Promoting quality education for all.

From Teacher Training to Teacher Investment

Sarah Bever, 
From Teacher Training to Teacher Investment

The truth is that a highly qualified teacher in a positive school culture can support students to leapfrog grade levels and provide relational and social support. These teachers are invaluable and must be invested in, so that they will continue to grow and will themselves invest in thousands of children throughout their careers.

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Afghanistan’s Uphill Battle for Girls’ Education

by Devon O’Reilly, 

The theme of this year’s 16 Days of Activism Against Gender-Based Violence campaign was ‘make education safe for all.’ Over the course of the 16 days, Women Thrive Alliance shared the work – campaigns, capacity building techniques, and achievements – of our Alliance members that work relentlessly on gender-based violence that restricts girls from getting an education. Unfortunately, in many instances, female genital mutilation, forced marriage, and rape were the common culprits preventing a girl from continuing her education. In the case of Afghanistan, however, a girl’s mere chance of being allowed any education at all was the baseline.

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Toward Student Centered Learning in the Developing World

by Education Global Access Program, 

A familiar sight: a teacher stands at the head of the classroom with a book or a sheet of paper in hand. Her eyes travel down the page as she reads out loud, pausing every so often to allow the dozens of furiously writing students to catch up. The students will take their notes home for the night. They will study, review, and rehearse until they have memorized word for word the information. And the next morning, one by one, they will stand in front of the teacher and give an oral recitation. The teacher will ask questions. She will write down a final grade. And then she will move on to the next lesson.

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Active Learning for a Global Education

by Reshma Patel, 

In 2009, Impact Network began building schools in rural Zambia to bring educational access to some 57 million children who were out of school. Two years later, we handed over 5 newly built schools to the local communities to operate. But as the school year unfolded, we saw that while we had left a structure for the community, we had provided no teachers, no management structure, and essentially no tools to help provide a quality education.

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Wildfire! SDG 4 Red Alert –Rich Profits on Public Education in Liberia

by Jill Christianson, 

There is a wildfire beginning to rage in public education in Liberia.  Without immediate firefighting from many directions, this wildfire could spread elsewhere fast.  Unlike other fires that can be dampened and extinguished quickly, a wildfire  “differs from other fires by its extensive size, the speed at which it can spread out from its original source, its potential to change direction unexpectedly, and its ability to jump” borders.

The first to spot this explosive fire was the National Teachers’ Association of Liberia; it sounded the alarms.   The government of the Republic of Liberia, with leadership of President Ellen Johnson Sirleaf and Minster of Education George Kronnisanyon Werner, has developed the “Partnership Schools for Liberia,” plan for private, for-profit providers to manage all primary schools in the nation by 2020.  

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Training Teachers in Conflict Zones – using education for hope

by Shanyn Ronis, 

In times of crisis, there are always people running towards the problem – not away from it. These are the people who inspire hope  in others. And that hope, in turn, is terror’s greatest enemy. This has never been more relevant than today, as the world faces down the largest refugee crisis since World War II, with more than 51 million refugees displaced from their homes by terror attacks and political strife.

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Catalyzing systemic change across Uganda: A BT Fellow’s journey of self-transformation

Access to quality education remains elusive for many across Uganda, particularly in the rural areas where Building Tomorrow (BT) works. The challenges are numerous and far-reaching: teachers are often isolated with little or no access to a network of peers and professional development; community School Management Committees have not been equipped to effectively carry out their responsibilities; local government officers are severely limited in their time and resources and, perhaps most importantly, parents often see little value in investing in a system that is failing their children. Building Tomorrow has been faced with the question of how to simultaneously affect so many diverse issues. We’ve found the answer in a group of ten extraordinary individuals who now make up the Building Tomorrow Fellows.

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Peru through the Eyes of a “Hopeful” Traveler

by Terri Butts, 

My eyes are wide open, despite landing in Cusco at 1:30 a.m. on a Saturday night. When we reach the city, the streets bustle with activity rivaling New York City. I’m ready to meet Peruvian students, taste (most of) the food, and learn more about the country, all while praying I don’t get altitude sickness. Our group of NEA Foundation Global Learning Fellows is met by the incomparable Victor Hugo (yes, that’s his real name), who will be our guide, savior, luggage locator, etc., for the next nine days. And off we go! 

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