Soroptimist Conference 2024

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.

Jane Slatter • November 10, 2024
By Isata M Kamara January 29, 2026
Addressing SRGBV comes through different methods. One effective approach is to provide the most at risk of becoming victims with required skills and knowledge. The essence of this approach is to keep girls safe, engaged and ensure before they return to school that they have a better understanding of SRGBV. The phenomenon of school-related gender-based violence [SRGBV] undermines the right to education for countless children, particularly girls. In the initial phase of our project, we successfully implemented SRGBV awareness and prevention programmes in 14 schools across Bombali district Northern Region. Phase one involved training school staff, engaging students, and building community awareness to create safer school environments. This phase focused on training girls to make reusable sanitary pads and other soft skills to engage them in daily activities. The project engaged over 50 students between the ages of 12-18 years in skills training to help keep them engaged in learning how to make reusable sanitary pads, bead design and cake making. The overall implementation of the project was a success as all of the girls engaged were able to learn new skills and new knowledge relating to GBV prevention. Below are some of the specific successes; Girls were trained in making reusable sanitary pads, sewing and bead design work, basic cake making skills, learning to identify violence, report it and learn how to prevent and de-escalate violent situations and how to stay positive in life through mentoring and supporting each other. This increased the knowledge of community stakeholders and parents on the impact both in and out of school. 100 participants including parents, education officials and community leaders were engaged. Despite the successes recorded, there were some challenges in the implementation. Challenges The rains were heavy and affected some classes Inflation in the market affected the proposed initial costs and the current cost of items The number of stakeholders and parents engaged were more than the proposed number leading to an increase in the food budget BY ISATA M KAMARA DIRECTOR OF GENDER EQUALITY AND DEVELOPMENT FOR SOCIAL ACTION (GEDSA)
By Sarah Grey January 28, 2026
Alfa Limonade, Haiti  For all our people who were deprived of childhood education, the objective of this Alfa programme is to provide the opportunity to become literate. In Haiti, especially in rural areas such as ours, literacy rates are dismal. 44% of Haitian men and 56% of Haitian women are illiterate, but these statistics are far worse in villages and the countryside. (UNESCO) Launched 23 years ago, Alfa uses an excellent participatory text book, Goute Sel, for writing, reading, and comprehension. It was developed specifically for use here in Haiti. We also use Ti Koze Sou Istwa Peyi Ayiti, stories and questions from Haitian history, and Lekti Net Ale, reflections on connecting with the world. Through blackboard instruction and Kaye Kalkil, Alfa participants practise exercises in arithmetic. At the second level we launch group discussion through reading Edikasyon Civik. After long consideration, our team of monitors has established that Alfa must develop its own practical introduction to numeracy for adult learners. Our improved numeracy project must adjust to the situation of Alfa participants. Obviously, in their daily lives our participants constantly face numeracy problems. Having no education, they were unaware of their lack of capacity. Today, through Alfa, they are gaining in literacy, and we should also ensure that, despite their often advanced ages, they also become numerate. They must not lose this gift simply because they have been deprived of the basic human right to education. Through our new tool, Alfa’s market women and peasant farmers will grasp the basics of numeracy, so that they are not lost in the economic situations of their adult lives. They will address these problems with awareness, papers and pencils in their hands - just as others do! Chancy Jacques, Alfa Supervisor, and Antolius Pierre, Alfa monitor in Jede, are collaborating on Alfa’s own book, Kalkil San Limit, with the following objectives: To support our monitors with a good tool for introducing numeracy. To reinforce the capacity of every Alfa participant. To enable participants to reflect productively. To enable participants to calculate well and fast. To enable participants to record their written results. Thus Kalkil San Limit will include the following sections: numeracy, problem solving, geometry, and mental calculation. Numeracy is a key part of the core skill base of a literate individual. In our Haiti, this means the ability to understand and use basic maths in real life situations at home, in the market place, or for agricultural transactions. We are preparing to go to print this summer! By Sarah Grey Alfa Limonade, Haiti
By Ann Beatty January 27, 2026
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.