We aim to develop autonomy, mastery and purpose within individuals at all levels of education systems, through government system learning partnerships.
Our holistic educational approach supports governments to achieve national and international commitments in education.
Our approach will be to adopt one village at a time. The idea is to improve education for the poorest by focusing on improving the learning environment in schools in the adopted village. To do so, we will choose only “ready” villages. “Ready villages” must fulfill the following criteria:
- The village has a school(s)
- The village members accept to own the initiative by agreeing to send and support children to go to school, making financial and other contributions, have a village education committee(s), regularly organize meetings to promote education
- The village’s own “diaspora” (here meaning the better off members of the village who may be leaving and having gainful employment) are mobilized to support the one village initiative of their village through financial or other contributions
- External well-wishers are mobilized to add to 1-3 above
Once the above criteria are met, a simple and evolving strategic plan will be made to develop the community village education resources with a focus of making the learning environment conducive to school children and teachers. This will include activities such as basic improvement in infrastructure, access to learning materials; teacher training, coaching, motivation and management; extra curricula activities. The assumption here that improved community learning resources benefit all or most of the community, as opposed to approaches that focus on individual children. We therefore hope that this approach is more effective, efficient and sustainable.
The curriculum gives a second chance to out-of-school children, especially girls. We believe that learning comes in many forms and our multidimensional interventions ensure that. These include early childhood development (ECD), pre-primary education, accelerating learning process, primary education, study clubs, teachers’ education, and community mobilization on girls’ education as well as developing child-friendly learning atmosphere.
We focus on improving participation, raising awareness on gender equality and child rights, and encouraging ownership of communities. We complement the mainstream school system to improve quality by assisting government primary and secondary schools. We provide scholarships at the secondary level, needs-based training and student mentoring to improve mainstream education approaches. Our play labs, encourage learning through play for children aged three to six years.
The curriculum is condensed to provide accelerated learning for children to catch up with their peers by completing four years of learning in three years. With a class size of no more than 30, students receive equal attention from the teachers in a participatory and child-friendly learning environment.
With our long and proven expertise in community-based service delivery, we will scale our interventions to maximize our reach and impact. We will focus on strengthening and supplementing existing government efforts through training and technical assistance.
We continue to deliver cost-effective, high-quality education services in places with low access to education. We will also explore new operating models beyond direct service.