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education

Children are provided high quality education

SDG: 4. Quality education

Obtaining a quality education is the foundation to improving children’s lives. All children should have the right to a good quality education that help the child use and develop their talents and abilities and should be encouraged to go to school to the highest level they can.

 

Dominique Uwase Alonga created Imagine We, to create a vibrant reading culture among children in Rwanda. Imagine We organizes national read-a-thon events and is working to equip schools across the country with their own libraries. The competitions are entered through an interactive, child-friendly website and mobile app where children also can find interesting and fun reading materials.

Regina Honu equips rural Ghanain children with STEM and critical thinking skills to solve the problems they live with every day and fight poverty. They are also working on how disabled people  in Ghana can use technology to better integrate in their communities, and have started a movement called Tech Needs Girls to mentor girls to lead and innovate by learning to code.

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entrepreneurs in our portfolio work with different solutions to provide high quality education to even more children.

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children and youth were provided with high quality educational content, through interventions carried out by Change Leaders in Denmark, DRC, Ghana, Lithuania, Norway, Russia, Sweden and Tanzania.

Case: Atlas Kompetanse

Our on demand expert advice enabled Atlas Kompetanse to quickly overcome challenges and focus on their core business.

30 percent of all students in Norway - and even more among newly arrived students with refugee backgrounds - do not complete secondary education within the expected timeframe. This heavily reduces their chances of entering the labor market, and is associated with extensive societal costs. Change Leaders Firdawsa Ahmed and Saad Hashi, founders of Atlas Kompetanse, lead workshops with teachers and newly arrived parents aiming to strengthen their collaboration and ability to jointly support the children to stay in school and develop their learning outcomes and social skills.

Before joining the Incubator in 2016, Firdawsa and Saad - both primarily coming from a social sector background - struggled with business operational tasks outside their area of expertise. Co-founder Firdawsa explains: “Things like legal, HR, communication and governance are topics that are quite distant from our home turf. Addressing them on our own took a lot of time, and stole focus and energy from our core business”. She continues: “After joining the Incubator, when we faced a challenge, Reach for Change helped us address it or put us in contact with someone who could”. She notes: “The Reach for Change team supported us to develop a framework for tracking our social impact, Katrine Sanne and Kim Gabrielsson from MTG helped us develop our marketing plan and website communication and Henrik Moestue Bang from Føyen & Torkildsen helped us to setup our legal contracts”.

This on demand expert advice enabled Atlas Kompetanse to quickly overcome challenges and focus on their core business, which contributed to them taking impressive strides during 2016. Compared to 2015, revenues almost doubled from 70 000 to 120 000 USD, full-time staff increased by 25 % and operations expanded from two to eight schools reaching as many as 1093 children and youth. The goal for Atlas Kompetanse in 2017 is to deliver their services in 20 Norwegian schools.

 

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“The Reach for Change team supported us to develop a framework for tracking our social impact, Katrine Sanne and Kim Gabrielsson from MTG helped us develop our marketing plan and website communication and Henrik Moestue Bang from Føyen & Torkildsen helped us to setup our legal contracts”

– Firdawsa Ahmed, Atlas Kompetanse

Case: Shule Direct

Faraja Nyalandu helped 220,766 Tanzanian youth access high quality school material. Tanzania is currently experiencing a massive shortage of teachers – 26,000 science and math teachers are needed, but with only 1000 new teachers being employed every year, it would take 26 years to deal with this shortage.

Faraja Nyalandu, a lawyer turned entrepreneur, began looking outside the box for solutions to this challenge and ICT provided the answer. Using a digital syllabus and education material, quizzes and an interactive discussion forum with real-time feedback, Shule Direct is enabling students to access a quality education, even when a teacher may not be close by. The content is available online on an Open Educational Resource and can also be directly installed in schools in an offline Learning Management System.

During 2016, Faraja and her team provided 220,766 children with digital courses in eleven subject areas of the national curriculum for secondary school in Tanzania - more than fifteen times as many as in 2015.

Impact story: Technidev

This story is told by Khalid Fadoul who runs Technidev, an organization that develops quality educational content that students can access using their mobile phones or computers, in order to increase the academic performance in Chad.

Mariam is a high school student at one of the biggest high schools in the Chadian capital N'Djamena. Mariam is in the first set for science, but she is three years behind her peers because of an early marriage at the age of 12. Luckily, Mariam gained a divorce at 16 years old and was able to resume her studies in her favourite subjects: Mathematics, Physics and French. In her public high school, her professors in Mathematics and French are regularly absent and her professor of Physics does not explain the courses properly: "My teachers are deserters; worse still, those who come to class do not explain the courses and when you ask questions they leave class."

After an interrupted childhood Mariam put her hope in school to succeed in changing her life, but the conditions of her schooling had made her start to lose faith. In January 2016, TECHNIDEV created an integrated school support center containing educational software. All the courses have three formats: text, video and interactive exercises. Today, Mariam spends all her free time in the tutoring room to learn: "This system allows us to understand the courses, to understand the mathematical formulas, to do research and to succeed"

 

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