The Luminos Fund is delighted to announce it is the recipient of a key grant from Dubai Cares that will give more than forty thousand children in Ethiopia’s Oromia, Tigray, SNNPR, and Amhara regions access to impactful, joyful education and literacy. This $1.5 million (USD) grant will focus on increasing Ethiopian government adoption of the Luminos Second Chance model and child-centered pedagogy.
“This grant will provide important professional development for many government teachers and be life-changing for thousands of children in Ethiopia,” says Caitlin Baron, CEO of the Luminos Fund. “We admire Dubai Cares’ vision and commitment to solving the world’s toughest education challenges and are thrilled to be expanding our partnership. In 2016, Dubai Cares support enabled Luminos to launch our Liberia program. This Ethiopia grant marks an exciting international expansion in Dubai Cares’ support for our work.”
For nearly a decade in Ethiopia, Luminos has implemented the Second Chance program, an accelerated learning program that brings joyful learning to out-of-school children denied a chance to learn due to poverty, conflict, and discrimination. Over the course of 10 months, Luminos helps children between the ages of 9 and 14 (girls and boys in relatively equal numbers) to become literate and numerate and then to transition into government schools with their age peers. The curriculum covers the first three years of school so children are ready for 3rd or 4th grade when they transition and uses a play-based learning pedagogy that is child-centered, activity-based, and facilitator-supported. To date, Luminos has helped 113,000 Ethiopian children become literate and continue on the path to opportunity.
Between 2017-2019, the Ministry of Education in Ethiopia piloted a government-run version of Second Chance with positive results. The national government then requested that Luminos expand the collaboration and build the Ministry of Education’s capacity to support and deliver the program directly.
This Dubai Cares grant enables Luminos to realize this strategic goal: to deepen its partnership with the Ethiopian government and regional education bureaus, capacitate the government system to adopt Second Chance as a national strategy, and deliver innovation at scale.
Ethiopia remains among the countries with the highest number of out-of-school children, with an estimated 2.2 million children not in primary school. This said, Ethiopia is making significant strides towards universal education. This is due to the Ethiopian government’s increased investment in education, its well-organized education system, and its positioning as an experimental hub for innovative models like the Luminos Second Chance program.
About Dubai Cares
Since its inception, Dubai Cares, part of Mohammed bin Rashid Al Maktoum Global Initiatives, has been working towards providing children and young people in developing countries with access to quality education through the design and funding of programs that aim to be integrated, impactful, sustainable and scalable. As a result, the UAE-based global philanthropic organization has successfully launched education programs reaching over 18 million beneficiaries in 57 developing countries.
About the Luminos Fund
The Luminos Fund is a philanthropic initiative dedicated to advancing education innovations for the world’s most vulnerable children. Luminos works to ensure children everywhere get a chance to experience joyful learning, especially those denied an education by poverty, conflict, and discrimination. The organization’s core offering is Second Chance: a 10-month program that empowers students to catch up to grade level with a focus on reading, writing, math, science, local contexts, and play. Luminos has enabled 120,000 children to have a second chance at an education and currently operates classrooms in Ethiopia, Lebanon, and Liberia.
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The Luminos Fund
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On September 26 during U.N. General Assembly (UNGA) week, the Luminos Fund hosted “Dynamic Philanthropy: A Remedy for the Global Learning Crisis,” an intimate conversation featuring Phyllis Kurlander Costanza, Head, UBS Philanthropy and CEO, UBS Optimus Foundation; Pascale de la Frégonnière, Executive Director, Cartier Philanthropy; His Excellency Dr. Tariq Al Gurg, Chief Executive Officer, Dubai Cares; and Alan McCormick, Managing Director, Legatum Group. Caitlin Baron, CEO of the Luminos Fund, moderated.
In the last fifteen years, enormous progress has been made in global education, such as a 40% decrease in the number of children out of school, a doubling of the school system in Africa, and the emergence of near parity in girls’ and boys’ education in the primary phase. However, much work remains. Globally, three-quarters of children and adolescents are still not learning at minimum levels.
Now in its third year, the Luminos UNGA week event convenes key funders, thought leaders, and implementors around the subjects of education and international development. This year, we were delighted to have a packed room of participants all focused on real solutions for the 260 million children around the world who still fail to learn the basics.
Caitlin Baron moderated the discussion
Innovative Approaches to Solve the Global Learning Crisis
At Luminos, we believe in philanthropy’s power to fuel breakthrough innovations that will tackle the global learning crisis. We feel extremely fortunate to work with these four leaders and their respective organizations, and were eager to hear their timely, energizing insights about the power of philanthropy in education development.
Cartier Philanthropy, Dubai Cares, Legatum Group, and UBS Philanthropy/UBS Optimus Foundation have funded an array of innovations that are moving the needle in educational opportunity around the globe. During the event, each speaker discussed his or her organization’s approach to philanthropy, innovation, and international education.
“The power of UBS Philanthropy is bringing clients to the doorstep of the world’s greatest problems,” Phyllis explained, noting that up to 80% of UBS clients are interested in investing in education. “UBS Optimus is a foundation of our clients: we route money from clients towards solving many social challenges. With education, we are trying to move clients from building schools to focusing on the quality of learning happening in the classrooms.”
One key area of innovation for UBS Optimus Foundation has been investment in outcomes-based financing. Phyllis described outcomes-based financing as one way to help build capacity in the space and encourage NGOs to focus on results. UBS has achieved strong returns through Development Impact Bonds (DIB) that can then be re-invested to achieve even more impact.
Meanwhile, Cartier Philanthropy seeks to fund scalable, high-impact innovations while moving toward an unrestricted funding model.
“Cartier Philanthropy believes in unrestricted funding,” Pascale noted. “We work for our grantees. They don’t work for us.”
“Cartier Philanthropy is quite independent of Cartier, which has been great to let us be experimental and find organizations working on exciting ideas that scale. Our work isn’t dictated by how we can further the Cartier brand: we were left free to draft our own strategy. Test, try, learn, fail, and try again is a philosophy we believe in,” she continued appreciatively.
Tariq described Dubai Cares’ founding vision to improve children’s access to quality primary education and, more broadly, increase funding for education as this sector receives far less investment than health.
“The Millennium Development Goals were set in 2000 and the 2nd Goal was universal access to primary education. Five years later when the UN met, they said Goal 2 would not be met by the deadline. Dubai Cares was founded in 2007 by His Highness Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai. HRH is a strong believer in youth and education. He wanted to convince others to invest more in education, as health always gets more investment compared to education. Dubai today is where it is because of its focus on youth and education. Since 2007, Dubai Cares has worked to provide quality education around the globe.”
“The job of philanthropy is to pilot and test innovations, and do your best to see them to scale,” Tariq continued. “Philanthropists’ job isn’t system strengthening. But, partnership with government is key if you want to influence the mainstream. We have to work within the priorities of governments if we are serious about achieving systems change – or help the government to prioritize an issue if we feel it is important.”
Legatum has a unique relationship with the Luminos Fund. A Legatum Foundation grant launched Luminos as an independent organization in 2016. Alan currently serves as Chairman of the Luminos Fund’s Board of Directors.
From left: Pascale de la Frégonnière, Alan McCormick, and Phyllis Kurlander Costanza
Alan explained, “We run a purpose-driven investment business at Legatum. The mission at the heart of our business is to generate and allocate capital that helps people prosper – and we’ve funded 2,000 projects across the developing world. Our philosophy is to test ideas and then bring others to invest in proven solutions. The best way to help people succeed is to give them the freedom to innovate.”
Describing the Luminos Fund’s origins, he noted, “When we saw how the program makes children numerate and literate in 10 months we were blown away.”
Words of Encouragement
As the event drew to a close, panelists offered advice based on their experience in philanthropy.
“We can’t do this alone,” Tariq said. “We need more donors to collaborate, like how Co-Impact is bringing funders together.”
Phyllis shared recommendations for prospective grantees: “Learn how to ask for money and go big.” Funders are pitched frequently and potential grantees must stand out from the crowd to succeed.
“Reading the news, it’s easy to focus on problems,” Alan cautioned. “Get out and look for solutions and innovations. The innovations out there today give me such hope. Be hopeful and persevere.”
H.E. Dr. Tariq Al Gurg discusses Dubai Cares’ focus on education
Images by Hannah Cohen Photography
Kaitlynn Saldanha is Senior Research Analyst at the Luminos Fund where she works on programs as well as monitoring and evaluation. She joined Luminos in 2019 after working at PEAS, Teach For America and Gray Matters Capital. She holds an MPhil in Education and International Development from the University of Cambridge and a BA from Middlebury College. In August 2019, she supported our annual facilitator training in Liberia. Here are her reflections from the field.
Kaitlynn Saldanha, Luminos Senior Research Analyst
It’s early afternoon in Liberia following a heavy rain. You walk into a classroom to 14 adults using their hands to create a steady, handsome beat. Some swing their hips from side to side. Others get low to the ground engaging their full body as they chant each letter of the short words written on the blackboard. They follow the leader at the front – their peer – who raises a knee to stomp each time he claps.
“Can. Can. C-A-N. Can.
Of. Of. O-F. Of.
He. He. H-E. He.
Get. Get. G-E-T. Get.
Put. Put. P-U-T. Put.”
A word and its spelling is repeated three times total, getting faster each round. The leader at the front pauses to explain the meaning of each word before starting the next activity – this time a cheer for each word. Chanting and cheering is one way that Second Chance students learn high frequency words that they see often in text. At Luminos, chanting and cheering form part of our approach to joyful learning — with positive results.
Here is a video of Luminos facilitators chanting the italicized words above:
In August 2019, I attended a Luminos training for Second Chance facilitators (what we call our teachers) in Liberia. The training was a 10-day residential ‘bootcamp’ where Luminos facilitators and implementing partners (BRAC, ROCH and LIPACE) received training in the Second Chance curriculum and pedagogy prior to the start of school. In 2019-20, the partners and facilitators who attended this training will run 65 Second Chance classrooms serving just under 2,000 students across Montserrado, Bomi and Lofa counties. Like all Luminos trainings, the training was experiential, designed such that facilitators experienced firsthand what it is like to be a student in a Second Chance classroom. For instance, facilitators spent the training working in small groups, practicing phonics exercises like “Blending Ladder” and “Elkonin Sound Boxes,” acting out the meaning of “Mop” and “Hop,” narrating short stories and demonstrating concepts (like how to use a number line, types of sentences and punctuation) in front of the class. With 80 Luminos facilitators, 6 supervisors, Ministry representatives (including the County Education Officer of Bomi County, District Education Officers, the Assistant Minister for Early Childhood Education, plus 5 government master trainers) and 4 Luminos staff present at the training, it was a full few days for Luminos in Liberia. Below are a few of my reflections from the week.
Luminos Liberia Program Coordinator and in-house phonics expert, Alphanso Menyon (left), models how to decode or sound out words by breaking them down into individual sounds for a new Second Chance facilitator.
Reflect. Learn. Adapt. Repeat. As those of us who work in international development know, responding quickly to challenges and feedback that arise in the field is critical to ensuring that programs achieve desired impact and outcomes. As someone who is new to the Luminos Fund but not new to international development, Second Chance is truly special in the way that it has created a learning culture where feedback is encouraged, received and responded to at every level. Iteration is embedded in the program’s DNA. For instance, during the training, Luminos Program Manager, Abba Karnga Jr., asked facilitators and partners again and again to share feedback and reflections. He continuously drew on facilitators’ lived experience delivering the Second Chance program and did a brilliant job of creating a safe space for candid conversations on corporal punishment (still all too common in the region), integrity and professionalism, and the importance of knowing the ability of each and every student.
During the training, Luminos supervisors (who monitor Second Chance classrooms and provide ongoing classroom-based support to facilitators) met as a group, alongside Luminos Liberia-based and U.S.-based staff, to reflect on program data and problem solve on challenges. Sessions like these ensure that Second Chance continues to learn, adapt and respond to the needs on the ground. They are also a powerful mechanism for elevating the role and voices of supervisors and facilitators, removing hierarchy and building collective ownership for the Second Chance program, which ultimately drives stronger outcomes for Luminos students.
Balancing Autonomy and Structure. Scripted lessons can earn a poor reputation for limiting teacher autonomy, and in some cases, for being ineffective. Second Chance strikes a delicate balance of providing young and motivated (though often inexperienced) teachers the tools and support they need to succeed, while also empowering them to exercise professional judgement, take risks and lead learning in their classrooms. While our Second Chance Facilitator Manual provides a helpful block-by-block guide for each day, facilitators still develop and lead their own lessons. For instance, the Second Chance curriculum includes two activity-based learning (ABL) periods per day where facilitators are provided guidance on the content that is to be taught or reviewed, but the ‘what’ and ‘how’ of teaching and learning are to the discretion and creativity of the facilitator. During the 10-day training, facilitators were guided on how to use the Facilitator Manual as a tool to support them (as opposed to a script), and encouraged to bring their own ideas and imagination to their teaching as much as possible.
Build People, Build Mindsets. In Liberia, Luminos is not just building a program – we are changing people’s understanding of what is possible to achieve with the most marginalized children. Is Second Chance supporting out-of-school children to become functionally literate and numerate in 10 months? Yes! External evaluation results show that Second Chance students in Liberia are identifying 40 words per minute on average, compared to 4 words per minute at the start of the program (for comparison, just 6% of Liberian Grade 2 students can read 40 words per minute). How did we get here?
Facilitators practice lesson plans.
The training commenced with an inspirational opening speech by Liberia’s Assistant Minister for Early Childhood Education, Minister Thelma, who had visited several Luminos classrooms last year and was impressed by how well Second Chance students were learning. Throughout the training, facilitators, government representatives (including the 5 master trainers from the Ministry who participated in the full 10 days of training) and partners, were reminded again and again of Luminos guiding principles: “Every child can learn. Help a child learn how to learn”. These principles, while obvious to many of us, are not yet realized in every classroom and school in the communities where we work in Liberia. Until they are, trainings like the one held in August are not just for rehearsing phonics drills (though these are important too!) but for building the mindsets necessary to carry out the work.
Let Experience Speak. This year many facilitators are returning for their third or fourth year teaching with the Second Chance program. This is tremendous in and of itself and a testament to the positive experience they’ve had working for Luminos and Second Chance. It also means that these professionals have deep, valuable experience teaching in low-resource communities. They know what works — and also what doesn’t — in supporting out-of-school children to learn.
During last month’s training, Luminos leveraged the knowledge and experience of veteran ‘lead’ Second Chance facilitators to support training newer facilitators. We will continue using this approach in future trainings. When we think about the local knowledge and know-how that’s being built for Second Chance in Liberia, there is a lot to be excited about, especially when we think about further scaling of Second Chance in Liberia and beyond.
Second Chance classes in Liberia started on September 9th! We look forward to sharing more updates from facilitator trainings throughout the year. Stay tuned!
The Luminos Fund is delighted to release its 2018 Annual Report. We’re working to ensure children everywhere get a chance to experience joyful learning, especially those denied an education by poverty, conflict, or discrimination.
In this Annual Report, we review 2018 through the lens of the Luminos Fund’s contribution to girls’ education. When girls get the chance to learn, they can positively transform their lives and those of their families.
Around the world, an equal number of girls and boys are out of school. Luminos programs prove you can give girls and boys a second chance at education right alongside one another — with great results. In fact, research shows that co-ed programs like ours may be one of the best ways to reach girls.
- 118,437 – To date, we’ve helped 118,437 children get a second chance at a good education, half of whom were girls.
- 10 months – Luminos delivers accelerated 10-month programs covering the first 3 years of school, with 4 times as many reading hours as mainstream school.
- 95% – Overall, 95% of children transition to mainstream school upon completion of our programs.
- 11,185 – In 2018, 11,185 children (46% girls) received a second chance education in Ethiopia.
- 1,615 – In 2018, 1,615 Syrian refugee children (43% girls) participated in our back-to-school programs in Lebanon.
- 3,150 – In 2018, 3,150 children (46% girls) received a second chance education in Liberia.
Read the full 2018 Annual Report here.
The Luminos Fund team extends sincere thanks and gratitude to our funders, implementing partners, government ministry allies, Board of Directors, advisors, and friends for joining us on this vital journey.
Learn more and support our work
Learn more about the Luminos Fund and our work by exploring our website or contacting us at firstname.lastname@example.org.
Help more children get a second chance at a good education. Please donate here.
Lindsey Wang, Luminos Program Analyst
Lindsey Wang is Program Analyst at the Luminos Fund where she is instrumental in program monitoring, evaluation, and reporting. She joined Luminos in 2016 as a Mechanical Engineering graduate of MIT and is entering Harvard Kennedy School this autumn.
I would like to tell you a story. In the Dargweh community of Liberia, West Africa, an 11-year-old girl steps into a classroom for the first time in two years. She attended school previously and can name a few letters of the alphabet but is unable to read even two-letter words. Years helping her mother in the market taught her to perform simple sums in her head, but she doesn’t know how to write any numbers. In her new classroom, she chants and claps alongside her peers, repeating the names of letters, their sounds, and words beginning with those letters. A. Ah. Africa. B. Buh. Bird. A letter. A sound. A word. She memorizes the pattern and steps to the front of the class to lead her classmates in song. Outside, she can hear toddlers from her community chanting along, drawn to the boisterous chorus rising from the cinder block building.
Ten months later, imagine returning to this one-room classroom in Dargweh to find that this 11-year-old girl now can not only identify all 26 letters, she can read entire paragraphs about Sammy and his sister Satta. She’s more than happy to tell you that if Yatta has 8 pencils and Abdul has 5 pencils, Yatta has 3 more pencils than Abdul. When she encounters an unfamiliar word, she holds out her left arm and taps it with her right hand, moving from her shoulder to her wrist, one tap for each phonetic sound: shuh, oh, puh. Shop.
In 10 months, thanks to her own tenacity and the Luminos Second Chance program, this girl jumped from near illiteracy to acing a second-grade reading comprehension assessment. Her progress is real, and we have the data to prove it.
As the Luminos Fund’s Program Analyst, I had the great fortune to attend the first week of Luminos Second Chance classes in Liberia in September 2018 and the final week of classes in June 2019. I observed similar advances in dozens of the children I met as I supervised the baseline and endline EGRA and EGMA assessments that measure the learning levels of a sample of students before and after our program. Our Liberian program team—Program Manager Abba Karnga and Program Coordinator Alphanso Menyon—diligently arranged for enumerators (the third-party professionals who conduct evaluations and capture raw data) to randomly sample five students from each of our Second Chance classes during the first week of school. At the end of the 10-month program, those same five students were given the same test by the same enumerator. These kinds of data enable Luminos to identify program strengths and the weaknesses we need to rectify for the next cohort of students. The baseline and endline evaluations are our report card, so to speak.
Everyone in international development knows that external, independent evaluations are essential, but we may underestimate what it takes to get it right. Leading up to my trip and on my flight to Liberia, I buried myself in lecture notes and slide decks from an evaluation management training I had attended until finally, somewhere over the Atlantic Ocean, I realized that no workshop would prepare me completely for the boots-on-the-ground experience of supervising an evaluation.
The lessons that have fundamentally shaped my approach to managing independent evaluations came not from lectures but from visiting classrooms and speaking with enumerators. Now, with the June 2019 endline evaluation completed, I can reflect on the entire process and share a few of those lessons here.
Pilot the survey instrument. Pilots may not always be possible due to time or resource constraints, but the experience of testing a survey with subjects before it launches is invaluable and will strengthen the actual evaluation. We were fortunate to pilot our survey instrument at a Monrovia government school a few days before the baseline evaluation began. Looking over my field notes, I have pages of scribbles even though our pilot took place during just one afternoon. I jotted down every mistake that enumerators came across in the survey and every set of instructions that students did not understand. I noted the names of enumerators I thought were particularly skilled at putting children at ease. Receiving test data collected during the pilot also made it easier for me to prepare an R script to run data checks on the actual evaluation data as they were received from enumerators each evening. This script was a critical time-saver and allowed me to respond swiftly to data discrepancies and issues that arose in the field.
The enumerator training prior to the September 2018 baseline evaluation
Build relationships with your enumerators. While piloting the survey instrument, I received the most insightful feedback from the twelve enumerators preparing to evaluate our students. Rufus noted that students seemed to struggle to read words, not because they didn’t know the words but because the font was too small. Sarah suggested that marking incorrect responses on a paper in front of the child may be discouraging which prompted the other enumerators to change their own processes and mark their papers under the table. During evaluations, enumerators have a front row seat to the students and can share more qualitative insights into students’ knowledge and behavior. At the endline, Margaret shared with me—with a beaming smile—that students seem much more confident in their abilities than they did at the start of the program year, something that wouldn’t have been clear from the data alone. One student, she reported, even corrected her as she tried to demonstrate how to break up a word into its phonetic sounds. Without this direct line of communication to the enumerators, I would have a less nuanced understanding of Luminos results.
Raise concerns early and often. I was nervous going into the baseline evaluation. Was I ready to be an authority on the Luminos program and supervise the enumerator team in the field? I had the Luminos leadership team’s support and they reminded me that, in that room, no one knew more about the program than I did. “Don’t hesitate to raise concerns,” they told me, so I didn’t. I disputed the phrasing of one of the questions. I stressed to enumerators the importance of putting students at ease and reassuring the children that their performance would not impact their enrollment in our program. It surprises me even now how easily the survey team and I fell into a good rhythm. I would observe the enumerators and recommend a change to the survey. The survey firm’s manager would adjust the instrument and the cycle would begin again. This ease is a testament to the survey firm’s professionalism and investment in conducting a rigorous, informative evaluation in service of Luminos’ mission.
Dive in (and be prepared to sweat the details). Did we edit the survey so that both addition and subtraction questions require numeric responses? Does every enumerator know that we will no longer be reading the examples for question 5? The night before the baseline evaluation launched, I caught myself drafting an email to the field coordinators with a few more observations from the pilot only to realize that the enumerators and field coordinators were probably asleep and wouldn’t respond to my emails at 3:00 a.m.! In the end, despite some sleep deprivation, the exhilaration of accompanying the survey into the field kept me motivated. After four hours of driving over pothole-ridden dirt roads – the same pace of work our Liberian colleagues keep every week – I would return to my room to start running data checks, keeping an eye out for enumerator errors and data inconsistencies. In evaluations, as in our Second Chance program as a whole, success lies in the details.
Sleepless nights, constant survey revisions, and many miles logged on bumpy dirt roads. Conducting evaluations can be tedious and time-consuming, expensive and exacting. Why do we do it?
Data drives decision-making and real-time program enhancements. When mid-year internal monitoring reports flagged that our students were struggling with language arts, the Luminos program team in Liberia acted immediately and restructured the curriculum around phonics. A few weeks later, when facilitators met for our semi-annual training, Luminos staff and curriculum consultants delivered a new training module in phonics that led to increased emphasis on literacy in the classroom. Real-time data collection and analysis enables efficient and agile program improvements. This process helps Luminos fulfill our commitment to deliver high-quality education to students in joyful, welcoming, safe, and instructive classrooms.
Lindsey crunching the evaluation data back in Boston
Data is key to achieving impact at scale. At Luminos, I have seen firsthand how a lean NGO-operated education program can evolve into broad, government-funded, and implemented education policies. In Ethiopia, where Luminos also runs classrooms, our academic research partners at the University of Sussex Centre for International Education have rigorously evaluated that program’s pedagogy, implementation, and long-term impact on students’ educational prospects. Excitingly, Ethiopia’s Ministry of Education has now adopted the Second Chance program model as a national strategy to reach out-of-school children, largely due to the rich body of evidence demonstrating our program’s impact. Going into the baseline/endline process in Liberia, I understood that for our Liberia program to follow a similar path to scale, we must produce another compelling body of evidence — beginning with this evaluation.
Not all NGOs are fortunate enough to have strong evaluation partners. Even when they do, evaluations can be expensive, especially for small teams. But, without data, how does an organization self-reflect, implement better strategies, and, frankly, attract more investment? Only through data-driven action, dialogue, and policymaking can the global community address systemic inequalities with sustainable solutions.
When you’re deep in the analysis process—trying to make sense of one thousand data points—it’s easy to lose sight of why data matter. Data is important because our decisions and policies have implications for real people. Data should be the foundation for policymaking, not only to scale effective programs more efficiently but because, in the end, each of those data points represents a person or a community. Remember the young girl who aced the second-grade reading comprehension test? I know her only as Student B014, but she is a reminder that these data we collect are more than a series of numbers. She is a person with dreams and aspirations of her own. She is a daughter. She is a friend.
This autumn, I am taking my experience with data-driven program management to Harvard Kennedy School in pursuit of a Master in Public Policy and will continue working at Luminos on a project basis. In my academic studies and career so far, I have approached international development as an implementor. At HKS, I look forward to bringing my implementer’s lens to the policymaking table. As I transition to this next chapter, I proudly carry with me the humanity and dignity that the Luminos Fund brings to its work, whether around a conference table in Boston or in a one-room classroom in Liberia.