Celebrating Three Years of Transformative Impact with BFSS

Celebrating Three Years of Transformative Impact: Closing the Digital Divide in Tanzanian Schools

Please watch our great film showcasing the impact of the partnership between BFSS and Lyra

Impact Documentary of the work of Lyra supported by BFSS

I am delighted to share with you the significant impact of the three-year digital project undertaken by Lyra in Africa, funded by the British Foreign Schools Society (BFSS). As we celebrate the completion of this transformative initiative, it is with great pride that I reflect upon the positive impact we have made in narrowing the digital divide for rural secondary school students in Tanzania.

Striving for Inclusivity:

Our primary goal was clear – to bridge the digital divide and enhance education outcomes, especially for students in remote areas. With the support of BFSS, we embarked on a journey that would bring digital opportunities to 1920 students, creating a significant stride towards achieving the broader education sector goals of the Tanzanian government and aligning with Sustainable Development Goal 4: Quality Education.

Empowering Through Technology:

Three computer labs were installed in Mlowa, Ifwagi, and Lundamatwe Secondary Schools, not merely as standalone facilities, but as hubs for comprehensive digital learning. Recognizing the pivotal role of confidence-building, we implemented a wrap-around digital support program. This program included intensive digital skills training for both teachers and students, supplemented by refresher training and ICT clubs for students.

The results of this project are heartening, with a notable increase in digital confidence scores across all three schools. For instance, in Ifwagi Secondary School, the baseline average score of 1.9 for girls and 3.9 for boys increased to 8.9 for girls and 9.2 for boys by the project's conclusion.

The offline learning tool, Shule Direct, facilitated access to curriculum-aligned content in subjects such as English, Geography, Chemistry, Biology, Physics, and Mathematics. Students logged onto Shule Direct an impressive 13,428 times, engaging in self-paced learning, quizzes, and valuable study notes.

Encouragingly, our data suggests improved academic performance, with an increase in the passing rate in two of the three schools. Notably, Ifwagi Secondary School witnessed a rise from 51% to an impressive 73% in the national Form IV exams.

Teacher Upskilling and Curriculum Integration:

Our project unexpectedly catalyzed a positive shift in teaching methods. Approximately 66% of teachers embraced digital technology, enhancing their day-to-day instruction. Ifwagi Secondary School even registered ICT as a core subject for the 2023 academic year, aligning with national education and ICT policies.

Other strong anecdotal evidence from all three headmasters point to lower drop out rates for boys as they enjoy independently studying in the computer lab.

Challenges Encountered:

While celebrating our achievements, we acknowledge the hurdles faced. The unreliable electricity supply in rural areas posed a significant challenge. To address this, Lyra in Africa is transitioning to solar-powered labs, ensuring sustained access to digital resources.

Our journey illuminated critical lessons for future endeavours. Recognizing the varying levels of school buy-in, we have forged a Memorandum of Understanding (MOU) with the regional government to bolster commitment. We've also realized the underestimated intensity of training required to transition students and teachers from zero tech skills to proficient learners.

Addressing the student-to-computer ratio imbalance, we are grateful for the donation of additional computers, further enhancing accessibility and engagement.

Looking Ahead: Technology Inclusive Education - TIE

I extend heartfelt gratitude to BFSS, the Tanzanian government, and all our partners. The success of this project is a testament to collaborative efforts and shared commitment to education transformation. Lyra in Africa remains steadfast in its dedication to empowering Tanzanian youth through digital education. We are achieving this through Lyra's new TIE Program: Empowering Education in Rural Tanzania

In the evolving landscape of education, Lyra's Technology Inclusive Education (TIE) Program transforms the learning experience in rural Tanzania. This initiative goes beyond technology, focusing on inclusive 21st-century education. Key components include equitable access to technology, leadership enhancement, and support for vulnerable girls. Aligned with the national education policy, the program collaborates with the Ministry of Education, emphasizing 21st-century skills and technology.

Lyra's partnership schools follow a strategic EdTech integration plan, ensuring comprehensive IT incorporation into the school timetable. Sustainable development is maintained through allocated budgets, educator and student empowerment, and a focus on global competency.

Strategic partnerships with 'Tech Connects partners ,' GreenSafe, SoftCat, and Tigo provide cutting-edge ICT equipment and seamless connectivity. Collaborating with the Iringa Region, the 'Lyra Package' ensures a holistic impact on schools and communities. The Iringa Regional Commissioner's Office takes a leadership role for sustainability.

Lyra's TIE Program is not just about introducing technology; it reshapes education, empowers communities, and envisions a future where every learner thrives in the digital age. The commitment to lasting impact, strategic partnerships, and a community-centric approach signifies Lyra's leadership in transforming education in rural Tanzania.

As we step into the future, guided by the lessons learned, we continue our mission to create a more digitally inclusive and empowered Tanzania.

With gratitude

Maria Spink

Lyra Founder

Read our September 2023 Newsletter here

Please click on the link below to read the latest exciting news from Lyra. Packed with wonderful updates on our programmes over the last year.

September 2023 Newsletter

Celebrating International Women’s Day 2023!

Transforming girls' Education and promoting gender equality through Digital Learning!  

“Today, a persistent gender gap in digital access keeps women from unlocking technology’s full potential.”  UN In Focus: International Women’s Day

As we commemorate 2023 International Women's Day with the theme "Innovation and technology for gender equality," Lyra celebrates by discussing the impact that our Digital Learning programme has on women and  girls in Tanzanian rural areas. We believe that keeping girls in education is fundamental, but so is providing chances for Digital Learning Literacy that will improve their academic performance and safeguard their future.

Although educational possibilities have grown as a result of the new Tanzania Education Plan (TEP), some students in rural regions  are unable to attend school due the many challenges they face: There are few government schools in these rural locations, and those that do exist are frequently located far from people's homes, and are not suitably equipped to promote Digital Learning. 

Lyra is supporting the critical basic right girls have to receive an education.   We construct hostels to provide a safe environment for girls to live in while they pursue an education.  We ensure that girls from very poor families have the resources they need to complete their studies through our sponsorship programme.  We are working to decrease the gap in digital literacy for rural students, particularly girls, by constructing computer labs in schools.

Over the last 10 years Lyra’s vision is to create thriving rural communities through education. 

There are several strands of activity to achieve our vision: One educational program is to build girls hostels to keep girls safe and give them time to study.   To date, Lyra has built 14 hostels which have accommodated more than 3000 girls (to date no Lyra hostel girl has dropped out of school due to pregnancy).

Lyra’s second strand for improving the quality of education of all students, has been to install computer labs with offline learning materials through our Digital Learning program.

A third strand ensures that girls from ultra-poor communities can continue secondary school if they so choose; more than 400 girls from the poorest families have been sponsored through the Lyra Girls Sponsorship programme. 

As to impact, girls who live in hostels have more time to study and access digital learning materials improving the breadth and depth of their education.  For instance in Mazombe Secondary School in the year 2022 all of our sponsored girls achieved  Division one, two and three in their form four examinations.

The UN’s Sustainable Development Goal 5 is to achieve gender equality by 2030. At this pace, taking just a couple of examples, it will be the year 2063 before women and men are represented equally in national parliaments, and the year 2280 before we close the gender pay gap. Globally, we know we need to do a lot better, a lot faster.  We are proud of a nearly all female team at Lyra that are breaking boundaries, and critically delivering the Lyra portfolio that is transforming the lives and futures of generations of girls.  

Happy International Women’s Day!

Let’s #DigitALL by empowering more girls to unlock their potential in digital learning by supporting Lyra to provide access to Digital Learning through www.lyrainafrica.org/donate 

#DigitALL #IWD2023 #Lyrainafrica #DigitalLearning #Womenempowerment

“I have big goals in my business, and it's all because of Lyra’s Imarika Kijana training” Meet Beatrice a young mama and entrepreneur from Kising’a community.

“During an exposure visit as part of Imarika Kijana's, I met a vet who helped me learn about livestock keeping. He helped me realize my dream. In the next ten years, I hope to become a husbandry and entrepreneurship trainer so that I can help others. Many people in my neighborhood have come to me for advice on raising chickens, cows, goats, and pigs. I will be able to economically empower many youth and eradicate poverty in my community.”

My name is Beatrice Mtao, and I am 26 years old. I am a mother of three children and a motivator for VSLA (Village Saving, Loan Association) groups in my community, as well as an ambassador for the Imarika Kijana Project.  The most difficult challenge that we girls face is the attitude toward starting a business; many people believe that you need a lot of money as capital to be an entrepreneur. They don't believe that a small amount of money can help you generate and grow your business.

In 2020, I had the opportunity to participate in Lyra’s entrepreneurship project since I started the entrepreneurship training, it has greatly benefited me in setting goals in my business and this in turn has helped me achieve things in my life as a woman I could not have done before.  For example, in the past, I did business habitually and never had goals in my activities”.

“I grew up with the mindset of other girls who did not receive this training that in order to be .successful, someone should come out and give you financial support. When you are given training, it is a significant and long-term help”.

Beatrice describes her business and how she got started: “the business I do now is breeding. I raise a variety of livestock, including pigs, goats, cows, and chickens. My livestock has been rapidly increasing

A journey toward entrepreneurship and capital generation

 I grew up selling vegetables and earned 50,000 Tshs, which enabled me to purchase a female pig, care for her, and have her give birth. I currently have 23 pigs that I am confident will be well fed because I also farm, so I have about 20 sacks of animal feed. So when I first started, I only had one goat, but now I have 40 goats, one cow worth 8000000/=, but now I have 7 cows.

Beatrice goes on to say, "I have big goals in my business, and it's all because of Lyra’s Imarika Kijana's training." To be able to generate income, I rely on purchasing a motorcycle (toyo) that will assist me in various activities. And in terms of pigs, I expect to serve at least 20 pigs if they reach the value of 300000/= I can sell them and bring in a small amount of money like Tshs 6000000/= if I combine it with goats and cows I think I will be able to achieve the goals

Financial Management

Beatrice went on to say that when she sells her livestock, she allocates the proceeds based on pre-existing goals. For example, the animals require food, which means that the business must function properly; the profit generated goes to the VSLA group as a weekly savings, and the remainder is allocated to small needs so that my money is not wasted.

What has changed since Imarika Kijana project?

Many things have changed in my business, and I can confidently say that Imarika Kijana's training is responsible for 99% of what I've accomplished. Beatrice continues, "I expect to have a larger role in breeding in the next ten years than I do now, which is a challenge for the livestock I have now." I want to find a large area, which I have found so far but only to pay for, to relocate my house and livestock.

“During an exposure visit as part of Imarika Kijana's, I met a vet who helped me learn about livestock keeping. He helped me realize my dream. In the next ten years, I hope to become a husbandry and entrepreneurship trainer so that I can help others. Many people in my neighborhood have come to me for advice on raising chickens, cows, goats, and pigs. I will be able to economically empower many youth and eradicate poverty in my community.”

Beatrice is one of many Tanzanian youth who have benefited from the Imarika Kijana project run by Lyra in Africa. The Imarika Kijana is a youth entrepreneurship course that provides new opportunities for young people aged 15 to 28 who have dropped out of school or have few employment options. To learn more about the project and how you can help reach out to more youth, please visit www.lyrainafrica.org .

Written by : Alice Norbeth

Happy International Youth Day!

Lyra empowers rural youth to bring change to their communities through entrepreneurship.

Tanzania has one of the world’s fastest-growing youth populations. Of the estimated 60 million people in Tanzania, more than 50 per cent are under 18, and over 70 per cent are under 30. Adolescents are from over 12 million of the overall population of nearly 60 million. UNICEF Report 2022.

Despite the current government investment in education, the majority of youth, especially in the rural areas, have very few options when leaving school, ending up earning subsistence incomes or stuck in poverty. These youths lack the capital, networks and skills that it takes to start and manage a business, ending up trapped in low-income subsistence activities and a cycle of poverty. Young people lose hope for their future.

Happy International Youth day! This year’s theme is “Intergenerational solidarity: Creating a world for all ages”, which aims to amplify the message that action is needed across all generations to achieve the SDGs by 2030 and leave no one behind.

Here at Lyra, we work towards many sustainable development goals and among them is goal number 8, Decent work and Economic growth. As we celebrate International youth day, we are celebrating the impact of the Imarika Kijana Project, a Swahili phrase which means strong youth. Imarika Kijana Project lies under SDGs number 8, and it came as an inspiration to young people in rural communities who have limited access to opportunities and dropped out of school or face limited options for a steady stable income. We provide an innovative “learning-by-doing package" that opens their mindsets and transforms their future. 

The impact of Imarika Kijana Project.

Imarika Kijana Project was piloted in 2018, and since then more than 1877 young people aged between 15 -28 years old have received entrepreneurship training where 65% are women and 2% are people who are living with disabilities.

Meet Jarnesi Kilave, a young woman from Iringa and our beneficiary from Imarika Kijana Project.

Case study

My name is Jernesi Kilave, I am living with disabilities. Growing up has been very challenging for me as a young woman who is also living with a disability. I was raised by my parents. While studying in secondary school, I was also doing a small business to sustain myself. I graduated from Form IV (lower secondary) in 2015 but unfortunately, I didn't succeed in the next level of education so I had 1-year gap doing nothing after that. 

Jernesi continues by saying that during that gap I became pregnant by a teenager who never wanted to be involved with my pregnancy and abandoned me. So, I started selling breakfast sacks to support myself and my unborn child. 

Taboo: In the community where Jarnesi lives, it is taboo to speak about sex education yet a lot of young girls fall into that trap unknowingly, and as a result, the community disguises them. When a young girl gets pregnant before dowry or marriage it is a shame to her parents, it is defined by the community that the girl is not well raised. 

Jarnesi continues by saying that when my parents became aware of my pregnancy  “my dad rejected me, so I was on my own. I was depressed and gave up on myself, I felt like I was not part of society because of my disability and being pregnant at the same time”. 

But in February 2021, I was introduced to Lyra’s Imarika Kijana program and was given training in weaving fabrics by people in the streets, which I can sell to sustain myself and my child. At the moment I only sell small quantities and do not receive much income.

Selling fabrics is the beginning of a better future, with opportunities for increasing my capital, or accessing government loans for people with disabilities.   I plan to expand and start weaving baskets as a second business, which shall increase my income. I also have a 3-acre land area to which I have already planted trees in half of it. I plan to grow the whole area with commercial trees, which is a future investment. 

Jarnesi continues by saying, my dream is to be able to educate my child to at least reach a higher level of education which I did not attain. But also I look forward to improving my livelihood, I want to build a house with three rooms and a living room which would be a legacy to my child if and when I pass on, I do not wish to see her become homeless as I once was. 

She also said; I am also a founder of a disabled group in our Village, together with Evan Kilale and Frank Mbati who also attended the Imarika Kijana program. As disabled people, we face numerous challenges in our society, such as social isolation and lack of employment opportunities. As a group, we are unable to advertise our products on a wider scale outside of our society. On behalf of the other members of our disabled group, I would also like to extend our deepest gratitude to Lyra in Africa for noticing that there was a need for us people who are living with disabilities to be trained in the entrepreneurship course. Our deepest gratitude also extends to sponsors who have supported the Imarika Kijana program. We hope that the entrepreneurship course shall continue as a key way to advance us, disabled people.

Apart from the entrepreneurship training, the Lyra Imarika Kijana project as a package has also financial inclusion part where young people in rural communities have access to Village Saving and Loan Associations (VSLA). Lyra has set up a network of 211 VSLAs (62% women), with over 5,000 community members and total savings of approx. TZS 800,000million and loans of TZS 500,000million with average annualized savings per member of TZS 157,000. Out of 211 groups, 163 have graduated and are now self-managed with minimal support from the network of Community-Based Trainers (CBTs) who have been trained by Lyra to supervise and form groups. Savings groups in rural communities have not only filled the gap of access to finance but also capital to startup businesses through group loans. 

Lyra’s Imarika Kijana program empowers rural youth and harnesses the energy and talents of marginalized groups to create sustainable livelihoods. To read more about Lyra’s work and quick updates follow us on Facebook, Instagram, Twitter and LinkedIn. 

International Girls in ICT Day, 2021

To mark the International Girls in ICT Day, Lyra is proud to share the newest blog in our series “in conversation with…”, focusing on the opportunities and challenges in digital technology use in Tanzania.

Joining our conversation are Lyra Board Members Mama Maria Kamm (MCF Paradise) and Dayani Mbowe (Camara Education) and woman in tech, Janice Maige.

 How widespread is the use of digital technology in Tanzania today?

Mama Kamm: Today, citizens who cannot even read and write in rural areas, have telecom access. The mobile phone has become a necessary gadget, with more than 80% penetration rate. How do we tap into this, to enhance other uses of digital tech? It is obvious that this big tsunami of digital transformation cannot be escaped and it will be a crime for today’s leaders not to foresee this force of digital technology.

Janice Maige: As the use of mobile phones increases, the gadget has become more of a necessity than a want. From using them to catch up with family to becoming a core part of business dealings, mobile phones have become a crucial part of life. Telecom companies have not been left behind. Over 50% of rural Tanzania now has broadband coverage, more citizens are now exposed to the internet, even the ones who can’t read and write are able to use a smartphone. From this we can see that digital technology is spreading like wildfire in all areas in the country.

Dayani Mbowe: As for now digital technology is widespread in Tanzania in many sectors. However, the education sector is still lagging behind especially in primary and secondary schools. Both government and non-government stakeholders have implemented several initiatives to address the gap, but a lot needs to be done to enable at least 30% of the 19,996 primary and secondary schools to adopt ICT in teaching and learning. Our country needs to embrace digital technology in education in order to improve education outcomes and prepare youth for securing opportunities in the digital economy.

Today, digital technology is being used in education around the world, and integrating digital technology is also a core part of the Lyra model. Do you think digital technology should be included in the Tanzanian curriculum? What is the impact of introducing digital education to the Tanzanian youth?

Dayani Mbowe: YES, digital technology should be included in the Tanzania curriculum. Actually, both primary and secondary school curriculum has included ICT subjects. Recently, the government introduced a new combination for advanced secondary education with Physics, Mathematics and Computer (PMC). This is a good initiative to prepare youth for careers in ICT however a lot needs to be done to improve the delivery of ICT subjects in both primary and secondary schools. Introducing digital education to our schools will help to prepare youth to be active participants of the fourth industrial revolution and digital economy and ensure the government plans for industrialization are achieved.

Janice Maige: We’re in a time where we are actively using Artificial Intelligence in many different parts of life. Not having digital technology in the syllabus is almost a crime, it’s one way of ensuring that our youth will not move with the rest of the world from both social and economic aspects. With technology, we are able to solve many problems that are now facing our country, and the people to do this are our youth, hence it’s important for them to learn it so they may be able to tap to the different capabilities and revolutions that tech can bring.

One of the impacts of using technology that we’ve also witnessed in Lyra’s Digital Learning program is the instant opening up of a student’s thinking ability. Technology promotes you to think. If students are motivated to think then there is a vast number of possibilities for their future. Furthermore, we will not need to wait to get new technology from first world countries, there’s a chance we’ll be able to have technological breakthroughs here in Tanzania.

Mama Kamm: The 21st Century, a globalized society – how prepared are we? How are we preparing the next generation to be a part of this society? In the current global world, the issue of education is and can no longer be national, rather, the emphasis should be international. And if we truly want to be international, it is important to look at and learn from education provisions in the different nations around the world.

Digital technology and the internet dominate the current and future world in all modes of operation, most of which remain completely foreign to the culture of the country and of the mentality of our youth. How do we as a society, prepare these youth for the actuality of tomorrow?  The international force on youth is so great that if we do not realize it, we will have a very tough time as a nation in our modus operandi in trade, international banking, health, agriculture, infrastructure etc. The use of digital technology is unavoidable.

Lyra believes it is of critical importance to level the playing field and ensure equitable access to technology. Why do you think it is important to include girls in technology?

Janice Maige: Almost 50% of the youth in Tanzania are female, with technology being such a crucial driving force for development. Not including half the future working class will be crippling to our economy. Hence, it’s important to include women in tech from all levels i.e., school and work. Not only that but also, there are number of challenges that women face in the community, if women are the ones facing problems who better to solve them than women themselves? It’ll be difficult to have technological solutions that touch everyone in the community if women are not allowed to learn and use technology. Furthermore, it’s been proven that diverse workforces have increased productivity, since men and women’s brains work differently. With most of our current offices having and using technology, it’s important to bring women onboard to promote more ideas, processes and innovations in our institutions.

Dayani Mbowe: According to 2019 Basic Education Statics, 50% of primary students in Tanzania are female, while in tertiary education institutions, female compose 32.6% of students who study computer science and information technology related courses. Thus, we will be a failed nation if we won't include girls in all our programs. If we want an equal generation, we must consider equal participation in every field.

As a woman in tech, have you ever faced any gender-based challenges? What would your advice be to upcoming women in tech?

Janice Maige: The biggest challenge is people not being able to see or doubting your abilities because you’re a woman. Oftentimes people will need extra proof of the projects you’ve done because you’re a woman. I think this is a challenge on one side but on the other side it allows you to push further and learn more which in turns taps into abilities you didn’t even know you had.

What I can say to the upcoming women in tech is to not drop the mic. As women in tech, it took long and several actions for us to get here, though we’re not “there” yet but it is only through our efforts that we will.  Remember that just because someone doubts that you can’t do something, it doesn’t mean it’s true. Keep learning, and taking that seat.

In your opinion, what is the biggest challenge for technological growth in Tanzania? How do you think we can overcome it?  

Dayani Mbowe: Technological growth in Tanzania lacks coordinated support from local organisations and actors. Thus, strategical approach coordinated at national level needs to be established to foster technological growth in our country.

Janice Maige: Knowledge and inclusion would rank as number one. Though most people use smartphones and computers currently not many know or are willing to learn the real importance of technology beyond smartphones and what we can do with it. Not many people understand how technology can help out businesses or solve problems beyond advertising on Instagram. The main technology stakeholders i.e., the current developers, engineers and scientists need to educate the population not just by telling them but also allowing them to see and use the different products that have come about technology. This will help to a great extent for people to see just how much more of technology we can use.

Mama Kamm: When we look at Tanzania, does the education culture and curricula answer the question of the preparation of youth? Does it take into consideration the fact that future leaders are indeed ‘individuals’ who are not developed to respond to the demands of the future? Does it consider a future which is very dynamic? What needs to be done then? It is time to sit back and reanalyze the country's education, the curricula and the education culture in all schools and other education institutions in the country – this should be an urgent priority by our leaders.

International Women's Day, 2021

In the countdown to International Women’s Day 2021, Lyra is sharing stories of those who #ChooseToChallenge the status quo for a better, gender equal future.

In the second of our series “in conversation with…” we are excited to share the insights of Lyra Board Member Nike Akerele-De Souza around the theme #ChooseToChallenge, an inspirational female leader in her own right!

The theme for International Women’s Day this year is #ChoosetoChallenge, what does #ChoosetoChallenge mean to you?

I am passionate about girls’ education and I choose to challenge any bias and barriers to education across Sub-Saharan Africa, especially for girls in poor and marginalised communities who struggle to access education. It is already hard enough for children and youths to be educated in some parts of the continent. The COVID-19 pandemic has also triggered an extraordinary situation with the school closures which is likely to lead to increased numbers of girls not returning to school when the economy reopens. In addition, girls in marginalized communities are also exposed to increased risk of sexual violence and early marriage.

 The likelihood of completing the education cycle is harder for girls and the transition from primary to secondary education for example, is not encouraging in some regions across the continent, so ensuring that when girls start school, they remain in school is critical. Girls are also affected by health-related problems like painful menstruation, a lack of sanitary facilities and pregnancy which contributes to absenteeism and drop-out of adolescent girls.

As an inspirational female leader, can you share an example of when you have had to challenge the status quo in your career?

After working for many years as an employee for a few organizations, I started my first entrepreneurial venture in 1993 in Nigeria, providing human capital related services for clients. It’s tough already starting a business and managing the complexities of a start-up, I found it quite challenging as a woman to break down the biases in business. I heard that as a woman, I would need to work twice as hard to gain access to opportunities and this really was the reality in the beginning. However, if you are determined, focused and add value to clients, it becomes easier over time.

When we think of International Women’s Day and this theme, we tend to automatically think of how women have had to challenge the status quo. What inspirational examples can you share where a man has #ChosenToChallenge the situation for the benefit of women?

I have always worked in organizations that were male dominated. I have found my greatest supporters and mentors to be men. For me there isn’t one person I can point to but a group of men over my career that have given me opportunities to grow, to learn and to take risks. I have seen where some of these men have fought to pick women into leadership positions in management and on Boards based on merit. I believe we still have a long way to go to ensure equitable inclusion in top management and on Boards for women and to also ensure we have diversity at this level, however, we must not give up trying to achieve this.

As we look ahead to 2021 and the decade of action towards meeting the SDG ambition what areas do you think the international community is going to have to step up it’s focus and #ChooseToChallenge?

SDG 4.5 is key because it asks that we work towards eliminating gender disparities in education and to ensure equal access to all levels of education for the vulnerable and indigenous peoples. This is also supported by SDG 5, which aims to achieve gender equality and empower all women and girls. There is an urgent need for us to join forces to end all forms of discrimination against women and girls, as well as all forms of violence and exploitation. Far too many girls and women are struggling, and many are suffering across the globe and we need to answer the call for help. We must choose to challenge early marriage in some parts of the world, as well as discrimination against pregnant girls accessing education. We must choose to address the underlying issues as to why households in poor communities are forced to choose who gets to go to school between a boy and a girl. It is not going to be easy, but I believe that with the concerted efforts of all parties and stakeholders and, the will power of the international community to ensure change happens, progress can be made in these areas.

International Day of Education, 2021

In the first of our series “in conversation with…” we are delighted to share the insights into Global Education trends and challenges with our UK Board Member, Emily Echessa and Anya Cowley, Global Policy and Advocacy specialist for Save the Children.

The International Education Day occurs in the wake of the COVID-19 pandemic that led to a global learning disruption of unprecedented scale and severity. Despite the immense challenges this pandemic is posing and the turbulence it is creating, transformation is also underway.  Looking ahead, what excites you the most about the year ahead?

Emily Echessa: Globally, this is an opportunity for us to hit the reset button, unlearn outmoded ways of delivering education and learn new ways that are fit for purpose, enhance the quality of education and are contextualised but also meet the global standards.

Anya Cowley: We have a big global moment this year, with girls’ education being a key priority of the UK Presidency of the G7 summit, which is a chance to secure political support and financial commitments towards girls’ education and raise the level of ambition globally. This must include early and ambitious pledges towards the Global Partnership for Education replenishment hosted by the UK this year, which aims to raise $ 5billion from 2021-2025 to support low-income countries to recover from the Covid-19 crisis, and build back better more resilient education systems.

The pandemic is redefining and reshaping so many norms and practices. In this last year of change, how have you seen that the pandemic has impacted Education Globally?

Anya Cowley: Covid-19 has caused extraordinary disruption to children’s education. In many countries, including our own, school closures have been a central part of governments’ response to controlling the spread of the virus. This meant that at its peak, 1.6 billion children and young people were out of school, approximately 90% of the entire student population.

While some remote learning has been available, UNESCO estimate that at least 500 million children and youth are not learning from home. Additionally, children many also rely on schools to access other services such as meals, menstrual hygiene products, health services, including deworming and malaria treatment; child protection services; specialist support for children with disabilities; and mental health and psychosocial support.

Emily Echessa: 2020 was a tumultuous year for Education globally, as we witnessed mass closures of education institutions, a shift from classroom based teaching & learning to distance education via digital classrooms. Girls & boys living in marginalised & remote communities were automatically locked out as their learning was disrupted. A global health crisis quickly spiralled into an education & economic crisis. We have witnessed increased sexual related gender based violence resulting in an increase in teenage pregnancies, working children as well as an increasing rate of mental health and psychosocial issues.

What areas should we be keeping a watch on in the Global Education space over the coming year?

Emily Echessa: It will be mission critical for state & non state actors to focus on equity & inclusion as they broadly shepherd education back on course – over the coming years the global education space must keep watch on not ‘leaving any child behind’. Prior to COVID 19, most countries had reached gender parity & others were close. The world had made huge gains in access to education and was pushing through the ‘last mile’. COVID 19 has however reversed these gains to a large extent and threatens to wreak havoc as majority girls & boys lose a full academic year due to the mass closure of schools, girls may most likely not return to schools. Girls facing intersecting and complex barriers to their education such as their gender, disabilities, poverty, geographical inequalities will require multiple actions to bring them back to school and ensure their transition with improved learning outcomes.

It is essential that governments and education stakeholders continuously collect and analyses data on a rolling basis in order to inform adaptations, education policies and budgetary allocations.

Lastly, it is imperative that governments ensure a smooth and adequate flow of financial and other related resources to revamp and transform education, as well as diversify the means and ways children can access quality education and learn via all forms of platforms, from in in person classrooms to digital classrooms and home learning packs – what is being called the ‘blended approach’.

Anya Cowley: We are facing the greatest education emergency of our lifetime. There is a significant risk that when schools do reopen, the poorest and most marginalized children will never return, including girls, displaced and conflict affected children. COVID-19 is also increasing the risk of child marriage as a response to school closures, growing risks of violence, and food and economic insecurity.

Up to 1.7 billion children were out of school this year due to the COVID-19 pandemic and between 7 to 10 million are expected never to return to school. It is critical that we keep a watch on this over the course of the year, but also learn the lessons from the pandemic in supporting children’s continued learning during school closures, to ensure a safe return to school for learning for all children, especially for girls – another key area to watch. An anticipated 2.5 million more girls are at risk of child marriage over the next five years, and adolescent pregnancies expected to rise by up to 1 million. Without action, we risk reversing years of progress made towards realizing SDG 4.

Ahead of COP 26, we should also keep a watch on discussions around the role of education -especially girls’ education – in climate change mitigation and adaption. Investing in girls’ education through climate financing will be essential for equipping girls with the green skills they need to learn, thrive, and contribute to more resilient, equitable and prosperous futures for all. I look forward to seeing children and youth continue to lead the charge on securing global action on climate. 

We are in the “Decade of Action” to reach the SDGs by 2030. Where does the International Community have to step up to realistically reach the education SDGs?

Anya Cowley: This global education emergency requires an ambitious, but tangible global education action plan to ensure a safe return to school for every child. Our new analysis suggests that just over US$50 billion is needed to ensure children can safely go back to school the safe return to school for children in some of the poorest and conflict-affected countries, as well as support to help them catch up on lost learning. This works out at an average of $370 per child across the 59 low- and middle-income countries.

Our new research sets out five, evidence-based actions that governments should prioritize to ensure that children whose education has been disrupted by the pandemic can safely return to school and catch up on the learning they’ve missed out on.

For instance, cash transfers can mitigate the impact of the pandemic on household incomes by supporting children from low-income households to return to school and preventing dropout. Children who have been out of school may also require extra support to catch up on lost learning through catch-up classes, that start from where children are, rather than where the curriculum dictates, they should be. Water, sanitation, and hygiene facilities in schools must be accessible for schools to safely reopen and prevent the spread of the virus. Back to School campaigns are also vital to ensure that communities are confident that the right COVID-19 health and safety protocols are in place; and teachers must be trained in how to communicate about the COVID-19 pandemic and supported to put in place measures to keep schools safe.

Give us a glimpse into your world, what book are your currently reading and what is your number 1 favourite book you would recommend we all read?

Emily Echessa: I am reading Education for Sustainable Development in the Post-Colonial worlds- Towards a Transformative Agenda for Africa, by Leon Tikly. I highly recommend this book to all interested in transforming education.

Anya Cowley: I am reading “Feminisms, Empowerment and Development": Changing Women’s Lives”, a brilliant and accessible collection of essays analysing collective action and institutions aimed at realizing gender equality, and exploring what women themselves are doing to ensure their right are upheld.