’t been easy. The title for the world’s most unequal society belongs to my beloved country, South Africa. With the highest Gini Coefficient, the COVID-19 pandemic has left us exposed with education and economic disparities in full view. Catering to different socio-economic groups, their education needs and what their money can buy, we’re essentially running multiple education systems. What virtual learning could do for some, it couldn’t do for most. Where parental involvement could get some families, others couldn’t go. What books in the home could achieve for some, their absence was felt where there aren’t shelves to fill up.

The legacy of the difference in government spending on education along racial lines pre-democracy still haunts us. Sustainable Development Goal (SDG) 4 seeks to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. While spending R146 per Black learner and R1 211 per White learner, the Apartheid government was not ensuring inclusive and equitable education. With universities also not designed with Black learners in mind, the spaces are largely unaccommodating in their structures and institutional culture. Students often feel far removed from the curriculum content, which they claimed does not reflect their lived experiences, especially in the Humanities and Law. Calls for a decolonised curriculum have been prominent in recent years. Language policies have also been under scrutiny as language has been used in South Africa to grant and deny access. Although the country boasts 11 official languages, the majority of instruction at universities is conducted in English or Afrikaans. These languages are a second or even third language for most students. The insecurity that comes with teaching and learning happening in your second or third language triggers fears of intellectual inferiority and not belonging. For first-generation students who are finding their way to institutions of higher learning, these uncharted waters also mean a lack of academic support from home.

On the far end of the quintile spectrum, we find quintile four and five public schools and private schools. At this intersection we find race and class. These schools were not designed with black middle-class learners in mind who are now filling chairs at these schools. With the institutional culture dictated by White Cultural Capital, bringing one’s whole self and belonging in these spaces becomes difficult. From policies about hair to what socials look like.

With all these challenges that colour our existence, it is hard to answer President Cyril Ramaphosa’s question. “Who are we as a people? What is it that defines our national character? What is it that defines our identity? What is it that we stand for? Because the values we live by, and the principles we stand for, define us as much as what we wear, the food we eat, the languages we speak, the music we listen to, and they also make up our lives”.

As they exit formal education, we expect these young people to fill positions and take up roles in society and the economy. There’s an African proverb that goes “The child who is not embraced by the village will burn it down to feel its warmth”. Do they have reason to love and serve their country or have we failed them? With all the teacher training I’m part of at quintile one, two and three schools and friends being hired as Heads of Transformation and Diversity at private schools, there is light at the end of the tunnel. We are a colourful and resilient people, Mr. President.

First published in Engage 23.

Human Rights Education: a global framework

Mon, 11 Apr 2022 13:28:45 GMT

Audrey Osler discusses human rights education in a global framework. As well as the Universal Declaration of Human Rights, Convention on the Rights of the Child and Sustainable Development Goals there are many social movements for justice.

This framework provides legitimatisation for justice orientated work to empower students, and offers an alternative frame of reference for diversity in the student population.

It empowers young people by putting their concerns at the heart of schooling, teaches them life skills and how to make a difference.

Audrey Osler: I want to commend the NEU, The Gambia teachers union and the Foundation for working on this practical resource and competition which can engage everybody.

What is human rights education in a global framework? First we need to look at the successes we can celebrate in human rights education over the past years, and then look at some challenges.

The legal framework for human rights education is the 1948 Universal Declaration of Human Rights and the 1989 Convention on the Rights of the Child and also the Sustainable Development Goals which support many of the goals of human rights.

These first two important international agreements don't just guarantee the right to education but they actually guarantee the right to human rights education. If you read the aims of education in the Universal Declaration you will see that they actually require an education which is in conformity with the ideals of the UN, and likewise in the Convention on the Rights of the Child. It doesn't just guarantee every child an entitlement to education, it actually spells out that all children have the right to a human rights education.

Teachers, and particularly teachers unions, can work hard to communicate this because this point isn't as widely shared as it could be. Even amongst education professionals, let alone amongst governments, who decide what they think education should be about.

We've got this global framework but we've also got very important social movements for justice. Over recent months, particularly during the pandemic, we've seen how people have been moved to show generosity, solidarity, extend kindness to others, and fight for justice globally. Building on Black Lives Matter in the United States, the Me Too movement, and Youth for Climate Justice .

Our NGOs and trade unions have a key part to bring these together. To bring social movements and awareness of the international agreements together. Raising awareness of what they actually mean in terms of human rights education.

How then is the global framework useful for teachers?

Many teachers may struggle to engage in questions around justice, they may struggle to express points of view which are unpopular, or unfashionable with their government.

The international agreements support human rights education. That gives extra power and confidence to teachers, in many situations and it enables them to share that knowledge with their students.

Human rights education offers an alternative frame of reference to narrowly focused national values, that are sometimes promoted. It is really important amongst student populations who are diverse in their make-up. That's a very powerful element of the human rights framework.

How can it empower children and young people?

The Convention on the Rights of the Child places children's views, experience and concerns at the heart of schooling. This is an important point. Some people may be anxious that children's concerns and experience of their rights sometimes may be in competition with those of adults, carers and parents. It's important to understand that the links between children's rights being put at the front, and those of parents and teachers, don't by any means have to be in conflict.

Human rights skills are life skills. They are important for all children to learn co-operation, mutual respect, solidarity, learning to live together, and protecting the vulnerable. That's the key point about human rights, and human rights education.

Human rights are about protecting the vulnerable, and it's important to remember that all of us are vulnerable at some point. Recognising that helps us frame solidarity in a framework which is much more equal. It's not giving to others, or being generous. It's actually mutual support.

Children can learn how to make a difference. It is clearly empowering when young people feel they can make a difference, that is going to change the whole atmosphere of school.

What are some of the successes of human rights?

Over the years we have seen global movements make a difference. We've seen UNICEF working on rights respecting schools, in the UK and also child friendly schools in other places too.

Another success for human rights education is the public awareness of concerns like homelessness, sexual harassment, climate change, and many other issues. The rights of sexual minorities is increasingly recognised by the public as human rights issues. Human rights do not just belong to others but they are the rights of us all.

We've seen the UN Convention on the Rights of the Child incorporated into domestic law in so many nations. This hasn't happened yet in the United Kingdom, but we've seen a strong effort to make that happen in Scotland. Although there was a challenge in the High Court, people are working very hard to ensure that the UN Convention on the Rights of the Child is incorporated into domestic law, which teachers, and teachers unions, can pay play a very important role in.

Another success of human rights education is demonstrated by organisations ready to step in and step up when governments fail. Governments have an obligation to ensure that children have the right to human rights education, and to uphold our human rights. When they don't do that it is our obligation as citizens, to step up and make that happen.

Teachers unions internationally, offering training programmes in human rights education, is encouraging. This is happening in our universities, although there is still very little opportunity for teachers to study human rights on a uniform basis. Across the board it is growing, but it is not by any means a guaranteed part of initial teacher training.

In many places human rights education research is now recognised, there are people studying in this field, doing PhD’s, and research is now available to teachers. In the last five years we now see journals on human rights education available to teachers, they are Open Access so there is no paywall, available to teachers and to the public.

Since I've been closely involved in the journal Human Rights Education Review , we've published the first article on human rights education in Nigeria, by a young scholar raising many real issues and suggesting ways forward for human rights education in that context.

Where are the challenges?

Human rights remain something that we often see that we have, but there is still very much a divide between those who have access to them and those who don’t.

Human rights education is sometimes presented in established democratic countries, as if human rights are assumed, and that in other countries people don't have them. There is a risk in human rights education of promoting a sense of superiority, and we need to guard against this, looking carefully at the human rights violations in our own countries.

The international growth of authoritarian regimes across the world is another threat to human rights education. The inflexible curriculum frameworks in schools, accountability mechanisms, and inspection regimes, that give very little attention to principles of creativity and our shared humanity. We need to tackle these, recognising their threat not just to well-being but to human rights.

There is a challenge still in building solidarity across different organisations, and across different struggles for justice. Those that are building solidarity across different sites offer a means of strengthening the field, but it remains a challenge.

Bringing this competition into schools will start many vital conversations about all these issues with young people.

Find out more about the competition here .

Human Rights Education Review is Open Access, meaning the articles are not hidden behind a paywall but available to teachers and other education professionals.

The Importance of Human Rights Education in the UK

Wed, 06 Apr 2022 08:00:03 GMT

Gus John discusses the importance of human rights education in the UK.

Gus John: There is a real need to focus children in metropolitan countries like Britain on human rights abuses in our own space, and understand how that plays into the way education policies and practices are framed.

Last year Gavin Williamson introduced behaviour hubs, which squeeze students into a corner, making schools seem like boot camps. When that happens, openness, creativity and growth are pretty much out of the window.

One of the things that is alarming to us is the growing number of young people with special educational needs, complex needs, who are being excluded from school. It is these complex needs which lead to certain behaviours which contravene the school’s own behaviour codes. It is brutal and punitive, and it is an assault on those children's own human rights. We need to struggle to fight for them.

The way schools organise themselves should be against a human rights back drop, so that they are conscious all the time of the extent to which some of their own regimes are denying children their human rights. Article 2 says children are entitled to an education, and that is irrespective of what they might do. Yet we find very punitive attitudes determines conduct, as if it is not the responsibility of school to help them to unlearn inappropriate behaviours, and grow holistically in a manner that enables them to be citizens in society.

From that point of view, we find that the schooling system is broken, and creating all kinds of casualties. Children end up in pupil referral units, and alternative provision, where less is expected of them. We need to get rid of the overbearing punitive attitude to children, and their development. It is what is necessary if we're going to create a human rights schooling culture.

In this country there is a growing focus on decolonising the curriculum. This project of advancing human rights education and embedding it more in terms of what schools do, must be seen as a part of that. I don't believe that it is possible decolonise the curriculum, if you don't first decolonise the institution. Part of the process of decolonising the institution, is to make schools more child friendly and child centred. This means creating a space for the voice of the child, and by doing so engage with the child's realities.

I work mainly in inner city areas and get quite alarmed at the extent to which schools try to keep issues that affect young people outside the school gates. Youth violence for example, and the fear that young people have of one another, the way in which the youth justice system deny them fundamental rights. These things can be seen as peripheral to the school's main function and purpose. To decolonising the institution, we must create space for all of the things that concern young people.

We need to support the voice of young people and their capacity to bring about changes against a ruling order that seeks more and more to marginalise them, and to suggest that the only purpose there is to schooling and education, is to have high level education results measured by examination and tests, as distinct from growing rounded individuals who can be encouraged and trained to engage in collective action in pursuit of change.

There is a lot of repair to be done in our situation, even as we make comparisons between our human rights challenges here, and those in other countries, and particularly in the global South.

Find out more about the competition here .

An education that connects so we all belong

Wed, 30 Mar 2022 08:00:03 GMT

Bayyinah Bello is a teacher, writer, humanitarian worker and world renowned historian with expertise in Haitian and Pan African history. She is the founder of FONDASYON FELICITEE which is based in Tabarre, Haiti for the past 21 years. It is run with the help of a very efficient corps of volunteers.

With the permission of all those who transmitted knowledge before me. In the names of all those who were passionate about learning, experimenting and transmitting to the next generation, I greet you who read this text now.

I am from Ayiti, starting teaching before I was four, according to my grandmother. We, Ayitians, are descendants of great knowers of Afrika, who built pyramids, invented writing, mathematics; innovators who forged tools from all sorts of metals and stones, including granite! However, after being kidnapped by Euro-Christian enslavers we lost a lot of our know-how, including even, the knowledge of Self.

Today, we must reinvent education if we are to get back to our sacred sciences. Music must return to its primary fundamental subject status. Every child must be trained to listen attentively, to make and play instruments. That will facilitate the average person’s ability to casually learn a half dozen foreign languages with ease.

Education today, must become justice imperative!

The next generation must be taught to search and destroy injustice in language, arts, maths, geography, history, laws, and medical sciences. That is the only way that we will fabricate the types of hearts and minds that will be equipped to steadily and relentlessly work at producing a better world, hour after hour.

While another team works minute after minute at insuring that injustice doesn’t creep in as we progress.

All students must go back to scrutinizing the sky, what they now call astronomy and have turned it into an elitist study. Long ago, we practiced reading the sky to sharpen our eyesight, to read what’s coming up on Earth; to figure out the schedules of floods, hurricanes, earthquakes..., to measure ourselves and nurture humility as we observe the vastness of our world.

Geometry, being the first form of writing, must be introduced to the very young. The practical application of geometry in our daily lives must return. The spirituality of shapes, movements and sounds must be taught to everyone. The integrality of the science of spirituality must be offered to all. The oneness of life must be returned to the People.

With such an education that would open the hearts and minds of our children, we would produce a population of true humans. We would have humane societies where the average person is keen on being just to his/her environment. We would have people who really care for all life forms. We would create a civilization where Knowledge is Queen, Justice is King, where all interactions are coloured with respect and fairness to all.

First published in Engage 23.

The Importance of Human Rights Education in Africa

Wed, 23 Mar 2022 09:00:04 GMT

Gus John discusses the importance of human rights education in Africa.

Gus John: It's a privilege to be part of this project and I can't emphasise enough how important this competition is.

My work with the African teachers’ unions, first in relation to the Millennium Development Goals and more recently the Sustainable Development Goals, has taken me to a number of member states in West, South, Central and North Africa.

I want to make two points about human rights education. One is that teachers face challenges when they try to provide education and schooling to students within the framework of the United Nations Convention, and secondly when they try to introduce human rights into the curriculum, in relation to the human rights culture and climate within their own countries they face further challenges.

We need to examine how individual nation states determine what the function and purpose of education is, because in many instances what one finds is that the ruling government, the state, fashions education according to its overall political agenda. Sometimes that agenda itself is not particularly favourable to human rights.

Teachers have a major task in ensuring that the convention itself is observed, that children are respected, that their rights are respected as learners, and that they have the capacity to comment upon and work towards the building of a new social order through schooling and education.

There are many complexities within all of that, one is the business of increasing access to schooling particularly for girls, and the challenges therein. In situations where girls are structurally seen as contributing to the generation of household incomes, the question of patriarchy, and how young girls particularly are seen within communities. Whether it be in relation to early marriage, or domesticity, or whatever else, there is an attack upon those girls’ human rights. Therefore the policy context, the schooling environment, and schooling practise in those situations, become very complex, and can expose teachers to a lot of harassment, and in some cases very real physical danger because of what it is they seeking to impart to students, and their respect for the integrity of the student population, and for the rights and entitlements of all learners.

I believe that this competitio n will help to focus on those issues in all their complexity, and provides an opportunity for young people to use their voices in articulating some of those concerns. Particularly at this time, given what is going on globally, the pandemic and its impact upon communities, their access to medicines, access to water, access to decision making, and so on.

One of the things that is particularly critical is how human rights is seen in terms of the purpose of schooling and education in relation to society. The famous Paulo Freire gave us an important quote:

I can't emphasise that enough because the purpose and function of any new generation is to learn from the advances and defeats of those who went before them, and chart their own destiny. That is being done within an increasingly volatile political context in most countries.

If schooling and education is not just about training young people to conform to the existing social order, however broken that might be, but about giving them the space to be creative and to envision a different world, then it means the emphasis upon providing students with the knowledge, the problem solving skills, and the communication skills to be able to do all of that in an organised and disciplined manner, is fundamentally what the task of schooling and education is.

I can't emphasise enough the support that teachers need in those very difficult environments, so it is really important that we are able to work internationally on those agendas. It would be configured differently in each place based upon all kinds of reasons, but to have that common focus cannot be more important.

Find out more about the competition here .

Creating Change - The World I want to Live in (FAQs)

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Sun, 20 Mar 2022 17:59:14 GMT

We have had quite a few questions coming in during the last few weeks so we thought we would put together some FAQ’s.

Why did we focus so broadly on human rights as this is a huge topic?

We agree, it is a huge topic but we didn’t want to push students onto a particular topic, we wanted students to choose the topic that’s important to them right now in this moment. We hope that if students and teachers find the resource useful, they will return to it again and again for ideas.

My students are aged 11-16 years and have moderate learning difficulties, is it possible for them to enter the primary category?

We want as many young people as possible to learn about human rights and enter the competition. We had to set some criteria to get us started but we are flexible about categories. We will be led by teachers on which competition category your students enter as teachers know their student's ability best. What’s important is that everyone gets an opportunity to participate if they want to.

How many topics can students choose?

Students and educators can choose as many topics as they wish, we realise it will perhaps depend on the work they are currently doing. We kept the resource broad so anyone can join in and we have seen teachers use the resource across a wide range of subjects so far.

We don’t have much time to focus on creative arts at our school at the moment, what would you advise?

There is something for everyone in the resource pack to spark a discussion around human rights, it doesn’t matter how big or small your project, what’s important is enabling young people’s voices to be heard about the things that matter to them. This resource can be used across the curriculum as it links well with many core subjects.

We have really tight budgets at our school so buying new materials is not something we are able to do?

The idea is to have the conversation with students and see where it goes. Every school has materials that can be recycled, a smart phone to allow students to record their voices and take photos in their communities. The artists that supported us have some very simple ideas which don’t require the purchase of new materials.

You can find the artists ideas on pages 20 to 25 of the resource pack which you can find here .

Good luck ��

Creating a Sense of Belonging and Connection for All of our Learners

Wed, 16 Mar 2022 09:00:03 GMT

We are in the decade of action to work towards achieving the global Sustainable Development Goals (SDGs) as outlined by the United Nations. Diverse Educators is committed to doing the work across our network by connecting our training offer, our events programmes and our vision, mission and values with the global goals to transform our world, together.

We believe:

in a shared vision and a collective responsibility in working towards the SDGs, together;
that through meaningful collaborative partnerships across our network and wider education community, we can have a greater impact in addressing societal issues, together;
that our schools are shaping global citizens and that we are all responsible for the world that we co-create, together.

Togetherness is about finding what we share in common, rather than focusing on what makes us different.

Whilst we believe there is a part for all of us as educators and schools to play in all 17 SDGs, we align our work specifically to 7 of the SDGs as outlined below through our commitments: www.diverseeducators.co.uk/the-sustainable-development-goals

Becoming a global citizen evolves as we develop an understanding of our own identity and an awareness of our own place in the world. By understanding ourselves, we develop connections and a sense of belonging with our own community.

So how do we support our learners in developing self-understanding and self-awareness? And how do we create opportunities for our learners to take control of their own lives?

We need to create space in the curriculum, but to create space to review what we teach and how we teach it, we need to start with creating a space for the educators to reflect, explore and discuss our own identities and share our own lived experiences.

We agree that education is the “the great liberator” that will inspire and empower our learners to be future change-makers. However, in order to liberate the learners, we need to liberate the curriculum, and we can only do that if we liberate ourselves first.

One of our mantras in the #DiverseEd community is “doing the inner work to do the outer work” . We need to understand who we are, what has shaped our attitudes and our behaviours as human beings to understand how they have shaped us as educators. We need to acknowledge that we all have biases that filter how we experience and how we see the world.

As educators our biases play out in the texts we choose to teach, the role models we choose to showcase, the critical theories we choose to engage with. Each choice we make in our long, medium and short- term planning as a teacher is a selection and a filtering process in what we are exposing our learners to.

To fully activate SDG4 we need to have a clear sense of purpose of:

why we are committed to creating a sense of belonging;
how we are going to intentionally do this;
what the desired impact on our learners will be as a result.

It is an explicit process to ensure that all of our learners feel connected to what they are being taught and to what they are learning, and thus feel connected to their community and to the wider world.

As a cisgendered, heterosexual, able-bodied white woman, I had a high sense of belonging in my learning journey as a student, but I become very critical of studying a canon of “dead white guys” . As a result, I chose to read Post-Colonial Literature for my Degree which exposed me to a global canon with a world perspective. My education popped the white bubble I had grown up in North Devon to expose me to diverse lived experiences.

To educate is to nurture hearts and minds. The future of education is to ensure that we diversify our curriculum and our pedagogy to create belonging for all learners. As educators we can transform a learner’s experience of school by ensuring that they have visible role models. As school communities we can shape the next generation of global citizens who will become future change-makers in the world.

Hannah Wilson is Director and Founder of Diverse Educators

www.diverseeducators.co.uk | Follow @DiverseEd2020 #DiverseEd

First published in Engage 23.

Human Rights Education: we are all duty bound to shine a light wherever injustice arises

Wed, 09 Mar 2022 09:00:05 GMT

Daniel Kebede, president of the NEU, explains the relevance of Human Rights Education for educators, unionists and young people today.

Daniel Kebede: Each year human rights day brings our union and our movement an opportunity to reflect on the values and principles set out in the Universal Declaration of Human Rights over 17 years ago.

It was a remarkable achievement born from the ashes of war, the declaration constituted and continues to constitute a common vision for the rights of all people, when the world was scarred by trenches of hatred and conflict. The declaration forged common ground, establishing a guiding star for our highest ideals.

Remaining true to those ideals means that while we celebrate the birth of the declaration, living up to its promise means that we are all duty bound to shine a light wherever and however injustice arises.

Among the declarations provisions article 26 declares that everyone has a right to education , yet around the world one quarter of a billion children are out of school, and many more are in schools where conditions mitigate against their learning. When children lack sanitation, clean water, adequate nutrition, proper learning resources, overcrowded classrooms and without access to a qualified teacher, it is inevitable that over half of 10 year olds in low income countries are unable to read.

Likewise article 20 defends the right to protest , yet around the world we see trade unionists and others attacked and even murdered when exercising their right to freedom of assembly. For example, just recently almost 100 teachers were beaten and arrested in Sudan for demonstrating against the military coup.

Similarly article 23 asserts a right to join and form trade unions , yet trade unionists continue to be the targets of state violence the world over. For example, in Colombia where almost 35 teachers have been killed in the country since 2018, or in Hong Kong where the authorities forced the disbandment of the Hong Kong professional teacher’s union earlier this year.

Even for our colleagues joining this call from the UK, we do not need to look far to see fundamental rights being violated in the UK. Over four million children live in poverty, homelessness and housing insecurity are rife. Right now, the UK government is spearheading the ‘police and crime bill’, that will trample on the right to protest, the freedom of assembly, and make a mockery of our democracy. The ‘over the borders bill’ will criminalise refugees and asylum seekers.

Threats to human rights anywhere are threats to human rights everywhere, and their defence requires engaged, educated and active citizens. That's why education, and more specifically, human rights education is key.

Human rights education is central to helping young people understand their world and their responsibilities within it. It helps develop the knowledge, critical thinking and articulacy that are necessary to recognise, defend and protect human rights.

In the UN Convention of the Rights of the Child article 12 establishes that it is every child's right to have their ideas, voices and concerns, not just heard but also taken seriously . This is one of the reasons I'm so delighted that we're launching this competition today, because it's not just about ensuring young people understand their rights, but it's also about ensuring that their voices are heard and understood.

So as such, I encourage all educators to engage in their classes in this competition. Earlier this year at the Annual International Solidarity Conference event, Michelle Bachelet the UN High Commissioner for human rights said “please do not give up on the pursuit of universal human rights”. He reminded us that as educators our efforts are more important than ever, so colleagues there is no stronger force for equity and justice in the world than you are.

Teachers and educators are the indomitable spirit of our profession, of our movement that buttressed the creation of the declaration of human rights in 1948. I know that it will be the same spirit that will continue to fuel our fight for universal application of those very rights.

Find out more about the competition here .

The importance of having books with local stories, in your own language

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Wed, 02 Mar 2022 18:34:31 GMT

It is our passion at The Steve Sinnott Foundation to share stories.

We listen and learn from them. We amplify peoples voices through storytelling. It feels right and important at this time, especially for young peoples’ voices to be heard.

On World Book day our CEO, Ann, looks at the importance of storytelling and having books that speak your language from a cultural and linguistic point of view.

Ann: I confess I am a bookworm. As a young girl I always had my head in a book, it is way of escaping and creating dreams. I loved reading stories to my daughter and then my grandchildren.

Most of all they loved hearing stories about real life, about our relatives. If I told my stories about when I was a little girl, they would always ask me to repeat them, and my grandchildren loved hearing stories about their mum. It makes connections and gives you a sense of belonging to your family. I wish I knew more about my family’s stories but I left it a little too late to gather them. It feels so important to me that we share our stories and learn from each other.

The other thing I love doing with children and adults is making up stories. It is a lovely adventure as you never know where you will go or end up.

I have had many conversations with educators across the world and the same themes keep coming up. I thought I would share why we believe sharing stories and writing them down is so important.

The importance of books with local stories

Local stories raise the socio-cultural awareness of the readers
They promote the values of love, unity and social cohesion
They enhance the preservation of the socio-cultural history of the local people
They aid readers to relate the stories with their local realities
Readers easily understand the setting, themes and plot development of the stories
Local stories teach moral lessons to readers within their own cultural context
Local stories promote an understanding of the people and their perspectives on a variety of issues
Local stories educate and entertain readers by celebrating their own culture
Stories encourage listening and learning about one another, to develop understanding and empathy

We are proud to be supporting teachers in The Gambia to write and publish their own story books which will be shared in schools later this year.

The importance of books in your own language

We are excited to have a copy of Goute Sel, the Haitian Creole workbook which the Alpha Creole literacy project is using in Limonad, Haiti. Many adults had to learn to read and write in French, which is not their mother tongue. It is extremely important for people to learn to read and write in their own language. Haitian Creole is the most widely spoken language in Haiti. This teaching resource it gives everyone who learns to read and write in Haitian Creole a sense of themselves, and a sense of their place in the world.

You can support our mother tongue literacy projects here .

Do something a little different this World Book Day

So this World Book day I encourage you to buy a mother tongue book and spread a little joy and adventure in the world.

A Successful Digital Classroom in The Gambia

Wed, 02 Mar 2022 09:00:05 GMT

Mariama Bah: On behalf of the entire community of Nema Kuta Basic Cycle School, School Management Committee Chair person, Mothers Club President, Regional Education Directorate 4, teachers and students, I wish to take this opportunity to thank the Gambia Teachers Union for identifying our School, and The Steve Sinnott Foundation for the financial support to provide these facilities.

This will help to improve performance, enrolment and retention of students in the school. The facilities will be greatly taken care of.

Let me take this opportunity to inform you that within a week a lot of students who were not coming to school have started coming. Some of them have never seen a Television set before. Even some of the parents came to the school to see for themselves when they were told about the news.

Please be informed that we got some recorded lessons from the Communication Unit of MoBSE for the teachers to use for teaching and learning.

(Mariama Bah, Principal NemaKuta Basic Cycle)

Feedback on the Digital Classroom at Nema Kuta Basic Cycle School

The Steve Sinnott Foundation (SSF) and the Gambia’s Teachers’ Union (GTU) launched a digital classroom project in March 2021 in the Lower River Region (LRR) which is Rural Area number 4 of the administrative divisions in The Gambia.

During the monitoring visits to the school, teachers, members of the school management committee, the village alkalo, a member of the mother’s club and some students were interviewed and this is some of the feedback they gave:

Impact on the learners and educators

Digital learning is far more engaging and interactive than voluminous textbooks, and offers more activities than traditional education methods. This allows the children to connect with the learning materials and fascinates the children beyond measure.

The advantages of the digital classroom at Nema Kuta Basic Cycle School is not limited to the students, but also helps teachers whilst researching the curriculum and provides ideas for planning lessons and offering better quality education.

The positive environmental impact is also recognised by the need for less paper for handouts and books. There is also time saved with fast access to information which makes research easier, maximizes the resources, and increases both reach and impact for students and educators alike.

In addition to all this the teachers now have the opportunity to charge their mobile phones at no cost. Before this facility a teacher would collect all the mobile phones and take them somewhere, then leave them for charging at a cost. Often it took a very long time to get them back.

The next developments:

Although a great improvement, there are still limited computers and laptops for the students to use. So students are waiting to access the facility because they have to take it in turns.

Therefore we are now looking to raise funds for more computers. Will you help us ?

https://www.stevesinnottfoundation.org.uk/working-in-partnership-with-brunel-university-to-bridge-the-digital-divide

https://www.stevesinnottfoundation.org.uk/a-day-in-my-life-when-i-needed-access-to-technology

https://www.stevesinnottfoundation.org.uk/improving-the-quality-and-access-to-education-in-the-gambia

Literacy And Development in Haiti

Thu, 24 Feb 2022 09:00:03 GMT

Chauncy Jacques, a human rights lawyer who became a community development organizer in adult education and in training literacy leaders, talks here about the importance of teaching literacy in the mother tongue together with consciousness raising.

Wherever you are in the world, I greet you. Thanks to The Steve Sinnott Foundation for connecting us through my brief article written in Haitian Kreyòl about creating literacy in Haiti.

I should introduce myself and explain my part in this project. I am from the community of Limonade in Northern Haiti, Chancy Jacques a human rights lawyer who became a community development organizer in adult education, credit groups for street vendors, and in training literacy leaders.

In any society, if the people cannot read and write and remain illiterate, that country will remain underdeveloped. This is why we need literacy programs in Haiti. ( Alfabetizasyon in Kreyòl). In our context the literacy process means enabling those who have not been to school to begin reading, writing, and reflecting. When this happens, people gain a tool which enables them to develop within themselves, their families, their communities, and their country.

Some statistics have put the illiteracy rate in Haiti as high as 85%. There have been various tentative efforts to confront this situation, notably ONARAK and Misyon Alfa, but they have not been successful. Programs by The Alfa Foundation and the Catholic Church did not last. One cause of failure for these campaigns was that they were not embedded in consciousness-raising. This is why the high rate of illiteracy of our population remains at the root of Haiti’s many problems.

Enabling literacy for all Haitians is not only the work of the state, but is the role for everyone who is able. With that in mind, St Ann Parish in Limonade, supported by friends at St. Bartholomew Parish in Indiana, launched their own ALFA program, “Literacy is the Path to Development”.

ALFA includes communities in the parishes of Limonade and Bwadlans. The program is based on three pillars: reading & writing; mathematics; consciousness-raising.

Consciousness-raising, when done well, enables participants to discover that, of course, they already know a great deal! These are wise people, not ignorant or stupid. With the group monitor (not teacher) they begin to learn, and from them the monitor also begins to learn. They are good friends and it is by working together ( tet ansanm ) that the class becomes strong. Becoming more fully aware, participants discover that, universally, reading and writing is a key tool in life. They get excited about learning to read and write. They understand that they are behind in the journey, they want to hurry! They want to participate in community matters, in the church, and in national issues.

Once the work of consciousness-raising is done, and done well, reading and writing does not seem a mystery, for participants have discovered where they want to go. Then the work of the monitors becomes easier because everyone wants to come to class to learn quickly.

We use the “Goute Sel” text, a method which reinforces consciousness- raising. Each lesson has a subject for reflection and discovery. The reading and writing we share in unison so that no one is left behind.

Every Alfa participant is already calculating day to day. They always count whatever they have. In mathematics, it is only the understanding of numbers which is a problem. As they meet numbers in each lesson, the monitor helps them discover how these numbers express what they already know and practice. I believe it must be among the greatest possible experiences in life to enable a person to become literate, helping them leave hopelessness, find dignity and community. For this opportunity, Alfa monitors and I remain deeply grateful for the support of our friends in Indiana and the new partnership with the Steve Sinnott Foundation in London.

First published in Engage 23.

Human Rights Education competition: the importance of creativity

Wed, 23 Feb 2022 09:00:04 GMT

At the launch webinar for our human rights competition, Evadne Bygrave describes the Aims of the Steve Sinnott Foundation and the importance of the Human Rights Education creative competition for schools.

Evadne Bygrave: I'm an educator and an ambassador of the Steve Sinnott Foundation and one of the reasons that I'm proud to be part of the Foundation is that the Education For All mission resonates with my own educational values. It was Steve Sinnott’s vision that every child regardless of ability or economic status would have access to a good quality education.

The Foundation was set up after the death of Steve Sinnott who was a teacher in Liverpool and Preston, and also the general secretary for the National Union of Teachers. What makes this Foundation stand out from other educational charities is that it’s starting point always poses the question to its beneficiaries; “how can we help you?” Giving people ownership of the project and enabling them to make decisions that will benefit them rather than the Foundation is one of the Foundation’s main aims, and to collaborate with teachers and educators to develop projects that will achieve sustainable learning across the world, by reducing the beneficiaries dependency on the charity.

It engages in projects that opens a door of educational opportunities to some of the most disadvantaged learners around the world. Some of their projects include, for example, the Positive Period Programme . Delivered in Sierra Leone, the Gambia, Cuba and Haiti, it enables teachers and educators to help their students to stay in school by understanding the issues around periods and teaching students how to make reusable period pads, that they can make themselves, using local materials, they are affordable, sustainable, reusable, washable, long lasting, comfortable and very importantly economically friendly.

They have created Learning Resources Centres in Nepal, Haiti and The Gambia. They are all locally owned and managed. More recently they supported the Mother and Child learning centre in Jamaica which provides the much needed help with learning resources to young mothers and their children in readiness for school. The Life Long Learning webinar programme, which started during the pandemic, gives our partners and educators an opportunity to share their knowledge and skills across the globe.

Human rights remain a barrier for many learners around the world today, so the Foundation is very enthusiastic to be launching this competition ‘ The World I Want To Live In: Human Rights Education - Learning through Creating ’ along with the NEU and the GTU. By focusing on creative learning, it opens up learning opportunities to all learners regardless of their ability, culture or language. They will develop an understanding of human rights and its importance on individuals and countries, from past and present. Using a range of creative resources; poetry, art, music, writing, sculpture and drama.

We at the Foundation hope that this competition ‘The World I Want To Live In: Human Rights Education - Learning through Creating’ will engage and encourage young people to make their voices heard on human rights issues, while also supporting teachers in highlighting the issue through the educational resource we have developed.

To get involved, sign up now .

Gigi Ermoyenous Ambassador for our Positive Periods Project

Wed, 16 Feb 2022 09:00:05 GMT

Gigi Ermoyenous explains her motivation for becoming an ambassador for the Steve Sinnott Foundation, and why our Positive Periods Project is so important to her.

Gigi Ermoyenous: I'm in the final year of sixth form and preparing to take my A-levels. I'm also an ambassador for The Steve Sinnott Foundation’s Positive Periods Project, as well as for the charity Period Power.

The challenges caused by menstruation, and the unfairness of period poverty, are two things that for as long as I can remember I have cared about. In 2017 I worked with my school to set up dignity boxes in toilets. I believe that period products are needed just as much as toilet paper, and as one is provided for free, the other should be too.

Environmental impact

My other passion when discussing periods is the benefit of reusable products. People need to be aware of the massive amount of plastic and chemical usage in period products. 90% of pads are plastic, that’s the equivalent of about four carrier bags per product. Not only is this harmful to the environment but also potentially to bodies too, alongside fragrances, beaches, gelling agents, and are causing environmental and health problems.

The most common menstrual products are veritable cornucopia of plastic. Tampons come wrapped in plastic, some encased in plastic applicators, with plastic strings, and most surprisingly include plastic in the body of the tampon. Pads generally incorporate even more plastic, from the leak proof base, the synthetics to absorb fluid, to the packaging, then there are the chemical absorbers, fillers and lubricants, plus chemical and pesticide residues from the manufacturing process.

This is why I campaign to raise awareness of reusable sanitary products. They are a cheaper and more eco-friendly choice.

Helping girls stay in school

A couple of years ago I met The Steve Sinnott Foundation at an NEU (National Education Union) meeting where I learnt about their Positive Periods Project.

I feel honoured and proud to have been invited to work with The Steve Sinnott Foundation. Their Positive Period Project aims to teach communities how to make reusable period packs. We support women in The Gambia, Sierra Leone, Uganda, Malawi, Haiti and Cuba who struggle to afford period products. This causes them to suffer social stigma, and their education to stop. The Positive Periods Project teaches women and pupils in schools, to make their own reusable period pads from fabric and resources that they can source locally.

Positive Periods is creating independent women who manage their periods with dignity and pride. Girls miss approximately 52 days of education a year due to a lack of period products, and facilities to dispose of them properly. Once girls start to miss school, they often do not return.

Our project is proven to increase and prolong school attendance for girls, and benefits the local economy as the materials are sourced locally. Reusable pads are fairly easy to make and can stay in good condition for years. I've had a go at making some for myself, my family and friends, and intend to introduce the project in my school’s twin college, Asiky College in Namatumba Uganda.

A while ago pupils from my school carried out some research about periods and Asiky College. The results showed that most girls worried about getting their period while at school, and have missed school days because of their periods. An overwhelming number of pupils use items such as rags, newspapers, feathers, or over used disposable sanitary products. This of course can cause many different types of health problems.

The point of the Positive Periods Project is to ensure that girls around the world no longer have to experience this discomfort and indignity linked to their periods. Something that is natural and unavoidable for most women, and should be treated as such.

Thank you for the support

We are especially grateful to everyone who supported this work so far including the NEU and The Open Work Foundation for all their support with this project.

This project speaks to me of something empowering and inspiring. I wish to work with The Steve Sinnott Foundation in the next couple of years to gain first-hand experience. For now however, I will do everything I can to keep this project running, because we all struggled through the Covid pandemic.

I implore you all to donate what you can to support the Positive Periods Project. If you would like to find out what you can do to support the Positive Periods Project, please get in touch with Ann at ann.beatty@stevesinnottfoundation.org.uk or you can support now with our Gift Of Giving for Positive Periods .

Find out more about the our Positive Periods Project here .

The Importance of Human Rights Education in The Gambia

Wed, 09 Feb 2022 09:00:04 GMT

Marie Antoinette Corr discusses the importance of this Human Rights Education competition for schools at the launch of the competition on the 8th December 2021.

Background

The Gambia is the smallest country on continental Africa with a population of roughly 2.4 Million. The Gambia Teachers Union (GTU) is the only teacher union in The Gambia.

The GTU and The Steve Sinnott Foundation (SSF) linked up in 2017 and have since established a very strong bond and Partnership. A series of activities have been funded by SSF including supporting the Sierra Leone Teachers Union (SLTU) to train teachers on the making of reusable sanitary pads and equality and gender-based violence issues.

National Education Union (NEU) and GTU also have a long standing partnership. Since Samidha Garg and Andy Woolley visited the Gambia and conducted leadership training for teachers. I have also been privileged to attend a series of NEU Conferences before the COVID 19 Pandemic struck.

Why GTU co-launched the competition

We believe young people should be at the forefront of global change and innovation. When empowered they can be key agents for development and peace. The ultimate goal of human rights education is people working together to bring about human rights in society, human rights justice and dignity for all. This is an opportunity we did not want to miss. That is why we agreed to co-launch the competition.

We want to ensure that all young people have every opportunity to participate fully in the positive development of their societies.

The state of human rights education in The Gambia

This competition comes at a very opportune time for us. The National Human Rights Commission with support from the British High Commission is currently reviewing the Basic Cycle and Senior Secondary School Curricula to identify entry points for the integration of human rights education into the basic and secondary school education levels, in order to nurture human rights values in children. The Gambia Teachers Union has been invited to be on this committee, and we see this as a very welcome move.

Putting The Gambia back on the human rights map

Gambia was once a human rights haven, but after 22 years of dictatorship authoritarian rule by Yahya Jammeh, the nation was beset by arbitrary arrests, torture and other human rights violations. The nation is aggrieved and wants positive change. However a lot of violence was experienced during the recently concluded presidential election.

Human rights in the region needs support. Nigeria has witnessed an increase in human rights violations such as unlawful killings, forced disappearances and torture by both government and non-state actors. The Chibok girls kidnapping is an example.

African governments across the continent need to accelerate efforts and provide adequate funding to ensure that all children have human rights education. Human rights education is one of the answers to our current problems. We want to make The Gambia a human rights haven once again.

Get involved

If you want to get involved in our Human Rights Competition for schools, you can sign up on our website .

Thank You

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Tue, 18 Jan 2022 09:20:58 GMT

In the first few days of 2022

We have been taking a moment to reflect on all that we have achieved this past year, all the generous connections that we have made, the things that we have done together, big and small, that have made a difference in this world.

2021 has been another challenging year for education access and provision. Wherever you find yourself in the world there are different challenges. We have been working alongside some amazing educators to ensure that learning continues for children wherever they are and whatever their circumstances, across the globe.

Working in Cuba and Haiti brings different challenges in the provision of education than our work in The Gambia and Sierra Leone or Nepal and Cambodia, but we are all connected.

Working with grassroots partners has enabled us to stretch our resources further than ever before and we have been heartened by the generosity and community spirit of our supporters.

At the Foundation we have had the honour of working with so many of you and we know that despite the daily demands of life and the current ongoing uncertainty, you have been continuously supporting our work to provide Education for All children everywhere. Your generosity and passion helped to transform the lives of thousands of people across the world last year.

So, we invite you to take a moment to celebrate you.

The many people who contributed to the Haiti Solar Appeal and our project work in Cuba, Haiti, The Gambia, Sierra Leone and the U.K.

Everyone who purchased our Charity Gifts and attended the Life Long Learning Webinars and film screenings and contributed to developing and delivering all the projects throughout 2022.

A special thank you to some of our fabulous fundraisers:

Funda walked the Three peaks, Lucy walked and cycled virtually from John O Groats to Lands End, Tola and Josie raised vital funds through their Facebook birthday fundraisers. Our partner school in Prague held monthly film nights and Zohreh who made recycled celebration cards for sale. And to end the year on a high, some of our volunteers and ambassadors stood out in the freezing cold at the Barnet Christmas Fayre and raised funds selling cakes (supplied by Creative Cravings) and cheer in December.

We also owe special thanks to all the educators and the people who work in the background giving generously of their time and energy; the trainers, webinar hosts, storytellers, artists, designers, proof readers and connectors!

The many educators and teacher unions, that we work in partnership with globally, and last but not least our funders who believe in the work we do.

It’s simple really, we are all connected in the purpose of providing Education for All.

Thank you to each and every one of you, for your support and solidarity as without your continued support none of this work would have been possible.

We are looking forward to the year ahead full of opportunity and possibility – alongside strengthening our current projects we are embracing new partnerships, new projects and new ideas and we hope you will join us.

A Huge Challenge Offering Immense Rewards

Fri, 17 Dec 2021 09:00:03 GMT

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.

Being Your Best Self

Wed, 15 Dec 2021 09:00:02 GMT

Jude Tisdall was appointed SSF Ambassador in 2020, and here she explains why she is passionate about engaging in the work of The Steve Sinnott Foundation.

I was recently invited to be an ambassador for the work of the Steve Sinnott Foundation (SSF). My initial introduction to the work of the Foundation was through my friend and neighbour Ann Beatty, who is its CEO.

One cold Sunday I offered to help Ann at a stall that was giving information on one of the current SSF projects, Positive Periods. Girls and young women can miss up to 50 days a year from school because they do not have any sanitary protection. There are many situations and conditions that exclude young women from education but until I became involved with the SSF this particular one had never crossed my mind. The amount of people that showed interest not only in that project, but other work of the Foundation, was exciting and heartening.

I then went along - again to help with a stall - to the International Solidarity Conference held March 2020 in central London. I met many people involved with enabling access to education worldwide. At the workshop given by Ann about the work of SSF I was excited by the support and enthusiasm from the audience. Lots of things were discussed, including practical ways of making education and learning accessible. One idea was to send bicycles to The Gambia and in the wonderful serendipitous way of the world, there was someone in the audience whose brother had an import business for bicycles and a repair shop in The Gambia! Within a very short time there was a conversation about the the cost of a bicycle ( 85) and how we could roll out something across schools in the UK to sponsor a bike. There was a discussion about the number of bikes that could be provided and even discussion about an apprentice scheme where people could be trained to repair bikes , which in turn could create jobs. The immediate ideas and brainstorming about just this one thing that would enable physical access to a learning centre was amazing and inspiring.

My own background is as an educator and facilitator across a wide range of arts related programmes. I was deputy principal at one of the UK’s leading drama schools for many years. My role included pastoral responsibility for students and staff. I contributed to the teaching programme on MA courses and developed degree courses at BA and MA level. Although semiretired now, I act as a mentor for new graduates, helping to bridge the gap between education and employment. I run workshops around confidence and presentation skills. I am also an Alexander Technique tutor and I believe passionately in the power of education and learning, that is education in the very broadest sense. There are so many ways to learn and develop once the conditions are supportive and sustainable. So if I was to tease out what I meant by that I would say that to have access to learning in an atmosphere of support and understanding where there is no fear; no fear of it not being available tomorrow, no fear of not getting it right; to be in an atmosphere that is creative and structured and where there is an understanding that we all learn in different ways. To be rooted in your own place and space; in your own culture and in that environment to have the opportunity to develop the skills that allow you to be your best self.

I am excited to be part of the SSF family and look forward to being able to support their ongoing projects and help them develop new ones. Each project sharing the same purpose, this being to make education available to all and thereby empower young people around the world, especially young women and girls, to be their brilliant and best selves.

From Engage issue 20.

Let’s Transform Our World For The Better

Wed, 08 Dec 2021 09:00:04 GMT

Audrey Osler is Professor of Citizenship and Human Rights Education, University of Leeds, UK and University or South-Eastern Norway.

I specialise in education for citizenship and human rights, in both established democracies and post-conflict societies. This has led me to diverse places and regions, including sub- Saharan Africa; Aceh, Indonesia; Iraq-Kurdistan; and, most recently, Sri Lanka. Experience confirms my belief that education is key to the realisation of human rights and gender equality. UN Sustainable Development Goal 4, quality education, is central to the wider sustainability agenda. Without appropriate education many of the other goals are effectively non-starters.

The Sustainable Development Goals, agreed in 2015, are a set of aspirations with concrete targets. The first step in realising their ambitious agenda is to hold our governments to account. It’s important to remember that they are not legally binding. They form an ambitious agenda to transform our world for the better by 2030. They are only likely to be realised if we, as citizens, working with others, including elected representatives, ensure our government and political leaders are held accountable both for these promises and for legally binding human rights obligations.

A second step in realising SDG 4 is to prompt an in-depth discussion about the meaning of an inclusive and equitable quality education. Much is made of the need to ensure adequate resources and teacher education. Clearly these are essential. But we also need to debate the aims and content of education. The near-universally ratified Convention on the Rights of the Child, along with the International Covenant on Economic, Social and Cultural Rights, spell out the basis for a quality education. These agreed international standards propose curriculum aims. These include development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations; respect for the child’s cultural identity, language and values and other cultures and civilizations. A quality education must necessarily include human rights education and intercultural education. Equally, the curriculum should equip the learner with the skills to participate in society ‘in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples’, and ensure social and environmental sustainability.

Some may question this agenda, arguing that universal primary education must, in the first instance, promote literacy and numeracy. Yet this isn’t an either/or choice. We are living in dangerous times, with increased authoritarianism across the globe; a global climate emergency; and an increasing tendency for governments to deride international institutions, undermine democratic processes, avoid journalistic scrutiny, overlook human rights standards, and play to populist agendas that promote blind nationalism and xenophobia. The curriculum knowledge and skills outlined here are more necessary than ever, if we are to avoid global conflict.

A third step is to foster global solidarity and a stronger cosmopolitan outlook, not just among young learners but all citizens, including teachers. Even wealthy countries need international support and solidarity to address crises, as illustrated by the international response to Australia’s devastating bush fires in 2019-20. Those who have lived under repressive regimes are often most acutely aware of the need for cosmopolitanism.

The artist C sar Manrique, who lived in Franco’s Spain, expressed this provocatively: ‘ I believe in humankind as a totality. I don’t believe in religion, or in borders, or in nationalities, or in flags .’ He went on to say: ' We live on this planet for such a short space of time that each one of our steps should lead towards building the dreamed space of utopia more and more. Let us build it together. That is the only way of making it come true. '

Citizenship action for government accountability, a deep discussion about a quality curriculum, together with a utopian cosmopolitan vision, offer a pathway towards greater social justice through education.

From Engage issue 20.

Jessy Nkhoma: Steve Sinnott Foundation Young Ambassador in Malawi

Sun, 05 Dec 2021 18:17:01 GMT

In 2019, I had the opportunity of being a Steve Sinnott Foundation (SSF) Young Ambassador and working with Send My Fried to School in the U.K.

Being an SSF ambassador and working with Send My Friend to School has been a great opportunity for me. I learnt a lot of things:

a) How to raise our voice as young people in the world.

b) Awareness and understanding of my own community and our culture and how that sits with other cultures of the world.

c) The pleasure of interacting with different people in the U.K.

I very much enjoyed meeting different people from different cultures, when I visited the schools, mainly in London but in other parts of the UK as well. It was very hard for me as it was the first time leaving my country.

I really enjoyed campaigning for Education For All with the other send My Friend to School ambassadors and they helped me to learn more about Sustainable Development Goal 4 -SDG4, which is about ensuring that all children have access to inclusive, equitable and quality education. Education being the key to success in life. I have realised that it is my responsibility to campaign for better and affordable education worldwide. Both girls and boys must have access to education.

During my trip to the UK I have benefited from meeting different people, how to raise my voice and to be heard by the masses concerning education and climate change. I learnt about the differences and similarities in the UK and Malawi. I have learnt what my fellow peers are doing to combat climate change. I also learnt to keep struggling when dealing with difficult situations. It is my choice to measure the impact I am personally having on climate change and those in my community.

My best moment was speaking to the crowd at the Climate Strike outside Parliament. I did enjoy speaking at the party conferences, visiting a museum, many schools and a university and a football stadium but I enjoyed most the feeling of solidarity and the shared passion to make a change through campaigning at the climate strike.

Since returning to Malawi, I have continued to use my voice and talk to people about the devastating effects of climate change. I have spoken with many young people at school and college and in my community.

It is difficult for young people to have their voices heard in Malawi, many young people are uneducated as they cannot afford education. When I talk to young people about climate changes they are often not interested as they don’t understand the basics due to lack of education opportunities.

I have personally spoken with Tailors Boopngue, member of parliament to raise the issue of climate change and lack of education for all. We discussed some ideas on how we can make a real impact on climate change in Malawi.

In the future I am looking forward to continuing the campaign for Education for All as I believe that education will have a real impact on climate change. I am also looking forward to continuing my own education, which has not been easy due to affordability and my family are poor, so it is difficult to pay for school fees and materials. I am studying hard for my exams in June 2022.

The Power Of Education

Wed, 01 Dec 2021 09:00:03 GMT

In 2019 Ann Beatty met with Kailash Satyarthi to discuss children's right to access education, this article was published in Engage issue 19. Kailash Satyarthi – children's rights activist and Nobel Peace Prize recipient sharing his thoughts in a conversation with The Foundation’s CEO, Ann Beatty.

SSF: What do you consider to be the most significant obstacle for children in gaining access to quality education across the world?

KS: Can I just say before we start that I knew Steve Sinnott personally and we worked together on just this; the MDGs and SDGs were our common goal and I much admired his work and passion for believing in the power of education.

The most significant is the lack of adequate political will, globally. Education is at the top of the agenda for us, but not for the governments; at national level and in the national community. That equates, first of all, to inadequate budgetary allocations; not enough global financial support made for the education of children; and, thirdly, whenever the laws that relate to education are not properly enforced because of the absence of accountability. That relates in many ways to not enough infrastructure, there is an inadequate number of teachers. In many countries, teachers are not well trained or well paid, and that is why the motivation factor among the teaching community is low. These issues are, in many forms, a lack of adequate political will.

SSF: How do you think we will overcome these obstacles?

KS: I strongly feel that political will, will only come when you have strong national organisations and mass movements. This is not taking place because of so many other things. The present political trends as we see here in this country, for example, and in many other parts of the world are taking the focus away from education, when education is the key to achieving many other goals in life. These issues are serious and that’s why we don’t see strong social movements for the right to education, good quality public education that brings all of us together on a more equal footing in life.

SSF: Can you tell me a bit about your work in supporting girls accessing education?

KS: Girls’ education is a big challenge, especially when we talk about the hard-to-reach category of children. These are the children who are living in extreme poverty conditions or those who belong to culturally or socially excluded communities. In these communities, the girls are most vulnerable for all types of exploitation, including denial of education.

We have been working on this for quite some time, not exclusively but inclusively because boys also belong to those sections of society that are trapped in mining, domestic help, small factories as child labourers, trafficking or slavery victims. As a result, we have to work with both boys and girls.

Back in 2001, we had major success in amending India’s constitution, making education a fundamental or constitutional right. This was followed by the Right to Education Law, giving every boy and girl the right to education. For this demand, we organised a long march across the country and in a few months it resulted in not only public support but also political support for a constitutional amendment. In this sense we had some success in bringing more girls into education.

But then social awareness at the village level became one of our key agendas. Yesterday I was in contact with my Foundation in India, they had organised a meeting with youth leaders from about 50-60 villages. These youth leaders are elected leaders as the heads of their village child parliament. This is a part of my Indian organisation, Kailash Satyarthi Children’s Foundation, that is working across more than 600 villages in making them child--friendly villages. A child-friendly village is when all children are free from exploitation, no child labour and no child marriage. The girls are the most vulnerable victims of child marriage; of course younger girls were married to elder men and this was a common thing that we opposed in these 600 villages. This was the community’s achievement, so not just an NGO type of activity but society participation.

The second thing we are working on is that all children must be enrolled in schools. In most cases, 80% of girls were not in schools, but through this process now both boys and girls are enrolled. We were able to show a concrete example of how community participation, awareness building and bringing in a local celebrity can incentivise the community to bring girls to school.

The most important thing to note is that in yesterday’s meeting with the heads of the villages, more than 2/3 of the leaders were girls. This shows the girls’ power and how not only other girls, but the boys in the village communities support them. Many of the girls were also first-time students, and they were elected because they have more passion, honesty and resilience than the boys. They also come from a background of exploitation and have shown excellent leadership. They were all elected in a democratic procedure. Even the teachers were amazed that the girls were there for the first time and within one or two years they emerged as leaders.

The youth power, or the power of the children themselves, is helping in bringing in more girls to education as well as retaining them. Retaining girls in education has always been a big issue even globally, especially in developing countries at the secondary level. Even in primary school it is difficult to bring them in, and continuing in secondary school is the biggest challenge. We are happy to have been able to achieve this in these 600 plus villages.

SSF: My 13-year-old grandson, Kaylem wanted me to ask you, what made you become an activist?

KS: Very good question, first of all say hello and send my love to your grandson.

I was almost his age when I started something concrete at the age of 11. The first spark about the issues related to children came on the very first day of my schooling when I was entering my local government primary school and I saw a boy my age sitting outside the school gate. We were about 5-6 years old at the time. So I spoke to my teacher because I was disappointed that this boy was not with us in the classroom. My teacher was surprised at the question, told me this was a good question and went on to explain that they are poor children that help their families, and this was a common practice. This was almost 60 years ago now.

I was not convinced by this answer and asked my parents and relatives and they told me the same thing. Every morning and afternoon I saw the boy still working, looking at our feet for shoeshine or repair. At the time, because it was the beginning of school, we were all wearing new shoes so there was no question of our shoes needing repair.

One day I gathered my courage and went straight to the boy, he was working with his father. The boy was very shy when I asked him the same thing I asked my teacher and my relatives, so his father answered, “Sir, I never thought about it because my grandfather, my father, my father and I started this kind of work when we were children and now it’s my son’s turn.” Then he paused and said, “Sir, you guys are born to go to school, but we are born to work.”

This was a shock to me. How come some children are born to work at the cost of their education, their freedom, their health? I could not accept it. That day I had a different perspective of the world. The first lesson I learned was that no matter what my parents or teachers say, it may not be right. They have simply been saying the same thing their parents, grandparents and forefathers have been saying. This was knowledge, experience and traditions and customs that passed on from one to another. Some of these are things that are exploitative and abusive. We should have the courage to question it and see the world with a different eye that does not always accept ready-made answers, but ask questions. This helped to build my personality.

Back to the age of 11, my closest friend suddenly dropped out of school, along with some other boys and girls, at primary level. I knew he came from a poor family, and the reason for them leaving was poverty. My friend disappeared from the town because his elder brother could not earn enough to continue staying in the town, so they went back to their village. That made me very sad and I thought something should be done. So on the day of my school results, me and a friend of mine had a plan. We gathered our pocket money and rented a four-wheel cart that was used for fruits and vegetables. My friend pulled the cart while I chanted, “uncle, aunty, mother, grandmother, friends, congratulations! Today your children passed their classes and have moved on to the next grade.”

It was a good idea, but a lot of people did not understand what was going on. After a few sentences a crowd gathered, my friend and I chanted, “think of those children who could not afford to continue schooling because they had no books or money. From now onwards, your child’s books will go to waste. Why not put them in this cart so we can give them to these children?” Everyone liked the idea and within four hours, we gathered over 2,000 books. We had to take many trips to store these books. Then I spoke to my teacher and headmaster, meanwhile the town spread the word about what happened that day. Teachers then began saying they wanted to do more. So we had an idea that we should make a book bank, so that the students in need could borrow these books for the school year and then return them. The selection of these children would be done by the headmasters, and it became such a big thing that people started calling me Kailash the Book Bank Boy. This was the beginning of my activism.

SSF: You have often said that you can use anger to very positive effect, and that there are lots of disillusioned views in the world. Recently climate change has become a major political focus resulting in many young people around the world feeling angry and disillusioned because of the inertia shown by their governments in tackling the problem. However, their disillusionment is being used as a positive force to affect change.

If you had to give young people a message today, what would that be?

KS: You have already answered it. Once you are angry, it should not be negative, it should not be driven by revenge or jealousy or ego or selfishness and so on. It should be driven by the inner call for justice and righteousness so that anger can be converted into ideas and actions.

Pessimism and passivity are the biggest enemies in our society. Young people are full of energy and enthusiasm, full of dreams and aspirations for the future. More importantly they have a strong regiment of truthfulness and ideas. That is the biggest capital in the world, I would say.

Almost 3 billion young people in the world are under the age of 25, this is a massive population. This is the reason I have run the campaign ‘100 Million For 100 Million’. 100 million young children are victims of violence, including slavery, trafficking and child labour. Denial of education and health care are also forms of violence. On the other hand, hundreds of millions of youth are willing to take on some challenges for a better world, but they don’t have the purpose in many cases. So, 100 million young people should be the spokesperson and changemakers for the 100 million left out. For young people I would encourage to visit our website 100million.org and be the changemakers. Changemakers just have to demonstrate it, that the changemaker is inside each one of us. The champion, the hero, the leader, is inside each one of us. Especially among young people, so they should acknowledge that leader from within themselves.

SSF: What effect did winning the Nobel Peace Prize have on your work?

KS: Well, I used to travel in economy class, now the people that invite me tend to bring me in first or business class!

As far as the staying is concerned, I always prefer to stay in the homes of my friends or supporters and so on than staying in hotels. As I am doing right now, staying with a friend in central London. So in this sense there is not much difference.

In terms of work, immediately after the announcement of the Nobel prize, I did not miss the opportunity because the iron was very hot. Everyone was congratulating me including presidents and prime ministers and heads of United Nations agencies and so on. So, I said it is not enough to just praise and congratulate, more importantly we should sit together, and I want to seek something from you. So I began with the Secretary-General of the United Nations, then ex-president Obama, prime ministers from Norway and Sweden, and many more leaders of the world. All with a demand that I had been struggling for some time in campaigning, all the types of child labour, slavery, trafficking, forced labour should be in the development agenda.

So when we had the MDGs I ran the same campaign, people thought it was a good idea, but nobody listened to those arguments. I have been arguing that, A, without education, you cannot achieve any goal and, B, that you cannot achieve education without eradicating child labour because if children are confined to work in places like factories or mines or farms, then you cannot achieve education for all. Then you cannot complete any of these goals.

But in the case of the SDGs, suddenly the Nobel prize was announced, so everybody was thinking ‘yes that’s a good idea, why not?’ Just the small gold medal and the name tag of being a Nobel Laureate helped a lot. I would say that my personal meetings with the world leaders, and those who supported the idea helped it become a reality.

But we have much work to do and without the commitment to and the achievement of SDG 4 by all governments, we will not achieve a sustainable, peaceful and equitable society or achieve the other 16 SDGs.

Article from Engage 19.

Educating For The Modern Era And The Future

Wed, 24 Nov 2021 09:00:02 GMT

Einstein is CEO at Global Startup Ecosystem one of the first digital accelerator education startups. He is a partner at Africa Future Fund investing in initiatives across Africa and the diaspora that leverage advanced technologies to “leapfrog” Africa’s future. He has also launched tech summits across emerging markets in Haiti and Ghana.

Education fundamentally serves to illuminate and liberate, bring awareness to a situation, inform and transform one’s perspective. Education provides a bright spot that spreads to illuminate and liberate in order to empower an individual to improve their environment, their community and lead to a transformation of his or her life. This has been our sole goal; to help people appreciate the very opportunities that lie at one’s fingertips or understand that new ones can be created.

Data suggests that smartphone penetration continues to grow rapidly – within the next 4 years there will be an increase from a 60% mobile phone penetration to 95% even in low income nations. As it stands, many people across Haiti, Africa, India, the Caribbean, South America and many more places are unable to make ends meet but have smartphones which are often just used for basic entertainment such as social media. However, these smartphones can be used to learn new skills, conduct research, learn from diverse economies across the world and also to tap into the global market. These platforms also help to gain access to teachers, mentors and guides who can illuminate people’s lives and educate for the future.

Education also provides the avenue to affect the moral wellbeing of people or individuals living in a country. Good education helps the individual to identify what is morally right and good for the complete development of humanity. This helps reduce the chances of civil wars and conflicts which occur as a result of the lack of, or because of, inadequate education.

Education transcends skills development and the provision for economic empowerment. It helps to reduce gender inequality, increases support for people in trauma or in need of mental health care. It also facilitates understanding and appreciation of entertainment, design, the arts and the like. Collectively this shows that by increasing an individual’s ability to gain education, the illumination it provides raises that person’s standard of living, joy and overall growth and development.

A lot of progress has been made towards achieving SDG 4 as globally as more people are literate across the board even in remote areas. However, the key area that has not been keenly addressed is the digital divide because of the rapid growth of technology and the dependence on technological proficiency in this modern age. This is why it is significant that in order to achieve SDG 4, education in technology has to be a key component. This will equip individuals with the requisite skills needed in most jobs.

That is why the building of strong tech hubs via the Haiti Tech Summit and Haiti Tech has led to such a rapid transformation in the lives of so many; the building of vital training mechanisms has served to liberate and enlighten people. Such a strong push towards building tech ecosystems and hubs across emerging markets has served to bring global thought leaders in technology and innovation to Haiti. This initiative and project helps train people in digital skills locally, whilst educating international leaders about the opportunities available in Haiti and its increasing readiness to be part of technological innovation worldwide.

Believing that education alone is not enough but rather the need for appropriate education which is relevant for context

and time is one of the objectives of Haiti Tech Summit. This is why education around technology is paramount even for the

basics of work. We have endeavoured to help teach people across emerging markets and emerging communities ; the power of leveraging education in technology in order to build the appropriate skills. Haiti is proof of where many young people, people from very underprivileged backgrounds and even people with limited literacy, have been taught how to go on education platforms on their phones to do courses, how to do basic design work, how to research and how to provide services to a global market which can pay for such skills and service.

In a world where there is so much abundance, the missing link is how people can access the right information. This can be achieved through education, which helps people to learn. Leveraging technology helps provide high quality education and opportunities no matter which part of the country people or individuals find themselves. This provides a platform which can train teachers and they can also train the youth and pass on the information to them. The problem often is access to quality and appropriate education. The core mission for the Global Startup Ecosystem has been to increase access to people and through our digital platforms we have been able to train people across remote regions so long as they have access to a phone and connectivity. We saw with the global startup ecosystem that the best way of providing access to experts is through technology.

Within three years we have been able to help transform Haiti into one of the leading tech hubs and ecosystems of the Caribbean. Haiti now has the largest programming and developer communities in the region who have been educated to code and build platforms, websites, applications and more that help empower people and enterprises in the region. The belief that education has to serve the young, the old and be appropriate for the modern day and the future has been a core driver for us. This belief is the biggest reason we have been able to achieve so much so quickly. We are collectively educating over 6000 people in Haiti alone with our programs around technology, promoting understanding of the future of work, helping them gain new skills to reduce the level of unemployment, increasing literacy, female recruitment, self-empowerment and access to a wider global audience to further increase the propensity of continuous learning.

We have found education to be a catalyst to solve issues across all the rest of the SDGs from economic empowerment, gender equality, health, poverty and much more. This has been witnessed firsthand by seeing how relevant education around technology and access to technology has led to the lives of many people in Haiti and across the world being transformed through the programs and access we tirelessly work to provide. It has been an uplifting journey seeing less privileged people have their lives liberated through education and those with resources have their world views focused on regions that

have traditionally been relegated and not properly considered.

From Engage issue 20.

Interview with the Steve Sinnott Young Ambassadors in The Gambia

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Mon, 22 Nov 2021 09:00:11 GMT

We interviewed two of our young ambassadors in The Gambia about their experience of working with The Steve Sinnott Foundation and Send My Friend To School as campaigners for Education For All.

Both Fatoumatta Jabbi and Therese P. Mendy have worked to promote Education For All with Send My Friend to School and The Steve Sinnott Foundation, campaigning to help women and children in their communities understand the importance of education and enrol at school.

SSF - What did you learn from your time as an SSF young ambassador?

Fatoumatta - As a young ambassador, I have learned that children especially girls faced big hurdles such as cultural intolerance, remote locations, violent conflict, and poverty which are factors that prevent girls from receiving the basic human rights of education.

Therese - I have learned a lot during my time as SSF young ambassador. I have learned to appreciate people with different backgrounds and understand that due to certain circumstances surrounding them can affect their ways of living.

SSF – Did you enjoy being an SSF Ambassador, was it hard or easy?

Fatoumatta - I have really enjoyed speaking for the voiceless children which had always been my passion but the journey wasn't quite easy as it went through some rigorous processes. Campaigning is not an easy task and it comes with a big responsibility.

Therese – Yes I enjoyed. It was not so hard nor easy, for it required a great responsibility to carry out. It was indeed a privilege and honour to be a young ambassador of SSF.

SSF – What did you learn from EFA with Send My Friend to School?

Fatoumatta - First of all, it was a delight seeing you all and working together to ensure that our voices are heard. Your efforts and kind gestures towards these children we advocate for, have encouraged me to do more in my community.

I have learned that we can only achieve goals when we all come together in unity and motivate each other. Also with our diverse culture, we were able to send messages to the world. Meeting with campaigners in the UK was indeed a beautiful moment. The schools and places we went to visit, really opened my eyes to see the world differently from the perspective I had before our visit to the UK.

Also, I learned about the different ways of campaigning in the UK from our fellow campaigners. Their educational system and how children are guided in the UK. Attending the Conservative Party conference and getting to meet some MPs and an opportune moment to talk to them about our campaign.

SSF – What were the benefits of your trip to the UK?

Fatoumatta - It was indeed a great honour and privilege to be given the opportunity to travel to the UK, it has boosted my confidence and made me a better version of myself. It makes me realize that my voice can be heard and make a change not only in The Gambia but the world at large.

Secondly, it makes me know the outside world. I have learned so many things in the UK including their government system, cultures, and a lot more. It was like a dream come true getting to meet young ambassadors from different states in the UK sharing knowledge and ideas.

Therese – First of all, it was a privilege to travel to the UK in 2017 and associate with our Fellow Campaign Champions. As a History student, our visit to the UK especially to the Parliament has really enlightened my knowledge of the Monarchical system adopted in Britain. The images of King Henry with his eight wives, Queen Victoria and Queen Elizabeth the First are all treasured memories to be shared with others. Also, the interaction and educational moments we had with Members of Parliament was beneficial to us all.

SSF – Best and worst moments

Fatoumatta - All the moments were indeed wonderful but one of the moments that I will always remember is going to Manchester to attend the conservative party conference.
Living in the same house with the ‘elders’ is always a memory that will forever remain in my heart! You have all shown us love to support, and kindness, and we were welcomed with open arms and I will be forever grateful.

Therese – All the moments we had were wonderful. The fact that I learnt about, and experienced a new environment in UK left a lasting mark in my heart. The schools we visited were one of the best moments, and the effort put together by Ann, Ellie, John, Ema and all the members of the SSF that came on board was priceless.

SSF – What might you do differently?

Fatoumatta - I would improve on training more of my fellow students in school and making it a never-ending campaign, through this all voices would be heard and all children would be sent to school.

Therese – To improve in my campaigning techniques. And be a passionate spokesperson. In order to bring difference in the Society.

SSF – How easy is it for young womens’ voices to be heard?

Fatoumatta - It might be hard to believe, but we still live in a world where girls everywhere are having to fight to have their voices heard, for their opinions to matter and for decision makers to make choices that consider the reality that girls face every day. And it doesn't stop when girls become women.

As a young person, I understand the need to exercise my civic rights because I have seen and felt what it feels like to be deprived of quality and inclusive education. I have also seen the power of education breaking the cycle of poverty, transforming lives, and building resilient societies.

When we invest strongly in education, everyone benefits. Providing girls with education and equal opportunities will make them empowered women who will contribute to the construction of a just, equitable, and progressive society.

Therese – To start with, history has shown that the young woman's voice in Africa was not valued. Women were less involved in decision making or issues towards the growth of the society. Her voice was regarded unimportant.

With time, and the advancement of education in our society, the educated young woman's voice is heard. Unlike, the woman who is not educated. As the saying goes "when you educate a girl child, you educate the whole wide world". I stand to believe this statement.

These young women are going out to raise awareness in our societies. To help their fellow women to know their rights and the importance of being educated. It is not the work of a woman but women in general. Coming together and knowing their position in the society, that every voice matters in every discussion or issues in the world at large.

The young woman must not be given a blind-eye. Her voice is equally important, in connection with the question her voice is not easily heard, but this can be changed. How? Education is the answer. Knowledge is indeed power. If the young woman knows her position, ready to embrace change and the importance of her voice. Definitely, things would change for the better.

SSF – What impact had this opportunity had on you?

Fatoumatta - This opportunity made me be a better version of myself. It makes me be able to fight for children's rights and speak for them at our community level, country, and the world at large.

Therese – The fear to speak up in every situation I faced as a young woman has been a great challenge to me. Education has indeed enlightened me to be heard. And thus, I have overcome the fear of being silent. This opportunity had positively impacted on me, that is, the spirit to reach out to people and raise awareness in their communities.

SSF – What have you achieved since then personally and in your community?

Fatoumatta - So far, I have been able to sensitize many local women and children in my community about the importance of education and the need for them to send their children to school, and fortunately, the majority of the children are now been enrolled in schools and performing well.

Therese – As I grew each day as a young woman and accepting to learn, has really changed my perception of the world around me. I stand to speak to avoid being abused or harassed at anytime. To give my contribution in any discussion or situation concerning my wellbeing and that of all others. And knowing my rights as a young woman. In my community, I was able to talk with young women who were out of school and children who were not sent to school due to lack of financial support.

SSF – What is your next goal in life?

Fatoumatta - I want to further my education and continue fighting for girls’ education, their empowerment, and their rights. In that I will continue my journey. I want to empower more young girls like me so that it’s not just about one girl speaking out but we have hundreds and thousands of girls speaking out. We give them a voice. We give them a platform. Once you encourage them, once you tell them that your voice can change the world, then they can do it, they can come forward and speak out for themselves.

Therese – My next goal in life is to motivate young men and women to be educated. To seek knowledge, for it is key! And Ensure that children have quality education for a brighter future.

Positive Environmental Impact of our Positive Period Project in Sierra Leone

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Mon, 08 Nov 2021 09:00:04 GMT

In 2019, we set up our Positive Periods project in Sierra Leone. It is a sustainable solution to the need for menstruation protection products and health education that is accessible to all, including women and girls in remote areas with low income. By learning to make re-usable period pads from local materials, and tackling the stigma attached to periods through education, communities in Sierra Leone can share their knowledge and empower women and girls to take control of their lives. Girls can miss up to a quarter of their school education because they don’t have an adequate way of managing their periods, and are often told to stay at home during menstruation.

The Environmental Impact of Periods

Another very significant challenge is that for those who can afford shop bought disposable sanitary protection there is no way to properly dispose of these pads and they can end up in open landfill areas near to habitation and ultimately cause a health concern. Disposable pads do not disintegrate. Most menstrual pads are made from 90% plastic. It takes nearly 500-800 years for one sanitary pad to decompose as the sanitary pad's plastic is non-biodegradable. They also contain super-absorbent polymers (SAP), which don't decompose. They gradually break down into what are known as micro-plastics, which contaminate soil, water and air. They also enter the food chain injecting toxins into the food humans and animals consume.

There is also a huge carbon footprint that goes into making these products. Sanitary pads contain volatile organic compounds and phthalates and, according to a new study, continued, long-term exposure to these, a significant amount of these harmful chemicals could be absorbed into the body. Women around the world are concerned about the products they use and this is the case in Sierra Leone, we have interviewed many women who do not want to use disposable sanitary pads for this reason alone, not just the cost.

The aims of the Positive Periods Project

In an interview with Isata, the coordinator of the project, we wanted to explore life for women and girls before the Positive Periods Project.

Similarly to many countries, Sierra Leone suffers from an unequal literacy rate gap between their male and female citizens: in 2018, male literacy rates were 51.65% while female literacy rates were only 34.85%. This divide is a result of a range of factors including teen pregnancies, attitudes towards girls education, gender equality, access to health education and even the distances of schools from homes.

During the interview with Isata regarding life before the project, she explained that the embarrassment and taboo of menstruation and the development of female bodies also aided the lack attendance of girls to school. The fear of bleeding in class and the responses from not only their male peers but also their teachers, leads to girls to opting to stay at home, and in many instances, they are asked to stay home when menstruating.

One of the aims of the Positive Periods Project is to teach girls, women, boys and men how to make sustainable, re-usable period pads from local materials, to reduce the cost and the waste caused by disposable pads. This ensures that girls will always have access to period pads when they need them during menstruation because they can make them themselves.

Importantly the other aim of the project is to educate both men and women about gender equality, women’s health and development, and help remove the taboo around menstruation and the development of female bodies, to create a more excepting and fairer environment for both girls and women. This project has also been extended in some schools to include Gender Based Violence awareness and prevention training for teachers, and sexual health education and awareness for girls.

Implementation of the Project

During the interview with Isata, she reflected on how initially it was difficult to get schools to comply with the project. Factors such as limited government funding and the ingrained taboo towards women’s health among the communities contributed to this difficulty. To overcome these initial challenges Istata understood that the way to encourage people to engage is to ‘deliver with passion’. This was how she was able to get people to listen and make them aware aware of the importance of this situation, not only sustainable period products, but also women’s health, education and wellbeing. Those involved must truly believe it and teach with emotion.

The Steve Sinnott Foundation has launched the PPP in different areas of the globe and each community adapts it to fit their needs, their local circumstances and national issues. Within Sierra Leone, the types of volunteers, the specific needs of the teachers and the girls Isata talked to in the schools, along with the affordable materials they had access to, helped develop the project in the direction it needed to go to suit the specific needs of the recipients.

During the global Coronavirus pandemic the number of volunteers and access to materials decreased. Despite this, the project managed to persevere due to the prior training of teachers conducted before.

The training process for the project started with winning over the headteachers of 15 schools in 4 regions of Sierra Leone. This led to two teachers from each school, being invited to the workshop where they were taught how to make the re-usable period pads, and taught by psychologists and economists about womens health and the economic and environmental impacts of the project.

During the interview Isata emphasised that it was important that both male and female teachers were included in the workshop to break the taboo around womens’ health and bodies, to promote gender equality.

Results of the Project

Following the start-up of the Positive Period Project in Sierra Leone in 2019, Isata has recorded the influential changes that are currently being seen as a result.

To ensure the teacher training workshops are successful, teachers had to evidence that they would be able to pass on what they had learnt to the other teachers in their schools and to their students. In this way the training is cascaded down through the communities. Isata is then able to visit these schools to follow up and make sure that the training has been passed on and the girls are benefiting from this, and running additional workshops with pupils at school. She explained that other organisations had made the mistake of offering training, but not following up, so in many cases the training was not passed on and there was limited benefit. Working with The Steve Sinnott Foundation she was able to convey this concern and we made sure that following up was an integral part of the project.

Isata has been able to overcome the initial resistance and connect to the communities in Sierra Leone. She has been able to help the teachers to overcome the challenges they have faced in cascading the training down through their communities and make sure that the knowledge is passed on. In this way she has seen the numbers of girls benefiting from this work increase to an estimated 5 thousand in the three years that it has been running.

Overall, the project has been a success with Sierra Leone. Girls are now more willing to go to school during menstruation, they feel safer knowing that their teachers understand and are supporting them to do this. In many schools there are now reporting systems in place for girls to use if they feel unsafe or threatened as their bodies change and gain the attention of boys and men in their communities and school. As they become less embarrassed about menstruation and their bodies, and more aware of their rights and how to access them, girls are changing their attitude and expectations. This results in male teachers and students changing their mindsets towards women and girls, their health and menstruation.

One more outcome of the project is that women and girls are seeing the economic opportunity for themselves too. Some are acting on the potential to create an income from selling the re-usable pads they are making, and that offers them more independence and self-reliance too.

The Future of the project

After two years of the Positive Period Project running in Sierra Leone Isata has some big plans on how to develop this to ensure that it reaches more than the four regions that it is currently targeting.

Ideas on the expansion of the project in Sierra Leone include creating centres where women can access the materials necessary to create their own period pads, and information around womens’ health, pregnancy and gender equality, instead of only targeting schools. This could become an entrepreneurial venture to help women earn their own income, from learning how to make re-usable pads and how to run their own entrepreneurial enterprise. This was inspired by the pandemic when many started profiting from making sustainable masks to sell.

To support this next chapter, Isata needs more sewing machines for each local area, or centre. To create pads on a larger scale, more materials are needed, and tools such as scissors and clips. They also face other challenges including the lack of funding, which limits each school workshop to 30 children rather than 150, and the limited amount of material resulting in teachers expecting this to be provided with their training, all need to be resolved before the expansion of the overall project.

What next?

With the success of the Positive Period Project in Sierra Leone, The Gambia, Cuba and Haiti, we are aiming to enable more countries to benefit from this project.

It benefits women and girls in an economic way, enables them to access their education and not have to take time off, but as well as that, it benefits the environment. This is a win win project, benefiting women and the environment, which ultimately benefits the whole human race and opens up the future prospects for the entire planet.

Who knows, with an estimated 2 billion menstrual items being flushed down Britain's toilets each year, maybe women and girls in the UK would like to be involved in this benefit too. Exploratory workshops run here were successful and opened up the conversation around period poverty in wealthier countries, as well as women’s commitment to a more environmentally friendly way of managing our periods.

You can support our Positive Periods Project here

Sustainable Development and Teacher Training

Wed, 03 Nov 2021 09:00:03 GMT

Jair Ruiz Flores is a teacher at the 'Normal School OFL', in Mexico.

Many issues arise throughout the world as a result of different climate conditions. The excessive heat, the lack of w ter, the overflow of waste materials and the weak local economy of the inhabitants of Chiautla de Tapia, Puebla, Mexico. Professor Luis Casarrubias Ibarra urges that, “actions that lead to a guarantee of care for the environment,” are taken.

The Normal School is located in the south of the state of Puebla, Mexico. The climate is dry and warm which makes staying inside the classrooms unpleasant. Teachers and students therefore, have participated in management projects and secured an air conditioning system in all classrooms. This system led to excessive consumption of electricity and a huge and unsustainable expenditure for the institution. Currently, through the management of projects with state and federal educational authorities, resources have been obtained to acquire solar cells, which replace the consumption of electric energy with solar energy and have reduced spending by 95%. Likewise, a rainwater collection system has been generated. Rainfall is now stored in tanks that supply the needs of the institution, such as water services to toilets, plant maintenance and cleaning.

The use of paper for different academic and administrative activities has been minimized and it was decided to digitalise existing paper records.

Disposable plates, spoons, glasses, straws, bags etc have been replaced with reusable materials for food consumption in the school.

All of the initiatives outlined are intended to generate reflection on the part of the students (trainee teachers) to care for the environment and to maximise social welfare.

Garbage collection, campaigns and recycling deposits are being realised as a result of courses in the primary education degree curriculum. This includes the projects offered by the National Union of Education Workers (SNTE), and in particular the initiatives of teachers in training. As trainee teachers attending Normal School, come from different areas, consciousness of the need to promote sustainability is spreading and consequently so too is its development.

Our Normal School is the first in Mexico that has the solar cell system and is committed to taking care of the economy and the environment. We know that much more needs to be done. Lack of understanding, alongside the supply of necessary resources, needs to be addressed to ensure sustainable development impacts meaningfully on all our lives.

The teachers in training throughout the country are the army that can take programmes and projects of sustainable development to the farthest corners. The joy, initiative and enthusiasm of today’s young teachers working together means that in the not too distant future they will undoubtedly stand alongside future generations, coordinating campaigns that will help to care for and sustain our planet.

From Engage issue 20.

Working in Partnership with Brunel University to bridge the digital divide

Wed, 27 Oct 2021 08:00:03 GMT

The COVID-19 pandemic put the world on an unexpected pause. In the UK we had to swiftly adjust to sudden lockdown enforcements, resulting in us shifting to a digital working environment. The education system has been completely disrupted by the pandemic and as students, we have had to move away from the classroom and solely rely on e-learning. For students all around the world skills such as adaptability, independence and resilience have been critical to the academic progress under these new circumstances.

The biggest hurdle has been accessing a stable internet connection, while another barrier has been differing time zones between students and lecturers. In addition to this, lecturers and students who contracted COVID-19 have, in many instances, led to absence from lectures and postponing deadlines. Yet, the barriers we face here in the UK have been exacerbated in places with lack of access to e-learning. This is particularly true for countless students in Global South countries. As Global Challenge Students here at Brunel, our own student experiences during the pandemic have inspired us to work towards improving the quality of education in regions where it is subpar.

Education is a fundamental human right and has become one of the greatest global challenges we face today. Around 263 million children are left without access to education, and according to a recent UNICEF report, the emergence of the coronavirus caused that number to leap to 463 million. This figure accounts for approximately a third of the world’s school children who do not have access to remote learning and highlights the prevailing digital divide that enforces the barrier to quality education worldwide. At a time where access to education is most crucial, many young people are excluded from their right to an education, and this is unacceptable.

In conjunction with the Steve Sinnott Foundation and the Gambia’s Teacher’s Union, we have devised a sustainable solution to improve the quality of education in the Gambia’s Lower River Region. Our aim is to enhance the classroom teaching experience by digitalising the classroom and introducing technology. After extensive research, we have advised the implementation of TV screens and laptops that function off a solar powered circuit, with learning materials being downloaded onto a USB stick to be transferred to in-classroom teaching. These screens will serve as visual aids, by allowing for educational videos to be displayed. We believe that this project will not only enhance the children’s learning experiences, but also build the foundation for a potential online learning environment which can then be replicated across the region.

Fundamentally we are working towards SDG 4, which aims to ensure a quality education that is both equitable and inclusive and to ultimately promote lifelong learning opportunities for all. The coronavirus pandemic and its uncertainty has shown us that digitalising education is essential in upholding a quality education. For that reason, it is crucial to bridge the gap of the existing digital divide to ensure that present and future generations can thrive successfully.

From Engage issue 22.

You can find out more about this project here with our previous update in December 2020.

Black History Matters

Mon, 25 Oct 2021 08:00:05 GMT

The arts give children the platform to act out difficult and painful situations that they may have never experienced before, but prepares them for when they might encounter something similar. It also develops good communication skills, confidence and self-reliance. But most of all it develops empathy.

Our summer theatre projects ( sing a Book CIC ) helps to develop all of these skills through drama, dance and song, while teaching children about historical characters of African descent that have made significant contributions to British and world history.

We pride ourselves on engaging children and older members from African, Caribbean and Asian communities, who are underrepresented in musical theatre, to get involved in our Dido Belle theatre projects as cast and audience members. While giving young creatives an opportunity to develop their craft and skills.

Useful resources

At the Foundation we have chosen some useful resources for learning about and engaging with Black History Month in your schools and some that you can use throughout the year to continue your learning.

Black history month 2021

Black history month advent calendar

Black Lives, Portraits of public and private lives against the shifting social climate of 20th century Britain.

A children’s book shop specialising in diversity and inclusion

Classic books by writers of colour

Life Between Islands: Caribbean-British Art 1950s – Now

Country Houses and the British Empire: How Imperialism Transformed Britain’s Colonial Countryside

Other resources

Useful resources for learning and challenging assumptions and prejudice.

The Human Library® creates a safe space for dialogue where topics are discussed openly between our human books and their readers. If you are looking for an opportunity to learn more about an issue from someone who is living with it, this resource gives you the chance to explore that.

Are your assumptions right? Do you really know the global facts? Gapminder is an independent educational non-proﬁt ﬁghting global misconceptions. Take this mini quiz with your class to see if they are making the right assumptions about the state of the world.

Our Positive Periods Program is successfully tackling Period Poverty all over the world

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Wed, 20 Oct 2021 08:15:05 GMT

What is our Positive Periods Program?

How it all started

Where are we now

We have now delivered our Positive Periods Program in 4 countries. Starting in Sierra Leone, then in The Gambia, followed by Cuba, and now in Haiti. Each country has taken the foundations of the project and made it their own, completely in keeping with the Steve Sinnott Foundation’s mission to work and collaborate together with other cultures and respect that each area will have its own needs and ways of best tackling a challenge.

Here is an outline of how each country has done this, making our Positive Periods Program the most diverse and effective program for enabling women and girls in diverse parts of the world. Managing periods, gender equality, sexual health, and violence, all affect girls ability to access education, and our programme is flexible enough to help girls challenge these issues.

The Gambia

The Foundation has been working with teachers and educators in The Gambia and Sierra Leone over the past 3 years to pilot a project to enable girls who miss 50 days a year due to having their menstrual period access to reusable period pads. We have called this project “Positive Periods”.

We were invited by the Gambia Teachers Union (GTU) initially to pilot this project and since then we have carried out research on the most effective and sustainable way for all girls to access this opportunity.

To tailor this program to the unique needs of girls the organisers have added in a module to raise awareness of sexual violence and gender equality.

The teachers who have had this training are cascading this training throughout their schools.

Sierra Leone

In Sierra Leone, Isata M Kamara (project Manager) working with the Sierra Leone Teachers Union (SLTU) and other community groups has hosted this programme in over 60 schools this year in Makeni, Port Loko, Bo and Kenema.

Despite the COVID19 outbreak leading to the closure of schools affecting the implementation of this training taking place in schools, the teachers were determined to ensure the Positive Periods Program did not stop altogether.

Boys and girls, and women and men were all involved in the workshops. They were trained in using both their hands and sewing machines to ensure that that everyone in their various schools could prepare the sanitary pads themselves and cascade this to others.

The training was initially based on health and hygiene, how to take care of themselves, and how to take care of the pads. But as the girls in her workshops talked to Isata about their problems and challenges, she realised that there was more that needed to be done. They asked for training to support themselves and their teachers on the gender-based violence and equality issues that are affecting them in their schools and community. So the organisers have now devised an additional module to raise awareness of sexual violence and gender equality to these workshops.

Plans for the future: Everyone is learning together and supporting each other, women and men, boys and girls. There is still much work to do and the team are now working on the most sustainable way of sharing the learning with other schools and communities across rural Sierra Leone.

Cuba

In March 2021 we started the Cuba Positive Periods Programme, named “Iniciativa Duenas” which is part of our initiative to train people in the preparation of reusable sanitary pads or intima as they are called in Cuba. The project is about how to make re-usable pads using sustainable, reusable and washable, long lasting and eco-friendly material. There were also benefits for more senior women, for those who need support with incontinence, and following surgery.

It incorporated discussion and learning across the generations with grandmas teaching their grandchildren.

The participants came together on-line from across 15 women's entrepreneurship and anti-racist struggle groups. They were instructed and communicated with each other through WhatsApp. These sessions took place from their homes, in the provinces of Havana and Santiago de Cuba. The workshops facilitated a space for conversation not only about how to make their own reusable period pads but also about menstrual health for young people.

These women will now spread this workshop in their own groups and encourage other women to share it too. This way it will reach more women than we could possibly reach alone.

Haiti

July 2021, in Haiti the project started a few days after the political situation became tense, you can read more about this in our blog post here . If that wasn’t enough during the project there was an earthquake, we ran an appeal for this too . We were not sure if the project would be able to start or continue due to these challenges, however the Haitian spirit shines in the face of any adversity, and they continued regardless. A lighthouse for us all to follow. This program also decided to add in a module of sexual health, pregnancy and gender rights, as that was a related topic very pertinent to the current needs of girls in Haiti right now.

Stelandie Jean-François, the young woman in charge started the session introducing the materials the girls would be using and the patterns that they will use to create their own re-usable pads. Her students had no experience sowing so they were learning this skill also. They are very excited to be getting hands on experience making period pads that will help them live a fuller life, and come to school every day.

In the meantime, the school nurses drafted the training modules that they will be using for the next phase, the educational sessions. This will ensure that girls and young women know more about menstruation and female health. This supports them to better manage and understand their menstrual health and wellbeing.

After this workshop was delivered, staff can be trained on the workshop, and how to deliver it in their respective schools. This way the knowledge is cascaded through to the wider community.

Thank you to our Sponsors

We could not carry out this work without the support of our sponsors Soroptimists International St Albans and District, London Chilterns, Leeds and Selby. NEU Districts and Branches and all the incredible individual donors who support us with regular giving and one-off gifts.

We have also recently secured generous funding from The Openwork Foundation, so we can continue to expand this program to other countries.

Plans for the Future

We know this programme works, the feedback from participants has been very positive, they have been instrumental in improving and adapting the training. The most important impact has been the feedback from teacher’s that girls are now coming back to school and they feel they are able to talk about their periods more openly and share solutions.

We have learned that the programme can be replicated and adapted for different needs and it is giving women and girls a voice about other important issues such as gender-based violence. If you have equal access to education you have equal choices.

We are just waiting to roll out the programme in Malawi and Uganda, which has had to be be postponed due to Covid-19. We have 6 other countries waiting to start the programme and the teams are working on sustainability in each country. This project enables women and girls to manage their periods with dignity and pride, it’s a simple solution but we know it is a powerful one.

We hope you will continue to support us on this journey.

Videos about our Positive Periods campaign

Positive Periods, Girls And Education

Wed, 20 Oct 2021 08:15:04 GMT

Salimatu S Koroma gender desk officer Sierra Leone Teachers Union (SLTU).

After a decade long civil war, Sierra Leone witnessed an unprecedented surge in school enrolment at both the primary and then the secondary levels.

Committed to the Education for All objectives, the Government of Sierra Leone, further encouraged access to school. The main task included reaching the out of school children and improving the quality of the learning environment and ultimately the learning outcomes. The needs of the poor, as well as the elimination of disparities between urban and rural areas and between boys and girls attending school was of paramount importance to all, including the Sierra Leone Teachers Union. We all know that menstruation can often be challenging for girls. Girls are very concerned about the problems of leaks, stains and odour during menstruation. These can have a negative impact and as such stop them from coming to school when they are unable to access adequate period products.

Many girls do not have a place to dispose of the readymade sanitary pads in their school toilets so they devise other strategies; some flush them or stay at home during their periods. The Government has established policies protecting girls’ rights to education, although current education and health policies do not yet specifically address menstrual hygiene.

Research has shown that the onset of menstruation presents several challenges. Girls report experiencing stress, shame, embarrassment, confusion and fear due to a lack of knowledge and inability to manage menstrual flow or from being teased by peers. These challenges negatively impact girls’ learning experiences and result in absenteeism, decreased school participation and falling behind in courses. Girls face these challenges due to poor menstruation related knowledge and insufficient access to menstrual materials.

I must first of all commend the Steve Sinnott Foundation for their initiative to address current deficits in girls’ and adolescents’ menstrual management through the Positive Periods Programme.

The three effective trainings of Home Economics teachers we have conducted have focused on health and education and the making of reusable menstrual pads. In our experience we have found that the quality of modern menstrual pads available in Sierra Leone is not effective because they are not absorbent enough. They cannot absorb the leakage properly. I say this because I have experienced this for many years. I have never used any menstrual pad but modern menstrual pads. I always doubled them before going out to avoid embarrassment or shame in public. The pain and discomfort I experienced during these periods was unbearable.

Reusable pads have a cotton or towel liner that prevents any sticking or overflow. Even though they have no super absorbents, they capture and contain your flow. You feel comfortable when you have them on, and they do not leak. They are safe. Reusable pads are the best for girls and women as well as for the environment.

From Engage issue 20.

Cultivating Girls’ Resilience

Wed, 13 Oct 2021 08:00:03 GMT

Kathy Weston has over 15 years experience as a social researcher with a particular interest in parenting, education and family life. She currently works as a motivational speaker and is passionate about bridging the gap between academic research and parenting.

The number of out-of-school girls worldwide has dropped by 79 million in the last 20 years (UNICEF, 2020). Yet, as access to education improves around the world for girls and young women, we have another fight on our hands. There is a pressing need to recognise girls’ resilience, sustain it and ensure that optimal conditions exist for girls to thrive emotionally, academically and in the digital world. We know that girls are generally less resilient than boys, and that their mental and emotional wellbeing is declining, with suicide the second leading cause of death among adolescent girls aged 15-19 worldwide (UNICEF).

In the UK, 30% of 15 year old girls experience high levels of emotional difficulties, as opposed to 18% of boys, and for girls, unlike boys, emotional problems increase with age (HBSC, 2020). Teen girls are struggling with their body image (only 49% of 15 year old girls think that their body is ‘about the right size’), rising anxiety, perfectionism and the unique challenges that come with access to social media (OFCOM, 2020). They worry more than boys, and can struggle to communicate with parents, particularly with fathers. 50% of girls feel significant academic pressure (only 30% of boys feel the same) and girls are less likely to enjoy school. Girls also engage in fewer behaviours that promote health. There appear to be universal challenges associated with moving from girl to womanhood in the 21st Century.

Part and parcel of any educational programme worldwide, should be a focus on resilience. What does it mean to be resilient? It means being a ‘thinking scientist’ and staying curious. It means remaining flexible and open to others’ perspectives. It means not repeating things that you know don’t work, reframing challenge as opportunity and maintaining a sense of optimism, humour and hope about the future.

Cultivating positivity may seem challenging given the contexts that some young women find themselves in, but we need to aim high. All young people should understand that there is a proactive component in resilience. We decide if we are resilient; paying careful note to the times when we demonstrated it by overcoming difficulties and barriers.

Agency is important when cultivating resilience. Young women don’t need other people to fix or mollycoddle them. They need to know that they have personal power and should strive to reach the multiple options, choices and opportunities available to them. Our role is to create pathways which enable them to do this. We must ensure that they are conscious of the family and community values that can psychologically anchor them, give them access to positive role models, give effective praise when they demonstrate resilience and provide them with opportunities to experience intellectual and physical challenge. Girls also need to be conscious of the threats to their own personal resilience. Self-awareness is key and should be facilitated by as supportive a network as possible. Behind every resilient girl, is someone saying “I believe in you, now give it a go!”.

From Engage issue 20.

An article related to this topic is How does Body Confidence Affect Online Learning in Today’s Pandemic?

The Steve Sinnott Foundation and The Gambia Teachers Union work together to alleviate School Related Gender Based Violence in The Gambia.

Mon, 11 Oct 2021 08:15:04 GMT

By Marie Antionette General Secretary Gambia Teachers Union (GTU).

Similar to countries in the sub region, The Gambia has a high prevalence of Gender Based Violence (GBV). It is one of the most prevalent human rights violations in the world with at least 1 in every 3 women alive today having experienced some form of physical or sexual violence in their lifetime. School Related Gender Based Violence (SRGBV) is a Global concern.

A recent review by UNICEF reveals that sexual violence is not uncommon in the lives of many girls. Data from 40 low and middle income countries shows up to 10% of adolescent girls aged 15-19 reported incidences of gender based violence. Sexual violence, abuse, coercion and harassment at school often remain undocumented and shrouded in silence. Social taboos make researching these issues difficult.

SRGBV is a global phenomenon, preventing children especially girls exercising their right to a safe, inclusive and quality education. We do not have evidence of the full extent of SRGBV worldwide but available data on violence against children allows us to build a partial, albeit fragmented picture of the pervasive nature of SRGBV.

Although the Sustainable Development Goal 5 (SDG 5) calls for ‘the elimination of all forms of violence against women and girls by 20230’, limited progresses has been made by countries in West Africa towards the attainment of this target. Pre-existing toxic social norms and gender inequalities, economic stress caused by the pandemic coupled with restricted movement and social isolation measures have led to an exponential increase in GBV in the last year.

SRGBV is detrimental to children’s education. It can have serious effects on children’s health and well-being and their ability to learn to their full potential, it can negatively impact school participation, learning levels and completion rates and raises barriers to gender inequality in education and wider society. Combating gender based violence in and around the schools will help increase school attendance, enhance children’s quality education and improve learning outcomes. It is a vital component for the achievement of the SDG 4 education target.

SRGBV is an appalling phenomenon that undermines efforts to provide good quality education and achieve education for all. It has consequences on attendance, learning and completion rate of all learners and has the widest negative impacts on families and communities.

Although schools are the place where SRGBV occurs, they are also the places where it can stop. Schools should be learning environments where social norms and gender inequalities are challenged and transformed, including attitudes and practices condoning violence. SRGBV cannot be addressed unless it is better understood. The inability to recognize and respond to SRGBV prevents the transformation of schools into empowering spaces for girl’s, boys and teachers.

It is common knowledge that the outbreak of the COVID 19 Pandemic has fanned the flames with women and girls locked at home with abusers and household tensions high, calls for help skyrocketed. Women and girls became more vulnerable as they stayed most of the time at home. The Gambia Teachers Union (GTU) was getting increasing reports of child marriage, abuse and teenage pregnancy from the regional structures.

The GTU sought funding from the Steve Sinnott Foundation to train 45 young female teachers in Region Five. The training took place at the Regional Directorate in February this year and we are running additional training sessions over the coming months.

The overall goal of the training was to increase the teacher’s knowledge and shift attitudes and behaviours so that they can prevent SRGBV and respond to students who have experienced it. The objectives of the training were to help teachers to recognise their roles as protectors of children and agents of change in preventing SRGBV. To also identify what constitutes SRGBV, how to prevent it and how to respond to a student who has experienced SRGBV through direct support and the use of referral and reporting systems. The last objective was to restructure teaching practices to reinforce the prevention of SRGBV and promote a safe learning environment for all students.

Declarations from the Participants

“As a young female teacher in my school and community, I will be a role model to the girls.”

“I will be closer to the girls so as to identify their issues and help in addressing them.”

“With my colleagues in the school, we will organize ‘a girls’ hour’ every fortnight where we will assemble all the girls and discuss GBV issues and the impact it has on women and girls with them.”

“In my school I will work with the mothers club on addressing girls’ issues.”

Reflections on the training from the Participants

“The training was very educational, inspiring and timely as we are in the era of COVID-19 which has caused a whole lot of School Related Gender Based Violence.”

“Am really inspired and satisfied with the training and I will do a step down with my colleagues in my school and cluster.”

“I am thankful to the sponsor of the training and the GTU for choosing our region. I have learned a lot and I will share the knowledge with others in my school.”

“I have knowledge on how to fight SRGBV and I hope more training will be given to my colleagues in other regions so that together we will fight and eradicate SRGBV.”

“This is the best training I have had so far on Gender Based Violence and my role in fighting and eradicating it especially in my school and community.”

“Thank you Steve Sinnott Foundation for funding this training and GTU for organising it.”

“I thank the sponsor, coordinator and facilitators for the wonderful training. I have learnt a lot that I will share with others.”

“I am seeing the fight against GBV as a teamwork, so I will work with all the female teachers, mothers’ clubs, school councillors and senior management committee in the fight.”

“I am very grateful for the training and will raise awareness of GBV in my school and communities.”

Conclusion

It is time to stand up and say enough to violence. Enough to assumptions that violence is permissible or going away on its own. Enough to treating violence as anything less than a full scale crisis that we must do everything in our power to stop.

Enough!

That’s what we say, today and every day, to all forms of violence against women and girls. Enough to domestic violence, enough to rape, enough to harmful practices like female genital mutilation, and enough to impunity for one of the most flagrant and pervasive violations of human rights, women and girls have every right to live free from violence, everywhere.

Thank you Steve Sinnott Foundation for your unflinching support to the Gambia Teachers Union.

Working Together – Winning Together

Wed, 06 Oct 2021 08:00:02 GMT

Amanda Martin, president of the National Education Union, 2020.

The work of the Steve Sinnott Foundation began in 2009 to build upon the legacy left behind following Steve’s death in 2008. Now, after 10 years’ experience working in partnership with teachers and educators worldwide, the Foundation has secured its reputation in its own right. SSF projects are offering life changing experiences for many people across the world.

I am so proud of my association with the Foundation and of the fact that I worked with it from its very early days. When I first met Steve I was a young teacher. His calm, unifying and strong educational values really resonated with me. He encouraged and welcomed ideas and advocated trade unionism alongside the absolute need for social justice and fairness. However, it wasn’t until I spoke at Steve’s memorial service that I realised the true impact he had regarding education and solidarity not just in the UK but across the world.

In its quest to continue work imbued with Steve’s values, the Foundation has at its heart the ethos of enabling and partnership. It ensures that while initial support is provided, those involved in the various projects are not dependent upon the Foundation. The aim for each project is that it can expand and thrive; that learning and successes can be shared. Every project involves working together to develop trust and ownership so that the they are not only fit for purpose but are sustainable, locally owned, managed and valued.

The Foundation’s key vision is working towards the achievement of Sustainable Development Goal 4 (SDG4). It believes that quality education is the key to achieving all seventeen of the Sustainable Development Goals. The Foundation’s commitment to gender equality is something I believe it should be proud of as it sits at the forefront of all its thinking. The vision that started with Steve has definitely been built upon and expanded by the Foundation. The work of SSF has impacted positively on so many lives.

The Positive Periods Project has captured the true power of collaboration between trade unions and the Foundation. To date it has enabled girls in The Gambia to be given the opportunity to change their lives through being able to attend school every school day throughout the month.

Teachers in The Gambia have shared their learning with Sierra Leonean teachers and they in turn are sharing learning and training with colleagues in Uganda and Malawi; educators in Cuba and Haiti are also involved in sharing this learning. This has not only meant the completion of one successful project but has, in fitting with Steve’s philosophy, inspired, encouraged and empowered those involved to share their success - showing the real meaning of partnership and working together.

Despite some setbacks the Learning Resource Centres in Haiti and Nepal have put education at the centre of these communities and proven that education can make a difference.

All of these projects show the importance of education globally and the link with international solidarity that the Foundation continues to achieve.

As I complete my presidential year, I am reminded of the words of encouragement Steve was always willing to give and I know that through their work the Foundation continues to inspire that can-do attitude. Sadly, due to Covid19 there is no National Education Union (NEU) Annual Conference this year which is a shame because in writing my own speech I looked at the speech Steve gave when he was the National Union of Teachers (NUT) President. Words of unity, passion and solidarity resonated throughout and that’s what would have resonated in my words too.

“Working together, winning together” is certainly a motto I live by, because together we can achieve so much more. Whether that be highlighting and striving to defeat inequality and hardship or actively involving others in projects that can make a difference and make the world a fair and equitable place.

Steve was taken too early from those he loved but through its ethos, aims and hard work the Foundation has ensured that one man’s solidarity and love has touched, enhanced and improved so many more lives than he might have ever imagined.

From Engage issue 20.

Celebrate World Teachers Day

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Mon, 04 Oct 2021 08:00:02 GMT

One and a half years into the COVID-19 crisis, the 2021 World Teachers’ Day will focus on the support teachers need to fully contribute to the recovery process under the theme “Teachers at the heart of education recovery”. Find out more about the activities going on this week to celebrate World Teachers Day.

The last 18 months has had a huge impact on education across the world and we have witnessed teachers commitment and professionalism in ensuring that their students continue to learn, in the most difficult of circumstances. We made a short video to share some of our thoughts on teaching and learning.

Evadne: Educa tion. The opportunity to explore, express, engage and entertain. Through music, arts and drama. Education for all.

Adama: I am a graduate from the university of The Gambia, bachelor’s degrees in English Language and Development Studies. Currently I teach in rural Gambia. I am passionate about girls’ education because educated girls make informed choices and informed decisions. They understand their value in life and in the future, they will play vital roles in the advancement of their communities and societies.

Helen: I feel very privileged to have been a teacher for over 30 years. I've enjoyed meeting and getting to know so many young people. As a secondary school teacher, it has been a wonderful journey to meet children when they're 11 and say goodbye to them, and wish them well in their futures, when they're 18 years old and young adults. It's always a great privilege to teach children, to enthuse them, so that they can developing new interests and learn new skills that will help them in their adult life, and skills that they will find very valuable. Also at the same time I enjoy learning from them. It's amazing over the years how much I have learnt. I remember some of my students taught me a little bit of British Sign Language. It's wonderful that teaching and learning are a two way process. It’s very important to recognise World Teachers Day.

Mary: Many years ago, my late husband Steve said to me he believed teaching to be the best profession in all the world. I too became a teacher in the 1990s, and only when I had responsibility for my own class of pupils did I fully appreciate what he meant. There can be no greater job satisfaction than knowing that you have had the opportunity to work with, and to help develop the minds of young people. It's a privilege to witness youngsters develop and blossom. Of going on journeys of discovery together with them, watching students take their learning forward, making links, embracing challenges, asking questions and testing new ideas. All of this can be exhausting, but it's also extremely exhilarating and exciting. On this World Teachers Day, let's celebrate the excitement of education, let's celebrate the role of teachers and learning.

We are working hard to support educators around the globe with our teacher training, resources for teachers, learning resource centres and digital classrooms.

We work with educators to develop projects that will help them to help their students to learn, like our Positive Periods Program, bicycles and solar radios for students, and books in a mother tongue. You can support all these projects in our gift shop . Thank you to everyone who has supported us this far.

LearnRadio.Net - A broadcasting platform that reaches anywhere that has an internet connection

Mon, 27 Sep 2021 08:00:04 GMT

LearnRadio.Net is a live Internet radio station created during the first lockdown to provide a daily interactive learning experience. We started broadcasting on 20th March 2020 with a vision to reach children, young people and families in their homes to help support and scaffold their learning. Our listeners hear well known authors read from their books. Children then follow our live writing challenges on our showpage. Uniquely, no registration or email addresses are required; our Padlets allow moderated posts to be shown publicly in realtime. It’s a fast paced format with music tracks and shoutouts playing an important part for wellbeing.

Last year over 600k listeners joined us and engaged in our shows. Online-Radio is technically light-weight and can be enjoyed using older mobile phones with the tiniest amount of bandwidth. This is perfect for tech-poor households who possibly do not have access to superfast broadband and the latest laptop.

We are now a team of educators from across the UK, the two original founders, Headteacher Ian Rockey in Wiltshire and broadcaster Russell Prue in Oxfordshire have been joined by Maria Wojciechowska-Caneda in London and Hazel Pinner in Orkney.

We have continued our work right the way through to lockdown 3 with our five regular weekly shows that include an after school book club, educator wellbeing shows with live Yoga and professional development ideas. We have shows for inspiring creative educators and a feel good Friday music show. Our Crafty Cafe shows are on Saturdays; designed to engage and inspire young creatives with live make-alongs. Pupil voice and interaction are important elements that run through all of our shows, with children able to connect and feel a part of the community.

Children’s mental health and wellbeing have been a primary concern right from the start and our shows are tailored to support this through upbeat tracks, familiar voices and opportunities to get a mention for friends and family, who young people may not have seen for some time. This fully underpins our ethos of ‘evolution, innovation and connection’ as it highlights how our shows are ever evolving, particularly throughout lockdown. We regularly inspire young people to extend their learning. It’s all part of the validation process and getting that quick win, with the many elements of success that our shows bring, all going towards raising self esteem and confidence.

From an educational perspective, we are also evolving to support the broader curriculum through the introduction of ‘Bloom’s Taxonomy’. The seeds are sown, and the show waters those seeds and the listeners grow them, with endless possibilities for development and enjoyment.

We have recently broadened our focus to take in the Arts, STEM and Music with our programme output. All of our broadcasts and showpages are available to enjoy again from our website, building a huge resource for reference and future use, by families, educators and colleagues alike. We have a formidable, deployable solution that does not involve video imagery or pose any safeguarding risks. LearnRadio also hosts dedicated shows for specific schools and home users.

Our broadcasting platform reaches anywhere that has an internet connection. We have even put on a live show to celebrate a birthday bringing young folks together who have not been able to meet this year. We are available for commissions and specific broadcasting projects. At the moment, we’re self funded and looking for sponsors and supporters to allow us to continue our valuable work. We have a Radio Academy for budding radio presenters and podcasters.

Please visit our site LearnRadio.Net where you will find a wealth of information and every one of our previous shows as a podcast. LearnRadio.Net

From Engage issue 22.

International Literacy day 2021

Fri, 10 Sep 2021 13:27:58 GMT

Can you imagine that there are over 773 million young people and adults globally who cannot read and write, with 250 million children failing to acquire basic literacy skills. There are more women who cannot read than men, and women are more often left behind in the digital environment, which is where much learning is now taking place. This situation is expected to worsen, as COVID-19 school disruptions have created so many more learning challenges. In many of the countries we are working in, schools have not re-opened.

Illiteracy figures are startling and this week we decided as a team to reflect on what we have managed to achieve through working together with our partners despite the challenges of Covid. We know we must keep up our commitment moving forward and encourage educators to keep working towards every child and adult everywhere accessing the opportunity of learning to read and write.

When we talk about digital learning, we often imagine everyone on-line. That is just not possible for all students and educators in countries such as Haiti, Jamaica, Sierra Leone and The Gambia for example. Here wi-fi connections are not accessible or affordable, especially in the rural areas and electricity every day is not a given.

We have had to work differently to support learning to continue in some places and we have achieved that by listening to our partners and working flexibly with them. Often it is not with the provision of new technology but by the use of solar radios and Positive Periods training to enable students to learn.

By supporting learning in mother tongue languages as we are doing with our partner Alfa Literacy, in Limonade, Haiti. Alfa is a community organization that provides people with a second chance to obtain a quality, officially-recognized, and comprehensive education to people with low or no literacy skills, in particular women and their communities.

Or by providing books in local languages that are contextual; supporting students and educators to share and write their own stories.

On the digital front we have been hosting a programme “Myths and Stories” consisting of 4 weekly webinars which have allowed students from Haiti, Sierra Leone, The Gambia and the United Kingdom to share stories online for the first time together, creating connection and understanding of themselves and others.

Piloting digital classrooms in The Gambia and Sierra Leone. The digital classroom allows the provision of inclusive programming for students and this complements book lending through the learning resource centre libraries.

https://www.stevesinnottfoundation.org.uk/improving-the-quality-and-access-to-education-in-the-gambia

Supporting literacy learning is not only about reading and writing, there are many ways you can support access to learning. Below are just some of the ways you can support access to education for all children everywhere.

https://www.stevesinnottfoundation.org.uk/gifts/

Haiti Appeal Update

Fri, 03 Sep 2021 10:33:23 GMT

Dear Supporters,

Thank you, the good news is that you have raised £3,157.00 which will supply 125 solar radio lights in Haiti. The solar radio lights will be purchased and distributed this week through a partnership with Fondasyon Felicitee www.fondasyonfelicitee.com who are working on the ground in Haiti. They are focussing on 3 towns Aquin, Pestel and Cavaillon and will purchase and distribute this vital lifeline to some of the thousands of people who are now living with-out shelter and the basic necessities to sustain life.

Since 2010, Haitian people have had to cope with the earthquake, floods, cholera, hurricanes and now another earthquake.

Latest news reports are that:

At least 2,200 people are known to have died.

Nearly 12,000 people have been injured, and many are missing after the 7.2-magnitude tremor.

52,000 people have lost their homes.

These solar radios will be a lifeline, enabling families to keep updated with local and national news, they have a phone charge facility so people can stay connected with their loved ones. The radios also emit some much-needed light at night. These items will remain even after the period of emergency and have longer lasting impact.

It is recommended that this is the best way to support people at this time. The easiest way for this to happen is to purchase the solar radios directly in Haiti and distribute them to families who need them, avoiding shipping costs and supporting local businesses.

We have experience of providing solar radios in The Gambia to ensure children could continue learning during the pandemic and in Haiti after Hurricane Matthew, so we know it works and that it will make a small but significant difference to people’s lives in Haiti right now.

You can purchase a solar radio here today for £25:

https://www.stevesinnottfoundation.org.uk/the-gift-of-solar-radios

(Please note the solar radio image on our website image is different from the ones we will provide in Haiti which have a light, radio and phone charger).

IF YOU CAN DONATE MORE, PLEASE HELP TODAY

The safest way to donate is by direct transfer to our bank with SOLAR HAITI as your reference:

The Steve Sinnott Foundation

Co-Operative Bank

Account Number: 65318371

Sort Code: 08-92-99

In Haiti they say, ‘’ men anpil chay pa lou’’ which means “with many hands loads are not heavy’’.

We are determined to be there for the families and communities we work with over the weeks and months to come, when they may need us more than ever before.

The fund is still open for donations so we thank you in advance for anything you are able to give.

Best wishes from us all.

Ann

Billy Jean Project Manager in Haiti, delivering solar radio lamps following Hurricane Matthew 2016.

Why change needs to be Global

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Tue, 31 Aug 2021 09:10:45 GMT

One thing that the Pandemic has illustrated to everyone is how connected we all are to each other. We do not exist in bubbles, our groups are made up of people in other groups, who are connected to more groups and so on. Over the past year and a half we saw the virus spread rapidly across the world. We are all connected across the world.

If we eradicate Covid19 from the UK it will be back in a heartbeat. If we have a vaccination programme in only the wealthy countries, a new variant could bring us all back to square one. We need to eradicate it from the world.

It’s the same for education too. If we are able to get access to quality education right in one country, the problems caused by lack of education are still going to affect people across the world.

Despite improvements over the past decades, progress towards achieving education for all has stagnated and close to 260 million children are not able to access education. In some countries where children do go to school, they are not always able to complete their education.

It is often children from the poorest households, who live in rural areas and particularly girls who are not able to access education.

Marginalisation based on socio-economic status, gender, ethnicity, language, religion and location are all contributors to education inequality. The Covid-19 pandemic has compounded the inequalities children face in accessing their human right to education.

Lack of education, and therefore opportunities, in one part of the world leads to environmental degradation, loss of species, disruption of ecosystems leading to extreme weather and natural events, activities increasing global warming, and viruses jumping species. These things affect the globe.

So in the same way that we have to eradicate Covid19 from the globe, we also have to make education accessible throughout the globe. We are all connected, and a problem created in one place will affect everyone.

We have challenges in the UK and we are all rightly concerned about how we can fix our own problems locally. But we also need to think differently and work on ways to find solutions to problems globally, if we don’t, we will all be adversely affected in a wide range of ways. Working on a global level is a better safety net, and the only truly sustainable way to move forward.

Global change also needs to be achieved at grass roots level, chosen, developed and applied by the local people and culture of each area. It has been proven many times in our partnership work that If people are given the opportunity and work together they can find the unique solution that will work for them long term. That way it is not only sustainable but also is preserving and respecting culture and national differences.

The Steve Sinnott Foundation is working at a grass roots level to make a change to education in our partner areas. We share learning and adapt and replicate projects that allow children and young people access to education and opportunities, which we know from experience make a real difference to peoples’ lives. We will continue reaching out to people, connecting people in different countries, opening an international dialogue about the necessity of Education For All.

Haiti Earthquake Appeal

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Sat, 21 Aug 2021 08:40:45 GMT

Dear Supporters,

You will have heard about the terrible devastation that the earthquake in Haiti last Saturday has caused. The heavy rains this week, due to tropical Storm Grace, have made the situation worse, leaving thousands of people without shelter and the basic necessities to sustain life.

News reports are that:

At least 1,941 people are known to have died.

Nearly 10,000 people have been injured, and many are missing after the 7.2-magnitude tremor.

The UN says about 500,000 children now have limited or no access to shelter, safe water and food.

We have been in contact with our colleagues on the ground and thankfully they are safe. They want to support the people in the south of the island who have been hit extremely hard by the earthquake and subsequent flooding. They have reported that they are in need of solar radios. These radios will be a lifeline, enabling families to keep updated with local and national news, they also have a phone charge facility so people can stay connected with their loved ones. The radios also emit some much-needed light at night. These items will remain even after the period of emergency and have longer lasting impact.

It is recommended that this is the best way to support people at this time. The easiest way for this to happen is to send funds so that they can purchase the solar radios directly in Hai-ti and distribute them to families who need them, avoiding shipping costs and supporting local businesses.

You can purchase a solar radio here today for £25:

https://www.stevesinnottfoundation.org.uk/the-gift-of-solar-radios

(Please note the solar radio image on our website gift image is different from the ones we will provide in Haiti which have a light, radio and phone charger).

IF YOU CAN DONATE MORE, PLEASE HELP TODAY

The safest way to donate is by direct transfer to our bank with SOLAR HAITI as your reference:

The Steve Sinnott Foundation

Co-Operative Bank

Account Number: 65318371

Sort Code: 08-92-99

In Haiti they say, ‘’ men anpil chay pa lou’’ which means “with many hands loads are not heavy’’.

We are determined to be there for the families and communities we work with over the weeks and months to come, when they may need our support more than ever before.

Thank you so much for anything you are able to give.

Best wishes from us all.

Facing up to our Collective Responsibilities

Fri, 13 Aug 2021 11:05:39 GMT

Billy Jean is the Steve Sinnott Foundation Project Manager in Haiti.

Ordinarily we wake up every morning to continue our daily activities which preserve our lifestyle. The survival instinct is a shared affair, our self-esteem and the well-being of the people who are dear to us are the real factors that most often guide our actions and thoughts.

It is clear that the world around us is changing by leaps and giant steps. The generations that coexist in the contemporary world face the irreversible phenomenon that is globalization. Through this process, the national product, capital and labour markets become more tightly integrated across borders. There is therefore an influx of goods, services and people around the world. Production is internationalized and manpower is more available. So the world is experiencing great technical progress.

However, we all know that despite this progression, there are values which are attached to human dignity that we are eternally inseparable from. We cultivate those values in our family and in the world around us. They have a very close connection with education and culture. The feeling of being oneself, feeling loved, accepted and respected or the simple fact of not being invisible to the eyes of others; these are natural feelings felt by all.

Unfortunately, generations have inherited several obstacles that hinder common well-being in society that can be brought together under the term “discrimination”.

Normally we can consider the source of these stereotypes in relation to the social constructions which have been the work of people over the years.

According to arbitrary criteria, we categorize people as white or black, man or woman, expatriate or immigrant, beautiful or ugly, rich or poor etc ... So, prejudice presupposes first of all a perception that we have of certain categories, there are “us” and there are “them”. Thus, this way of categorizing “us” and “them” puts us in a situation of abstract separation in society.

Many of us are ready to defend until our last day, our homeland, our identity and the community to which we belong. We are concerned about leaving juicy economic legacies for our children. Few of us think of leaving a better society for them. It is in the face of this major challenge that we find ourselves today in the world. Now is no longer the time to try to provide individual solutions to common problems.

Threats such as climate change, utopian wars fought at the whim of heads of government, the endless fight against injustice to

women around the world, famine in African countries whose subsoil is full of natural resources, the desperation that forces people to leave their country in search of a better life in an unknown world, the children who are expelled from their school because of frizzy hair and many other challenges are still present today.

It is very easy to feel too tiny and helpless to change these things. But I believe that everyone has a moral responsibility to

no longer be a passive citizen or a mere observer of these things. It’s a holy challenge. We cannot separate our destiny from

the rest of the others. In truth, we are all in the same boat.

Education is one of the most effective means to remedy phenomena which are harmful to a society. It’s a massive building

tool. Striving for a global and equitable education is very important for economic development and the distribution of social justice in the world.

Social progress, which means that children from poor families must logically break free of the poverty in their genealogical chain, is closely linked to the opportunity of benefiting from a quality education.

Thus, it is the responsibility of each of us to contribute to this laudable cause in order to make a difference to an undeniable

emergency still facing the world today.

From Engage issue 20.

We are delighted to welcome Professor Audrey Osler as a Patron for The Steve Sinnott Foundation

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Thu, 05 Aug 2021 12:42:03 GMT

We are delighted to have Professor Audrey Osler joining the Foundation as a Patron. Her work in human rights has had a huge impact in the world and reflects an essential part of what we do and what we stand for.

Audrey is a Professor of Education at the University of South-Eastern Norway and at the University of Leeds, UK. She is Editor-in-Chief of ‘Human Rights Education Review’. She has expertise in working for reconciliation in post-conflict settings in Asia, Africa and the Middle East. Her most recent book is ‘Human Rights and Schooling: an ethical framework for teaching for social justice’ and she is currently writing ‘Where are you from? No, where are you really from?’ (Virago Press, 2022) drawing on history and memoir to discuss empire, migration and belonging.

She works in the related but distinct fields of Human Rights Education and Education for Democratic Citizenship, and her research is interdisciplinary in nature, drawing on sociology, political science, and legal scholarship. She has a special interest in children’s democratic participation rights; teachers’ work and citizenship; and race, ethnicity and the experiences of minoritized groups, in both established democracies and post-conflict societies. She works transnationally, and so much of her research is comparative.

Council of Europe General Rapporteur: Human Rights and Democracy in Action - Looking Ahead Education for Democratic Citizenship and Human Rights Education Conference 2012.

Presidential panel member: American Educational Research Association (San Francisco: 2005; New Orleans: 2011; Chicago: 2015; Washington DC: 2016)

Interview with Professor Audrey Osler

We recently had the opportunity to interview Audrey about the importance of educating children about human rights. Her experience of teaching human rights spans right across the age range, which provides important insights. You can watch the video here, and read a summary below.

Audrey: “Often human rights is seen as something relating to distant places, whereas I think the most important thing for children of all different ages is to understand their own human rights and then understand how they can defend each other’s rights.

I would begin in a primary school with the things that the children were concerned with. Children of all different ages have very strong views about justice and injustice, right down to small children saying what is fair or unfair. We see lots of older students in school, under the age of 18, standing up to the really big issues. There are children all over the globe who are standing up for the rights of other children, and standing up for big causes like climate justice and environmental issues. It's really important that we find out what the children are interested in, what they care about, and that's the best way in to a discussion about human rights.

I trained as a teacher and I don't think human rights was ever mentioned in my own training. I have supported many different schools with these topics, because they were simply not on the agenda. It's very exciting for many children to find out that all children everywhere have the same rights. That really grabs their imagination, and they will point out that that's not true in practise, we all deserve these rights but how are we going to make sure that everybody is able to claim them.

I think children can be seen as human rights defenders. It shouldn't just be about teachers detecting a problem, children should feel confident to able to express a problem too. It’s really important that they know when they can confidently speak out, using the language of rights and helping them feel empowered.

Human rights dialogue in education is really important so that we can look critically at the human rights framework with teachers. It is better for teachers to engage with, understand and apply then to be given a set of rules which they just have to go along with.

We also need to recognise that human rights learning takes place outside the school too, it takes place in society, it takes place in homes, in many different contexts. Teachers need to know that they are part of a bigger whole. We also need governments that support human rights. A powerful thing about the international framework is that it actually legitimises some difficult topics.

There are lots of people working on these issues who care passionately about these issues. Local networks can help teachers, and there are materials out there to help teachers. The first book I ever produced looked at children's literature and how young children's storey books, including picture books, could be used to teach human rights. Storey books can be a fabulous resource and teachers read often read a storey to young children everyday, and this is an easy way of bringing these discussions into your everyday practise.

We can't always assume that things will always get better in a progressive path forward. I think we often have to take small steps and have a vision of where we want to go. I feel privileged that I was brought up by a mother who encouraged me to think I could do anything, and be anything. She was really very inspiring to me. If you don’t have that when you're very young then it can be quite an impediment. At school girls had a slightly different curriculum to boys, and we had to challenge what seemed unfair, so I was very aware of these things from a young age.

We need to give young people strategies to know what to do about a situation, rather than great principles. It is important to have a sense of confidence in your rights, because I actually think that what goes on for people and especially girls and women, is often just very subtle small things which undermine our confidence. That is how human rights are eroded.”

Once again, we are delighted to have Professor Audrey Osler with us, and we look forward to creating even more impact on the lives of woman and girls through their human right to access education.

Equitable education doesn’t obliterate a people’s history

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Tue, 27 Jul 2021 18:55:23 GMT

This week we hosted a film screening of In My Blood It Runs as part of our Life Long Learning Series, and storytelling for a better world.

Film Synopsis

Ten-year-old Dujuan is a child-healer, a good hunter and speaks three languages. As he shares his wisdom of history and the complex world around him, we see his spark and intelligence. Yet Dujuan is ‘failing’ in school and facing increasing scrutiny from welfare and the police.

As he travels perilously close to incarceration, his family fight to give him a strong Arrernte education alongside his western education, lest he becomes another statistic. We walk with him as he grapples with these pressures, shares his truths and somewhere in-between finds space to dream, imagine and hope for his future self.

Discussion after the film

The film was watched by a wide audience of educators and students and was followed by a lively Q&A. We feel the Q&A was an important and honest discussion about the film itself and the storyline. Although this film is based in Australia, it was recognised that the same story is played out here in the U.K. and indeed across the world on a daily basis.

If you missed the Q& A you can watch it here:

Feedback from students who have watched the film:

Q: Did the film spark any ideas of how you could advocate for changes to education, youth justice, or anti-racism?

“Going on protests and educate other people” - Student, Year 8

“Not tell history from one point of view, include all cultures.” - Student, Year 12

“Provide more lessons that educate about the original history.” - Student, Year 12

“Including histories of native cultures before colonialism” - Student, Year 12

“Recognition of all cultures in classrooms in all countries.” - Student, Year 13

“By protesting, online social activisms, group work, posters, donate to charities.” - Student, Year 13

“With teaching children what is right could help more to grow a new generation of free minded children.” - Student, Year 8

Get involved, watch the film

We hope this event will be a catalyst for future conversations here in the U.K. and globally. If you would like to watch the film with your students in the autumn term please get in touch by e-mailing admin@stevesinnottfoundation.org.uk

To rent or purchase the film to watch at home with your family: https://inmyblooditruns.com/screenings/#uk

If you are interested in hosting a screening of In My Blood it Runs, or want to show the film in your school, the cost is £50 for a licence for a year. This comes with the teaching resource, including sample lesson plans.

You can get a licence here: togetherfilms.org/shop/imbir-educational-license/

Or email Together films for more information: inmyblooditruns@togetherfilms.org

If you would like to support the work of The Steve Sinnott Foundation in this area you can buy a ‘digital gift’ for someone by clicking the button below:

Panel Speakers Biographies

Evadne Bygrave is an educator, life coach and innovator. Inclusion is the driving force behind her enterprising work. Sing a Book CIC engages children in reading through song, capturing the essence of books and infusing them with catchy rhythms. Her musical adaptations include ‘Into The Forest’ and ‘Kate Meets Dido Elizabeth Belle’. Evadne produced and directed the musical, and the sequel ‘Dido Through the looking Glass’ performed by communities under-represented in the theatre. She devised SCIP (School Career Intervention Programme), resining the aspirations and prospects of disadvantaged, underachieving pupils entering secondary school. https://www.singabook.com/

Malcolm Richards is currently a researcher studying race, dialogue and culturally sustaining pedagogies at the University of Exeter in the UK. He researches cultural community asset-based approaches for resource development in rural classrooms. Previously, he worked as a school teacher, senior leader and advisory teacher across the UK. He is a trade union activist, supporting transformation of education institutions for communities which ensure equality for all. He has written extensively about race, equality and cultural sustaining education, in articles, journals and books. He tweets at @malcolmrichards.

Mandekh Hussein is driven by initiatives grounded in collaboration, sustainability, and ownership. She takes part in efforts centred on equipping individuals and communities with the resources, skills and opportunities to actualize their vision, find new opportunities and widen their horizons. Currently she is a Lecturer at Brunel University (focused on curating skills to deliver sound, sustainable and positively impactful transformation), CEO of Eastside Youth, Strategic consultant, focused on addressing health inequities through co-production and an education and empowerment practitioner, working on the nexus between community transformation and EduTech.

Rebecca Ashdown is currently Campaign Director at Together Films. Together Films is an impact distribution agency, specialising in social impact films. Together Film are currently managing the UK release of In My Blood It Runs.

This film was shown as part if the Foundations Life Long Learning Series. We have set up this series to share and reciprocate global learning. We having been hosting film screenings that we believe will foster dialogue about the importance of contextual education and the importance of opportunities and education for all children everywhere.

Other films in this series include Emu Runner, I am Belmaya and Madan Sara

Thank you to everyone who contributed, shared learning and enthusiasm for the Life Long Learning Series.

Positive Periods workshops start in Haiti

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Fri, 23 Jul 2021 13:54:07 GMT

Despite the recent challenges in Haiti at the moment we have been able to progress with our Positive Periods workshops, thanks to a truly amazing team there, undaunted by the current events which you can read about here .

Stelandie Jean-François, is the young woman in charge. She started the session introducing the materials they will be using and the patterns that they will use to create their own re-usable pads. Her students have no experience sowing so they will be learning this skill also. They are very excited to be getting hands on experience making period pads that will help them live a fuller life, and come to school every day.

In the meantime, the school nurses are drafting the training modules that they will be using for the next phase, the educational sessions. This will ensure that girls and young women know more about menstruation and female health. This supports them to better manage and understand their menstrual health and wellbeing.

After this workshop has been delivered, staff can be trained on the workshop, and how to deliver it in their respective schools. This way the knowledge is cascaded through to the wider community.

The feedback we have had so far:

“I am really happy with the team and I am happy I agreed to collaborate on this project.”

“From the day I started, the first thing I wanted to do was motivate them because I know nothing gets done without motivation. After getting the result I wanted I said I got it right.”

“I would also like to thank the entire team for thinking of me to move the project forward, and a big thank you to the Steve Sinnott Foundation for choosing us to launch the program in Haiti.”

We would like to offer our heartfelt appreciation and thanks to the team in Haiti who have been able to go ahead with the workshop, despite the current challenges.

What is happening in Haiti?

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Tue, 20 Jul 2021 15:44:23 GMT

We were all set to start the Positive Periods workshop in Haiti, it had to be delayed, but not for long. The project is up and running despite the current challenges in Haiti, more about this shortly.

Here is some news about the current situation in Haiti, which you may not have seen or heard in the National News here in the U.K.

On the 7th July the president of Haiti, Jovenel Moïse, was assassinated in his home, and the first lady is in a critical condition. It is still not clear what happened and rumours abound as to who could be behind this.

Martial Law has been declared and the Dominican Republic has closed its borders with Haiti. To complicate matters, due to an extraordinary array of circumstances, there was no-one who could step in to replace the president.

The country’s constitution indicates that the Chief Justice of the Supreme Court, René Sylvestre, should have stepped in and taken charge. However, he was a victim of Covid-19 and died just a week before the assassination of the President. So the next in line to take over was the Prime Minister.

But which Prime Minister? Just a day or two before his death, the President had changed Prime Ministers. He had named Ariel Henry for the office but his nomination did not have time to be confirmed so he was not yet sworn in before the assassination, and neither was his new cabinet.

Only one third of parliament was functional at the time of the assassination. It would take too long to organise elections to find agreement on a replacement, so consensus was proposed by all members of other parties that Claude Joseph, the outgoing Prime Minister, would assume the role until elections can be organised. Ariel Henry contests his right to do this and claims that the national leadership should fall to him.

No one knows what is next for Haiti. The constitution doesn’t have a clause for this particular situation. There are only 10 functioning members in parliament right now so nothing in the constitution can be called on, it is certainly unchartered territory and the repercussions are felt throughout the Caribbean.

This is the 5th president in Haiti’s history who has been assassinated. The U.S. has helped in the past, and may at times have got too involved. There has been a history of outside interventions harming Haiti. There is a feeling among many Haitian groups that Haitians need to discuss together their own Haitian solution, and find a solution from the Haitian people, rather than have a solution imposed from outside.

People are still in a state of shock. With a lot of uncertainty and fear, people are understandably very uneasy right now. There is a distrust in the armed forces. Many do not want another US or UN occupation. They want the support of the international community, but don’t want unnecessary interference. They want humanitarian help, businesses are not able to function right now, and there will be difficulty to supply food and medicine at some point. Doctors Without Borders there are concerned about their safety. Schools had ended for the term, but the situation is too tense for the exams to take place.

The government is not asking for a formal occupation, just support to keep vital services open. Haiti is asking help from the OES, UN and US, to secure the vital sites like gas, airports, hospitals. They want to work on capacity building in sectors that were struggling before this event, and even more so now. Maybe it would be more beneficial for the international community to be sending key people to Haiti to help build capacity together.

As an added layer of complication in the years leading up to this, the level of violence and insecurity and active gang activity in the area of the law courts, has paralysed the justice system for the last three years. There is currently a total collapse of the judiciary institutions, the judiciary council is currently not functional.

There is also freedom of information in Haiti, but Haiti has insecurities, and freedom of information is one of the most important issues to solve at the moment too. Only ten days ago, two leading journalists were murdered in the streets and, a day or so later, sixteen civilians were massacred in broad daylight in Port-au-Prince.

The question now is; how can one assist Haiti, not control, not give charity. How can we give hope? Haiti was the pearl of the Caribbean, Haitians from all walks of life will put their minds together, they did something in the past that no-one else could do. They still have that, they will find the solution that works for them.

That’s what The Steve Sinnott Foundation is doing in Haiti. Enabling Haitians on the ground through supporting projects that will enable rather than make others reliant, giving ownership to the projects and enabling others to adapt them, make them their own and use them as their own springboard to success.

Sadly this situation is not headline news in the UK. It’s true that we have a sudden increase in Covid and there was a Football match at the time. The information in this article has come from the Haiti All-Party Parliamentary Group (APPG) meeting in July 2021. We need to bring Haiti into the news and let people know what is happening there.

Education after COVID-19 in Three Quotations and Three Questions

Fri, 16 Jul 2021 13:41:30 GMT

Mike Fleetham is an educator, international learning designer and founder or Thinking Classroom.

I did my governors’ meeting from my lounge. It took 45 minutes. Why would I ever go back to 2 hours in school hall on a dark, wet rainy November evening? May 2020, Headteacher.

By accident not design, 2020 forced educators and leaders around the world to examine and transform their professional practice. Like a woodcutter losing her axe mid stroke, teachers suddenly lost the tools of their trade – classroom, resources, relationships. But they rallied, grappled with online learning, made it work and began to see opportunity inside the chaos.

What have you learned or discovered during the pandemic that will enrich your life once we reach a new kind of stability?

The younger children are having to grow up faster. In a normal year we have the few children who’ll cry every day for half the year coz they don’t want to leave mum (which is more about mum sometimes). We’ve not had any of that this year. Parents can’t come in. The kids are more independent. More resilient. They just have to get on with it. November 2020 Early Years Leader.

I’ve wondered during my online work with teachers since March 2020, whether their loving concern for the emotional wellbeing and mental health of their children is also, in part, a projection of their own anxieties and fears. Kids are Dandelions or Orchids says paediatric health expert W Thomas Boyce. Dandelions thrive in the ‘rough-and-tumble anywhere’; Orchids are more delicate, vulnerable, and need a special kind of nurture. But when orchids are loved, they become more beautiful than anything around them.

Where are the Dandelions; where are the Orchids in your class, your school, your life?

Online chat during live lessons is brilliant. It has given a voice to the quiet children, those who would not usually speak up or say anything in class. January 2021 UK SENCO.

As we push on through the complexity and the challenge, one day at a time, sometimes using up the last of our energy, we are heading into what might be a far more equitable educational landscape – if we choose to listen for what that might be. In The Great Reset, Klaus Schwab argues that a pandemic like this one accelerates and amplifies. Look around and you will see that in action. Disadvantage is amplified; technology and aspects of research accelerate; we see more clearly what we value – especially when we are deprived of it; and the speed with which we need to respond – often in the moment – is faster than ever. No wonder you are exhausted!

But technology gives everyone a voice; it can amplify our words. Even the quietest ones can now be heard. Let’s make sure that we listen and hear what our children are saying. Because most of the children whose learning in in your care – in class or online – will be alive when the year begins with ‘21’ not ends with those digits.

Teaching is the world’s most important profession because without it there are no other professions. And while our formidable healthcare workers are saving the present, teachers are saving the future.

What are children asking of you for their futures and how can you give them their voices?

From Engage issue 22.

The Steve Sinnott Foundation Response to COVID-19 Crises in Phnom Penh

Mon, 12 Jul 2021 14:53:57 GMT

Nicola Palairet is the Partnership Development Director for Flame and has been working in Phnom Penh for more than five years now.

Life for the marginalised families living in Phnom Penh’s slum communities is tenuous at the best of times. Flame staff identify families whose children are unable to attend school because of financial pressure. We give these children the opportunity to go to school. For many it’s not just a chance for education, it’s a radical change in their life’s trajectory. Without it, these children would be unable to break out of the cycle of poverty. SSF and Flame are partnering to make a difference in their lives.

While official cases of COVID have been remarkably low in Cambodia, closing borders and the overall shrinking of the economy has led to massive losses in the tourism and hospitality sectors. COVID-19 has increased stress and financial hardship significantly. For some, there has been the threat of homelessness; for others, a decrease in daily wages has impacted the ability to put food on the table. Incomes for those ‘at risk’ is so low that hunger was already a serious issue pre-COVID. So, even when a family recognises the importance of education, food is the first priority – and school takes second place.

Many children have a deep desire to learn in school but are prohibited by the financial strain on their families. We have sought to address this. Children who in the past have had to work to support their families or provide care for younger siblings are now regulars in school and attend the Flame After School Centres daily where they laugh and learn, as well as get a nutritious snack and have their own toothbrush! There are computer classes for the older kids and daily literacy and numeracy lessons for each child. The centres are clean and bright, and the teachers who have also come from hard backgrounds, appreciate the challenges of education for these young kids. They know exactly what it’s like to face huge obstacles and overcome them. This is what we call ‘The Full Circle’.

As a young child, one of the children in our program, Sokea, walked the streets with a huge plastic sack of recycled bottles on his back. His recycling work to support his family left him no time for school. At home, his dad was on a small daily wage as a motorbike taxi-driver and his mother was bedridden. When we first met him at 9 years old, he told us that he would love to attend school. He had previously been in school but had to drop out to support his family.

We visited his parents and asked permission for Sokea to attend public school and our After School Centre. We said we would supplement the family for the loss of Sokea’s income and they agreed. When finances were tight, however, his family continued to send him out to collect plastic, but this is often part of the transition from working to education. The family and Sokea understood the importance of regular school attendance but making school a daily priority was hard.

Sokea has now enrolled at the University of Management to study law. He works part time for Flame and is a kind and conscientious guy who actively comes alongside other kids and encourages them to stay in school.

You can read more about Sokea on the Flame website: www.flamecambodia.org/blog/sokea-from-collecting-plasticbottles- to-university21/1/2021.

The Steve Sinnott Foundation has partnered with Flame to support children of the urban poor in Phnom Penh who struggle to access education. SSF has provided school supplies for 250 children.

From Engage edition 22.

Crisis upon a crisis: COVID-19 and the education emergency

Fri, 09 Jul 2021 13:41:20 GMT

Zoe Cohen is the Secretariat Coordinator of the International Parliamentary Network for Education (IPNEd), the first global parliamentary network dedicated to education. IPNEd seeks to grow and deepen political understanding of and commitment to inclusive and equitable quality education for all.

In mid-April 2020, 1.6 billion children and young people found their education disrupted. The spread of the COVID-19 pandemic forced schools and education institutions across the world to close, leaving learners in over 190 countries to contend with severe interruptions to their education.

As countries across the world have implemented pandemic-response strategies, the return to, or continued closure of, schools has remained contentious. The International Parliamentary Network for Education (IPNEd) has been supporting MPs to navigate the implications of COVID-19 for education. Whilst there is no zero-risk strategy for the reopening of schools, a lot can be done to ensure they are safe places to learn.

In Argentina, IPNEd member Diputada Brenda Lis Austin has led a powerful campaign for the return of face-to-face teaching 1 , and on 17 February 2021 children from five of Argentina’s regional districts began to return to school for the first time in almost a year 2 . In some countries, school reopening was strongly prioritised in government response plans. Sierra Leone, for example, supported by learnings from the 2014 Ebola outbreak, authorised the reopening of all schools by 5 October 2020 3 .

However, for millions of children, the reopening of schools does not mean a return to learning. Prior to the outbreak of COVID-19, 258 million children and young people were already out of school 4 . Characteristics including gender, disability and ethnicity have played a significant role in children’s likelihood to attend and remain in school. Moreover, 330 million children were in school but not learning the basics 5 .

Children affected by displacement, crises and emergencies face additional and protracted obstacles to education. In 2019, over half of all school-age refugee children were out of school 6 .

Projections have found that the pandemic will substantially increase the number of children out of school for the first time in decades. The Malala Fund has estimated that half of refugee girls in secondary school will not return to school due to COVID-19 7 .

For most children around the world, COVID-19 presented an unprecedented education emergency. For refugee and crisis-affected children, disrupted learning is commonplace. For these children, COVID-19 is a crisis upon a crisis.

Although the global recovery from the pandemic remains unpredictable, education responses must build on lessons from COVID-19 to strengthen education system resilience, implement learner-centred remedial programmes, and retain a focus on the children left furthest behind.

International support for and investment in Education Cannot Wait, the only global fund dedicated to education in emergencies and protracted crises, will also be crucial to securing an equitable return to learning.

Political leadership at each of the national, regional and international levels will be vital to ensuring a sustainable recovery from COVID-19.

IPNEd is supporting parliamentarians to champion education, reaching across political divides, regions and the world. In the National Assembly of Pakistan, for example, IPNEd Regional Representative for Asia, MNA Mehnaz Akber Aziz, has been working with her colleagues to advocate for the prioritisation of education and the furthest behind in the COVID-recovery.

In a post-COVID world, the political will to ensure children can access learning must be redoubled.

For marginalised children, and particularly those affected by crises and emergencies, COVID-19 has not created an education emergency, it has exacerbated a pre-existing one.

IPNEd is working with MPs to ensure that as the world recovers from the global health crisis, the education emergency is not forgotten.

With less than a decade left to achieve SDG 4, a generation of children may never return to school. The international community must come together and redouble our commitment to ensuring the return to school and learning truly is, for all.

1 twitter.com/brendalisaustin/status/1359294032376180738?s=20

2 batimes.com.ar/news/argentina/schools-in-argentina-finally-re-open-doors-for-students.phtml

3 snradio.net/ministry-of-basic-education-issues-official-school-re-opening-guidelines/

4 uis.unesco.org/en/topic/out-school-children-and-youth

5 report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_ Report.pdf

6 www.unhcr.org/steppingup/wp-content/uploads/sites/76/2019/09/Education-Report-2019- Final-web-9.pdf

7 www.globalpartnership.org/blog/displacement-girls-education-and-covid-19

Article from Engage issue 22.

Preventing future crises: lessons from Covid-19 for climate displacement

Tue, 06 Jul 2021 15:27:02 GMT

BY ANJA NIELSEN SENIOR POLICY ADVISER, EDUCATION AND YOUTH UK NATIONAL COMMITTEE FOR UNICEF (UNICEF UK)

From England to Egypt, India to Italy, children around the world are continuing to face severe disruption to education during Covid-19. Schools are shuttered, playgrounds are closed, sports groups are on pause – children’s worlds are on hold. The well-reported UNESCO figure that 1.6 billion learners were out of school at the peak of the pandemic continues to make the rounds, often followed by the phrase ‘even before Covid-19’ and an alarming statistic about the world’s lack of progress on Sustainable Development Goal 4 (SDG4). ¹ Indeed, the scale of disruption – and its impact on the world’s already stagnating progress towards achieving universal education – are deeply troubling.

But while Covid-19 has taken many education systems by surprise, it is neither the first nor the last disruption that many children will face in their educational journeys. Climate change, including climate displacement, could cause further gaps in education if systems are not built to withstand the shocks we know are coming.

There are many lessons to draw from educational responses to Covid-19, including the critical importance of distance learning initiatives, relevant teacher training and support, and closing the digital divide, to name a few. These lessons add to those already developed through previous emergencies, such as the need to prioritise education in times of crisis, addressing children’s psychosocial as well as educational needs, and providing school feeding programmes to draw children back to school. These lessons must all be collected and used to strengthen education systems to prevent future disruption.

The impact of climate change is clear and its impact on human mobility stark. The World Bank reports that, in just three regions, 143 million people could be on the move due to climate change by 2050. ² Across the world, children and their education are already affected by displacement due to storms, rising sea levels, droughts, and other weather-related incidents. As climate change intensifies, these challenges are only likely to increase. The world’s response must similarly strengthen, or risk educational disruption for millions of children.

How do we do this? We focus on building systems that support children before, during, and after educational disruption.

Before the crisis, we need to ensure children have the skills necessary to respond and adapt, and infrastructure must be strengthened to prevent any disruption. Plans for disaster risk reduction (DRR) and remote learning must be in place before another crisis hits.

During disruption, children must be able to continue their education and bring their progress with them. Technology, such as UNICEF’s Learning Passport, can play a key role in this. Finally, education systems must be able to bounce back and reintegrate children rapidly following crises. Getting all children back to school should be a priority in any emergency.

Time and again children tell us that they want an education. In their aptly named report What do children want in times of emergency and crisis? They want an education, Save the Children notes that ‘99% of children in crisis situations see education as a priority.’ ³ For everything children have given up to stem the spread of Covid-19, we owe them renewed efforts to deliver on the promise of SDG4. We cannot, and must not, let them down.

¹ UNESCO, ‘Education: From disruption to recovery’, 2020. Available at tinyurl.com/ya3scc7l.

² Kanta Kumari Rigaud et al, Groundswell: Preparing for Internal Climate Migration, World Bank Group, 2018. Available at: tinyurl.com/y9dfsvsn.

³ Save the Children, What do children want in times of emergency and crisis? They want an education, Save the Children Fund, 2015. Available at tinyurl.com/va9f4tc

From Engage issue 22.

The importance of understanding bereavement in schools

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Fri, 25 Jun 2021 09:34:47 GMT

Many teachers have told us they wish they had been better prepared when they experience a death in the school community. To support schools we have developed a free Bereavement Resource which you can find in our Resources page (LINK).

Young people can find it very difficult to ask for help after a bereavement, so knowing what help is available and how to enable children and students to get appropriate help is important for schools.

It is not always the loss of a loved one through death that bereavement occurs. Divorce, separation and moving away to a new location can also cause feelings of grief and loss.

It is important for young people to be informed about bereavement. Schools can help prepare pupils for their own future experiences of loss, good education can help dispel myths and taboos, and help children to know how to support their peers.

Grief is a very personal experience, every child and young person will experience it in a different way. Frustration, anger and instability are widespread reactions, and this can lead to changes in behaviour in class. Teachers and educators can be far more comfortable knowing how to support a pupil experiencing grief, and can manage challenging behaviour more productively.

In her paper Child Bereavement: What School Psychologists Need To Know. Huda Ayyash-Abdo explains that silencing the subject of death at home and at school, leads to children experiencing “pain, isolation, distress and at times dysfunctional manifestations of grief”. Left to their own devices, unhealthy grieving in children and young people has a detrimental effect on them. School psychologists may not have the time to provide the ongoing support to every bereaved student and their family, sometimes additional support is needed.

Integrating death and bereavement education into the curriculum can help children to develop a realistic and healthy attitude towards death and loss, be more sensitive to the grief of others and develop more effective coping strategies of their own. Education around death and loss is a better preventative measure for future problems.

( H. Ayyash-Abdo, (2001) Child Bereavement: What School Psychologists Need To Know. School Psychology International, Sage Publications. )

Teachers and educators may need to understand their own grief and loss, and feel better prepared to support their colleagues too. The pandemic has caused a much greater need in schools to be more aware of grief, loss and bereavement not only in the pupils but also for staff. In response to this we have developed a free Bereavement Resource which you can find in our Resources page .

This resource has been developed in collaboration with Rainbows Bereavement Support GB, Grief Encounter and World Wide Motion Pictures Corporation. This resource will also give you some more awareness into the different cultural rituals and rites around bereavement.

Rainbows Bereavement Support Great Britain , is a well respected national charity having a proven, positive impact on the lives of children, young people and adults. Their vision is quite simply for every child and young person in every school in Great Britain, grieving a significant and often devastating loss in their lives, to be understood and supported appropriately.

Grief Encounter is a charity set up to help with the confusion, fear, loneliness and pain, providing a lifeline to children and young people to cope with free, immediate, one-to-one

support. They work closely with schools nationwide to ensure all students have someone to turn to following bereavement.

World Wide Motion Pictures Corporation worked with us to organise a screening of their film Emu Runner to help raise awareness of the different ways that a child can manage their grieving. It tells the story of an 8-year-old indigenous Australian girl dealing with her mother’s death by forging a bond with a wild emu and helping her deal with her grief. We hope this heart warming family film will not only educate but motivate you to learn more about issues around bereavement and the cultural differences that can add further challenges.

We hope you enjoy the film and find our resource useful.

Safe Passage Young Leaders: Education for Social Change in the Virtual World

Fri, 18 Jun 2021 08:29:30 GMT

Safe Passage International helps refugees access safe and legal routes to sanctuary. Through a combination of campaigning,

advocacy and legal casework, they influence policy and work directly with young people and families to help them reunite with

loved ones and reach sanctuary. Youth Advocacy and Campaigns Organiser Ruth Holtom works with an inspirational group of young people from refugee and asylum-seeking backgrounds – Safe Passage Young Leaders - who speak out about issues that affect them and others like them and campaign for a more welcoming, just and equal world. She shares her experience of virtual engagement with the group.

Every Tuesday morning, I open my laptop and send round a Zoom link to the young people I have the privilege of working with, reminding them that we will be meeting that evening. Then, just before our evening session, I log on to Zoom and get ready to welcome them into our virtual space. Their names pop up in the waiting room, and we all gather on the screen, our faces lit up by the glow of our phones or computer screens.

Compared to preparing for face-to-face workshops, running these weekly Zoom sessions might seem simple and stress-free. Instead of filling my bags with flipchart paper, risk assessments and petty cash, I simply log on to Zoom, share my screen and create some breakout rooms. But as anyone currently facilitating online learning knows, youth engagement in this new virtual world brings a whole host of new challenges.

After hours of algebra and English on computer screens, often struggling to connect to unreliable WiFi, it can be tiring and draining for the young people we work with to participate in additional sessions in the evenings. It is a challenge to ensure that everyone can join our sessions, when there is such disparity in digital access, homelife and English language levels. However, I have been constantly astounded by the Young Leaders’ energy and commitment to bringing about the change they want to see in the world, even when they are unable to meet face to face.

Safe Passage Young Leaders

These inspiring young people from refugee and asylum-seeking backgrounds meet weekly online to make friends, learn new skills, and work together to make change and challenge injustice. The young people I get to work with are experts by experience on refugee policy and they care passionately about creating safe and legal routes to safety for people like them. Since the pandemic began, the Safe Passage Young Leaders have achieved an incredible amount from the confines of their own homes. In the past nine months, they have:

Produced a video calling on politicians to protect family reunion for refugees.

Written and delivered a letter to members of the House of Lords urging them to vote to protect family reunion in the Immigration Bill.
Met influential MPs and peers online and shared their views and opinions on issues relating to asylum and immigration.
Got involved with Safe Passage as an organisation, shared their ideas and expertise, and helped us to recruit new members of staff.
Collaborated with other groups of young refugee campaigners, such as Hummingbird Young Leaders and Kent Refugee Action Network Youth Forum, creating connections across geographical divides and building strong networks of solidarity and support.

In this new year of 2021, the Young Leaders have a lot to speak out about. Now that the UK has left the EU, and with it the Dublin

Regulation family reunion scheme, refugees must apply for family reunification through domestic immigration rules, which are much more restrictive. Furthermore, various other resettlement schemes for refugees are still on pause due to the pandemic, and the government has recently announced that it will not be continuing resettlement for child refugees from Europe.

Campaigning with Safe Passage, the Young Leaders are hoping to influence policy on these issues in an upcoming government review on safe and legal routes. Over the past year they have proven to be brave and unflinching in their words and actions, and I have no doubt that these young people will stop at nothing to hold the Government to account.

If you have any questions about Safe Passage’s campaigns or the Young Leaders group, contact Ruth at ruth@safepassage. org.uk. If you know a young person who would be interested in joining the Young Leaders, you can find out more on our website.

Article from Engage issue 22.

Education is every child’s number one priority; It should be ours as well

Thu, 17 Jun 2021 15:21:16 GMT

At the dawn of a new decade, we have just 10 years left to achieve the Agenda 2030. Yet millions of children around the world are not learning what they need to contribute to a more peaceful, prosperous and sustainable world. Unless we make transforming education systems our number one priority, we will be 80 years too late to achieve this goal.

In November 2019, I met a group of young South Sudanese refugees in a school on the outskirts of Kampala, Uganda. Haltingly, they told me about their experiences fleeing their homes and seeking refuge in a foreign place. When I asked them how they felt about being able to go to school again, though, their eyes brightened and out tumbled their hopes and dreams. Like millions of children and young people around the world, education is their number one priority for the future.

It would be easy to assume that education is our global priority, as well. After all, it is a country’s greatest investment in the future. Education has a ripple effect on almost every aspect of development. An educated population is healthier, more productive, more peaceful, and more capable of tackling the great challenges facing our planet, including climate change. This effect is particularly powerful when we educate girls. If every girl in the world received 12 years of education, infant mortality would be cut in half, and the global economy would rise by as much as US $30 trillion. In our interconnected world, these benefits know no borders or boundaries. Education is the cornerstone of a better future for us all.

So it’s alarming that today, 260 million children are still not in school. It’s even more alarming that millions of children who are in school are not learning. More than half the world’s children are unable to read and understand a simple story by age 10. If we continue with business as usual, half the next generation won’t have the skills they need to harness the opportunities of the 21st century. In fact, at current rates of progress, it will be 2111 – well into the 22nd century – by the time the poorest girls in the world can expect to complete 10 years of basic schooling. That’s 80 years after the deadline to meet the Sustainable Development Goals expires.

We urgently need to recognise and prioritise the global learning crisis, and mobilise the resources and political will to get education back on track. Yet education is all but invisible on the world stage. Aid spending on education has been stagnant for nearly a decade, despite a global funding gap of $39 billion. Clearly, that must change.

However, it’s not just a case of investing more money, when business as usual is not working. That’s why the Global Partnership for Education (GPE) supports governments to transform education at systems level, where the impact of change can reach all children.

We are uniquely placed to do this. As a partnership, we mobilize global expertise to identify solutions at country-level, tackle challenges holistically and reduce fragmentation. As a fund, we channel investments to where they will have a catalytic effect to improve learning – be it investing in teacher training, creating conditions for girls to get to and stay in school, distributing textbooks, or modernizing data to drive evidence-based decisions.

Our unique approach gets results. In our partner countries, 77 million more children are in school today than when we began in 2002, including 41 million girls. Our success demonstrates what we all know to be true: that only by working in partnership can we tackle the challenge ahead.

With the clock ticking for millions of children around the world, we need to stop investing in business as usual. GPE has long counted on the UK as a champion for global education, particularly for educating girls. Now more than ever, we need such leadership to make transforming education systems our number one priority for 2030. Millions of children cannot afford to wait an additional 80 years, and neither can we.

Article from Engage Issue 20.

Promoting gender equality and safe learning environments in schools

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Fri, 11 Jun 2021 07:51:35 GMT

On a wet and windy day in May in the UK, we battled with the intermittent internet connection to talk to Isata M Kamara, project manager, in a hot and sunny Sierra Leone. Isata has been implementing a new workshop to alleviate Gender Based Violence in schools and to promote gender equality. We wanted to know how the project came about, where the idea came from and the results so far.

During lockdowns, children and students have been at home. Some students have been able to study, but many girls have been forced into early marriage, or have become pregnant. Now, even though lock downs are being lifted, many no longer go to school. The pandemic may have exacerbated the problems, but the challenges that women and girls have in the school environment have always been there.

While the government of Sierra Leone and its development partners have made frantic efforts to combat violence against women and girls with new laws and launching awareness campaigns, much is yet to be done in order to create gender equal and violence-free communities. Many young girls in schools do not find the school environment safe and supportive to allow them to realise their full potential.

Since 2019 Isata and Marie Antoinette, General Secretary of Gambia Teachers Union, have been implementing the Positive Periods Programme initiative teaching women and girls about menstrual health and how to make re-usable sanitary pads, so that girls can stay in school when they have their periods. The training was initially based on health and hygiene, how to take care of themselves, and how to take care of the pads. But as the girls in her workshops talked to Isata about their problems and challenges, she realised that there was more that needed to be done. This is the story she tells about how she developed a second initiative to support girls to stay in education.

ISATA – During the Positive Periods workshops, some of the girls were explaining to me “ OK now when you go to a teacher and you are trying to explain yourself to that particular teacher some teachers will tell you ‘I am busy, I am teaching’ ”. Teachers don’t always have the time or the training to allow them to talk about what is preventing these girls from coming to school, and staying in school. So in turn students don't feel confident to talk to their teachers to explain issues that are affecting them at home and even in the school campus.

This is what some of the girls explained to me, and they appealed to me to offer training to train their teachers on the gender-based violence and equality issues that are affecting them in their schools and community.

So I thought that it was a good idea and it fits with what we are trying to do, we are trying to support them to realise their potential. I discussed this with my team and Marie Antionette deleted and we put some ideas and activities together. We then collaborated with the Sierra Leone Teachers Union (SLTU) to conduct this training on promoting gender equality and safe learning environments in schools across provincial Sierra Leone in the 4 regional headquarters in the provinces.

It was not the first time that I was inviting teachers to a workshop, as soon as they saw that it was the Steve Sinnott Foundation running it they were very happy and willing to come and learn together. We had many topics we wanted to cover but we selected a few topics that we knew we could create useful activities from. We wanted to create a space where everyone felt safe to ask questions and take turns facilitating, so that it would be a fun and interactive session. We also gave them manuals which they can use in their schools.

For some of the topics we had separate discussions for men and women and we also had opportunities for men and women to discuss things together. By inviting both male and female teachers from different schools it was challenging because it got argumentative at times.

It’s two days training and before the end of it, every school had their own action plans that they wanted to implement. They wanted to create clubs, anti - gender based violence clubs, human rights clubs, disseminate information to their colleagues, set up WhatsApp groups for reporting and sharing challenges and so on.

When we carried out follow up visits to schools after the training, we found out that some of the schools have started working on their action plans already. The Steve Sinnott Foundation is ensuring that there is a follow up after each training session. We talk to the participants and visit their school, talk with the heads of the school and with the students. In this way we can support the implementation of the action plans, and offer more training if needed.

From these workshops and the follow ups, the schools have implemented a new system of reporting which they teach the students to use when they face any issues. We have a focus group with the students so we will know how the system is working. According to these students, they do feel comfortable now to talk with some of the guidance teachers and counsellors that we have trained.

I believe if I put in a lot of effort and work, if I develop the full scale of this project to work on these issues in schools across the length and breadth of the country it will be a safer environment for the future generations. We are doing everything it takes to make it work; we call, we visit, we offer handouts for them to use, we get schools to put a questions box up so students can give suggestions on improvements, and what concerns they have.

I think this workshop is a great idea, as it came from the students and teachers themselves. Even now the other regions are asking and recommending that we should extend the Positive Period Programme re-usable sanitary pad workshop to them and to include the primary level of the Gender Equality and Gender Based Violence workshop in it. They really need this opportunity.

Lessons I learned from this workshop - I learnt that if you have a passion for something you have to go the extra mile, and you have to have courage no matter what. You will stand in front of people, and some will not take your idea on board, but some will. So you have to concentrate on those that want to make a change, they will go out and change others. This is what I have learned."

Thank you Isata for your unflinching commitment to improving education in Sierra Leone.

How far would you walk to school each day?

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Tue, 08 Jun 2021 11:31:38 GMT

In one of their trips to Rural Gambia, The Gambia Teachers Union (GTU) saw students walking long distances to school under the hot burning Sun (40 degrees and more) often without proper shoes. This causes a lot of students to drop out of school or come late, and this affects performance and retention.

Teachers at Njoren School, in the Upper River Region of The Gambia, noticed that Lamin, one of their students had holes in his shoes, and eventually had to walk bare foot. The teachers were concerned when he explained that his parents could not afford to buy any more shoes, they wore out so quickly, as he lived an hours walk away and they were concerned he would stop attending school altogether.

When Marie Antionette, General Secretary of GTU (Gambia Teachers Union), heard this story she discussed ideas with the teachers in the region and they decided that many of the children needed bicycles to get to school. She contacted the Steve Sinnott Foundation to see if they could provide funds for them to buy bicycles locally to give to the children who lived far from their schools.

We were able to help, and now students in Bollybana School, in the Upper River Region of The Gambia have received bicycles from the Gambia Teachers Union through the support of the Steve Sinnott Foundation. Now Lamin and many other children at his school have bicycles to get to school. They are not tired when they get there, their shoes are not wearing out and they are able to concentrate at school.

Education is a basic human right, and sometimes the obstacle to getting an education is simply that the school is hard to get to.

Some communities are very isolated and consequently some students have to walk 9km to school every day, that’s an 18km round trip. In one of the remote schools in the Lower River Region of The Gambia some of the children walk the equivalent of 50 miles a week to get to school and back. Long journeys to school result in students arriving late, being too tired to study when they are there and some students don’t enrol at school at all. Walking long distances in the heat can also be dangerous.

Bicycles enable students to get to school more easily, and safely. There is a huge impact on their performance at school too, as they are more able to study effectively.

When they received these bicycles the students were overjoyed. They are so keen to get an education, even if it does mean walking long distances to get there, but having a bicycle enables them to get far more out of their education.

Educators are also delighted to see the children at safely at school, on time and not too tired to work. They can enjoy teaching and see the children thrive.

If you want to support more children to cycle to school you can buy the gift of a bicycle here:

“You Can’t Be What You Can’t See”: Growing Future Leaders in Education

Fri, 04 Jun 2021 09:53:43 GMT

It is widely acknowledged that gender representation, in addition to other forms of diversity, is essential for society to thrive, yet women are still underrepresented globally in politics, health, business, and other organisations. Despite research which highlights the positive influences women bring to leadership positions, many organisations report difficulties in attracting and retaining women leaders. Schools can therefore play an important role in helping girls to realise their potential so that they can be the change that they want to see in society.

Imposter Syndrome

For years, girls have outperformed boys academically, yet girls may lack the confidence to believe in themselves and their future potential. We can help girls to be aware that having feelings of self-doubt is normal; imposter syndrome can affect anyone at any time. We can help girls to recognise the positive skills and attributes they possess so that they feel empowered to embrace and celebrate their positive qualities.

How can schools better prepare girls for future leadership positions?

1 Engage men as allies

It is important for us to engage boys as allies by raising awareness of gender privileges so that they feel confident to challenge inequality when they see it. We need boys to appreciate the positive qualities that women leaders bring to the table and to work with girls to so that gender equality can be achieved.

2 Encourage STEM careers

Just 24% of UK STEM roles are occupied by women and these are wide-ranging, technical professions which are critical to the economy. By harnessing positive role models from organisations such as STEM Ambassadors, we might ignite a passion for future careers in STEM, particularly in young women from households where there is no prior experience in these areas.

3 Financial education

Women live longer but financially poorer lives than their male counterparts, and part of this is around the ownership of finances, occupying lower paid, part-time roles, and the lack of professional careers with occupational pensions. Although no one young wants to think about retirement, financial education is key.

4 Encourage Self-Care and Wellbeing

We teach our children and young people to take care of their physical and mental health; it is equally important to encourage girls to invest in their wellbeing. Whether schools are promoting positive body image or banishing berating self-talk, girls need to grow up appreciating that self-care is far from selfish: it is a necessity.

5 Inspirational Role Models

We can celebrate the multifarious roles that women leaders possess: women can be mothers and partners in addition to being leaders. Let us teach our girls about the possibilities of flexible working patterns, showing them how to be assertive and confident so that they are able to make the future life choices which are right for them. Let us help our girls learn about inspirational women from diverse backgrounds in a range of careers so that they have positive role models to look up to.

For the first time in history, two women shared the 2020 Nobel prize for Chemistry proving that the realisation of a more equitable society is achievable. So, let’s encourage our girls to aim high, dream big and work hard to become the change we want to see in society. After all, you cannot be what you cannot see.

BY SARAH MULLIN & DR DEBORAH OUTHWAITE - EDUCATORS AND WRITERS, FOR ENGAGE 2020

Drawing is a vital tool for education, more so now than ever

Fri, 28 May 2021 12:00:53 GMT

2020 was a year of seismic events impacting on world economies, technology, health, culture, politics and, undoubtedly, education.

School closures and the impact on education revealed the realities of home schooling, the reliance a country’s workforce places on an education system, and the disparity across countries and around the world in access to resources, digital networks and technical devices. Looking at education over the last year, the impact on this societal human construct has been significant, the fragility and inequalities of many systems and processes laid bare for all to see, resulting in many calling for change.

Over the past year, with so many of us living in a physically distanced world, this has not only impacted on our external, physical world, but also, perhaps to an even greater extent, on the collective human psyche. Lockdown has offered many people time for introspection and positive reflection. This time has allowed people to reconnect with long forgotten creative pursuits, or to discover new ones. Creativity in so many different forms – drawing, painting, printing, knitting, sewing, making, crafting - has emerged as a truly universal tool that can build bridges, communicate across oceans and make dreams a reality.

Running since 2000, The Big Draw Festival is the world’s biggest drawing festival and an annual celebration of the power of drawing, with hundreds of schools from all over the world taking part. For many students, drawing is a means of understanding the world, how it looks, and how it works. There is ever-increasing evidence to suggest that drawing is the single most powerful tool for learning and retaining new ideas.

Part of the core activity at The Big Draw is to actively argue the case for creativity in schools and in the workplace. With our ongoing work in visual literacy and creativity, The Big Draw is only too aware of the devastating impact the EBacc (UK) has had on the uptake on creative subjects at schools. Within the UK, we support the Bacc for The Future campaign and continue to work with our ambassadors and patrons to lobby in parliament to make the case for creativity.

Drawing is a transferable skill which can be integrated into the entire curriculum, and we at The Big Draw believe everyone can draw and everyone should have access to the benefits of drawing. It is a vital tool in many professions: from mathematicians, to surgeons, architects to engineers, therapists, political commentators to graphic designers. The humble pencil has built many a pioneer within every profession you can imagine.

And so, we can reveal that our festival theme for this year is a creative call for action, building on last year’s theme which focused on the environmental crisis. We expand this theme for 2021 to one of activism and sustainable living, and invite you all to act as champions to help ‘Make the Change’.

From Engage issue 22.

Mary Bousted: The Benefits of Art and Creativity for Educators Wellbeing, and Students Development

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Tue, 25 May 2021 11:22:53 GMT

On the 28th May schools are being encouraged to fill their social media channels with the arts; drawing, painting, music, dance, poetry, and drama. It was conceived by 9 education unions as a “badly needed antidote to the misery and disruption of Covid-19". Using the hashtag #EduArtsFest we can all enjoy the vibrant and life affirming energy that this youthful outpouring of creativity will provide. Find out more about it here .

Art and creativity are not just for our students. It’s for us, and it’s for everyone. Making art and being creative is a rejuvenating activity that we all need right now. We have made a new resource 'Discovering Creativity for Educators' to help educators take time out and rejuvenate themselves, and get ideas for the classroom too. Its free for educators, and you can find it here:

Mary Bousted, the joint general secretary of the National Education Union, talked to us about the benefits of art and creativity for the wellbeing of teachers as well as the development of young people.

SSF: Why is arts and creativity important in education?

Mary: I think that the arts are a primary act of mind. We know that there are ancient rock paintings being discovered which are much older than previously thought. Storytelling is a primary act of mind. We tell our life in stories. When we talk about our day, we tell a story. When we're remembering things, we tell a story. Stories are a way of making sense of the world. The arts are a way of making sense of the world. It's about expressing feelings and emotions and also reacting to the world.

As such it’s what defines our humanity our creativity defines us as human. We are the only animals which are creative in this way. That's why if education is to engage and develop the potential of the human being, it has to engage fundamentally and centrally with creativity and with the arts, in all their forms. If we don't do that, then we're not focusing on what is educating children and young people in the essence of what is human.

SSF: What do young people miss out on if they don’t have the opportunity to engage with arts and creativity in education.

Mary: If there wasn't an arts education in school and a creative education, then they miss out on the ability to develop all sorts of skills. Developing their imagination, developing ways to express how they’re feeling, the ability to move well, and speak well, translate what they are feeling or what they are experiencing into something really creative. Whether through art or through music or through drama.

If we want a broad and balanced curriculum something which will inspire and engage children and young people then absolutely the arts and creativity needs to be at the centre of that.

For myself when I was at school, I actually didn't enjoy school much. I always find people who enjoyed school to be rather odd, and I didn't enjoy school like a lot of people who then became teachers. One of my motivations for becoming a teacher was not to do to my pupils what was done to me. For me drama and music were the things which kept me at school. I was in the choir, that was hugely important, and I was in every play. My triumph was playing Oberon in ‘A Midsummer Night's Dream’ at a girls school. I loved everything about the plays. I love the rehearsals, I love the friendships you made when you were rehearsing, I love the thrill of the performance. For me that was another world. The magic of that other world was so important, and I know that gave me more confidence, it gave me the confidence to speak in public, it was such an important part of my school life. It was the only bit of my school life that I really enjoyed, apart from the English lessons.

SSF: Can art and creativity be brought into all areas of the curriculum?

Mary: I think bringing art and creativity into every topic is really important, but unfortunately, I don't think it happens too much now. I think the pressure of the accountability framework means that children spend a lot of their time in school sitting down listening, and then writing. I think that things are really being missed, particularly oracy and the use of talk to learn, and also creativity. It’s becoming more and more difficult to make those cross curricular links to insert creativity into other subjects. I think that's becoming really hard.

I think that's also part to do with the separation of subjects in a very rigid way. Lots of schools are now looking at the curriculum and the arts and creativity are really in danger. Because in the EBacc ¹ you just have one creative subject. We've seen already a decline in the number of children taking creative subjects at GCSE and funding cuts provide even bigger threats to that.

SSF: Is there a benefit for educators to make art and creative activities for themselves?

Mary: I think if teachers are creative themselves it gives them far greater confidence to introduce creativity with their pupils, and into their curriculum, and into their work, because it gives them something concrete to draw on. Actually, if you've experienced yourself, the immense pleasure of creativity, then that gives you confidence as well to think this is important, this is necessary, I know this for myself and I want it for my pupils.

I think it would be fantastic for more educators, more teachers, to be able to live creative lives. But I also think it would be fantastic for teachers to spend more time with their family and have some leisure time. With working hours approaching 50 hours a week that's really hard. I think the problem for us as a society is that we exhaust our teachers. Indeed, I'm writing a book about it so it's on my mind a lot at the moment. But if we could free up teachers’ time, and they could engage in creative activities, it would be so good for their own physical well-being, their mental well-being, and their mental health. It would be something that would enrich their lives and give something back to them, because at the moment teachers’ energy is just sapped through intense pressure and excessive work.

SSF: What would you say about our new resource ‘Discovering Creativity for Educators’?

Mary: Listen I know you're exhausted if you're a teacher. I know that you've got far too much work to do. But this is a fantastic resource, you can dip into it and spend 3 minutes getting fantastic ideas, about creative writing, about art, about music, about drama, about how to use creativity. The other thing is that it’s ideas from around the world, so if you're concerned about decolonizing your curriculum, if you're concerned about introducing themes and issues from around the world which reflects the cultural heritage of the pupils that you teach, or want to widen your pupils’ cultural heritage, then use this resource it's really fantastic.

We are really thrilled to be able to offer this resource, we are adding to it all the time, so have a look and keep popping back to see what more has been added. We’d like to thank all the contributors and also Mary Bousted for taking the time to speak with us about the importance of art and creativity in education.

We hope that many of you are able to join with others schools in filling social media with art and creativity with the young people that you work with on the 28 ^th May, and remember to use the hashtag #EduArtsFest so that we can all appreciate it.

¹ The English Baccalaureate (EBacc) is an accountability measure in England. It measures the proportion of children who secure a grade 5 or above in English, Maths, Science, a humanity and language GCSE. Arts subjects are not included.

HAITI: Lessons From The Past Need To Be Learned

Fri, 21 May 2021 08:56:02 GMT

Leslie John Griffiths is a British Methodist Minister and Life Peer in the House of Lords. Here he sheds light on the history of a people determined from the birth of their country in 1804 to ensure education allows them to be liberated.

I’m delighted to make a small contribution to this journal and to honour the work of the Steve Sinnott Foundation. I became aware of the Foundation’s work through my own work in and for the Caribbean Republic of Haiti. This brought me together with Ann Beatty and, hey presto, we found mutual points of interest and experience that led, without too much delay, to the invitation to write this piece.

Sustainable Development Goal 4 (SDG4) argues for sustainable development and accessible education for all. The trouble with these goals is that they allow us to imagine that they’ve only recently been formulated. Yet my whole life has been focused on this particular goal for half a century and in the poorest country in the Western hemisphere. And it had been a challenge for generations before that. Let me bring readers into the picture.

I’m a Methodist minister and my first appointment on leaving Cambridge was to Haiti. I found myself with responsibility for 48 rural communities spread across the southern peninsula of this, the first black republic in the world. Read William Wordsworth’s astonishing sonnet for Toussaint Louverture to get the spirit of the people of this country at the moment of its birth in 1804. The communities I served were almost inaccessible, the people were largely illiterate, and I had no knowledge of the language they spoke.

President Pétion, an early head of state in Haiti, had invited the Methodist people of the United Kingdom to send missionaries with an expertise in education to help in the building of this new and struggling nation. Two men who’d been formed by the British and Foreign Schools’ Society arrived in 1817 and opened a school on the monitorial principle. The President welcomed this development for, he wrote, “L’Education lève un homme ã la dignité de son être (Education raises a person to their full dignity as a human being).” That aphorism was painted over the entry of all the Methodist schools that were built in the following years. It matches Steve Sinnott’s description of education as “the great liberator.”

In the 1920s, a remarkable Irish missionary named Ormonde McConnell recognised that the education on offer in Haiti was taught in French while the population at large spoke their local Kreyòl. He brought in internationally renowned linguistic experts and, for the very first time, developed an orthography for the local tongue. Soon, schools were being developed in the rural areas as well as in the towns and cities and pupils were being taught in their native language.

In the years I lived in Haiti (1970 – 1980), I had some responsibility for a nation-wide network of schools. For a number of years, I was deputy head of our prestigious Lycée in the capital city. The church, under the direction of Swiss educators, had developed an Institute for the training of rural teachers; it was thoroughly ecumenical and prepared teachers for the most remote communities in the land. They were to teach in both French and Kreyòl. Books were prepared on agriculture, hygiene, community development and such subjects. And in both languages. It was cutting edge pedagogy; the Institute is now almost 60 years old.

All of these developments were intended to offer an education to a population desperately in need of it. It was painful to hear a few months ago that, because of yet more political unrest, it had been impossible to re-open schools after the summer break in October 2019. Sadly, not long after being reopened, schools in Haiti, like many around the world, are once again closed due to the Covid 19 pandemic.

It has been so encouraging to learn that the Steve Sinnott Foundation has been working in Haiti for the last decade. It’s my hope that we can find a way to bring its work into the same orbit as the work I’ve described above.

Education does indeed raise people to the very height of their human potential. This was the case from the beginning of Haiti’s independent history. It remains true now. And it must surely be key to any future well-being towards which the people of Haiti and their friends around the world aspire.

Article from Engage Issue 20.

Cuts in International Aid: Why our work is more important than ever

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Wed, 19 May 2021 15:07:24 GMT

When David Cameron was prime minister, his government committed to spending 0.7% of national income on international aid ¹ . That was in a time of austerity. Today’s government, in response to Covid, will cut this to 0.5% ¹ . It means a loss of 4 billion pounds spending on overseas aid this year ¹ . This is devastating to projects all over the world, and will compound the problems we have in the world. No other government has decided to do this, only the UK. It means just over 100,000 people (mainly children) will die. Deaths which would have been prevented with the UK aid promised by David Cameron. ¹ .

The devastating effects due to the cuts in international aid mean that the work of small charities, like ours, working at grassroots level, is more important and vital than ever.

Why we exist

Over 258 million children and youth are not attending school ² . Over 59 million are of primary school age, so they may never learn to read and write, and over 200 million are of secondary age ³ so they may never acquire basic humanistic, artistic, financial, scientific and technological knowledge, or access the skilled labour market. Without a basic education and knowledge of their human rights, these children are subject to labour abuse, and frequently physical, sexual, psychological and emotional abuse.

Many of these children are in developing countries and will remain in poverty without education to help them change their circumstances. Lack of education causes poverty and slow economic and technological development. Education boosts economic growth enabling stability and independence, and allows for better environmental management. This positively effects the global market, the global community, culture and the global environment.

We are working to achieve Sustainable Development Goal 4 - ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. We believe that this goal underpins all the other sustainable development goals. Our work directly protects and upholds human rights and sustainable life on this planet.

We exist to reach this goal. We hope one day that we won’t have to exist anymore.

3 opportunities to create change

We can see three key areas which can be effective in tackling the problem of making equitable education accessible for all.

1. Access to education

The problems that children have in accessing education are diverse and vary from place to place. Every country, every district, every school and every child will have their own unique collection of challenges. The solutions found need to be as varied as the problems faced. By working in partnership with Teachers’ Unions and educators in various countries, we have developed projects that aim to resolve specific issues that children are facing in order to access education.

Our projects are in line with SDG Target 4.5 - Eliminate all Discrimination in Education . Inclusion and equity

and gender equality are the focus of these projects. They also support Target 4.6 - Universal Literacy and Numeracy by enabling children to access education.

Educating women is essential for giving them control over their reproduction ¹ , which affects their earning ability and has a big impact on the world population. There are many reasons why women are not able to access education. We work closely with organisations, education unions, teachers and educators in country to develop tailored solutions that will address the challenges that prevent women and girls accessing education.

Our Positive Periods Program teaches girls, women, men and teachers to make sanitary pads from local materials: it raises awareness of menstrual health, so girls can go to school and stay in school during their periods. Our work has impacted over 100,000 women and girls in Sierra Leone, The Gambia and Cuba so far. In some areas 1 in 3 women have experienced physical or sexual violence. Our Gender Based Violence workshops create discussion, raise awareness and generate action plans so girls can be safe in school.

We help children get to school, by providing bicycles. In response to accessing education during Covid, we provided solar radios. We work on projects that resolve the problem of access to technology and internet so children can be given better learning opportunities. Our projects are tailored to specific challenges, and we have charity gifts to allow people to donate to their favourite cause, CLICK HERE to find them and for more information.

2. Resources for Educators

Teachers are the key to achieving all of the SDG 4 targets, and they need to be empowered, motivated, professionally qualified, and supported with resources. We work in partnership with Education Unions in various countries to develop projects that support teachers and educators through training programmes, knowledge exchange, learning and development, building learning resource centres, and collaborating to develop new resources.

These projects are in line with SDG Target 4.c - Increase the Supply of Qualified Teachers in Developing Countries through training, development and resources. They also support Target 4.6 - Universal Literacy and Numeracy by providing ‘mother tongue’ literacy resources. Target 4.7 - Education for Sustainable Development and Global Citizenship is supported in our Life Long Learning Webinars in which we have explored sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and nonviolence, global citizenship and appreciation of cultural diversity.

We have developed teacher training programs in Nepal, The Gambia, Sierra Leone, Colombia, Haiti and Cambodia and Learning Resource Centres in Haiti, Nepal and The Gambia. We work with UNESCO ASPnet exchanging knowledge, materials and good practice in education. Our Life Long Learning Webinar series is helping to develop educators across the globe. So small charities like us have a huge impact and create a wave of change. Donating directly to us allows us to develop more resources for educators, some of our resources can be found here .

3. Education Dialogue

Underpinning all the work we do is listening and promoting discussion and dialogue. This allows communities and educators to find their own solutions to the challenges they face, and gives them the support and connections to people who can help. Sharing stories, through listening and discussion, drawing, reading and writing, making and watching films, enables people to connect, empathise and breakdown barriers.

This underpins Target 4.7 - Education for Sustainable Development and Global Citizenship by offering the evidence for how people miss out on education, and what happens to their opportunities, human rights, gender equality, sustainable development and health. It supports SDG Target 4.1 - Free Primary and Secondary Education through appreciating the life changing importance of education in people’s lives. Target 4.5 - Eliminate all discrimination in Education by highlighting the discrimination faced by many. Promoting dialogue inspires people to support all the targets for SDG4.

Our popular ENGAGE magazine provides a forum for people to share ideas on what needs to be done, and reflects on progress so far on the SDG 4 goals. Starting the discussion at an early age is important and we promote ‘Education For All’ discussions in schools and community groups. Story-telling, collecting and sharing stories, to foster inclusion and understanding between people and cultures and promote dialogue is essential to us reaching our goals. As are film screenings and interviews to promote understanding and discussion about the challenges to accessing education.

Let’s create change together

The government have cut overseas aid and consequently people will suffer. However, hope is not lost.

We believe that lives can be transformed through education. If you do too then join with us to help make QUALITY EDUCATION FOR ALL become a reality.

^1. https://www.theguardian.com/news/audio/2021/may/13/why-is-the-uk-slashing-its-international-aid-budget-podcast

^2. According to UIS data for the school year ending in 2018.

^3. 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age.

Send My Friend launch campaign to keep young people learning

Fri, 14 May 2021 17:15:33 GMT

Send My Friend to School is a UK civil society coalition of international development NGOs, teachers’ unions and charities. It brings together young people, politicians, teachers, civil society and the media in joint campaigning to demand quality education for all children across the globe.

A quality education is critical to children’s safety, opportunities and ability to reach their potential. However, education around the world, and the hope that it brings, is facing a generation-defining emergency: COVID-19.

Every child has the right to a quality education, but the COVID-19 pandemic has obstructed this right on an unprecedented scale. To stem the pandemic, in 2020, schools closed their doors to an estimated 1.6 billion learners globally.1

School closures amid the pandemic have compounded the already dire progress on Sustainable Development Goal 4 (SDG4) - the global commitment to guaranteeing a quality education for every child. 258 million children were already out of school before COVID-19 struck, including 130 million girls, and UNESCO has predicted zero progress on reducing this number by 2030 (the deadline for SDG4).2 COVID-19 has been one of the greatest challenges of our lifetimes. However, we now have an opportunity to influence change and ensure all children receive the education that is their right. With the international G7 and COP26 conferences taking place in the UK in 2021, the UK government has the chance to be a global leader and take centre stage in driving sustainable and resilient progress towards quality education for all.

In practical terms this means:

Keeping children learning by making home learning inclusive so that it meets the diverse needs of the poorest and most marginalised children. This is an important investment so that quality learning can still take place when schools are closed.

Supporting a safe return to school through, for example, risk assessments, providing better school hygiene and building additional classrooms to make social distancing possible.

Building back better so that education systems are better than they were before the pandemic and are more resilient to shocks and changes in case of future crises or emergencies. This requires greater investment and global leadership.

These tasks are the responsibility of the entire global community and not one country alone. However, the UK Government has the unique opportunity to set an example and lead other countries when it sets its new priorities and budgets for international aid, and meets other world leaders at the G7 and COP26 conferences taking place in the UK during 2021.

Therefore, Send My Friend to School are calling for urgent action now to ensure that all children everywhere can keep learning during and after the pandemic. Tackling the problems caused by the pandemic will also help to solve many of the other problems too.

To do this, we’re asking schools and young people to take part in the Keep All My Friends Learning campaign – anyone can take part, whether you’re in school or at home, and the resources are free to download. There are some really interesting case studies, a fun activity and instructions on how to tell your MP about the campaign and why it’s important. All you need to do is follow this link and download your campaign pack to start making change!

1 UNESCO (2020), “Global Education Coalition”, available at: https://bit.ly/2JgPCnV (accessed: 8th Sept 2020)

2 UNESCO (2019), “Launch of the SDG4 2019 Data Digest”, available at: https://bit.ly/3mtUfcz (accessed: 8th Sept 2020)

BY HANNAH NIXON, SEND MY FRIEND TO SCHOOL CAMPAIGN MANAGER, FOR ENGAGE 2020

A day in my life when I needed access to technology…

Wed, 12 May 2021 14:15:49 GMT

A day in my life when I needed access to technology & internet and had to find it

I woke up in the morning by the first called to the morning Prayers in Misera village about 190 km away from the Capital City Banjul after a long night without electricity. And therefore I was at the mercy of mosquitoes and heat; this was an experience of a life time. As Training Officer I was supposed to organize training for fifty participants the next day.

This required me to make phone calls, send some what’s app messages, do photocopying and printing, and most importantly to use the internet to browse and down load some vital messages.

In the Morning it was a nightmare in that there was no electricity and the telephone network was poor and reduced to the minimum and I could barely do any of my planned activities for the day.

After having been told that internet was erratic and could take a whole day to be restored back, I hurriedly got into a ‘bush taxi’ to Soma the regional capital which is 10 kilometers away from home. There, I was able to access the internet, make calls, to do all the photocopying and printing I so desperately needed.

Having stayed there for the most part of the day doing my research and all what I needed to do to have a successful training the next day, I finally came home with a sense of relief that I’m fully prepared for the task that was ahead.

Finally, the training was conducted! I was indeed happy that I was able to overcome the challenges and conducted a successful training. But no doubt the challenges of having access to technology at the time I needed were great!

Education and Sustainability: innovating to build resilience in education

Fri, 07 May 2021 11:57:29 GMT

The Covid-19 crisis has exposed the fragility of many of the systems that we live by today. For the education projects supported by Theirworld, it is clear that in order to keep going - to be sustainable - they have had to be even more adaptable and resilient than usual. Given the challenging environments many of these projects already operate in, this has been no small feat.

In 2013, more than 500,000 school-aged refugee children were living in Lebanon and very few were in school due to being displaced by the Syrian war. Theirworld funded a team of experts to work with the Government, international agencies and NGOs to develop a solution. The result was an innovative ‘double-shift school’ system in Lebanon, which saw Syrian refugee children use schools from 2pm onwards, after the Lebanese school day had ended.

Today, Theirworld continues to support the delivery of the double-shift schools, working in collaboration with local NGOs and the Ministry of Education and Higher Education. However, due to political unrest and the Coronavirus pandemic, the 2019-2020 school year was severely disrupted in Lebanon. Parents became concerned their children would enter the next school year ill-prepared. To ensure that children were able to learn during school closures, we adapted our project activities so that teachers and special educators were able to reach children remotely via WhatsApp, with prepared videos and learning materials, and through Covid-19 safe distributions of activity packs at five pilot public schools.

Theirworld’s work to end the global education crisis is present in many countries around the world. For instance, another organisation Theirworld supports is the Youth for Technology Foundation (YTF), which uses digital tools to deliver learning and skills programmes to young people and women in vulnerable communities in Kenya and Nigeria. YTF provides most of its digital skills programmes - such as Code Clubs for girls and Skills for Their Future initiatives - within school classrooms. So the Covid-19 shutdown meant delivering learning in different and innovative ways.

“We were thrown into this new world just like everyone else. We are used to pivoting but not to this scale,” said YTF founder and President Njideka Harry. The organisation’s short-term Covid-19 response included supporting 100 teachers at primary and secondary school levels in Nigeria and Kenya. Professional development workshops showed teachers how to move their class content online and share it with students.

“Our role has changed and the role of the teachers that we work with has changed,” said Harry. “They are no longer the sage on the stage, they are now the guide on the side, as the students themselves have to lead their own learning. When teachers in Nigeria and Kenya go to teacher training college, they are shown how to teach using a pen and paper, with barely a mention of digital. So it is something that many have never seen. Some had never used email”. For all the suffering and disruption it has caused, the pandemic has also provided the chance to give teachers new, sustainable skills.

Amid Covid-19, governments, aid agencies and businesses are facing recession, budget cuts and competing priorities. In response, Theirworld has launched The Key - a comprehensive information resource to help everyone make a clear and robust case for education.

The free digital report is crammed with messages, statistics, taking points and infographics about dozens of subjects where education plays a key role - from climate change and inequality to public health and financial literacy. With education spending under threat, it is more important than ever to protect education and make its provision as resilient and sustainable as it deserves to be.

Please take a look at www.theirworld.org .

BY REBECCA SHARKEY, CAMPAIGN AND ADVOCACY MANAGER, THEIRWORLD, FOR ENGAGE 2020

Why don’t girls go to school?

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Thu, 06 May 2021 11:08:55 GMT

The Creation of our Positive Periods Programme - giving girls access to education

The Steve Sinnott Foundation was invited to The Gambia by Marie Antoinette Corr, the General Secretary of The Gambia Teachers Union, to find out why girls were not going to school and what we could do about it.

We found that girls are missing 48 days a year from school and many of them were dropping out of school altogether as they cannot afford period protection and they do not have adequate toilet and washing facilities at their schools.

We decided to take action immediately. We carried out a pilot project which led us to a sustainable and replicable solution, the ‘Positive Periods Programme’. A training programme which teaches girls and women about menstrual health, and how to make their own sanitary pads.

These pads needed to be locally made using locally sourced materials, affordable, sustainable, reusable and washable, yet long lasting, comfortable and very importantly eco-friendly.

The pilot highlighted the need for a flexible program that could be adapted for each country or area to take into account cultural differences, different types of pads to suite different body types and fashions, variations in training facilities, and to be adaptable to teach hand sewing where sewing machines are not available. We learned that menstruation is seen as a scary and secret subject, so education around women’s health was essential.

Educators from The Gambia, shared this training with their colleagues in Sierra Leone. To date this work has enabled over 60,000 girls to go to school and participate in daily life – and that’s just in The Gambia and Sierra Leone. The teachers tell us “it is a life changer for women and girls in The Gambia.”

We have now taken this programme to Cuba where they have adapted it and made it their own. Grandmothers are training their granddaughters, and they are running the programme by WhatsApp and Zoom in response to Covid restrictions. They have shared this training with 20 different women's groups across Cuba this year already. The teachers in Malawi and Uganda are ready to start the training as soon as it is possible.

Think how much more could be achieved if with your help we can roll this program out to the countries who have requested this training, Nigeria, Guinea Bissau, Ghana, Ethiopia, South Africa, Guyana, Cambodia, Nepal, Haiti and even the UK.

Talking about the issue of periods is still taboo. Our challenge is to change that. Let’s talk about periods and manage them in a better and more sustainable way. Let’s stop it being a secret, shameful experience. Let’s ensure that girls have the health knowledge that they need to manage their periods and their lives.

Our program has worked, help us to get it to more women. We need you to make this happen.

In our shop we have ‘ The Gift of Positive Periods ’ so you can donate directly to this cause and send this digital gift to a friend.

Unlocking Opportunities to Articulate the Greatness Within Us All

Fri, 30 Apr 2021 15:19:49 GMT

Emanuel “Boo Milton” is the creator of Spark Box and a member of Cities United Advisory Board. He is an active community organizer in Baton Rouge, Louisiana.

In this time of many uncertainties, one thing that is certain is the need for continual growth and development of our society. The two key factors of that continual development are our youth and their education. When the pandemic first hit home here in the United States, and schools were closing, it really shifted how children received education. As the new virtual and distant learning continued, I observed many challenges within this new way of educating our youth.

Moving into the summer, when schools close and summer camps usually embrace the opportunity to engage with kids, many camps closed last year or only provided limited services. This really touched me personally because I enjoy volunteering at camps and helping children navigate through leadership roles and social-emotional learning. With this in mind, I created a solution to make sure kids receive continual development throughout the summer, called Spark Box.

Spark Box is an activity kit that focuses on social awareness, self-awareness, and critical thinking through social-emotional learning and creativity. These kits were designed and created with the idea that all children, no matter their economic background, are able to participate and thrive. With this in mind, all activity boxes are packed with everything a child needs, without having to rely on their own resources or purchasing new supplies such as crayons, a pencil, and other basic items to complete provided activities. So, even children who do not have access to the internet can engage and enjoy. Our activity boxes not only provide fun educational activities but also ask children to complete a “daily check-in” to express how they feel every day.

Parents/adults are given the opportunity to assess mental and emotional wellness and provide intervention, if necessary, to address possible issues. We also do not assume that all parents are equipped to address trauma, stress, and mental wellness concerns with children, so we equip each box with a parent’s guide to help their child navigate through their thoughts and emotions. This guide also includes contact information for professional services that may be able to assist.

We launched our Spark Box Summer Initiative last year providing Spark Box activity kits to families in Baton Rouge, Louisiana at absolutely no cost to parents. Support from the Mayor’s Office for the City of Baton Rouge and local businesses helped to make it happen, with currently over 2,000 kits distributed to children since June 2020. This initiative quickly caught the attention of eyes across the country through the amazing feedback from kids and parents.

I was honoured to have the opportunity to share Spark Box on an international stage at Theirworld / Global Business Coalition for Education’s ``Unlock Big Change” event for UNGA 2020. As a panellist for their conversation on “Education in Emergencies”, I was asked to explain why education is important and how education unlocks opportunity. My response was, “ I believe education unlocks the opportunity to better articulate the greatness within us. We all have a light of greatness and revolutionary ideas within us. When this energy is matched with the knowledge of how to better express ourselves and challenge our current ways of thinking, it introduces new growth and opportunity to be a greater asset to ourselves and the world we are a part of .”

Adapting and Achieving during Covid

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Wed, 28 Apr 2021 09:32:40 GMT

In the last year a lot has changed. You’ve heard that a lot.

People have changed, education has changed and so have organisations. Have you noticed that some organisations have really stepped up in the last year and gone out of their way to help?

Uber and Pret have been offering free rides and meals for NHS staff, Nike supporting the safety precaution with their ‘Stay at home, play at home’ message. Burberry repurposed factories to make masks, helping toward the vaccine and have helped charities too. Many small local charities and community organisations have been providing meals to NHS staff and neighbours, checking on the vulnerable and elderly with daily calls and getting shopping for the people who have been shielding. Teachers have gone out of their way to offer support to their students, learning new technology and how to teach through it, working all hours to make sure every student is engaged and involved, some teachers have cycled round to check that children have food, and found ways to get technology and internet access to others.

Various apps like Zoom have been keeping us connected, and many others providing us with a bit of pleasant relief from the restrictions. Organisations such as Thinking Classroom have been hosting free Zoom Schools to get us all up to speed with online connectivity. As organisations have jumped to offer their services online this has actually increased access to some who have internet access but can’t travel.

We would like to share how we have also stepped up to help out over the last year too, and these are 5 ways that we have been helping a wide range of people in different parts of the world directly in response to the pandemic. Responding to the pandemic to further strengthen the support we offer in our three key areas of Access to Education, Resources for Educators, and Education Dialogue.

1. How we provided access to education support in response to Covid

We connected with our partners to see what challenges they had from Coronavirus that we could help directly with. It turned out that many students in the countries we work with did not have access to any education whilst in lockdown due to the digital divide. So we provided solar powered radios so that children in those remote areas could listen to their lessons which their governments were broadcasting by radio.

We also discovered an increase in violence against women, so we worked with our partners to set up Gender Based Violence workshops to bring this to light and work on ways to make women and girls safer in school.

In Cuba, women delivered the Positive Periods Programme via WhatsApp, connecting 20 women’s organisations who were learning new skills together during lockdown.

2. How we supported the Covid Stay Safe message with resources for educators

Lockdown has awoken a lively discussion about education and school. This is good for us as we are always keen to promote and foster conversation about education, and access to it. In support of the Coronavirus Stay Safe message, we published a resource pack called ‘Learning from Home’ which helped lots of parents and educators by pulling together all the useful resources they could be using for home learning into one place. We also used Social Media to connect with parents and educators, ask questions and offer practical support through our posts.

3. How we increased access to education online

As we were not able to attend events and give talks, we developed a Life Long Learning webinar series (free or by donation). We linked this webinar series to raising awareness of the digital divide, as not everyone in the world has access to online learning.

People across the globe were at home and were looking to learn about new things online.

We hosted storytelling sessions “Myths and Stories” with students from The Gambia, Haiti, Sierra Leone and the U.K. working together on-line to strengthen understanding between cultures. We also encouraged students in the UK and Poland to share poetry with each other.

4. How we helped people stay connected through an education dialogue

We thought at first that the webinars would just be informative, but we allowed ourselves to experiment and discovered that the post popular webinars were those that gave people the chance to be actively creative in ‘creating together’ webinars. In addition to webinars about Human Rights and Safeguarding we hosted webinars where the participants wrote poetry together, made art and showed each other what they had made, had discussions, watched films together with a live Q&A after. This has helped to build and strengthen our ‘Education for All’ community.

We have also created some Digital Charity Gifts for people to buy and share with their loved ones, this gives more people access to supporting us in a fun way, with a completely environmentally sound gift. We’ve had some lovely feedback to say that it has already helped people to connect, smile and say thank you.

5. How we helped people smile and gave hope

We increased our social media posts during lockdown to keep the conversation going about the positive impact we are having through the work we do. Our aim was to spread hope and positive messages about the successful impact we have been having to counteract some of the depressing statistics we have every night on our TV screens. We also posted ‘Smile Posts’ of children smiling and novelty treats like stop motion, and time lapse videos with positive quotes, so that there would be something to make people smile when they saw our feed. We now have a Good News email that is designed to encourage everyone to share positivity and hope. Ultimately, we need hope, and positivity, to make our dreams of education for all a reality.

T he main point is this, Covid has been difficult for many, but many of us have made a stand for helping others and spreading hope and positivity. There are actually many fantastic things happening in the world right now. Many organisations, as well as us have been working away all year to make great things happen, because we want to encourage people to smile, have hope and most importantly continue learning and connecting with each other.

Thank you for reading and please leave a comment to let us know what was the best thing you saw happen last year.

Under the most tumultuous of times

Fri, 23 Apr 2021 15:01:27 GMT

I completed a four-year law degree and, as many before me have done, started a new chapter... or at least tried to. On the 24th July 2020 I officially graduated from the University of Nottingham from the comfort of my parents living room via MS Teams. It wasn’t the most celebratory or self-indulgent ending to what was an extraordinary period of my life but, we are living in extraordinary times. Starting as a fundraising assistant at the Foundation, however, has granted me a huge opportunity to tip toe myself into this new world.

A few years ago, I heard about the Foundation and its work and had been captivated by the stories relayed by Ann Beatty from her travels to Sierra Leone. There was clearly an unfaltering commitment by those involved to the Foundation’s mission of achieving universal access to education and the achievement of gender equality. Reflecting on my degree award and my education journey I became aware of the privilege of the education I had been able to receive and equally, acutely aware of how far that privilege is not widely shared. It was in the knowledge of the Foundation’s sincerity and determination in their mandate that I was keen to undertake this new project and hopefully be of some help.

In order to support the longevity and success of the projects being carried out globally, the Foundation relies on the support of its generous supporters and external partners. I had previously undertaken community projects and volunteered for charities, but I had never been tasked with developing a new scheme of fundraising before. I’ll admit the task was daunting, however, I can gladly say after some months that I have learnt a lot. Attempting to encourage a group of solicitors to undertake ‘pro-bono work’ and donate the usual fee, or, at least a percentage of it, to the Foundation was always going to be a task.

However, there is nothing that can’t be achieved with an inspiring email, a conversation and the right partner. Luckily for me the Foundation has undertaken so many impressive projects, that it was easy to connect with people over shared values. In particular, the Foundation’s commitment to sustainability was a key element of discussions. The importance of designing long-term solutions that utilise local resources and engage with a variety of stakeholders is an important factor to many.

Following the uncertainty and upheaval caused by the pandemic, I have been able to see the importance of fundraising and I began to look forward to the future of the Foundation and how the Foundation might be supported beyond the work I am able to do. It was on this line of inquiry that I discovered the importance of legacy donations in supporting non-for-profit organisations. Legacy income derives from gifts left in wills and the Foundation has, to date, received two generous legacies which have already been reinvested into their projects.

Recently, as a growing number of people are focusing on settling their affairs, there has been an increase in will writing, allowing many to contemplate what is important to them and how they want to be remembered. Although, these thoughts and their impact can often be uncomfortable, it is in these times that the bigger picture can also be seen. A goodwill gesture made now has the ability to affect the future; if this is something you have never given thought to please consider thinking about it now. A gift, large or small made to the Foundation, may mean the difference to a child or children around the world in having access to education and in turn to achieving their best potential.

BY MAYA DABO – FUNDRAISING ASSISTANT

Fundraising Fun - Spring 2021

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Tue, 20 Apr 2021 15:29:51 GMT

As Spring arrives and we launch ourselves into a brave new season, we continue to work towards a compassionate new world where the connections between people around the world are fostered and respected. Education is the cornerstone of creating a world where we all thrive, and to reach the UN Sustainable Development Goal 4 we need to expand the reach of our projects, so we can help more children access education. To make this happen, we need you to invest in education.

The story of what we do is told through our projects. These projects are designed by educators around the world to solve the direct problems they face in a sustainable way. The Foundation facilitates these projects to get them started and become sustainable.

Access to Education

In rural areas some children walk a long way to school every day, sometimes up to 5 miles each way. If a child walks 50 miles per week and the school terms add up to 18 weeks, that’s 900 miles a year. That’s the equivalent of walking the entire length of the U.K. every year.

I (Lucy Lee) wanted to know what that would be like, so I decided to walk or cycle 50 miles per week on a (Covid safe and virtual) Conqueror Challenge from Lands End to John O’Groats which is 1083 miles. It takes me 3hrs 30mins to walk 10 miles (although I need a break in the middle so it’s more like 4 hours!) that’s a lot of time in the day on top of school and other work that children might help with. It takes me 1hour and 30mins to cycle the same distance, and uses a lot less energy.

The teachers in these remote schools in The Gambia are very keen for every child who walks a long way to school to have a bicycle so that they can get there on time and not be too tired to study. That’s why I’m doing this challenge as a fundraising activity. I’m aiming to raise money for 100 bicycles. Find out how many miles I have gone, and how many bikes I’ve raised money for so far on my fundraising page here .

Education Dialogue

The most powerful way to understand the challenges to accessing education is to talk to someone who has had these challenges themselves. When this is made as a documentary film, then more people can understand and be moved by the situations that prevent access to education. Until we have heard these stories, it’s just numbers on a page. Stories give us the human connection, and the urgency to do something about it.

That’s why we are showing a series of inspiring films over the coming months that help us to connect and understand others, and are moving testaments of hope that we all need right now. These films rekindle the spark of the importance of education for everyone everywhere. You can register to watch the films here:

I Am Belmaya , and a Live Q&A with director Sue Carpenter

This documentary follows an uneducated young Dalit woman’s transformational journey from subjugated wife to award-winning documentary filmmaker.

Madan Sara , by Etant Dupain

A documentary telling the stories of the women known as Madan Sara in Haiti who work tirelessly to buy, distribute, and sell food in markets through the country. Despite facing intense hardship and social stigma, they work to put their children through school and house their families.

Emu Runner , by Imogen Thomas

The story of an 8-year-old indigenous Australian girl dealing with her mother’s death by forging a bond with a wild emu. This heart-warming family film will educate and motivate the audience to learn more about children reaching their potential while overcoming adversity.

Resources for Educators

We have hosted 25 Life Long Learning webinars now, and they have evolved into 3 themes; Supporting Teaching and Learning, Mental Health and Wellbeing, Creativity and Entrepreneurship. We have been so grateful to the many educators who have given their time freely to promote learning and personal development with us.

The feedback so far is that the webinars have been a useful resource for educators and they have also helped to raise awareness of the digital divide experienced by learners around the world. The funds raised from these webinars support the learning resource centres, literacy resources and projects to combat the digital divide such as supplying solar radios to students in The Gambia during lockdown.

We have more great webinars coming up so please book onto them here .

W e believe education gives people choices and that is why it is our mission to share learning at every opportunity.

Something Good to Share

You might have noticed on social media that the Foundation has set up a charity gift shop, which you can find here .

These are the perfect gifts for anyone who is looking for sustainable giving. A gift that has no plastic packaging, no transport costs, doesn’t take up space, and will never be an unwanted gift. These gifts keep on giving and each one has environmental sustainability build into it, as well as the ‘fishing rod’ of being able to access education.

This morning Ann, our CEO, was amazed to receive a gift certificate in her inbox. Someone had given her the gift of a bicycle, “the best gift possible” she said.

Buying someone the gift of education doesn’t have to be for a special celebration, it can be just because it is a good thing to do, and to say “thank you” to someone.

Thank you for reading this post, and please do get involved in any of the fundraising activities we are doing above. Please also leave a comment to tell us what fundraising activities you have enjoyed with us so far.

Teachers and school leaders are critical in solving the COVID-19 crisis

Fri, 16 Apr 2021 13:00:02 GMT

Tom Vandenbosch is Global Director of Programmes at VVOB - education for development is a non-profit organisation founded in 1982. Commissioned by the Flemish and Belgian governments it contributes to the quality of education in developing countries.

As the driving force of learning, teachers and school leaders are the key to achieving all of the SDG4 agenda. But the roles of teachers and school leaders are complicated by the increasing demand for 21st century skills, emerging effects of technologies on teaching and learning, as well as the full consequences of COVID-19.

We cannot expect teachers and school leaders to bear the brunt of today’s education disruptions by themselves. In our quest to mitigate this and future crises the best way we can, we need to invest in professional development and support for teachers and school leaders.

If teachers and school leaders are placed at the front and centre of COVID-19 responses, they can be a critical part of the solution to the crisis. If children receive the quality education they deserve, they can fulfil the roles needed by society to build more resilient systems for the future. At VVOB – education for development, , we have been inspired by the many powerful examples of resourcefulness and resilience of our staff, our partners and teachers and school leaders to keep children learning throughout the crisis. Around the world, many have united in a drive for change, putting education front and centre on the recovery agenda.

Take the example of Honorée Dukuzumuremyi, who teaches chemistry in lower secondary at Ecole des Sciences de Musanze, in Musanze district in Rwanda. She says: “ My mother was a teacher, but also a role model. This was so inspirational to me as a child. I feel uplifted when my students uplift their knowledge and skills. When I see how students like my lessons, so interested and curious to know more, I feel very excited .” But she is also worried about deepening inequalities because of the COVID-19 crisis: “ I try to communicate to some of my students/ parents through WhatsApp and through emails but I can only reach a few. Some of them don’t use WhatsApp or don’t have access to internet. I always ask parents to support their children to continue learning during the COVID-19 crisis. We prepare assignments and upload them on the school website .”

We praise and thank teachers and school leaders for their tireless efforts in support of learners throughout this crisis. Teachers and school leaders are navigating a constantly shifting landscape, with not only their own health, but also the health of learners and the community at large at stake. As schools closed their doors, teachers and school leaders reinvented the way they teach and lead. When schools reopened, teachers and school leaders returned courageously to their classrooms and schools and made the necessary arrangements for health precautions and learning continuity.

Without decisive, bold action, the global learning crisis will only worsen amid the social and economic challenges exacerbated by COVID-19. Addressing challenges to children’s education is urgent, but it’s not too late. Leveraging innovations and tools already at our disposal, as well as the creativity and commitment of teachers and school leaders, there is a massive opportunity to come together and improve the quality of education for millions of children and young people around the world.

A story of perseverance - I Am Belmaya

admin@stevesinnottfoundation.org.uk (Steve Sinnott) — Thu, 15 Apr 2021 13:34:48 GMT

If you want to understand just why education is important for girls, and how hard it is for so many to get what is often taken for granted in some countries, then watch this film. " I Am Belmaya " by Sue Carpenter, will be released later this year in October.

After our recent private screening we received really positive feedback and so many questions. We also had requests to see the film from people who missed it so Sue, the director, agreed to do an extra screening on the 22nd April for us with a live Q&A to answer questions. You can organise your own community screening too, there are details on the film's website .

I t is a rare opportunity to step into someone’s life. To witness their struggles, to connect with them and understand the reality of their situation.

Too often we read about the facts. We know how much further we need to go to achieve the United Nations Sustainable Development Goals. But still, it is not always very real to us. It’s just information, and that makes it harder to take action and do something about it.

When we get the opportunity to travel with someone through their experience, we get an insight into what it actually means, and how it feels to be deprived of an education.

Belmaya is an inspiration. She is a fighter. She succeeds against the odds, and that encourages us all. This isn’t just a film about the importance of education for girls. It is a film about the human spirit. The desire to make a difference in the world, to lead others and show them what is possible.

To achieve education for all, we need determination. Belmaya illustrates what it takes, hers is a story of perseverance.

Our Chief Executive Ann Beatty shared the following message:

"A huge thank you to everyone who supported this partnership and watched I Am Belmaya. It was such a privilege to work with Sue and share this beautiful film that shows the importance of girls' education. It was so heart-warming to see Belmaya's dreams for her own daughter's future, seeing Belmaya's courage and confidence gives me hope for all girls' futures. I am certain many of us will be talking about this beautiful film for a long time."

The funds raised will go to our Positive Periods Campaign, to enable girls to manage their periods with dignity and pride and most importantly attend school. You are helping to make a change.

Belmaya’s own two short films can be seen here.

Educate Our Daughters (07:23)

Rowing Against the Flow (03:46)

If you’re wondering what else you can do to help the film and/or Belmaya, here are some ideas and links . If you’d like to host a watch party for your circle, Sue Carpenter would be very happy to facilitate that and can do a live Q&A on Zoom - just get in touch .

If you are on social media, please do Like or Follow the film at @iambelmaya. Having a large following helps with potential international sales, and helps them reach a wide audience.

The film goes on general release on 11th October, the International Day of the Girl Child. You can offer your support at that time to help the film reach a wider audience.

Here is some of the feedback from people who watched the film at our last screening:

“ Thank you for giving us the opportunity to see this inspirational film and gaining insight into the Nepali way of life .”

“ Thank you for raising awareness of the struggle for girls' education and the desire to find out more .”

“ This film is so close to my own story, thank you for sharing Belmaya's determination and perseverance to achieve her dream .”

“ This film made me so emotional and tears of joy at the end .”

“ I loved the film so many good things about it. To see Belmaya over a number of years growing in confidence, in the sense of herself was beautiful .”

Thank you, we hope you enjoyed the film too. Please tell us what was most memorable from the film in the comments below.

Spring has Sprung... or has it?

Thu, 01 Apr 2021 16:23:22 GMT

We have been having a debate in the office as to when we can start unpacking our summer clothes and it is a hot debate as apparently there is snow forecast this weekend. On further investigation we cannot find the news that someone read, is this another case of fake news?

Whatever the weather brings we are agreed that we are all looking forward to a few days off, away from our zoom screens and emails and to get outside in nature and to rest and rejuvenate.

Our colleagues in Sierra Leone, The Gambia and Cuba have been busy supporting access to education in the last few months and you can read more about all of the projects here .

Our Life Long Learning Webinars have been keeping us busy and connected. It has been an amazing opportunity for us to share learning with each other, connect across borders and try out new ideas which are supporting health and wellbeing and creativity and learning. Our recent webinar to celebrate World Poetry Day hosted by Evadne Bygrave was rather special with teachers from across the globe. You can watch some of the highlights here:

We are having a break for 2 weeks but here is the link to Life Long Learning webinars coming up soon .

Over the holiday we are hosting a screening of a beautiful film about girls’ education in Nepal; I Am Belmaya, before it is released to the public. Part of the funds raised from this film screening will support our Positive Periods Project.

You can watch the film anytime between 6pm on Friday 9 ^th April and 11pm on Saturday 10 ^th April. The film will be followed by a specially recorded Q&A with the director Sue Carpenter and co-director Belmaya Nepali. You can register here .

Enjoy the break, whatever the weather!

The Calderwood Mother and Children Centre Jamaica

Thu, 25 Mar 2021 16:37:59 GMT

Christiene Walford-Wilmot, the centre manager, is the JP (Justice of Peace) of Calderwood District St. Ann in Jamaica and a BSC Educator with forty years teaching experience in primary and early learning. She is a member of the St. Ann Retired Teachers’ Association, Vice Chair of the Grant’s Mountain Primary and Infant School, St. Ann and the Women’s President in her church.

As the Manager for the Calderwood MaC (Mother and Children) Centre my main role is to create a safe learning environment for the children to develop core skills in readiness for starting school. Working with the mothers to help develop their parenting skills and encourage interacting with their children is also a key responsibly. I demonstrate and assist them in using the resources and educational materials to ensure their children are given the best support to begin discovering and exploring their senses, while developing core motor skills.

Jamaica has the third lowest adult literacy rate in the Caribbean, so engaging the children in books and encouraging the mothers to read with their children plays an important part of the centre’s objectives. The MaC Centre is a hub that is bringing the community closer together in providing a common learning environment where parents can share strengths and weaknesses. Our aim is to create a holistic lifestyle giving parents an opportunity to access a variety of learning resources that will contribute to all aspects of their children’s development.

The MaC Centre is generating a great deal of interest and support within the community. Young parents, especially mothers, are looking to the centre to support them with setting up online accounts and help develop their IT, literacy and employability skills. Local people have been suggesting ways to raise funds to help the centre move to its next phase of supporting the elderly and SEN members of the community and provide a safe space for young people to study with text books and internet access.

I believe the MaC Centre has been a lifeline for many citizens living in Calderwood, especially the young mothers and their children. I feel blessed to be part of this incredible initiative and honoured to play my part in promoting its facilities and benefits to the wider community.

The Calderwood MaC (Mother and Children) Centre was founded in July 2020 by Evadne Bygrave in memory of her late father, Egbert George Bygrave, who built the centre for the Calderwood community in 1996.

I Am Belmaya – film screening

Thu, 25 Mar 2021 10:02:28 GMT

A tale of rebellion, courage and hope in patriarchal Nepal. Silenced and subjugated all her life, uneducated Belmaya takes up the movie camera to tell her story. Spanning 14 years, Sue Carpenter and Belmaya Nepali‘s feature-length documentary follows Belmaya’s transformational journey as she stands up to her husband and society, and reclaims her voice through filmmaking.

“Such a raw, powerful film. One of the best documentaries I’ve ever seen” – Sophie Cousins, The Lancet

Sue Carpenter, Director/Producer, has been involved in Nepal and women's rights for 20 years. A journalist and photographer, she moved into documentary filmmaking in 2013, and set up Tideturner Films, to make independent documentaries that spark social change. In 2006-07 she lived in Pokhara, running the My World, My View photo project, where she met Belmaya Nepali. Sue is a Founder Trustee of GlobalGirl Media UK, empowering young women through digital media training.

A story 14 years in the making, I Am Belmaya follows an uneducated young Dalit woman’s transformational journey from subjugated wife to award-winning documentary filmmaker.

The Steve Sinnott Foundation has the opportunity to host an exclusive online screening of this beautiful, inspirational film, set in Nepal, before it is released to the public. Afterwards we have a specially recorded Q&A with director Sue Carpenter and co-director Belmaya Nepali.

"I am hugely touched and impressed by this beautiful work. A daring and heartbreaking film, which fills one with hope and admiration. Its charm lies in its humour and sorrow, so deftly intermingled on the screen. Five shining stars from me” - Joanna Lumley

Trailer :

Event Schedule:

From 6pm, Friday 9 April until 11pm on Saturday, 10 April :

Screening of I Am Belmaya (1hr 22 mins; you can view the film at any time between these hours)

Followed by : Pre-recorded Q&A with Sue and Belmaya (16 mins)

You'll receive an email from Tideturner Films with your viewing link and password, 30 minutes before the event starts.

Book your tickets here: https://www.eventbrite.co.uk/e/the-steve-sinnott-foundation-private-screening-i-am-belmaya-tickets-146859128607

Tickets and Donations

Tickets are sold on a donation basis, from £10 each. All profits will be split equally between The Steve Sinnott Foundation (for our Positive Periods programme, a training programme that teaches girls and women how to make their own period pads), and Tideturner Films (to fund the film's outreach to amplify its important messages, with 20% of Tideturner's share going direct to Belmaya and her daughter).

Audience reaction:

We hope you enjoy the screening of this moving and beautiful film.

Education in a Time of Coronavirus

Wed, 17 Mar 2021 13:08:03 GMT

Elizabeth Pennington is Communications Officer for Yesterday – Today - Tomorrow and a freelance Journalist. She plans to study a Masters Degree in International Development next year, with a focus on Education in Emergencies and War Crime.

*Names have been changed to protect the individuals’ identities.

When the first COVID-19 cases were announced last year, few expected such a Tsunami-like wave to follow. Now, almost ten months on, with approximately 30 million cases worldwide, and rising, in a WHO declared Pandemic, it is crucial that we do not ignore one of the most pressing global issues: children’s access to education.

In a recent campaign, Keeping Girls in the Picture, led by UNESCO, the pandemic could mean almost 11 million girls may never return to education. This places them at even greater risk of early child marriage and gender violence.

As the Communications Officer for a Global Education NGO, Yesterday- Today-Tomorrow (YTT), based in Paris, our team have seen firsthand the impact losing education has on a child’s well-being. Collectively, we have worked in over 40 refugee/migrant camps, centres and squats in over ten countries in Europe and North Africa, with hopes to expand further into conflict areas, where girls are at particular risk.

Since 2016, our research has led us to develop a Learning through Art & Theatre Approach focusing in two key areas: working in and for child/ youth populations in emergency situations, designing psychosocial support, children’s-rights and peace/capacity building programs and working within the formal school structure, were our programs promote inclusion, diversity and the reduction of prejudice/racism for children and teachers. These programs, in line with the United Nations 2030 Sustainable Development Goals, are adaptable to the local needs of the refugee, migrant and/or displaced populations.

Through our psychosocial support workshops, participants are invited to draw their past (Yesterday), their present (Today) and their future lives (Tomorrow). These drawings, collected from thousands of individuals since 2016, aged between 2-70 years old, have allowed us to create our visual database, sharing their stories, irrespective of one’s spoken language.

Our organisation’s Founder, Bryan Mc Cormack said: “With COVID, it is the most fragile populations that are the most affected. (...) Refugee education is or at least should be a priority for the world for the simple reason that having over 70 million refugee/displaced persons, the majority of whom are children, means that we are talking about an enormous percentage of humanity. (...) humanity is everyone’s responsibility.”

Reflecting on the educational impact, I am reminded of a 14 year old Afghan refugee, Amal* who we met in Serbia in 2018. Now 16 and in Germany, she wants to become an author. Through her drawing, she explained how she uses her love of learning to block negativity in her life.

Or Malek*, a nine-year-old Iraqi-Kurdistan refugee, too young to fully understand her trauma, yet articulate enough to explain how she returned from Church to find her family decapitated by ISIS, their bodies hung from a hook on the tree in the garden of their Mosul home.

Now 11 and fluent in four languages, Malek wants to become a doctor, win a Nobel Peace Prize and help her community recover after ISIS occupation.

Malek, like so many young refugees I have met, is not allowing their past to define their future.

As a human right, every child must have the opportunity to engage in education. I believe that education changes lives and saves lives. There is still a grave misunderstanding about who refugees are. At Yesterday-Today-Tomorrow, I hope we can be a small part of the larger conversation on inclusive education for refugee and migrant children and for education in emergencies worldwide.

Education Interrupted

Fri, 12 Mar 2021 15:33:07 GMT

Anna Darling leads Plan UK’s policy and advocacy work around global education. Anna’s role is to make sure the UK Government and other leaders prioritise access to good quality education for young people across the world, especially adolescent girls living in crisis such as in war zones and refugee settings.

The right to a quality education is the cornerstone of sustainable development. A quality education is critical to children’s safety and provides opportunities for them to reach their potential. However, education around the world, and the hope that it brings, is facing a generation-defining emergency: COVID-19. The pandemic has obstructed this right on an unprecedented scale. To stem the pandemic, in 2020, schools closed their doors to an estimated 1.6 billion learners globally.

But while unique to this century, COVID-19 is not a one - off crisis. The climate crisis, natural disasters and resource depletion mean children are increasingly on the move and therefore out of education. It is clear that education systems are not as resilient as they should be, often unprepared to deal with large - scale disruption. If COVID-19 was a test paper for the future, climate change will be the final exam.

And it is the world’s most marginalised children that will suffer the most. COVID-19 has laid bare social and economic inequalities worldwide, especially in the poorest countries.

For girls, many may never return to school, further entrenching gender gaps in education, increasing the likelihood of child marriage and exploitation, and undermining girls’ longer term opportunities. The risks are also severe for children with disabilities. Before COVID-19, over half of children with disabilities were out-of-school at the lower secondary level in low and lower-middle income countries.

COVID-19 is unlike any crisis the world has experienced in the last century. But it has also presented an opportunity for a more sustainable approach to quality education. Now more than ever, we have the opportunity to strengthen critical elements of education systems across the world. We have the opportunity to reassess the resilience and stability of our education systems and build back better.

The pandemic has highlighted the critical role that schools play in children’s lives beyond learning. From nutrition to health to child protection, school closures had a significant impact on children, beyond a loss to learning.

Education also has a critical role to play in building children’s resilience and adaptive capacities in the face of non - conflict crises. We need to look no further than the current crisis to see the unpredictability and complexity in the world around us. Education empowers children and young people to create a more sustainable future. Quality, safe and inclusive education provides children and young people with the critical life skills and knowledge to navigate this.

The sustainable goal on education includes a target promising that by 2030 all learners will acquire the knowledge and skills needed to promote sustainable development. Education can contribute to a more sustainable world because it can develop the skills and mindsets needed for building and contributing to a green economy and the promotion of sustainable communities.

Education improves the capacity of children and young people to be active citizens and agents of change who are better able to take action on crises that are interrupting their education. Young people can hold governments and other powerful decision makers to account.

The world must now take a systems-based approach to education if we are to ensure their sustainability for the future. As the Government prepares to host the Climate Summit next year, we must learn from the impact of crises – including COVID-19 and the climate crisis – on education across the world. And we must recognise the critical role that education can play in preparing young people for the world around them and creating a more sustainable future for all.

We would love to hear your thoughts on this, please leave your comment below.

Celebrating International Women’s Day 2021

Mon, 08 Mar 2021 08:10:56 GMT

At the Foundation we are feeling proud of our work with the women and girls who are taking the lead around the world to ensure access to education for all children. Despite the Covid-19 pandemic, women have been working hard to share their learning with others and support each other to grow and flourish together.

Positive Periods Project

In The Gambia and Sierra Leone this project has been running for several years and this month we welcomed our Cuban colleagues. They have been innovatively using WhatsApp to provide the Positive Periods training and the making of period pads or “intimates” as they are called in Cuba. Norma Guillard, Naima Guillard and Rosaida Ochoa Soto are the phenomenal women who organised the sessions and have delivered the training across Cuba through over 20 Women’s Organisations, they have named it the “Dueñas Initiative”.

Solar Radios and Bicycles were being delivered this week by Marie Antoinette, the General Secretary of the Gambia Teachers Union and her team. Marie Antoinette is a phenomenal woman as she leads by example and she goes out on the road to ensure she knows what is needed to support the delivery of quality education in the remote areas. The children and teachers in these remote areas will all benefit from shorter journeys to school by bicycle and connecting to others through solar radio.

Isata M Kamara, together with the Sierra Leone Teachers Union delivered Gender Based Violence Training for educators in Bo and Makeni this week. Isata is a phenomenal woman because she is always fighting to make an impact on gender equality in education settings for all women and girls.

Evadne Bygrave, Helen Porter, Amber James and Jude Tisdall, our ambassadors are phenomenal women because they give freely of their energy, passion and expertise to support our work.

Today we celebrate all the women we work with. We might not be able to embrace each other in person but we decided we will connect through sharing this beautiful poem together as we are all phenomenal women, that’s us!

Phenomenal Woman

BY MAYA ANGELOU

Pretty women wonder where my secret lies.

I’m not cute or built to suit a fashion model’s size

But when I start to tell them,

They think I’m telling lies.

I say,

It’s in the reach of my arms,

The span of my hips,

The stride of my step,

The curl of my lips.

I’m a woman

Phenomenally.

Phenomenal woman,

That’s me.

I walk into a room

Just as cool as you please,

And to a man,

The fellows stand or

Fall down on their knees.

Then they swarm around me,

A hive of honey bees.

I say,

It’s the fire in my eyes,

And the flash of my teeth,

The swing in my waist,

And the joy in my feet.

I’m a woman

Phenomenally.

Phenomenal woman,

That’s me.

Men themselves have wondered

What they see in me.

They try so much

But they can’t touch

My inner mystery.

When I try to show them,

They say they still can’t see.

I say,

It’s in the arch of my back,

The sun of my smile,

The ride of my breasts,

The grace of my style.

I’m a woman

Phenomenally.

Phenomenal woman,

That’s me.

Now you understand

Just why my head’s not bowed.

I don’t shout or jump about

Or have to talk real loud.

When you see me passing,

It ought to make you proud.

I say,

It’s in the click of my heels,

The bend of my hair,

the palm of my hand,

The need for my care.

’Cause I’m a woman

Phenomenally.

Phenomenal woman,

That’s me.

Source: The Complete Collected Poems of Maya Angelou (Random House Inc., 1994)

Why reading is so important for children

Tue, 02 Mar 2021 10:51:25 GMT

Reading is one of the indicators of a child’s future success – more than their family circumstances, their parents’ educational background or their income.

Designated by UNESCO as a worldwide celebration of books and reading, World Book Day is marked in over 100 countries around the globe. You can follow World Book Day they have lots of resources and ideas for use at school and home:

https://www.worldbookday.com/about-us/

For World Book Day this year we have been thinking about the benefits of books. Books open our imagination and allow us to travel to another world as well as providing education, which in turn provides children with choices on how they wish to live their lives.

During Covid-19 access to books have been more important than ever to keep everyone learning and to keep some of us company. Although some people have reported they have found it difficult to read a book during this time.

Ideas for World Book Day

We have pulled together a few ideas for World Book Day to help you explore and ramp up your creativity and imagination.

• Try a book in another language or dialect. World Book Day have their first Welsh language title in this year’s £1 book offerings.

• Check out out your local library as they often have on-line events and you can reserve books on-line until the time comes when you can visit and choose your own books in person.

• Have a look at our ‘Home Learning Resources 2021’ resource pack on our website. On page 18 you will find out how to access lots of free books online. https://www.stevesinnottfoundation.org.uk/resources

• Get involved with the Open Library, the aim is to create a page for every book ever published to create an online library, like Wikipedia for books.

Book Clubs

Many people report that belonging to a book club really motivates them to read regularly as well as being able to connect with people all over the world. Here’s a few that we have been exploring.

• Read quietly, with others online in over 100 cities. Follow the Facebook group for author events and you might even be encouraged to start your own local book club. It’s free too.

https://silentbook.club/

• A group for readers of translated fiction. Fortnightly on-line calls with opportunities to meet the authors and translators. They only publish books that can be translated in 200 pages and takes the same time to read as it takes to watch a film.

https://www.peirenepress.com/borderless-book-club/

• Members can choose 2 books each month which are based on the theme of strong women. On-line discussion is available each month.

https://rarebirdsbookclub.com/

• Sign up to receive a mystery book through the post each month on a topical theme, which members choose through voting. There are on-line discussions groups and monthly meet-ups.

https://www.hownovel.co.uk/bookclub

• A book club for non-fiction books that meets twice monthly and offers meet-ups with authors and community connections.

https://rebelbook.club/membership/

• You can support the provision of books globally by signing up to the reverse book club.

https://bookaid.org/reversebookclub/

Independent Book Shops

We have also been enjoying browsing some independent book shops. Did you know that some of the online book conglomerates use algorithms to suggest books and there are loads of wonderful books out there but they might never get suggested in the mainstream. We are missing out on some wonderful books as we are discouraged from exploring by the “suggested for you” algorithms.

Here is our pick of independent book shops that you might like to try:

https://www.thisisbooklove.com/

https://uk.bookshop.org/shop/bookbag

https://www.newbeaconbooks.com/

https://www.categoryisbooks.com/

Useful Resources

You can find great resources on these websites:

https://readforgood.org/readathon-options/

https://literacytrust.org.uk/

https://www.bbc.co.uk/teach/live-lessons/world-book-day-2021-live-lesson/z2thm39

https://www.bookandkulture.com/

Thank you, we hope you have enjoyed this post and have found some useful idea and resources to further your enjoyment of books.

Human Rights and Sexual Abuse

Fri, 26 Feb 2021 07:23:42 GMT

Addressing Sexual Harassment in School: Using a Human Rights Framework.

The webinar exploring sexual harassment in school using a human rights framework was a fantastic opportunity to understand sexual abuse in schools, and human rights education as a right and an obligation. We recommend that you watch the video recording of the webinar as it offers important insights that can help all teachers and educators in understanding how these topics are combined.

You can see the presentation in the video here:

The questions and participation were not included in the video, but have been summarised here as they add to the conversation, and we wanted to share these ideas too.

An introduction to the hosts.

Audrey Osler is a Professor of Education at the University of South-Eastern Norway and at the University of Leeds, UK. She is Editor-in-Chief of Human Rights Education Review . She has expertise in working for reconciliation in post-conflict settings in Asia, Africa and the Middle East. Her most recent book is Human rights and schooling: an ethical framework for teaching for social justice and she is currently writing Where are you from? No, where are you really from? drawing on history and memoir to discuss empire, migration and belonging (Virago Press, 2022).

Twitter: @ÁudreyOsler:

Beate Goldschmidt-Gjerløw is a researcher and PhD candidate at Agder University in Norway. Beate is a political scientist specialized in peace studies and conflict transformation. She has taught politics and human rights for many years in upper secondary schools and is lecturing in teacher education programs at various universities and colleges in Norway. Her current research explores how teachers address sexual violence in upper secondary schools. Beate is editing the anthology Controversial, emotional and sensitive issues in school (Universitetsforlaget, 2021). You can find out more about her research and publications here

Twitter: @beate_gold

Key questions from the webinar

Question - I was a primary teacher and I think young children can suffer the same social injustice and have a similar experience of not being listened to. Have you any work that you can cite that shows that very young children also need to be aware of what their human rights are, and be aware that they have the right to be listened to and not to be sexually harassed because they can experience this in muted ways as well as overtly. Is there any information on this?

Audrey Osler - I would just say that in the UK we have a comprehensive Rights Respecting Schools programme on child rights education in some schools, developed by UNESCO. Where children do learn about their right to express themselves and to be confident to ask questions to engage with human rights in this very concrete way, they are able to address everyday issues, and understand sexual harassment and other concerns. However, I have a reservation also because I have come across examples of Rights Respecting Schools that may contradict this. Some human rights education may be more concerned with certain forms of discipline to manage children’s behaviour. So, I think that any of these programmes can be used for good or ill.

Participant Comment - Thank you for a letting me join in, I am a former primary school teacher myself and I'm now currently doing a PhD focused on primary school teacher’s ability to detect and intervene towards harmful sexual behaviour in primary school. So, it is good that we can cover all stages of school here. Teaching children from a very young age how to voice their opinion, and how to tell people about violations of human rights, not only sexual but any, is essential for children. The teacher has such an important role in modelling the behaviour you want to see in creating a safe space for children to talk. I mean the safe space has to be there regardless, for children to exercise their participatory rights and controversial issues.

Answer from participant and Ph.D. Research Fellow Kjersti Draugedalen - We have all this research from not only Norway but from worldwide, saying that children and young people who are sexually abused can take around 17 years to tell anyone. But if you as a professional can become this significant other, the chances are much higher for children to actually share these kinds of traumatic experiences sooner. However, teachers tend to outsource this difficult teaching about sexual violence, and when you outsource it to people there isn’t necessarily that special bond and it disables that communication, because you don't have that fundamental trust that is needed. Schools often outsource their human rights education as well through NGOs and so on, which kind of amplifies the problem.

Question - Do Teachers have a legal obligation to report any suspected mistreatment of students to a governmental body? For example in Canada when a teacher suspects mistreatments they are obligated to report the case to the children's aid society and social services. Is that the same across the world?

Beate - It is in the Norwegian legal framework, the Norwegian Education Act, that if there are suspicions that any learner is experiencing violence, there is a duty to act and it depends on the nature of the violence how it is reported. If it's sexual violence they should report to the child protection service if they have a suspicion, and if they have a very firm suspicion they can also contact the police.

That leads nicely onto another question that we've had. Which is about what is unprofessional and illegal in terms of sexual harassment. A teacher who was doing some training said that the other teachers were asking what specifically are the terms for sexual harassment.

Experiencing sexual harassment is very subjective and it entails all forms of unwanted sexual attention and it can be verbal, it can be digital, it can be non-verbal, through body language and it can also be physical. So, it has both verbal and non-verbal, and physical dimensions. Harassment can take many forms, it can be sexual harassment, it can be heterosexual harassment, it can be harassment that is based on sexual orientation, or harassment based on gender non conformity. So, there are many different faces of harassment.

Question - Nice to meet you thank you so much for the good presentation. I've just recently trained teachers on school related gender-based violence and they really paid great attention, and they were very happy when I read the violation paper. I also include a pledge to do something about our past violence. When I read these documents, many of them were all missing that part. If I have another chance to train teachers, how best can I get them to commit to things like documenting the cases and referring these cases of violence against children?

Beate - Thank you, I would speak very warmly of the Convention on the Rights of the Child and highlight that every child has the right to education, and the right to education also includes the right to sexual education, and that sexual education also includes education on sexual violence. Include articles about children’s rights to protection and the right to be heard. I would very much link it to the rights of the child.

But perhaps you would prefer more didactical resources? I've written about different kinds of resources that you can use in my paper on children's rights and teacher responsibilities. These include all sorts of things from picture books, digital resources and all kinds of things you can use.

Audrey - Young children are often very excited to learn they have rights, and to understand them. However, many people fear that children who are told about having rights will take advantage of that. But I have never really found that to be the case, because children also stand up for each other, and protect each other. I think most education that equips children with rights doesn't actually threaten the adult, or others.

We are all interconnected, and I think that activist element is teaching children from a very young age that they have rights, but they also have responsibilities to each other, to help uphold each other's rights. I think that creates very responsible, and very caring young people. I think it's a very powerful way of building on the caring that children bring to school, and it's building on the caring they do for their siblings and friends when they arrive in school. It's a very basic everyday action, it's not just dealing with the critical incidents that can happen.

Participant Comment – I’d like to see these things added to the curriculum here in Sierra Leone, so that teachers can incorporate this into their teaching. Otherwise, teachers won’t include it, because they won’t think about it, and understand the necessity of it, because they spend all their time on curriculum subjects. Thank you.

Thank you for reading, we hope that you have been able to watch the video too, as it offers an invaluable insight into this topic.

Please leave your comments below to tell us your thoughts too. Do you feel confident about how to approach incidents of sexual violence and harassment in school?

How Radio is Supporting Education Worldwide

Mon, 15 Feb 2021 15:05:05 GMT

To celebrate World Radio Day Ann Beatty, our Chief Executive was interviewed on the Learn Radio, Seeds of Creativity show. You can listen to the whole show here:

https://learnradio.net/seeds-of-creativity-show-no-20-11-02-21/

At the Steve Sinnott Foundation we work with teachers and educators both internationally and in the UK to support access to education for all children. We work at a grass roots level to make a change to education across the globe and we do this by working in partnership with educators on the ground who scope and manage each project locally, so they are fit for purpose, sustainable and replicable.

Our main aim is working with educators to create independence not dependency. Ann is also the UK coordinator for UNESCO ASPnet schools which is a global learning programme which has been running for over 65 years and has 12,000 members in over 182 countries. In the UK we have just over 100 schools.

Coronavirus has had a huge impact on how we are all working and I think one thing the pandemic has illustrated to everyone is how connected we all are. We don't exist in bubbles we are all connected across the world so I think everybody knows we've seen schools close to over 1.6 billion students globally. Although schools have reopened in many countries many children may never return to school, and for those that do their education has been interrupted.

At the Foundation we've had to look at a new way of working and moving some projects online where possible. The key has been keeping everyone safe, the main thing is that we've had to be flexible and open minded to how projects might work in the future.

Talking about global connectivity, we have found that digital connectivity is missing in many places. Even in the UK there is a level of poverty where people can't afford connectivity. But in some of the countries that we work in they don't often have electricity either. Actually, Wi-Fi is sometimes not available and if it is the cost is really out of their reach.

We've worked in the Gambia and in Sierra Leone providing solar powered radios, and that's worked particularly well because even if you're in a very rural village you can get access to radio. It’s been hugely successful with thousands of children learning safely during the last year.

So, what the government and the teacher unions have done is that in the local radio stations they've recorded lessons, and broadcast them. This is backed that up with paper workbooks so these learning resources are delivered to the villages and the schools so that students continue learning. The teachers have been able to use the radio programmes to develop the learning and do extra lessons with the students.

But in some areas the teachers found that students had neither radios or electricity. So Solar Powered radios were the best solution. The Gambia Teachers Union asked the Steve Sinnott Foundation to step in and help get radios out to these students.

The listeners to the show found it amazing to hear how radios are being used in The Gambia to support thousands of children learning in the last year through government and locally recorded lessons that children can access through solar powered radios.

Ann was asked how can UK schools get more involved with the organisation and support the SDG 4 for education. We have resources on our website listed here:

• Storytelling resource pack

• Home learning resource pack

• Education and Human Rights calendar

• Life Long Learning Webinars

• Fundraising ideas pack

You can purchase a solar radio for about £25 and that includes buying them in country and delivering them. Marie Antoinette Corr, General Secretary of Gambia Teachers Union said hello from The Gambia, and said the solar powered radios are having a great impact on teaching and learning especially in the rural areas it is a great resource.

You can also support the positive periods project we have set up, because girls are missing about 50 days every year from school just because they have their period. So we have set up a project where teachers and educators are teaching girls to make their own reusable eco-friendly Pads.

One teacher listening to the show said that they are trying to introduce a screen free Friday every week now where children will do active art or paper based activities rather than watching live lessons on a screen.

Another teacher asked if schools in the UK can link with other schools across the globe via radio programmes like this one.

Ann explained that so far, we have done some global online learning and sometimes the connectivity doesn't work. We did a Storytelling session with schools from Haiti, The Gambia, Sierra Leone and the UK and it worked extremely well, although sometimes the connectivity is a bit poor so we had to turn our camera’s off.

Learn Radio presenter Russell explained “I'm sure we could. I mean we've done live shows for BBC Radio 4 before so we transmit across the Internet, then Radio 4 picks it up off the Internet and then broadcasts it live on their channel. The fact that we've got a listener in The Gambia right now means that our signals are getting there so what we need to do is to play that into a radio station and then broadcast it locally and then hey presto they can sit back have a break and we then take the Airways over. So absolutely it is possible.”

Ann was asked how does the Foundation decides what projects to focus on in each country and which country takes priority. We work where we are asked to work by teachers and educators on the ground. Steve Sinnott was the general secretary of the National Union of Teachers which is now the National Education Union and his passion was international education and so we work mainly but not exclusively with educators through teacher unions.

Each project is put forward to myself and our trustees and we look at each project on its merit and also decide whether or not it's going to be affordable for us because the more projects we get asked to do the more funding that we need. So, we have to prioritise and the most important thing for us is that we are working in partnership, that it is sustainable, and the people on the ground can manage it locally.

Listeners were fascinated to listen about how we can use radio globally.

Within UNESCO we connect with schools globally so we host schools from other countries so for example we've hosted some schools from Russia, South Korea, Japan, Germany. Quite a wide range of schools and also some of our UNESCO ASP net schools do trips to other countries. Although that's not possible now, we still connect and share learning. So, if you go to the UNESCO website, you'll be able to find a whole section on how you can join up and there's lots of resources on there too.

On the UNESCO site there are lots of resources for World Radio Day, and how you can make your own radio show, think about innovation, and invent a radio for the future! There are lots of resources for schools to get involved with.

In fact, many listeners agreed that just listening to the radio give students some time off from screens and devices and lets them relax. Listening is an important skill, and gets them to use their imagination too.

It also diversifies communities because quite often some of the people who are left out in rural areas, for example, they rely very heavily on radio for information. So, I think teachers could think outside the box a little bit with radio and use it to offer diversity and ideas.

One very important thing is to get students practising listening and speaking skills. They could design their own radio shows, it could be just in the classroom or sharing it as a podcast even. It is a really good medium for developing the power of speaking and listening.

During lockdown radio really is enabling people to stay connected whether it's local radio or national radio, or even you know international radio.

Even in this country we've got lots of listeners that are listing on very old mobile phones because it's actually bandwidth light. It doesn’t need much bandwidth so you don't need those kinds of expensive broadband contracts even if wanted to listen to us all day. That's quite powerful for tech poor households. It’s a brilliant method of reaching folks.

Some of us remember windup radios. Ann had one in Sierra Leone some years back found it didn't work very well because she got fed up of winding it up. The changes in solar power technology has been phenomenal in the last few years so now solar radios are really great.

Radio really can reach all four corners of the globe now with solar power and small bandwidth. So, with quality content this becomes the community, our listeners are our community and it is always such a pleasure and a joy to be able to connect with them and that's what makes radio really really special. Sponsoring a solar radio is a great way to encourage children in the UK to support the sustainable development goals.

Many listeners were grateful for hearing about our projects and we had many donations come in during the radio show and after it. We are really grateful to Learn Radio for the opportunity to tell more people about our work, give them an opportunity to get involved and think of more ways they can use radios in their educational settings. Some schools have already started a school radio show and the children love listening to it and interviewing people.

So thank you once again, and let’s keep using radio for education.

The Teacher in You

Tue, 09 Feb 2021 13:35:45 GMT

Evadne Bygrave hosted our recent webinar offering support to parents struggling to home school in what we hope will be one of the last lockdowns that will involve children being kept out of school.

The current pandemic has caused major disruptions to the lives of each and every one of us, not just in the UK, but all over the world. But one of the main casualties of this pandemic is children losing out on education and the increasing pressures imposed on parents to be teachers, often whilst holding down another full time job.

This webinar was created, to empower parents by raising their confidence to enable them to support their children through home schooling. Parents have a natural ability to teach and the key objective was to give parents a safe space to explore and develop this instinctive skill.

To get everyone started on this line of thought, Evadne carried out an exercise with attendees to get them thinking about what things they had already taught their children. This helped raised their awareness of how they had already been teaching their children, in a wide variety of ways already, and drawing attention to the creative ways we teach without even realising it.

Parents then had a chance to talk in smaller breakout rooms about the challenges they had and the ways they had already overcome many of the problems along the way. This gave them a chance to share experiences and fill in the gaps they still had.

Some of the ideas that came out of the discussions were:

Routine is key, everyone agreed on this.

Everyone has different experiences of on-line learning. Some people are working, some people are available all day. Some schools have a daily on-line timetable, other schools don’t.

Home schooling this time round is a little easier than the first time. Parents and schools are more prepared, and have better solutions, such as ‘Live Lessons’.

Social media, gaming time and device management is harder than ever as this is children’s only social connection with their peers and the outside world.

Creative ideas for tackling the curriculum, you know your child best so use you sense of humour when things get tough – for example, interview your phone and write a newspaper article or story about it; create a comprehension based on their favourite film.

Hayley Nicholas then shared her moving story on the challenges of accessing support for SEN children and how parents might get round these challenges and access the support their children desperately need, in order to access education. All local authorities have an obligation to provide information about how you can access SEN information in your area. Here is an example from Hertfordshire below.

Accessing SEN support links:

https://sendnews.hertfordshire.gov.uk/send-news-january-15

https://sendnews.hertfordshire.gov.uk/subscrib

www.complexneeds.org.uk

One of the themes that came out of the discussion was children’s mental health, and the support available to parents and their children. We have shared some links below.

Children’s mental health links:

https://www.annafreud.org/schoolsinmind/

Schools in Mind is a free network for school staff and allied professionals which shares practical, academic and clinical expertise regarding the wellbeing and mental health issues that affect schools.

https://www.minded.org.uk/

This is for you if you volunteer, work or are studying to work with infants, children, teenagers or adults. MindEd has e-learning applicable across the health, social care, education, criminal justice and community settings. It is aimed at anyone from beginner through to specialist.

https://www.onyourmind.org.uk/

Wiltshire Early Mental Health Service, run by Barnardo’s. This website has lots of practical tips and advice about supporting children and young people’s mental health focusing on a range of different subjects.

https://www.annafreud.org/on-my-mind/youth-wellbeing/

Information about the Anna Freud National Centre for Children and Families

Angelique Vassel founder of Walk With Me gave a short presentation on the work her organisation is doing to rebuild and strengthen family relationships using a non-violent resistant approach.

You can find out more about Angelique Vassel and her work at:

www.walkwithmeuk.co.uk

and email her at info@walkwithmeuk.co.uk

You may also find some of these links useful:

https://www.stevesinnottfoundation.org.uk/resources

https://www.stevesinnottfoundation.org.uk/calendar

https://www.bbc.co.uk/bitesize/articles/z7p48xs

We hope you find this summary useful, if you would like to know about other webinars that will help during these times please have a look here:

https://www.eventbrite.co.uk/o/the-steve-sinnott-foundation-31041261381

Shopping fundraiser – for lockdown shopping

Mon, 01 Feb 2021 10:03:16 GMT

Did you know...

The pandemic may have changed our shopping habits forever. At the moment we can’t shop the way we used to and right now everything has to be bought online. This has opened up a new experience for many and for others it has changed the way they do business.

Buying online is a different shopping experience in many ways. We can’t browse, touch, hold, meander around and see what takes our fancy. In some ways buying online is more efficient on our budget too, because browsing in shops is evidenced to make us buy more.

Of course, online shopping saves us time, we don’t have to travel, we Google just what we are looking for. But how do we know what we are looking for? If we are not browsing in a real space, what is influencing us to think about what we might want to buy?

One thing that is a loss to many people is not being able to buy from charity shops right now. The joy of browsing in a charity shop is that you don’t know what you are likely to discover. Many of the larger ones have been able to go online though: Oxfam, Age UK, Cancer Research UK, British Red Cross, The Air Ambulance Services, and more all have online shops now. Some of the smaller ones have been able to open an eBay store.

But something we may not realise is that shopping online in many of the large commercial stores has a very real and tangible benefit for charities too.

Did you know...

That you can easily support us every time you buy something on-line?

As you can imagine, all charities are finding fundraising challenging right now, at a time when more people than ever need the support that they offer. If like us, you want to ensure that all children everywhere have access to quality education then we hope you will love these opportunities to help us without ever spending any more of your own money.

There are two fantastic ways that offer the possibility to make a micro-donation to us every time that you shop on-line.

Firstly, we wanted to let you know that The Steve Sinnott Foundation are registered with easyfundraising, which means you can raise FREE donations to support access to education every time you shop online. Over 4,000 shops and sites will donate to us when you use easyfundraising to shop with them – at no extra cost to yourself! These are just a few of the retailers who are part of the scheme:

These donations really mount up and make a BIG difference to us, so we’d really appreciate it if you could take a moment to sign up and support us. It’s completely FREE and only takes a moment.

You can find our easyfundraising page here: https://www.easyfundraising.org.uk/causes/stevesinnott/?utm_campaign=raise-more&utm_content=gs-e1

Secondly, we have registered our charity with Amazon Smile. It’s very easy, you just need to place your normal order at smile.amazon.co.uk using your regular amazon account and select Steve Sinnott Foundation as the charity you wish to support.

Did you know...

Every little really does help. Even if you only raise £20 through your online shopping, if you multiply that by the number of people who want to achieve Education for All Children Everywhere, then that will be an awful lot of fundraising and with that we can make even more of a difference.

If, or rather, when you find yourself shopping on-line then you have the opportunity to do good at the same time at no additional cost to yourself. That’s what we can all call a win win!

What are you waiting for? Get on-line & sign up to make free donations whilst you shop that help children everywhere access education today.

Thank you so much!

Storytelling as a teaching device

Fri, 29 Jan 2021 11:12:14 GMT

The NEU ran a very useful webinar on the 19th January looking at ways that teachers can use storytelling to aid teaching. In this post I will summarise some of the ideas that were discussed and offer links to some of the resources that you can use.

Creating a story with 5 core elements

Tim Taylor uses storytelling with children to engage them and draw them into any topic that they are exploring. He works as freelance teacher-trainer for Mantle of the Expert (https://www.mantleoftheexpert.com/), and shared how he uses the 5 core elements of story to build a story in collaboration with children. These 5 elements are; characters, locations, events, time, and tension.

He described the process of building a story in collaboration with the children. To build a story from scratch with no starting point can be both time consuming and difficult in terms of managing a topic, and the input from children. Stories that we already know are good starting points, and can give us a framework to build around.

Mantle of the Expert has some story resources here you can use ( https://www.mantleoftheexpert.com/stories/ )

By starting with a given for example starting with a given character, that grounds students in a starting point. They can explore this starting point, what do they look like, what are they doing and so on.

You can follow this with a narrative event, and explore that too. Then the next given is offered and explored in the same way. Throughout the process you are adding details and flavour to the story, and linking it to the subject or curriculum topic that you are looking at.

Another tool he recommended was the three forms of representation proposed by Jerome Bruner. The idea with this is that young learners can learn any material as long as the instruction is organised in the appropriate way. An effective way of learning is to progress through new material from Enactive Representation (action-based), through Iconic Representation (image-based), to Symbolic Representation (language-based)

The Power of Story in Role Play

Debra Kidd took us through an example of using storytelling to look at and investigate water reserves.

She demonstrated how developing one story with the children could tie in a number of different parts of the curriculum.

In this example the children role played the researchers for a water charity and the teacher took the role of the CEO of the charity wanting to work in this area. This story was able to draw together all these strands of the curriculum into the one story.

· The geography of Bangladesh

· Flood plains, rivers and mountains

· Climate change

· Poverty and land use

· Forces (water and resistance)

· Design Technology

· Plants and growth

· Weather patterns and the water cycle

· Human resilience and achievements

· Reading for information

· Writing to inform, to persuade, to entertain

· Data handling, measuring

At each stage of the story she used powerful photographs to set the scene of the problem. Here is an example of how she builds a story with the children.

“How do we get these boys off the roof? What do you notice?”

The freeze time! And ask… “Where are we taking them? What right do we have to take them?”

The next photograph may be of a rescue centre. Throughout the process of building the story ask questions, the image will help to draw out observations and thus good questions.

“How do we keep things safe here? How do families meet and connect with each other?”

Offer questions too. “How do we prove we are trustworthy?” How are logo’s and branding used in these situations. What are symbols and how are they used by people. “How does that change the way people behave when they are wearing these symbols?”

When we have solved one situation, offer a new dilemma. “What else do the boys need?”

Actually, they really want to meet their father. BUT the father doesn’t want to meet them

So we ask WHY?He explains that his farm keeps flooding, his wife has died, he has nothing to feed the boys with, they are hungry, he feels he can’t look after them anymore, and he wants you as a charity to take them and give them a better life.

Freeze time and discuss this with the children again. Is he bad? Why is he doing this? Is there anything else we can do to help them, without them being dependant on outside help.

Surely there is something we can do? Shift children away from just feeling sorry for people, but to develop hope and find a solution. The children are then powered by questions. Why does the place keep flooding, explore the geography, how is climate change altering this?

Working together online the children can contribute images, sound files, ideas, videos, for what could be made to help these people. They could use Minecraft, for example, to build a model of what could be made.

A great online resource for sharing different kinds of media is called Padlet. ( https://padlet.com/ ) she uses it for the children to gather their ideas and the things they have found.

If you want to take the story to the next level, you could ask - “That was too much water, what about too little water. How can we save water and look after our own resources?”

NEU remote learning hub

Alex Kenny, explained that it was really important to Share knowledge on this and offered some links to help with this. Urging teachers to use these links to please talk to each other to help and see what others are doing that works.

https://nationaleducationunion.foleon.com/neu-remote-learning-portal/neu-remote-education-hub/home/

https://nationaleducationunion.foleon.com/neu-remote-learning- portal/neu-remote-education-hub/home/

h ttps://guild.co/app/joining-guild?accessCode=DKw9m2ysE

The power of Story in Early Years

Lucy Coleman suggested that we use what is already out there, there are lots of resources available. (the Steve Sinnott Foundation has a great resource pack where we have pulled together many different resources into one place for this https://www.stevesinnottfoundation.org.uk/resources)

In early years the partnership with parents is really important, and now through remote learning we can empower them so that they can help even more. Create a dialogue with them because they won’t know what to do otherwise).

A simple example of what parents can do is as children play ask, “Tell me a story, about what you are doing.” Their parent can write it down and then can role play it back with the child.

Make sure the resources are diverse, and show equality, here are some useful ones.

https://www.scholastic.co.uk/

https://www.bristolearlyyears.org.uk/early-learning/home-learning/

https://speechandlanguage.info/parents/activities

Reclaiming Education

Daniel Kebede ended with a call “Let’s reclaim education for our children sakes, we can make changes, this era has shown that there are other ways to do things.”

Thank you for reading. If you use storytelling as a teaching tool, tell us about it in the comments below.

How does Body Confidence Affect Online Learning in Today’s Pandemic?

Tue, 19 Jan 2021 12:27:27 GMT

Our webinar on Wednesday, hosted by Martin Staniforth, offered us an introduction to the Dove Self Esteem project. He offered us an invaluable insight into how the ‘Confident Me’ workshops work and how they help young people around the ages of 10 to 14 years. You can watch the webinar above. Check out the Dove Self Esteem website now for their brilliant resources.

selfesteem.dove.co.uk

You may wonder how self-esteem, body image and body confidence links to access to Education for All. We have talked in great detail in other posts about the digital divide and how many children cannot access distance learning because of it.

But what about the young people who do have access to online learning. How is their access to education affected by this pandemic? We may have a tendency to assume that as long as young people have access to technology and data then they will be fine. But things are never that simple. There can be many obstacles to children accessing education, and we need to listen to them to find out what these are.

Many young people in the UK are learning from home via a laptop, and engaging in ‘Live Lessons’. My son is one of them. I have often watched the teacher tirelessly trying to generate enthusiasm for a topic – to a wall of icons. I mentioned that it must be hard for a teacher to teach to a wall of icons, and asked my son why he didn’t switch on the camera. He confidently told me that for privacy and protection measures it was not allowed. 2 weeks later an email from the school requested that children switch on their cameras to better engage with the teacher. I asked my son about this again, and he told me that no way would he have a camera on for the other kids to laugh at how he looks.

Now many of us adults have been working via video conference for at least several months now, and if were to be honest with ourselves we would have to say that it is a distraction having an image of ourselves on screen all day. “Gosh I look terrible today”, “My goodness I have an annoying twitch”, “look at you yawning again”. We are now confronted with a steam of awareness about how we look and what we are doing, which we didn’t have to think about before. It can be hard for us to adjust and learn to filter it out.

It can be harder for children to do this. Their generation is more aware than ever of how a screen image can be used. They are super aware of how they appear on screen and what others can and probably will do with some one’s screen image. As we saw in the Webinar children are bombarded with images about how people should look. They are subjected to more idealised images per day than any other generation before them.

And now, they have to look at themselves on screen all day?

Is it likely that they will have a stream of negative inner dialogue about how they look? Are they likely to be able to concentrate on lessons, with their self-esteem crashing to the ground around them?

We may not be able to do much at this stage about the over saturation of Images of Perfection that they are subjected to on social media. But we can at least educate them to learn to read these images with more self- awareness. To ask the right questions that will help them to navigate the world they find themselves in.

And this is exactly what Martin does and shows us, in the ‘Confident Me’ workshop. It is the perfect antidote to the trials of how to learn online and navigate the complex world of seeing yourself on the screen as you work, and yet concentrate on a lesson. Or it will help the teachers to understand the reluctance to students switching on their cameras.

The more time young people have to spend online, the more we have to teach them how to navigate the pitfalls, as well, of course as celebrating the benefits.

There are many new areas for teachers to learn about, navigate and find solutions for, now more than ever. A fortiori, being asked to watch themselves in a screen mirror all day, surely Body Confidence is an absolute must to tackle right now.

Here is a link to the Dove Self Esteem website where teachers can find resources to run these workshops and start having an essential conversation with their students.

selfesteem.dove.co.uk

We hope you enjoyed this webinar, please have a look at the other webinars we are doing, and share them with your network so that your friends can benefit too.

Steve Sinnott Foundation Life Long Learning Webinars ( https://www.eventbrite.co.uk/o/the-steve-sinnott-foundation-31041261381 )

Thank you for reading, please tell us in the comments bellow – how do you feel about video conferencing? What’s great about it, and what’s your challenge with it?

The Stakes Couldn’t Be Higher

Wed, 13 Jan 2021 12:21:19 GMT

Having worked as a senior education policy adviser for the National Education Union (NEU) since its formation in September 2017, following the merger of NUT and ATL, and before that for the NUT, I was delighted to be appointed this year as the International Secretary of the NEU, the UK and Europe’s largest education union.

I am so proud of the dedication that educators across the UK and globally have shown to their pupils, both during lockdown and since schools have reopened. The move to distance and blended learning during lockdown was sudden and unexpected but educators rose to the challenge to keep children learning whilst also opening schools for the children of key workers and vulnerable pupils; distributing food, ensuring families had access to books and educational resources, computers and internet connections as well as supporting pupils’ mental health and wellbeing and ensuring that children remained safe.

School reopening has posed many new challenges. Ensuring schools are Covid-safe and secure is a huge responsibility for educators everywhere but in countries where many schools lack basic sanitary conditions, such as access to clean water, it is a huge barrier to safe reopening. Covid outbreaks among staff and pupils and enhanced restrictions continue to cause school closures locally, nationally and internationally.

The pandemic threatens to set back by decades achievement of Sustainable Development Goal Four (SDG4) which calls for inclusive, equitable and quality education for all. The impact on girls’ education in particular could be catastrophic without coordinated action to address this global education crisis.

According to UNESCO, over 875 million of the world’s students remain affected by COVID-19-related school closures, with the majority in Sub-Saharan Africa.(1) Many may never return to school as the economic impacts of the virus limit government spending on education and force families to make difficult choices between education and economic survival, particularly where schooling carries a financial cost. When family budgets limit the affordability of education, gender inequality means girls are most likely to lose out.

The Malala fund has analysed the impact of previous health and economic crises and finds that marginalised girls are more at risk than boys of dropping out of education altogether following school closures.(2) They estimate that approximately 20 million more secondary school-aged girls could be out of school after the Covid crisis has passed, if dropouts increase by the same rate as they did following the Ebola epidemic in Sierra Leone (3).

Girls who are out of school are more likely to face early marriage and motherhood, violence and domestic abuse. Save the Children has estimated that an additional 2.5 million girls are at risk of child marriage over five years and that adolescent pregnancies are expected to rise by up to 1 million in 2020, as a result of the economic impacts of the COVID-19 crisis.

The stakes couldn’t be higher. An educated female population leads to improved health, gender equality, democratic engagement and economic growth for an entire country.

The theme of this year’s World Teachers Day, ‘Taking the Lead’ celebrated the crucial role of educators during the pandemic. Now Governments and global institutions must accept their responsibilities to ensure that high quality, free public education for all, girls included, is at the front and centre of sustainable national and international global recovery plans.

1 UNESCO, African countries must build back equal for girls’ education & learn from the COVID-19 crisis (September 2020). Available at: https://bit.ly/2HFpSRs
2 Malala Fund, Girls Education and Covid-19 – What Past Shocks Can tell Us about Mitigating the Impact of Pandemics (April 2020). Available at: https://bit.ly/34Aj7sR

3 Ibid.

UNESCO seizes an opportunity for change in education

Mon, 04 Jan 2021 08:21:12 GMT

Julie Saito is International Coordinator for UNESCO’s Associated Schools Project Network (ASPnet) which connects more than 11,500 schools in 182 countries on the themes of peace, intercultural dialogue, sustainable development and quality education. She talks about the chance for change offered by COVID-19.

The pandemic has given us all an opportunity to think about more than one paradox in education. It has exposed the fragility of our education systems but demonstrated their capacity to adapt almost overnight to ensure learning continuity. It has been heavily reliant on technology for remote learning but highlighted the paramount role of teachers in supporting their students academically and emotionally. Above all, it has shown the extent of our interdependence, the impact of inequalities, and the value that education holds for individuals and society.

If we are to build back more resilience, education has to transform, with inclusion and sustainability as primary concerns. Education for Sustainable Development is already at the heart of ASPnet’s activities based on Sustainable Development Goal 4, and, in particular, Target 4.7 which aims to ‘ensure all learners acquire knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development’. Each word here carries weight. Our work is to bring those words to life and action in all of our activities, communication and collaboration with our network of teachers, students and partners. And what is their meaning in the current context of the global pandemic the world has faced for the past 9 months that has affected 1.5 billion students in 190 countries? What role does education play in recovering from this crisis and how must it transform to meet everyone’s learning needs?

After drawing global attention to school closures and their impact, UNESCO launched the Global Education Coalition in March, a platform for collaboration and exchange to support learning continuity, bringing together more than 150 partners from the UN family, civil society, academia and the private sector. Within this context, ASPnet has adapted its activities along the main axes of Global Citizenship Education, Education for Sustainable Development and Intercultural Learning, developing new ways to strengthen communication and collaboration among all our members. A global webinar in May provided the opportunity for over 600 teachers, students and parents of ASPnet from over 80 countries to share their experiences of learning and living in confinement. Anne-Fleur Lurvink, an English teacher in the Netherlands, summed up the chance for change offered by the pandemic: “I believe this [crisis] is an opportunity to think big, to be brave and to really make some bold decisions, when it comes to how we organize our education and learning’

We also launched “the Change Initiative” that brings together teacher training Institutions aiming to effectively support teacher educators and teachers, through a series of online activities. What is clear is that there can be no back to normal in education. Many governments are planning the future along more hybrid and blended lines. The foremost challenge is to get all children back into school, prioritize the most marginalized, address learning losses and harness technology as a force for inclusion. Across all these dimensions, teachers must be consulted, supported with professional development opportunities and their health and well-being ensured.

Fundamentally, the new normal in education must contribute to the emergence of a more equitable and sustainable growth model. Our education systems must help children and youth to become catalysts for positive change. They must be trusted and heard. Now is the time to embed socio-emotional skills in the curriculum, together with critical skills to assess information, combat intolerance develop a shared responsibility for our common humanity and planet – in short education that wires learners to champion peace. Capitalizing on innovations and lessons learned over the past months, the time is ripe to reimagine education so that it becomes everyone’s right and leaves no one behind.

Happy New Year - Looking Ahead to 2021

Tue, 29 Dec 2020 09:38:19 GMT

The New Year is a time for hope, for planning, for setting goals and for moving forward and making life better. Dates are a great way to set reminders for ourselves to think about something important. To help you do this we have created a calendar that celebrates Education and Human Rights milestones.

Have a look at our Education Calendar, and see how you can use it in your work, or classrooms.

( https://www.stevesinnottfoundation.org.uk/calendar )

Education is a Human Right. One thing that 2020 illustrated to everyone is how connected we all are to each other. We do not exist in bubbles, our groups are made up of people in other groups, who are connected to more groups and so on. We have seen the virus spreading rapidly, not just through a country but through the whole world. We are all connected across the world.

This world connection applies to education too. If we are able to get access to quality education right in one country, the problems caused by lack of education in other countries are still going to affect everyone globally. When we have problems in the UK people may be concerned about how we can fix our own problems, but without fixing problems globally new challenges will be created, which affect us all equally.

This year we are asking you to join us to make profound changes in the world.

To make these changes we know that we need to set goals and take action. By sharing our goals, we are not only more likely to reach them but also, we are inviting everyone to join in and help us achieve them.

So here goes - our goals for 2021!

The Positive Periods programme will continue in Sierra Leone and The Gambia and will be replicated in Cuba, Kenya, Malawi, Uganda and Cambodia. To do this we need to raise £25,000.

We will pilot digital learning in rural areas in The Gambia as part of our Global Digital Divide Research Project. To do this we need to raise £8,000 for equipment and training.

A new Learning Resource Centre will open in The Gambia. We aim to impact 17,600 teachers and their students.

We will support safe learning through providing learning resource packs in Cambodia. We aim to impact 250 children and their families.

We will support literacy learning in Jamaica and Haiti. We aim to impact 650 children and their families.

We will continue to adapt and support the provision of quality education where it is needed most.

Everyone can do something to support Education for all Children Everywhere.

What can you do?

You can sign up for one of our Life Long Learning Webinars. https://www.eventbrite.co.uk/o/the-steve-sinnott-foundation-31041261381

• You can help us with Resources and research.

• You can write articles for Engage or our blog so we can share all teaching and learning practices globally.

• You can follow us on social media, like and comment to get our engagement levels up.

• Subscribe to our YouTube Channel

• You can share our work with any new partners who might be interested, we believe working together is winning together.

• It costs £25 for a good quality solar radio which provides lessons for at least 10 children. So, £500 would buy 20 radios and support over 200 children to access learning.

• The materials and training for a making 5 reusable period pads which last a girl up to 3 years is £3 so if you donate £10 a month that is supporting 40 girls in a year. Once a girl has learned this skill, she can manage her periods independently and with dignity and pride.

If you would like to fundraise for us you can find some ideas here:

• https://irp-cdn.multiscreensite.com/87ddca53/files/uploaded/Fundraising Ideas 2020.pdf

Wishing you all a positive and peaceful 2021 from everyone at The Steve Sinnott Foundation

Looking Back at 2020

Wed, 16 Dec 2020 12:09:41 GMT

As we approach the end of the year it is a time for reflection. 2020 has been a year that none of us could ever have anticipated. I believe that in times of great challenge we learn the most. This has definitely been a challenging year for everyone across the globe and it will be talked about for many years. So, what have we learned? In the future, when people ask us what did we do during the Covid-19 pandemic, what will we say?

In some ways the pace of life has slowed down, and of course people are spending more time at home, but in other ways we are busier than ever connecting through technology. If of course we have access to technology, not everyone has.

We have learned that community is everything, it brings people together. We have stopped talking about 'I' and we now talk more about ‘we’ because we have realised that we are all in this together. Even though it is different in different places and for different people, we are all connected and everyone has been affected in some way.

In January we were remembering the devastation and loss of life in Haiti following the earthquake in 2010 as well as celebrating Haiti and the achievements since then with our colleagues at a lecture given by Lord Griffiths of Burry Port, which Billy Jean attended and spoke proudly of Haitian life and some of the challenges faced daily.

In February I represented the Foundation in Havana to talk about sustainable development and education and carry out training for our Positive Periods programme.

I learned how to make the period pads myself so I could train women in Cuba. It’s a simple solution to enable girls to manage their periods with dignity and pride and most importantly attend school every day. I cannot tell you how honoured I felt to learn a new skill and know that I was passing it onto many other women to share. Our Cuban colleagues embraced the programme enthusiastically, and although there have been some delays due to Covid-19, they are now ready to start delivering an ethical, sustainable and environmentally friendly project in Havana.

In March, the U.K and many countries across the globe went into lockdown. In the U.K. life remained relatively straightforward as we stayed home and learned new skills. We are aware that many people’s mental health has been affected as we have been unable to connect with friends and family for periods of time and the after effects are now coming home as people find themselves without work. In some countries lockdown is not possible as they do not have regular access to water and electricity in their homes and they have to shop for food daily.

At the Foundation, we have continued to be open and flexible in our approach to providing access to learning: through the provision of solar radios in The Gambia, on-line storytelling, increasing the reach of the Positive Periods Programme in Sierra Leone, starting work on setting up the learning resource centre in The Gambia and introducing the Life Long Learning Webinar Series. There will be a new series starting in January. You can have a look at the programme here:

https://www.eventbrite.co.uk/o/the-steve-sinnott-foundation-31041261381

We have been heartened at the strength, support and motivation in our communities during this year. You can see some of the highlights in the video above.

A huge thank you to our donors and supporters who without your generosity of time and money, this work would not be possible. Another huge thank you must go to my colleagues and our ambassadors who have adapted to working in very different ways and have been innovative and enthusiastic in achieving our goal of providing Education For all Children Everywhere.

We wish everyone a happy and peaceful holiday season.

Ann and all the Steve Sinnott Foundation team.

Human Rights Day 2020 - Children’s Rights Are Human Rights

Mon, 14 Dec 2020 10:22:05 GMT

Human Rights Day is celebrated each year on 10 December, the date on which the Universal Declaration of Human Rights was adopted in 1948. On this day the NEU reaffirms its commitment to fighting for human rights around the world – which are still denied to far too many.

To mark Human Rights Day this year, we were pleased to be invited by the National Education Union (NEU) for an International Webinar to talk about how the Foundation (SSF) is advancing human rights and the Sustainable Development Goals. The SSF works with teachers and educators to deliver projects that ensure inclusive and equitable quality education for all.

Thank you to everyone who attended.It was a truly international event to mark Human Rights Day with teachers attending from The Gambia, Sierra Leone, Kenya, Malawi, the U.K, Northern Ireland and Ireland, resulting in some great ideas to progress Education For All.

The evening started with Jerry Glazier Chair and founding member of the SSF and NEU National Executive member, introduced the history of the Foundation and talked about the work of Steve Sinnott, in which his legacy lives on in the work of the Foundation.

Isata M Kamara talked about our ‘Positive Periods’ campaign which has reached over 60,000 girls in some of the world’s poorest countries, and Marie Antoinette Corr General Secretary of the Gambia Teachers Union (GTU) talked about GTU and SSF working in partnership on rural education.

Ann Beatty Chief Executive of the Steve Sinnott Foundation, explained how the Foundation and their partners have adapted this year to support safe learning during the pandemic and how everyone can do something to support Education for All children everywhere.

Some of the highlights of 2020:

• We have kept over 5,000 children learning in The Gambia through the provision of solar radios.

• Work is nearly complete on our 3rd Learning Resource Centre which is opening in The Gambia in the New year.

• We have sharing learning through online storytelling and setting up the Lifelong Learning webinar series. The partners and teachers we work with are doing amazing work across the globe, and we have been trialling ways to share some of this learning so it’s available to an ever-widening audience. The webinars are carefully selected to support teaching and learning and they may also support building business skills, creativity and wellbeing.

• Our Positive Periods project has had a positive effect on over 60,000 women and girls and we hope it will reach more girls. We are excited to tell you that in Havana they are starting another Positive Periods project with grandmothers teaching their daughters and granddaughters so they get to spend quality family time together too. The Positive Periods project is working in The Gambia, Sierra Leone, Uganda, Malawi and Cuba and we have more countries waiting.

One thing that the Pandemic has illustrated to everyone is how connected we all are to each other. We do not exist in bubbles, our groups are made up of people in other groups, who are connected to more groups and so on. We have seen not just the virus spread rapidly through a country but also across the world. We are all connected across the world.

It’s the same for education too. If we are able to get access to quality education right in one country, the problems caused by lack of education in other countries are still going to affect everyone globally.

Lack of education, and therefore opportunities, is something we are passionate about changing, we believe that Education is a human right for all children, it should not matter where they were born, who they were born to or their gender, they should expect access to a quality education as that gives them choices for their future.

The Steve Sinnott Foundation is working at a grass roots level to make a change to education across the globe. We do this by working in partnership with teachers on the ground, who scope and manage each project locally, so it is fit for purpose, respects the local culture and is sustainable and where possible replicable. We work with teachers to create independence not dependency.

When we have problems in the UK people may be concerned about how we can fix our own problems, but without fixing problems globally, new challenges will be created, which affect us all equally.

What can you do to support our work?

• You can help us with Resources and research.

• You can write articles for Engage or our blog so we can share all teaching and learning practices globally.

• We would love to work more closely with International Solidarity Officers so please invite us to work with you.

• You can follow us on social media, like and comment to get our engagement levels up.

• Subscribe to our YouTube Channel

• You can share our work with any new partners who might be interested, we believe working together is winning together.

• Finally, most importantly you can ask your districts to support our work, it costs £25 for a good quality solar radio which provides lessons for at least 10 children. So, £500 would buy 20 radios and support over 200 children to access learning.

If you have any questions or comments please leave them below or email ann.beatty@stevesinnottfoundation.org.uk

Improving the quality and access to education in The Gambia

Mon, 07 Dec 2020 09:29:44 GMT

Global Digital Divide: Update on Student Research from Brunel University

The students at the Brunel University have been working on a project to improve the education opportunities in The Gambia. Here is a report of their progress so far. The following is a transcript of the video presentation.

Before we begin discussing the proposed project here is some background information about The Gambia. As a result of the Covid-19 pandemic schools were closed in The Gambia for seven months meaning 700,000 students had a greatly reduced access to education. According to ‘our world in data’ The Gambia has the 17th lowest GDP per world per capita worldwide. The Gambia Bureau of Statistics has found that there is a 69.5% rural poverty rate as of 2016, which is an increase from the 64.2% in 2010. Lower basic education is free however hidden costs such as uniforms stationery and books prevent an estimated 29% of children from attending school.

The area we will be specifically focusing on is the Lower River Region (LRR) which is Rural Area Number 4 of the five administrative divisions of The Gambia. In the LRR there are total of 54 basic lower schools, 6 senior secondary schools, and 7 upper secondary schools. There is no electricity grid within the region, it is sourced through solar panels and generators. Classrooms are very basic and access to resource is limited. The name of the school will be launching the pilot in is the Nema Kuta Basic Cycle School. By the 2013 cencus the region had a population of 82,361.

The problem we have identified is that a lack of resources has led to poor quality of education in The Gambia. We have found through extensive research children in The Gambia are not currently receiving quality equitable and inclusive education in comparison to their international peers, which is a step back in achieving universal access to education SDG 4.

We mapped out a problem tree to try and identify root causes and the effects that poor quality education is having.

A few simplified examples of some of the causes are:

· the outdated and limited textbooks which are limiting the content available because there is a lack of learning resources available as the resources are being allocated elsewhere due to the government prioritising funding to other sectors.

· the lack of Internet access, because there is often no internet signal or coverage due to routers and hubs being few and far between, as there is a lack of technology to make use of the Internet.

· the supply of electricity is often interrupted

· the affordability of accessing learning resources, the internet and electricity for many people.

A few examples of some of these effects are a poor quality education leading to reduced opportunities for learning which leads to a higher drop out rate resulting in incomplete education or no higher education at all, which brings about lower specialisation in industries. Another effect is that if teachers cannot access resources and training the knock on effect is poor quality teaching which leads to reduced opportunities for learning, which results in lower attainment levels among students.

Now we have identified the cause and effects of poor quality education let's look at some of the existing projects in the Lower River Region. The Steve Sinnott Foundation (SSF) has implemented various projects in The Gambia working with various stakeholders including the Gambian Teachers Union.

One project they have documented is the Positive Periods programme, where teachers have been trained to teach women and girls how to make their own reusable sanitary pads from low cost materials. This enables them to go to school while they have their period despite the taboo around menstruation. Impacts of this project involve reduced bullying and harassment of girls due to improved hygiene and maintenance of their periods. This project is already being implemented in schools in the Lower River Region and is proving to be very successful.

SSF have also worked alongside the Gambia Teachers Union to improve access to education during the Covid-19 pandemic the project provided Solar Powered Radios for students in the remote area of LRR to enable access to education through listening to the Gambian governments national broadcast. This helped promote inclusive and equitable education for the regions that had been left behind.

The Steve Sinnott Foundation alongside the Gambia Teachers Union have also started planning the implementation of a Learning Resource Centre which will be located in Banjul. The refurbishment of the centre was been postponed due to Covid-19, but we are now back on track and things are coming together. This will greatly increase the access to learning and research, training and resource provision for teachers. The implementation of new learning devices and the digitalization of education can greatly increase the quality of education available. With circumstances now changing and schools reopening, we have joined forces to look at how we can increase the quality of education provided.

Our initial research looked at introducing Wi-Fi connectivity to the Nemakuta Basic Cycle School in the LRR to increase access to a range of educational information. However, after further looking into it we realised that given the regions environment Wi-Fi doesn't offer a sustainable solution to the problem at large and instead shifted our attention to the classroom learning environment itself.

So we have proposed the following. Simply put the goal is to improve the quality of education delivered in classrooms in the LRR. We define ‘quality’ as a standard of resources, a standard of the curriculum, and a standard of the teaching methods. So, we see that improved resources can facilitate a better teaching method and allow for a wider range of learning materials. Ultimately that will improve resources to ensure that students can expand their skills, their knowledge, and their understanding.

Currently only 10 students in grade 7 achieve above the average of 60% of the assessment marking, while 5 students achieved 75%, so that means that the remaining 30 students fall below the average of 60%. So, in order to reach the goal we set a SMART objective that is specific, measurable, attainable, relevant and timely. Our SMART objective is to increase the average grades students achieve in class so that by the end of the academic year all students are achieving at least 60% of marks in their assessments.

The Gambia Teachers Union are also developing other objectives that can be measured so that we are not just focussing on grades; such as attendance, creativity and positive attitudes to learning and engagement.

The proposed project that we have outlined is a pilot project in the Nemakuta Basic School with the aim to improve quality education by digitalising the classroom, using sustainable energy. This will provide a solar powered TV screen along with two to four laptops. The solar panel will charge the battery, and the battery can then charge the TV screen and the laptops used in class. The quality of education will be improved through providing pre-recorded content to be shown to students during class the concept will be organised by the Gambia Teachers Union, who will train teachers from the Lower River Region on how to design the learning materials and deliver the lessons effectively.

In the context of our project inclusivity comes from the interactiveness and engagement that allow students to work together. It will allow students to be introduced to digital technology, a wider range of learning materials, along with visual aids. So for the proposed project this will involve 45 grade 7 students at the school along with the teachers of the school.

So how are we going to measure this? At the end of the academic year with a digitalised classroom students achieved grades would be compared to the grades of the previous year to measure the effect of the digitalised classrooms and students learning abilities. The newly achieved grades can be compared with other schools in the region. As education is meant to allow for individuals to access a range of future opportunities our proposal also sees students receiving a holistic education that expands future job opportunities into multiple sectors.

The impacts of our proposal for increased engagement and increased average attainment grades of students, the digitalised classroom environment and technology creates an educational experience that offers a wider range of subjects which can also serve as inspiration to students. Finally an alleviation of the overall burden of the higher student to teacher ratios which will allow for teachers to work more closely with the students.

Our project proposal has a variety of inputs and outputs. Some of the material resources include the TV screen, the solar panel, battery, cables and extension cords, wall mount for the TV, laptops and laptop charges. The human resource includes, purchasing, installation, delivery, research and training. The financial resources are related to funding. The outputs are solar powered energy circuit that powers the TVs and laptops. As well as a digitalised classroom.

The overall timeline of our project plan, we've already executed phase one which saw us conducting a situational analysis to identify the causes and potential solutions. Phase two is expected to run between now and December 18 ^th (2020). We intend on conducting further research into the most viable options so we are looking at which types of devices are most suitable for the classroom environment. Additionally, we're going to begin looking into identifying potential risk and uncertainties about the project proposal.

Phase 3 is set to run from 11th of January to the 2nd of February 2020. Here we will explore ways to mitigate the risk and uncertainties that we would have identified in previous stages. We will also work in partnership with the Brunel Engineering School to set up a mock trial of the solar powered units, to gain an insight into what the teachers and students experience will be. After that we will identify and establish potential costs for the overall project and consult with any experts in the fields where necessary.

Our 4 ^th and final phase is dedicated to refining our project proposal and will conclude the presentation of our overall findings.

The stakeholder analysis - we have a number of stakeholders here on the board. First the grade seven students in the Nemakuta Basic Cycle School these children will be impacted greatly as the first cohort with access to these modern learning devices and also of course if our project is successful then it can be replicated and future students of other schools in the area will benefit.

Next the teachers in the LRR, will have the digitalised resources to provide a different way of learning. The Gambia Teachers Union will be an important part of the project and train teachers on how to use these devices. The Steve Sinnott Foundation who is supporting this project and of course the families of these students.

In summary, our proposal works towards sustainable development goal #4 quality education but also works on sustainable development goal #7 affordable and clean energy. By introducing digital devices that are powered through solar, we hope to see improvements in the quality of education provided, through the digitalization of learning using modern sustainable technology. The pre-recorded content enhance the school curriculum; students will receive information that is more up to date, easy to understand, and not limited to printed materials or textbooks. Additionally, the TVs will alleviate the burden of the low teacher to student ratios in classrooms thus allowing teachers to create a more personalised learning environment.

If successful this can be replicated in schools across the Gambia's region 4, Lower River Region, giving students access to quality and critical education and enabling access to lifelong learning opportunities for all. We'd like to thank you for your time and are there any questions?

Please leave them in the comments below.

Also here are a couple of videos explaining the challenge of accessing education online, and internet access statistics.

Positive Periods Enable Education

Tue, 01 Dec 2020 08:44:33 GMT

Girls all around the world are missing a quarter of their school days because of a natural bodily function called menstruation or periods.

It’s often a taboo subject, with shame and stigma attached, and many have no method of managing it. Without access to education and safe period products women are forced to use unhygienic methods that can cause infection.

Many women and girls cannot afford to buy period products, and even when these are given for free, in some parts of the world, there is often no good way to dispose of the products after use.

But it doesn’t have to be this way.

The Steve Sinnott Foundation works with people to build local solutions that respect their culture and desires and that are owned and managed by them so that they will work long term.

Our positive periods program is sustainable. Women learn to make their own sanitary pads with locally sourced and affordable materials, alongside investing in health education and skills enables women to manage their periods with dignity and pride.

Our solution has no waste products, it is long lasting, and is eco-friendly. Reusable pads done the right way, are a tried and tested method respecting the differences in each country.

We enable people rather than creating dependence on costly products that clog up the environment. Women teach other women, men teach their sisters, we all teach each other, we are starting a movement, and we are asking you to join it.

There are 10 benefits to our Positive Periods Program:

1. MISSING SCHOOL - Girls will no longer miss a quarter of their school days. This will have a massive impact on their education and thus on their future prospects.

2. SHAME - It will no longer be a taboo subject, with shame and stigma attached. This will allow girls and women to have dignity and pride in their bodies.

3. HEALTH - Hygiene will be improved and infection can be avoided. This will improve women’s health and longevity.

4. ECO-FRIENDLY – They are made of recycled materials, they are re-usable, there is no waste (unlike the disposable sanitary pads that clog up the environment and cause pollution)

5. SUSTAINABLE – The program is based on education, it’s designed to be spread and the knowledge shared so that there is a wave of change.

6. COST - These pads are low cost, and can be made from materials women already have. They can also make pads to sell to others, thus creating an income from them.

7. LOCAL – Each program respects the locale that it is delivered, taking into account the local culture, local materials, local concerns and is delivered by local people. This means that it’s owned by the community.

8. ADAPTABLE - It’s not a one size fits all programme, there are different templates to use, different body shapes to respect, different spaces to teach it in, different equipment to use, and different words to describe a period.

9. COMFORTABLE – The pads have to be comfortable so that women can get on with their day. They have to work with the clothes different women wear and keep them looking good.

10. FUN – Periods don’t have to be boring, even the pads can be made to look nice, and making them together is a fun crafting session for women to talk and laugh together about being women (and often we include men too).

Our vision for Positive Periods is this:

Now girls are able to go to school. Women are talking to each other. Periods are not a taboo, they are a natural and necessary function. Women and men are sharing this program and teaching others.

With your help this programme can be sown in over 10 different countries, it will grow and spread and it will enable girls to go back to school, and women to take control of their lives.

This is Development at its best, women and men working in solidarity! How does it make you feel knowing that you are part of a new, sustainable movement, making periods positive and women free?

We need you to make this happen. So we are asking you to Donate NOW .

Go with the flow.

Mary Sinnott - Founding Director

Tue, 17 Nov 2020 12:36:26 GMT

At present, in our strange and difficult circumstances, one thing we find ourselves with more of is time on our hands. Covid-19 has ‘allowed’ us time for reflection. We, or at least, I am thinking about how, pre Covid-19, I used to spend my days. I am also focussing my attention on what matters most to me in life. Many people will undoubtedly be doing the same and at the top of their lists will be family and friends, as they are on mine. After that the lists may well vary greatly.

Being retired from teaching now, much of my time is usually spent with my family or friends. I also devote some of my week to working on Foundation matters. The Foundation is indeed close to my heart, being founded to continue Steve’s work and build upon his legacy in international development following his sudden death twelve years ago. Steve believed that people working together could bring about change for the benefit of others, and this is what he strived for. Hope and optimism were the driving forces in his life and he held a passionate belief in the power of education to liberate; he viewed education as a fundamental human right. The Foundation seeks to bring likeminded people together to realise these ideals.

In the last few months the distribution of the time I spend with my family and friends has become a little skewed. I am finding isolation and social distancing means I have more time to give to working alongside (virtually speaking of course), Ann, our CEO on Foundation issues. It is a pleasure and a privilege for me, that we are involved in working in partnership with teachers and educators across the globe to help deliver projects that progress the achievement of SDG4 (Sustainable Development Goal 4) – ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. We always work closely with our partners, both here in the UK and in country, to ensure our approach is based on our belief that all the communities we work with already have experience, skills and wisdom. The Foundation respects and works with the local contextual and cultural knowledge of those seeking support. Our approach is never prescriptive or ‘top down’ we work in partnership to facilitate growth and development. We believe our approach will further the realisation of Steve’s passion for:

• every child having access to education

• people having a better understanding of the world around them

• the building of resourceful communities to alleviate poverty.

Our aim therefore, is to develop projects that are fit for purpose, locally owned and managed as well as being replicable and sustainable.

I have always been aware of how significant a role education has had in my life. Indeed, one of my proudest moments was when I vindicated Steve’s belief in me by becoming a teacher. Education opens minds and doors of opportunity, it fosters peace and justice, it promotes fairness and equality and also tolerance and understanding. In reflecting upon what is important in life, education is key. I can only echo the words of Hugh Gaitskill used by Steve that, ‘there are clearly a few things that we can fight, fight and fight again to achieve.’ All of us at the Foundation believe that quality education for all the world’s children must be one.

London 2050 Summit – City of the Future

Thu, 12 Nov 2020 14:45:26 GMT

This week Ann Beatty was invited onto the panel of the London 2050 Summit to join the discussion on how technology will continue to shape our lives, and to offer a perspective of what the implications are for global education.

In the U.K. and globally, the pandemic has seen large numbers of people forced to work and socialise from home. Most of us are discovering new technology and experimenting with how it can be used to fill the gaps left by the various lockdowns. For some it means looking at entire home automation to enhance home life, work and entertainment life, and including these ideas in the new housing construction work of the future. For others it means questioning the pervasive role of technology in our lives, and building a future directed by human needs, not the needs of productivity and profit in isolation.

Technology is exciting, the possibilities are limited only by our imagination, and our development funding. So much is possible, but we need to make sure it is always fit for the purpose it is being used for. Algorithms are not better than teachers at predicting grades. Internet lessons can be a good way to deliver some aspects of education, if you have a stable internet connection and a device to study on, but online learning cannot replace professional expertise and the passion of teachers who inspire learning in students.

We have to be aware of the way we use technology to educate ourselves too, the potential for “Generation Google” is a double edged sword. It’s brilliant what we can learn and discover on YouTube and Google, but we have to be aware of the algorithms that are putting the content we consume up onto page 1 of a Google search.

The fact is we need the right technology for the right situation. In T he Gambia we found that solar radios were the right solution , to take into account not only a lack of internet connection, lack of equipment, and a lack of access to power. Working in a diverse range of countries makes us acutely aware of the limitations of the technology we have. Our technological advances are still very dependent on infrastructure put in place decades ago. Where that infrastructure does not yet exist, our technology fails. Likewise, if our infrastructure fails so does the technology that we now wholly rely on too. By including everyone in the picture of development we are finding a more robust and sustainable way forward for everyone.

The new 5G network forces a network structure based on digital capitalism. Potential threats to cyber-attack, sharing and use of our data. We need to keep our focus on how to use data to benefit humankind rather than just distract us from the gravity of our current situation.

We are already testing the boundaries of the tech world we have built. The Social Dilemma documentary by Jeff Orlowski (2020), highlights the dangerous impact of digital social networking. The need to connect is a very important drive, and if our connections, our communities and even community spaces are all brought online, then we lose a fundamental part of that connection, especially the power of physical touch. The Covid-19 lockdown periods have been like an experiment in how far can digital socialising go. Our experiences with this range from frustration and isolation to the joy and convenience of being able to chat with someone on the other side of the world without having to travel.

In education there is definitely a global digital divide, not all children have access to technology and yes, many children are addicted to smart phones but you cannot learn effectively on smart phones. In many families they do not have a quality laptop or computer, they may not have the space to learn in their homes. We are in a situation where the U.K. government set up a scheme for laptops to be provided in April of this year to families who needed them but the outcome was that only 37% of children who needed them were able to access these devices (Children’s Commissioner Aug 2020). If we cannot feed our children adequately and many families have to visit food banks there needs to be a review of the whole system as hungry children cannot learn even if they have access to the technology. We now have the time to Reflect, Re-imagine and Reset learning but it will need investment and we must not miss this opportunity globally.

We need to invest in education, and for that we need to go back to basics. we need a method of delivering quality education to people, we need to connect with each other, to make the connection with each other, ourselves and the world.

Clearly technology is a brilliant tool to transform our world, and tackle our deepest challenges too. It just has to be fit for purpose. So sometimes we have to remember that the low-tech solutions can be the best. Not everyone has access to the technology that others take for granted. Most of us are not in control of the technology we are surrounded by.

So, this is what we need to be asking. Is this technology being used for the advancement of the human race, is it inclusive and is it sustainable? If it is driving the divides between people, if it is only being harnessed for productivity and the profits of a minority and driving the chasm between the wealthy and poor, then maybe we need to take action to alter the direction. When do we have enough technology? Doesn’t that depend on what we are using it for?

To move forward, we need to ask the right questions.

Gary Whitehall ended our panel discussion with this: If you want to do one thing that will make a difference, ask yourself this, “What can I heal?” Use technology to do that thing.

Thank you, please tell us in the comments below what you will heal with technology.

Learning and Creativity this Autumn

Thu, 29 Oct 2020 18:01:01 GMT

During half term we have been getting outdoors and enjoying the autumn colours and bright sunshine. The green leaves are turning and dropping off the trees to rest and make way for new growth in the Spring. Autumn is a time for preparing for change, and getting ready for winter.

What can you do this autumn to make the most of the out doors and the beautiful autumn colours? We collected different leaves and made an autumnal bouquet; we have been inspired to try some painting in these colours and we have been trying out composing some poetry too. One benefit of the shorter days is seeing the sunrise and sunset colours. But not everyone has short days and distinct seasons.

Talking with our colleagues in The Gambia and Sierra Leone this morning we were comparing the weather. This is something we are programmed to do here in the UK for some reason. Did you know that in The Gambia and Sierra Leone there are only 2 seasons dry and rainy season? Temperatures there this week were 42 degrees, we would love some of that heat over here in the UK right now but the trade-off for nearly year round sunshine is that they have heavy rains from July to October and due to Climate Change much like us they are experiencing strange weather at all times of the year.

Have you noticed this year that there have been huge crops of acorns? Well across the UK Oak trees are all producing an extraordinarily large crop of acorns. This is actually a natural phenomena, every few years some species of trees and shrubs produce a bumper crop to ensure that there is far more seed than can ever be eaten by predators, to ensure that there will be plenty to sprout and grow. This is called a ‘Mast Year’ as the collective term for fruits and nuts is ‘mast’. Find out more about this phenomena on the Woodland Trust website ( https://www.woodlandtrust.org.uk/blog/2020/10/what-is-a-mast-year/ ). So, this year is a Mast Year for Oak, and there has been a lot of rosehips too.

We have been enjoying learning ourselves whilst hosting our Life Long Learning Series as well as welcoming lots of new people who have discovered the Steve Sinnott Foundation for the first time. We have discovered the possibilities of what can be done in an online conference, and tested out creative workshops, working together and how Zoom can be used to enhance learning for all and connecting with people all over the world. Which makes us feel strongly about the Global Digital Divide and what we can do about it.

We’d like to thank everyone who has taken part so far and share the two autumn poems we created in Sovel’s Quiet Mind Poetry webinar.

Autumn Seeds

Acorns and conkers

The currency of our future

This is not just a seed

It is a heart inside a hand

It is a pearl within a shell

It is a dream above the clouds

Seeds create comforting feelings in my hands

From the decomposition and decay of Autumn

New lives will be generated

And mighty trees will grow.

Seeds of the autumn

Hand in hand

The acorn and the conker.

Outdoors

Shared joy to be outdoors,

So fresh, summer flowers gone,

Flush of pink in cheeks.

Pink and red stripes against green,

Swelling and growing behind lost flowers,

Small dark seeds growing inside.

Anticipating the conker tree,

Crunchy flesh, waiting to be eaten,

Shiny conkers, waiting to be chosen.

Watching the pup smile,

Happy to walking too and,

Sharing joys outdoors.

Please share this post with anyone who would find it interesting, and leave a comment below to let us know what you have been doing this Autumn.

Thankyou for sharing the learning!

Celebrating World Teachers Day

Fri, 02 Oct 2020 11:58:48 GMT

What is World Teachers day?

In 1966 the ILO/UNESCO Recommendation Concerning the Status of Teachers was adopted which sets out benchmarks regarding the rights and responsibilities of teachers and standards for their initial preparation and further education, recruitment, employment, and teaching and learning conditions.

The Sustainable Development Goal 4 on education, and the dedicated target (SDG 4.c) recognized teachers as key to the achievement of the Education 2030 agenda. World Teachers Day has become the occasion to mark progress and reflect on ways to counter the remaining challenges for the promotion of the teaching profession.

World Teachers Day is celebrated on the 5th October every year and is brought to you in partnership with UNICEF, the International Labour Organization and Education International.

Here is a short video explaining more about what World Teachers Day is:

Why it’s important to us

The Steve Sinnott Foundation has been committed to developing and supporting teachers from the start.

Our very first project was building schools in Nepal’s Palpa District with Manisha UK, and since then we have enabled Manisha Nepal to develop an annual teacher training programme tailored to the needs of the schools and region. The programme offers continued support throughout the school year via the placement of volunteer senior teachers and Newly Qualified Teachers.

We have delivered programmes hosting groups of teachers from Sierra Leone in the UK for teacher training and professional development. We worked with EducAid so that the teachers have then been able to deliver the same programmes to their colleagues in Sierra Leone.

We have opened Learning Resource Centres in Haiti, Nepal and we are currently opening one in The Gambia later this year. These centres provide teaching and learning resources to support the local teachers, online and remote learning facilities, offer support and sharing of learning and expertise. They provide access to a global support structure where practical knowledge can be pooled, challenges can be discussed and solutions can be shared.

Working with teachers in Ghana, we supported the development of the ‘A Big Book’ project – a partnership between the Ghana Education Service, and the UK based Educators International. This project provided, in Ghana’s Northern Region, bilingual early-grade reading materials developed by Ghanaian teachers. We are continuing working in partnership with Cuban and Haitian teachers to develop and disseminate a literacy programme in Haitian Kreyòl in Haiti.

Our Chief Executive, Ann Beatty is the UNESCO ASPnet co-ordinator for the UK and through this network of over 11,000 schools worldwide we are continuing to promote global learning and access to Education For All. Being part of this community allows the Foundation to encourage children to learn about and understand different cultures; promote critical thinking, teach campaigning skills and help them to get actively involved in working to extend the benefits of education to everybody.

World Teachers Day is an opportunity for communities to celebrate and support how the work of teachers is changing the world for the better.

How will you celebrate World Teachers Day?

The theme for the 2020 World Teachers Day is “Teachers: Leading in crisis, reimagining the future”. For us this highlights an essential point about the role of teachers in the world and why we are working to support them.

Right now, we are supporting teachers in The Gambia through our project with the Gambia Teachers Union to deliver solar radios to students throughout the rural areas. Due to the Covid-19 pandemic, lessons are being broadcast through radio, but many children lack access to radios and have limited access to power. By delivering solar powered radios we have enabled over 3,800 children and teachers to access education in The Gambia during the pandemic so far.

We are about to start our new Positive Periods campaign. This has been the result of 2 years of pilot research and will enable teachers to learn about periods and how to make reusable sanitary pads so that they can teach students in their schools as well as community members about managing periods so that girls can continue to go to school and not miss up to a quarter of their education because they lack any means of managing periods and the stigma attached to them.

We are delighted to be able to share a wonderful poem composed and read by one of our ambassadors Sovel Cunningham of Quiet Mind Poetry which you can see below. This poem transports us back to our first day at school, and invites us to think about the changes we go through from year to year. More of Sovels work can be found here https://www.justbeingme.life/

Please leave a comment below to tell us what you are doing to celebrate World Teachers Day on the 5 ^th October 2020.

You can find out more about the day here: https://en.unesco.org/commemorations/worldteachersday

Learning from Home During Covid19 in The Gambia

Fri, 02 Oct 2020 11:50:56 GMT

Learning from Home During Covid19 in The Gambia

Marie Antoinette Corr - General Secretary, Gambia Teachers Union, September 2020

On the 17th of March 2020, His Excellency the President of the Republic of the Gambia addressed the nation on the status of the Corona Virus, subsequently, he declared all schools and educational institutions closed as a measure to protect children, teachers and education support personnel to control the spread of the virus. This decision though necessary was unexpected and impromptu under the circumstances the ministry was confronted with an unprecedented situation.

At the Basic and Secondary Education (MoBSE) level alone 674,300 students from Early Childhood Education to Senior Secondary Schools were affected due to the pandemic.

This made it impossible for schools to achieve 100 percent school contact hours but it was believed that ‘bringing lessons at home’ by MoBSE through various mediums would minimise the school contact hours lost due to the pandemic.

The Challenge of Learning from Home

The Gambia is classified as one of the least developed countries and is a low-income country. The Gambia Minimum wage is 50 dalasi per day ($1.25). The Gambia’s poverty rate remains at 48.6%. In the rural areas, poverty is even more widespread and almost accounts for about 70% of the total poor in the Country.

On Wednesday, 26th April 2019 an article was published in the Point Newspaper and it stated thus:

“In today’s Gambia the average salary is d3000 ($60) whilst a bag of rice costs an exorbitant price between D1100 and D1, 550. Internet tariffs are sky rocketing, Megabytes and normal calls D3000 Monthly”.

Therefore, it goes without saying that most of the teachers and parents cannot afford Laptops, Computers, and Smartphones with much more megabytes or have access to internet and I can comfortably say that they might not even have heard of Google much more think of using it. In addition to all that the unreliable provision of electricity is a major obstacle.

Education response strategy to COVID 19

The Gambia Ministry of Basic and secondary education-initiated measures in the form of TV and Radio programmes to make up for learning gaps due to school closures. But complaints and concerns came from all quarters even the National Assembly that the MoBSE online learning disadvantaged many students especially those in the remote parts of the country as access to network coverage for both television and radios and other social media is questionable coupled with poor networking services compare to the urban areas.

In one of our meetings a member of the committee from the furthest region mentioned that he bought a ‘solar radio’ and that is what his children and other students in the community are using to follow the online lessons, he told us ‘they always invade my house to listen.’ After the meeting, we discussed and agreed that it would be a good idea to do something like this. First, we informed the Ministry but unfortunately, they could not provide support because they had other issues to deal with like paying the radio stations for the coverage amongst a host of other things.

I decided to contact few of our partners for support and the Steve Sinnott Foundation responded positively.

Finding the ideal solution

According to UNICEF recent study conducted in the country, out of 10,000 students 2,470 students across the six educational regions did not have access to radio or television in order for them to get their lessons through MoBSE ongoing online learning due to the COVID 19 pandemic.

The radio programmes offer an alternative platform and have the potential to reach children in areas that remain inaccessible. With many hundreds of schools closed, and children exposed to numerous risks the radio programmes will keep children in a positive learning routine.

The programme has a high recall value among students and has been effective in eliciting participation and keeping the students engaged.

Through the Sinnott Foundation we provided 380 Radio sets for students in three regions in rural Gambia. If you calculate that on average radio sets will be shared by several families and deliver lessons to approximately 10 children and adults at a time then we will have reached on average 3,800 students through this medium to allow them to continue learning safely.

GTU have also broadcasted campaigns to inform parents and adults about the dangers facing young girls at this time of early child marriage, pregnancy and sexual abuse, so everyone should be vigilant and protect our girls and report any cases to the police.

On top of this we have also delivered books and skipping ropes and footballs so that children can keep active and healthy and enjoy playing.

Looking Ahead

The Steve Sinnott Foundation have secured more funding for solar radios, thanks to The Canning Trust and The Souter Charitable Trust, who are now rolling that project out to more communities that we work with, in Sierra Leone, Haiti and Nepal.

We are also working with the University of Brunel to research potential ways to connect learners worldwide and create learning platforms that can be delivered both online and offline as needed. As well as creating digital learning resources for these.

Three Peaks Challenge

Mon, 21 Sep 2020 14:08:17 GMT

I have just completed the Three Peaks Challenge, walking 26 miles in 11 hours and 15 minutes as I want to raise funds and awareness to ensure that every child is able to go to school. It was an amazing experience and I enjoyed the company of my fellow workers on that blustery Saturday. I got off lightly with only one blister so I think that is good news to share and my feet are resting nicely now.

When I was walking the Three Peaks with my team mates I was thinking of all the children who have not been able to learn during COVID19 as they do not have access to the internet. There are many millions of children during normal times who are not able to go to school, because of war, natural disaster, displacement and poverty.

Did you know that around 463m pupils have no access to online schooling and did not have access to education before the COVID19 pandemic?

If you haven’t already supported me, there is still time to support this important cause and make a difference to childrens lives: https://www.justgiving.com/fundraising/funda-sinan

There is still time to support #EducationForAll. Please support me to make a difference to children's lives.

I believe that It is so important that every child should be able to access a quality education. The Steve Sinnott Foundation has been doing amazing work during COVID19 to ensure that some of the most disadvantaged children can continue learning safely.

These are the projects that you will be supporting https://www.stevesinnottfoundation.org.uk/projects

Thank you for your support so far, you have raised £395 together and you have all been amazing.

Funda Sinan

Perhaps you have an idea for a fundraiser yourself?

If you are looking for inspiration have a look at the Fundraising Ideas here: https://www.stevesinnottfoundation.org.uk/fundraising

Introducing the Wednesday afternoons ‘Life Long Learning Webinar Series’

Mon, 14 Sep 2020 12:14:04 GMT

Keep your Wednesday’s free for our Life Long Learning opportunity.

During the pandemic we have almost all been drawn into the wonderful world of webinars, video conferencing and online learning. We realised that not everyone has this opportunity and started to think of ways to raise money to support those who don’t. So, here is our story of how we are using webinars to both offer Lifelong Learning and raise money to support others.

Our focus as an organisation is providing access to education for all children everywhere. To do this we need to share knowledge and learning, and raise funds too, and we’ve been developing ways to do both at the same time.

The partners and teachers we work with are doing amazing work across the globe, and we are trialling ways to share some of this learning so it’s available to an ever-widening audience.

Our partners are giving their time to share educational webinars on useful topics for a wide range of people, and offer a percentage of any subsequent course sales to support the project work of the Foundation so that we can achieve Education for All children everywhere.

The webinars are carefully selected to support teaching and learning and they may also support building business skills, creativity and wellbeing.

We need to raise enough funds to provide technology and network connectivity to ensure teachers and students across the world can access the same learning opportunities in a safe way that we may take for granted. We also know that in today’s climate many people can’t offer the support they could before. So, we are offering these useful, educational webinars on a ‘donate what you can’ basis so that all of our supporters gain something, and can help change the world at the same time.

As this story unfolds, we are finding that new people are discovering the Steve Sinnott Foundation through these webinars, and we are raising vital funds through the ‘Suggested Donation Tickets’.

Please have a look at the webinars coming up soon on the link below, they are almost always held on a Wednesday afternoon or evening, so keep your diary free and come and learn something invaluable, whilst helping others around the globe have access to the same opportunities.

https://www.eventbrite.co.uk/o/the-steve-sinnott-foundation-31041261381

You can see some of our past webinars here too:

Trauma Informed Coaching with Will Thomas - Wednesday 9th September 2020

In this webinar Will shared some very useful information about recognising trauma and understanding the grief cycle. We got to understand how this affects learning and the ability to relate to others. Knowing more about trauma helps us to understand the children in our classrooms and their ability to learn. Children affected by adverse childhood events, are at higher risk of trauma. This needs to be treated as there is a higher chance of adverse effects later in life too. To learn more, you can watch the video of the webinar here:

Zoom Basics with Mike Fleetham, Thinking Classrooms – Wednesday 16 ^th September 2020

Mike Fleetham shared some Zoom basics knowhow in this webinar. Even those of us who have been using Zoom for some time learnt about extra features that we didn’t know about. But the session wasn’t just about features. It was a chance to discuss creative ways that Zoom can be used as a teaching tool, with many teachers on the call sharing ideas and ways to make lessons more fun and engaging too. Watch the video here:

The Power of Intuitive Art with Heather Lillieth – Wednesday 30 ^th September 2020

Intuitive Art is a great way into, or back into, art and creative practice both for adults and children. For some reason many of us are are often put off art, thinking that we are not good enough but we can let go of all that in sessions like this. Intuitive art is about letting go of all the worry, and all the stresses of your day. It’s a time for play and having fun, and in so doing it recharges your batteries. For artists its great to loosen up. For others it’s a chance to play. For all of us it’s a chance to reconnect with ourselves.

Storytelling with Impact for Business with B&G – Wednesday 7 ^th October 2020

In this webinar we explored the importance of stories for organisations. Stories have an emotional impact, they create connection and empathy, we remember them and it’s how we learn. They describe stories as “packaged wisdom”, the very definition of a story is that it is about change. They shared many stories about projects they have done to illustrate this idea. Personally, I will remember the story about the Children’s Republic of Shoreditch!

Communicating Through Quiet Mind Poetry – Wednesday 14 ^th October 2020

This interactive webinar created the opportunity to work together to create two poems. Each participant brough a piece of nature to the webinar, where we explored the qualities of each piece and then worked together to combine ideas and create a poem. It was refreshing to break rules, work together and combine different things and ideas together.

Business Impact with Professional Audio – Wednesday 21 ^st October 2020

Sound quality is often overlooked in digital productions. But with more of us now attending all business meetings online in video conferences bad sound quality can make the difference between a bad meeting experience and a great one. During the pandemic many organisations started to look at what they could create online to serve their communities. Podcasts, Webinars, Videos and Zoom workshops sprouted up everywhere, and the sound quality was often overlooked. We invited Pierre-Nicolas Schmitt of Sonata Academy to share his knowledge with us to help us all get better quality sound.

World Literacy Day September 8th 2020

Wed, 09 Sep 2020 08:21:07 GMT

World Literacy Day September 8th 2020

Learning to read and write is the greatest gift of all, opening the door to a world of opportunities.

This time last year we were working in Haiti - One year ago, MAESTRA in Kreyòl was screened in Haiti in collaborative events with Haitian teachers and students in various communities.

This #WorldLiteracyDay we gathered virtually in partnership with The Literacy Project to celebrate International Literacy Day together and watch a screening of Maestra. Film maker Catherine Murphy, Alexis Pena Orozco Cuban Ambassador to Haiti, Michel De Graff linguist and lecturer, Lily Lombero and Billy Jean Project Managers and some of the translators and collaborators joined us for a Q&A afterwards.

It was great connecting with educators from Cuba, USA, Scotland, Argentina, Jamaica and the UK, sharing ideas and solutions for learning. You can watch the trailer here: https://youtu.be/oYCR52Z6b8c

We are so grateful to everyone who contributed to this work and are continuing to provide #EducationForAll #ForEveryChild

September 8 ^th was declared World Literacy Day by UNESCO on 26 ^th October 1966. The aim is to highlight the importance of literacy to individuals, communities and societies. Celebrations take place in countries across the world each year.

Life Long Learning Webinar Series, with Will Thomas

Thu, 03 Sep 2020 12:44:11 GMT

Our focus as an organisation is providing access to education for all children everywhere. The partners and teachers we work with are doing amazing work across the globe. We are trialling ways to share some of this learning so it’s available to an ever-widening audience. Introducing the Life Long Learning Webinar Series.

Our Life Long Learning Webinar Series starts on the 9th September with

A short introduction to Trauma-informed Practice with Will Thomas

We are living in the strangest of times, some of our coping mechanisms have been tested to the limits over the last few months. As educators, parents, students and just human beings, we have adjusted, mostly we have found our own rhythm and a new way of embracing life but what about the trauma brought about by COVID19?

How do we feel? Who do we talk to?

What is trauma?

Trauma is the response to a deeply distressing or disturbing event that overwhelms an individual’s ability to cope, causes feelings of helplessness, diminishes their sense of self and their ability to feel the full range of emotions and experiences. It does not discriminate and it is pervasive throughout the world.

While there are no objective criteria to evaluate which events will cause post-trauma symptoms, circumstances typically involve the loss of control, betrayal, abuse of power, helplessness, pain, confusion and/or loss. The event need not rise to the level of war, natural disaster, nor personal assault to affect a person profoundly and alter their experiences. Traumatic situations that cause post-trauma symptoms vary quite dramatically from person to person. Indeed, it is very subjective and it is important to bear in mind that it is defined more by its response than its trigger.

During this time of the COVID19 pandemic one thing that we can be certain of is that trauma is affecting many people across the globe. Will Thomas with his experience of working in the UK and Internationally has put together some tips that may help us all to cope with these challenging times.

A short introduction to Trauma-informed Practice

Aimed primarily at practitioners who work with people who have experienced emotional trauma, this short introduction covers some of the basics and may also be of benefit to those dealing with personal trauma.

There has been a groundswell of understanding about how the human nervous system responds to abuse, neglect and traumatising experiences, in recent years. The result is a very strong evidence base for understanding how trauma is created and how it can be treated and supported. This short webinar will help you understand something of the nature of trauma, how it can be treated using somatic-psychotherapeutic approaches and what can practically be done in non-clinical settings to support people with trauma.

https://www.eventbrite.co.uk/e/trauma-informed-coaching-life-long-learning-webinar-series-tickets-118660754511

At the Foundation we have been talking about ways in which we can support each other to cope with this everchanging environment and we have been sharing ideas with our colleagues, partners, parents and students too.

We think this is a timely and important webinar to start off our Life Long Learning Webinar Series and we hope you do too.

In the meantime, here are some articles we hope maybe of interest to you:

Eight ways to help children prepare

https://www.theguardian.com/education/2020/aug/28/how-parents-can-prepare-their-children-for-going-back-to-school

Listening grandmothers

I recently followed up a BBC World Service programmme that a friend heard in the middle of the night on 'Listening grandmothers' - very interesting. A bit on the model of the Chinese 'Barefoot Doctor' but less medical, this is a means developed in Zimbabwe to help people with depression who have few alternative sources of help. Amid successive traumas, Zimbabwe's 16m people have only 12 psychiatrists. The scheme is called 'The Friendship Bench', is free, and involves some 400 grandmothers in talk therapy with depressed people. The therapy is 'rooted in evidence-based therapy but equally rooted in indigenous concepts'. Proved to be effective though a randomised controlled trial, the concept is translatable to other settings, and there are Friendship Benches in deprived areas of New York. If you are interested, here is an account of it:

https://www.bbc.com/future/article/20181015-how-one-bench-and-a-team-of-grandmothers-can-beat-depression

Cultivating Girls resilience by Dr Kathy Weston

Read the article on page 8 of the latest edition of Engage.

https://www.stevesinnottfoundation.org.uk/engage

Sierra Leone Positive Periods

Tue, 01 Sep 2020 11:45:14 GMT

Introduction

The Foundation has been working with teachers and educators in The Gambia and Sierra Leone over the past 2 years to pilot a project to enable girls who miss 50 days a year due to having their menstrual period access to reusable period pads. We have called this project “Positive Periods”.

Here is an update on progress in Sierra Leone.

The recent training in August is part of the Positive Periods Program to train Home Economics and Health Science teachers in the preparation of reusable sanitary pads for school girls. It is part of the efforts to support girls in reducing the 50 days of absenteeism they often experience due to their menstruation. Girls in many parts of Sierra Leone are faced with numerous challenges in taking care of their menstruation which leads to absenteeism, lack of adequate period pads results in the use of materials that could lead to infection which endangers their health.

Successes

On the day of the most recent training, 15 teachers from 6 schools in Makeni, participated actively in the training exercises in a safe and socially distanced class. They were trained in using both their hands and sewing machines to ensure that they help girls in their various schools in preparing the sanitary pads themselves. The teachers expressed delight on the refresher training as some teachers who were initially trained in their schools had left for other jobs and new teachers have been recruited, calling them to a training when government has issued a statement on the reopening of school in October this year was seen to them as a welcoming news.

Comparative benefits of the reusable sanitary pads for girls (Impacts of reusable pads)

During the training, it was estimated that preparing ten (10) set of pads cost less than £ 1 which is around Le 10,000 and could be used for minimum six (6) months if prepared well which means a girl and her family could save a minimum of £ 5 around Le 50,000 within that period instead of buying pads which is seen as a burden among poor households and those who could not afford tend to stay at home within their menstrual periods contributing significantly to absenteeism among girls.

The teachers also received training in menstrual health best practice so they can support girls who have health issues.

Teachers told us that the main benefits of the reusable pads are:

Cost Effective for girls and women.
The pads can be washed and reused.
The pads are environmentally friendly.
Increases girl’s confidence in themselves as they can make them for themselves.
Accessible to everyone.

Feedback from teachers on the Day

Hassan. S. Kamara : “This is a concept that change the narrative of what we call a community self-project which empowers students, teacher and community women. I will continue to give the coordinator the support and I believe this training should take place every month until all girls have had the opportunity”.

Haja Z Tarawallie : “The disposable pads are expensive, can also cause health problem because of the chemical they use to prepare it. The Reusable sanitary pads are affordable, it can protect the environment and help to retain our girls in school”

Lucinda M. Mansaray : “The reusable sanitary pads are useful for both students and community women. They can sit comfortably and make pads and share the learning with their sisters and friends”.

Mariatu Sesay : “I will make sure I educate the community women on this reusable sanitary pads making”.

Ibrahim S. Sesay : “As a male teacher and also a father, this reusable pad is very helpful it has lessened the burden on buying the disposable pads monthly because my wife is now using it. I will also help to educate other girls and women”.

Ahmed S Faroh : “we all have a responsibility to support girls school by way of supporting them with the skills and knowledge by creating a safe environment for their personal hygiene and reduce their 50 days’ absenteeism”

Sue Rayment

Fri, 31 Jul 2020 16:05:50 GMT

We thought you might like to take a peek behind the curtain at the Foundation to see who is working to make Education for All children everywhere a reality at the moment.

Our team members have each written a short blog to introduce themselves and give you an insight into the experience they bring to the Foundation.

Sue Rayment

In “normal times” I work in a nurture classroom within a mainstream school. This class allows some of the most vulnerable children to access daily school life. Our class follows a highly structured day using a visual timetable. In this class we are “learning to learn”; this means developing the skills required to be a successful learner in a mainstream class. We focus on learning to understand and regulate our emotions, on how to deal with anxiety and the unknown and strategies to deal with frustration and anger and attachment disorders. One of our favourite books is The Colour Monster, by Anna LLenas, which is a great way to introduce how to recognise our emotions to very young children.

Learning resilience is key; we learn to complete tasks and to feel successful. Our tasks are usually very sensory and involve creative and art activities. The children learn to listen to instructions and follow simple steps to achieve success. Our pupils are very young (aged between 4 and 6) so activities can last anywhere from five to ten minutes.

They are not ready to fully access maths and English lessons but they are learning to stick with a task and eventually this will be translated into learning in class. Even learning to make a sandwich can prove frustrating as spreading butter is no mean feat when you are only five. We give them strategies to cope with frustration such as ways in which they can ask for help. Success is rewarded with praise and sharing their success with their families who visit the class on a regular basis to join us for toast and juice.

Suddenly, with very little notice, the security provided by this nurturing classroom environment has been withdrawn. Everyone is struggling to cope with life under COVID19, but for the children with special needs the challenges are immense.

As a school we are already sending out regular work and activity ideas to support families. In addition to this, we are phoning the families of the most vulnerable pupils on a regular basis. This means I can support families on an individual basis with some parents happy with a weekly check in and some parents benefitting from a daily chat and advice and strategies to cope at home. Some of the pupils just need to hear their teacher’s voice to know that I am still here and that I have not just disappeared from their lives and to know that their classroom and teachers and friends are all waiting for them.

Some of our non -verbal pupils have benefitted from specially designed social stories to help them to understand what is happening. For instance, one child is so angry and confused because he cannot see his grandmother whom he is used to seeing on a daily basis. He cannot express his feelings in words or writing but as a school we can help mum to support his emotional needs at home. I am sending a weekly letter to my pupils with an activity that they can all complete. If their parents can they are photographing their work and e mailing it to me. I can then share the photos with all of them to reinforce a sense of security and optimism. I also send separate daily activities to support the children’s individual needs.

As any special needs child knows, we all need to adapt in difficult times but it can be done.

Evadne Bygrave - Ambassador

Thu, 30 Jul 2020 15:30:53 GMT

We thought you might like to take a peek behind the curtain at the Foundation to see who is working to make Education for All children everywhere a reality at the moment.

Our team members have each written a short blog to introduce themselves and give you an insight into the experience they bring to the Foundation.

Evadne Bygrave - Ambassador

I became a teacher by default, despite coming from a family of educators. I started my teaching journey supporting my son in year 4 and then after completing my degree, I taught in Jamaica for a year.

Witnessing the Jamaican children’s desire to learn and being part of the process inspired me to became a teacher.

I’m now in my 21st year of teaching and although no longer in the classroom, I am still instrumental in children’s learning through the Arts and theatre productions.

Teaching brought me back to Jamaica, this Spring (2020). However, Covid-19 disrupted the plans to deliver creative literacy workshops in schools across the island. Nevertheless, I have used my time constructively by giving one to one lessons to a local grade 8 student who is finding areas of the curriculum a challenge and it is lovely to have this extra time to spend with my mum sitting on the porch.

Without a doubt, teaching is in my blood and has, for me, been a natural path to travel.

Sahbi Benzid - Ambassador

Mon, 13 Jul 2020 12:23:04 GMT

We thought you might like to take a peek behind the curtain at the Foundation to see who is working to make Education for All children everywhere a reality at the moment.

Our team members have each written a short blog to introduce themselves and give you an insight into the experience they bring to the Foundation. The first one is one of our ambassadors Sahbi Benzid.

Sahbi Benzid - Ambassador

I was born and raised just outside Liverpool but have spent most of my life in a town in Essex. My family background is North African, from a small beautiful country called Tunisia. I regularly visit there to see family and friends.

I have been teaching for over 13 years and I am currently the Deputy Headteacher in a secondary school. I have really enjoyed my journey to where I am now, the key advice I would provide any aspiring educator is to try to learn from your mistakes because we all make them. I still do, but less often, I hope!

I decided to become a teacher because I have a passion about sharing the knowledge of my subject and helping to mould the moral fibre of future generations of this country. Education has given me so many opportunities and I love giving something back to children, especially the less fortunate in our society.

My subject is all things Computing; from coding to developing apps to using graphics software to creating a logo. I especially enjoy the enrichment side of education. I believe outside of the classroom learning provides opportunities beyond the standard National Curriculum.

The proudest moment so far in my years in education has been running a Robotics Club. The students that attended the club achieved so much, from being National Robotics Champions to representing the UK in the World Championships. Those memories will be with me for the rest of my life.

For the future of education, I would like to see less exams, less assessing and more emphasis on developing the person rather than aiming for the best grades and the turning of schools into exam factories! Maybe it is just a wish, but there are many examples of this happening in education systems across the world.

I will leave you with a picture of what I am doing during the Covid-19 lockdown and I hope you’re able to do the same, and that is enjoy more family time. Me reading a Julia Donaldson classic to my little girl Mira.

January 2020

Wed, 08 Apr 2020 17:49:23 GMT

January 2020

A busy month so far. Last week we attended an inspiring lecture by Lord Griffiths of Burry Port at the House of Lords, to commemorate 10 years since the Haiti Earthquake in which more than 300,000 people were killed. It was an interesting evening with the opportunity to hear from many people working in education on the ground in Haiti.

Billy Jean and Stuart Cornish also met last week to work on our safeguarding review to ensure that all our policies and procedures are up to date and more importantly being put in practice with our staff and partners, both in the UK and internationally.

Billy and CEO, Ann attended a gathering organised by one of the Foundation’s Ambassadors, Jude Tisdall to meet with actor, Harriet Thorpe. We are very pleased to announce that following this meeting Harriet was delighted to take on the role as a Patron of the Foundation.

Positive Periods Project -Sanitary Pad Making in Freetown, Sierra Leone

Tue, 07 Apr 2020 14:57:17 GMT

A partnership working in action, between the Steve Sinnott Foundation, The Gambia Teachers Union and the Sierra Leone Teachers Union.

Wonderful to have the project skills acquired and being shared.

Photo: The trainers and participants posing for a celebratory photo at the end of the training.

priyesh-vaghjiani-68

NAPTOSA DIGNITY DEFENDERS PROJECT - What Does It Mean to Be a Boy in Today’s World?

Shaping Education Through the Lens of Identity

Educate Girls

Our Students Stories Matter

How do we Ensure Education is Inclusive and Reaches Marginalised Groups?

The Transformative Power of Education

True Liberation: The use of reusable pads in tackling absenteeism of girls in our school

Sonje Ayiti Prevention of Gender Based Violence Programme (GBV)

The 8 Stages of Domestic Homicide

Expanding Opportunity and Empowering Communities: A Year of Impact

STEM programs in Haiti

Make This Spring the Season You Secure Your Legacy

At the Steve Sinnott Foundation, we know that planning for the future is one of the most important things you can do for the people and causes you care about. That’s why we’re delighted to offer our staff and volunteers the opportunity to write or update their will this Spring.

Join Our Free Will Writing Webinar

To help you get started, we’ve partnered with expert estate planners Octopus Legacy , who will be hosting a free webinar(s) covering everything you need to know about writing or updating your will.

Why Having a Will Matters

Having an up-to-date will ensures your wishes are respected and your loved ones are protected. Without one, the law decides how your estate is distributed and that may not reflect what you would have wanted.

A will gives you peace of mind. It allows you to:

Claim Your Free Will This Spring

Register Now Spaces are available now, simply register using the link below:

The Foundation supporting the achievement of the Sustainable Development Goals (SDGs)

Relationships and SDGs (Sustainable Development Goals)

Volunteering in Zambia - Spotlight on a Steve Sinnott Foundation Ambassador

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

Alfabetizasyon se chemen development - Literacy is the way to development

Alfa Limonade, Haiti

Education for All unlocks potential

Hope and Change in Haiti

Breaking Barriers: Nepal initiative empowers women and girls through menstrual health and gender equality programme

Dignity Defenders: Combatting Gender Based Violence in South Africa

Relational, not transactional: The human connections at the heart of education and the Sustainable Development Goals

Teacher Learning Circles: A pathway to SDG achievement in Uganda’s refugee settlements

Building positive relationships are foundations to rebuilding lives

Octopus Legacy - Create a FREE will

Leave a legacy — help education flourish for generations to come

Why leave a legacy gift?

Putting partnerships at the centre of efforts to address the global teacher shortage

Empowering Student Voices: Young Ambassadors Champion Inclusive Education for All

Young Voices Leading the Way

Inclusion at the Heart of Education

Building a Movement, Not Just a Moment

Participating Schools

Looking Ahead

Seeds of Hope 2025: Young People Planting Peace and Sustainability Around the World

Teachers Advance in Guidance and Counselling Training in The Gambia

Headlines: Inspiration, humour and advice for school leaders - Competition 2025

UNESCO ASPnet Schools Coventry

A Get Moving Fundraiser - Ann's 60 Miles Walk

Sustainable Development Goal 4

Allergy school: A New free educational programme to protect children with food allergies

I believe in you.

Coding Classes in Haiti

Digital Classroom in The Gambia

Project updates from Haiti

NAGRAT train girls to produce reusable Period Pads

Seeds of Hope for a Better Future - 2025 Competition

Goute Sel A Taste of Salt

Cycling to School in The Gambia

Building Healthy Relationships in Cambodia

Send My Friend To School

Portsmouth NEU, Steve Sinnott Foundation and The Traveller Movement

An Education Revolution

Sparks Bristol

Spring is Here! Looking Ahead!

Igniting a movement for education for all

Supporting work for The Federation of Drama Schools

Empowering caregivers of children with disabilities through self-help groups

Is Education a Lost Cause?

Chess in Schools - What impact does it have?

STEP Starter Sacks: Connecting traditionally nomadic families with preschool education

"How wonderful it is that nobody need wait a single moment before starting to improve the world"

An update from the Foundation’s first Learning Resource Centre in Palpa, Nepal

Empowering communities through partnership in Sierra Leone

Highlights from our 15 Years celebration!

Celebrating teachers as agents of change

Go Public: Fund Education

Gender Based Violence (GBV) Awareness Workshops in South Africa

Celebrating Success in Education: Bridging Gaps and Building Futures

Youth for Peace—International Winners

Register Now
Spaces are available now, simply register using the link below:

From a union leader to a real changemaker: A teacher union leaders’ journey to combating absenteeism amongst girls through sustained menstrual health solutions in Ghana schools