Interview with the Steve Sinnott Young Ambassadors in The Gambia

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.



Steve Sinnott • November 22, 2021
By Michelle Mosupye January 22, 2026
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 
By Dr. Mugwena Maluleke January 21, 2026
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. 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. By Dr. Mugwena Maluleke Teacher, Unionist, Social justice activist and President of Education International.
By Philip Talemwa January 20, 2026
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.