Honoring Women Who Teach: Tegitu’s Story

Honoring Women Who Teach: Tegitu’s Story

Education opens doors for changing one’s life. Education gives you multiple avenues to success. By education, it means for me every type of education – in and out of school. Anything new and useful that we learn will contribute to change our lives.”


Tegitu, Second Chance teacher

Tegitu experienced the joy of education early as a child. She attended primary and secondary school, and looked forward to continuing onward to grades 11 and 12. “If I were a man, I would be able to go to [the next town over], stay in a rented house with a group of other students and would complete my preparatory education and join university. I couldn’t go to the next town to continue my education – because I am a woman. My parents couldn’t let me go in fear of other risks.” As a result of being unable to continue her education and go on to teacher’s college, Tegitu wasn’t qualified to work as a government school teacher. However, bright young adults like Tegitu hold incredible potential. Luminos has had great success recruiting and training local young adults with at least a 10th grade education to serve as teachers in our Second Chance classrooms. In a Luminos classroom in the Sidama region of southern Ethiopia, Tegitu found her own second chance to pursue her love for education and became a Luminos teacher four years ago.

This Women’s History month, we want to honor the many incredible women who are integral to the Luminos Fund’s mission of providing transformative education programs to thousands of out-of-school children by teaching every day in our Second Chance classrooms. Luminos teachers (a mix of both men and women) have made it possible for us to reach 152,051 children with joyful, quality learning. Luminos strives for gender equality in all our classrooms (49% of Luminos students in Ethiopia are girls this year), and women like Tegitu help students form a solid foundation for their education. Recently, we accompanied Tegitu for the day as she shared what she loves about teaching and education, and her hopes for her students and women in Ethiopia. 

School begins at 8am Monday through Friday with Tegitu taking attendance and then starting on the first lesson of the day. Luminos Second Chance classes are capped 25 students unlike conventional schools which often have 45 students per teacher. The smaller class size allows teachers like Tegitu to spend more time with each student and better assess their needs. In the Second Chance Program, previously out-of-school children learn to read and do math in just 10 months through an accelerated learning curriculum. Most importantly, Second Chance teaches children to learn how to learn, a skill they will use all their life.

Today’s initial lesson is on vowel identification, after which students divide into five small groups that they rotate through during the day. Each group is tasked with coming up with uses of the vowels that go along with their station. For example, the Handicraft Group might create tactile, 3D versions of vowels using clay or bottlecaps. Engaging with core concepts in multiple ways ensures students really internalize the lesson.
Here, the Crafting Group is making vowel flashcards. In addition to supervising self-directed learning, Tegitu continually assesses her students to see if the concepts are sticking. This enables her to support struggling students and make sure everyone is keeping up with the pace of the curriculum.
Last year when classrooms were closed, Tegitu taught micro-classes comprised of five students outdoors. “It was quite a unique experience teaching five students at a time,” Tegitu said. Second Chance classes reopened in Ethiopia in November for the 2020-21 school year, and Luminos provides all classrooms with masks and handwashing stations as COVID-prevention measures.
The Second Chance program’s activity-based curriculum takes place inside and outside of the classroom. Here students are playing a game called Father Jacob, which is similar to the games Duck-Duck-Goose or Musical Chairs and reinforces letter identification. Tegitu says her students have the most fun, “when they are given a competitive assignment and when they are given project work which involves different skills. Amazingly, they are also happy to teach others, to write on slate boards and the black board. Moreover, they enjoy all interactive teaching and learning process-songs, and other activities.”
Tegitu lives a 30-minute walk away from the Second Chance classroom with her family. Every morning, she and her children walk together to school for part of the way. Her daughter (left) is 12 years old and her son, who is 7 years old, just started school for the first time this year. “My dream is the dream I have for my children,” Tegitu says. “I always pray for my children to grow up healthy and become successful in their life.”
In their home, Tegitu, her husband, and two children eat meals together. The meal above is comprised of chechebsa, a barley-based bread that is fried with spiced butter and can be served with vegetables. Family members take turns feeding one another in displays of affection, and to help the youngest ones.

Hopes for the Future

Tegitu has high hopes for the future of women in Ethiopia and says, “I dream Ethiopian women will conquer key positions in government and the community with at least equal numbers as men. I wish men could share the burden of women at home. I wish I could abolish all domestic violence against women.” For girls, Tegitu sees education as a critical way to counter structural marginalization. “If girls have a good education,” she says, “they can stand up for themselves.” Ultimately, Tegitu believes education leads to a better life for girls and their future families.

“I want to see my students become outstanding students recognized at the regional and national level. I want them all to complete high school and get some kind of training that enables them to lead a successful life. Above all, I dream young people will grow up in high discipline, loving their country, and becoming hard workers.”


Tegitu, Second Chance teacher

Luminos is proud to have inspiring, empathetic teachers like Tegitu in our Second Chance classrooms. Their tireless efforts transform the lives of some of the most marginalized children around the world, unlocking the light of learning to create brighter futures across communities and generations.


Photo Credit: Mekbib Tadesse

Ethiopia Rising: Exploring Education After COVID-19

Ethiopia Rising: Exploring Education After COVID-19

Ethiopia: the second most populous country in Africa where over 63% of the population is under age 25 and there are more than 40 million school-aged children and adolescents (UIS). In 2000, nearly 60% of primary-school-age students were out of school in Ethiopia, a number that had dropped to 14% as of 2015 due to dramatic government investment (World Bank). Though the country has navigated rising ethnic violence in recent years, such as in the Tigray and Oromia regions, the government has continued to invest deeply in education. Today, the Ethiopian government spends nearly a quarter of its entire budget on education. As H.E. Ato Minister Million Mathewos, State Minister for General Education, puts it, “Ethiopia is rising.”

Recently, the Luminos Fund had the privilege of hosting a discussion on the current and future state of education in Ethiopia as it navigates beyond COVID-19. Guest speakers included Minister Mathewos and Dr. Pauline Rose, Professor of International Education and Director of the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge.

The Current Education Landscape in Ethiopia

The Ethiopian Ministry of Education (MOE) presented the current state of affairs in Ethiopia to frame the discussion, noting that the number of primary schools has increased from 4,000 in 1994 to over 37,000 as of 2018, as has gender parity. While making considerable progress on enrollment, Ethiopia has struggled to keep students in school through graduation. Yohanese Wogasso, Director General of School Improvement noted, “Primary completion rate is a critical area where we are challenged. In 2018-2019 we only had 62% [of students] attend school through 8th grade, meaning 7.6 million students couldn’t complete grade 8.” Minister Mathewos and Yohanese outlined several different priority areas where the MOE is looking to expand its efforts in collaboration with external support: accelerated learning programs (such as the Second Chance program run by Luminos), school feeding programs, secondary school construction, and school improvement including WASH facilities.

Examining the Data

Dr. Pauline Rose noted that one of the incredible strengths of the Ethiopian MOE has been its ability to reflect on both the progress they have made and the challenges ahead saying, “That’s why we see Ethiopia as a leading light on the continent.”

Notwithstanding Ethiopia’s progress, even before COVID-19, the most disadvantaged children in Ethiopia and the rest of sub-Saharan Africa were struggling to complete their primary education. Pulling from her recent research through the Research for Equitable Access and Learning (REAL) Centre, Dr. Rose noted that this is in part because students from poorer rural backgrounds simply don’t have access to the same resources as more affluent, urban students.

COVID-19 is likely to increase dropout rates for the most disadvantaged students in addition to causing large learning losses for students in the early years of schooling. Accelerated learning programs, such as Luminos’ Second Chance program, are among the efforts Dr. Rose hailed as a learning opportunity for other countries, especially post-COVID-19.

Referencing an August 2020 phone survey conducted with the RISE Programme and the Early Learning Partnership, Dr. Rose explored the digital divide between rural and urban households in Ethiopia. According to the survey, only 58% of rural households had access to electricity compared to 92% of urban households. In both urban and rural households, fewer than 60% of those surveyed had access to a radio and barely 2% had access to the internet. Dr. Rose emphasized that this lack of access to technology and basic electricity is something funders interested in Ethiopia should pay particular attention to before pushing for ed tech solutions. To read more about the REAL Centre’s research in collaboration with Addis Ababa University and the Ethiopian Policy Studies Institute, please view the full report here.

In order to build resilient, inclusive education systems, Dr. Rose recommended prioritizing resources to improve primary school standards. This includes adapting the curriculum to focus on the basics and extending the school day. It may also involve providing additional support for those whose family members are unable to support home learning due to illiteracy, poverty, or lack of access to ed tech. She noted that supporting schools and teachers with resources on tackling learning loss, both academic and socio-emotional, will be another critical step to building a resilient, inclusive education system, as will paying particular attention to the most vulnerable students: those in the rural areas, those in poverty, and girls. Finally, to create a safe learning environment, especially during the pandemic, Dr. Rose emphasized the importance of providing basic hygiene in schools as well as masks and hand sanitizer for the poorest students – something Luminos provides in all of our Second Chance classrooms.

Closing Thoughts

At the end of the discussion, a guest asked the speakers to name one key take-away or piece of advice for the donor community. Dr. Rose emphasized that, “The number one thing is bridge programs [like] accelerated learning programs: something that is possible for children to attend in a flexible manner, that allows them to engage in the learning environment and get up to speed. I think they’re going to be even more vital going forward.” Luminos Strategic Advisor in Ethiopia, Dr. Alemayehu Hailu Gebre, reflected on how the current state of the world requires new creativity in education, explaining, “As we all know, COVID-19 coupled with unprecedented disasters has augmented the problems of exclusion in education. Bringing these children to school requires an innovative approach.” Luminos CEO Caitlin Baron closed out the session:

“The Ethiopian government has made an extraordinary commitment to education over the last few years. Luminos looks forward to continuing to partner with the Ethiopian MOE to ensure that the most vulnerable out-of-school children get a second chance to catch up on education after COVID-19.”


Caitlin Baron, CEO, The Luminos Fund
Program Updates Fall 2020

Program Updates Fall 2020

Click here to read a PDF version of our program updates.

As the COVID-19 pandemic continues to challenge communities across the globe, the prospects for the world’s most vulnerable children are somber. We know that one third of schoolchildren globally have not been reached by any remote learning during COVID-19 (UNICEF) and even three-month school closures can cause students to fall one year behind (NWEA). New research predicts that COVID-19 school closures will cost students up to $15 trillion in lost future earnings (IZA Institute of Labor Economics). Other new studies predict that at least seven million children are now at risk of dropping out of school completely (World Bank, Save the Children). And this is on top of the fifty-nine million children of primary-school age who were already out of school worldwide prior to the pandemic.

While this year exacerbates inequality across the globe, the Luminos Fund team is more dedicated than ever to our mission helping girls and boys learn to read and do arithmetic in our joyful classrooms, and continue their studies in their local village schools. Our key focus during this crisis is to keep our students safe and connected to learning. Our team never stopped pushing and, this fall, our classrooms are beginning to reopen. Read more about our efforts and plans in Ethiopia, Liberia, and Lebanon on the next pages.

Ethiopia

In Ethiopia, the Luminos Fund is operating micro-classes, supporting distance learning, and partnering with government.

On March 16th, Ethiopia mandated the closure of all schools, impacting more than 26 million learners. Luminos continues to explore all available options for resuming learning safely for our children and understands the need to be agile while adhering to the guidelines laid out by the Ethiopian Ministry of Education (MOE). This year, the MOE’s growing need for proven alternative learning solutions—like Second Chance—is creating an even greater opportunity for the government’s adoption of our model beyond what is underway. There is significant appetite from education stakeholders in Ethiopia for technical expertise from Luminos and its partners on condensing curriculum, teacher training, and improving learning outcomes.

Our 2019-20 cohort of students

When schools closed, Luminos pivoted to supporting students with home-based learning through the distribution of learning resources and the creation of a digital learning portal for Luminos and its partners to share resources across regions. SMS-based contact helped ensure direct communication with families during the pandemic, and from May to July, we ran outdoor micro-classes of 4-6 students. Facilitators received guidance on micro-classes and ongoing virtual training and support from Program Supervisors and Luminos partners. Luminos also supported the MOE’s COVID-19 education response with staff as active participants in the Education Cluster and through one-on-one advising with key MOE officials. We continue to explore MOE partnership opportunities to reach even more children through our Second Chance model. All schools in Ethiopia plan to open by the end of November, and all Ethiopian students—including our 2019-20 cohort—will be promoted to the next grade for the start of the 2020-21 academic year.

Our 2020-21 cohort of students

In the 2020-21 school year, Luminos expects to reach 1,300 children directly through Second Chance education, and thousands more through government adoption. As noted, all schools in Ethiopia plan to open by the end of November. Our staff continues to work extensively with government partners across national, regional, and local levels to finalize plans for the 2020-21 government adoption program, which aims to equip the government to implement Second Chance in conventional government primary schools across Ethiopia.

Liberia

In Liberia, the Luminos Fund is operating micro-classes (up to seven students and a teacher, physically distanced), supporting distance learning, and partnering with government.

Schools across Liberia closed in March. Luminos continues to explore all available options for resuming learning safely for our children. We understand the need to be flexible to respond to students’ and families’ needs while adhering to guidelines laid out by the Ministry of Education (MOE). The Luminos Fund launched in Liberia in the aftermath of Ebola, when approximately one in four Liberian children did not return to school, and we are keen to apply lessons from that time to the current crisis. Strategies like micro-classes keep children engaged in learning and help ensure they enroll when schools resume. As challenging as it has been to get these classes off the ground and ensure learning is happening, we are encouraged that we have positively engaged our children and kept up their enthusiasm for school.

Our 2019-20 cohort of students

Our primary focus has been the safety and health of our children and communities. Our US team actively participates in weekly MOE, Education in Emergencies Zoom meetings. Given only 12% of the Liberian population has access to electricity, we adopted a low-tech approach to ensure our 2019-20 students remain connected to the learning process by distributing worksheets, English readers, writing materials, and workbooks. Currently, Luminos is running outdoor micro-classes of 6-7 children, covering key foundational literacy and numeracy concepts. We anticipate students will transition to government school for the start of the 2020-21 school year in December. Since March 2020, Luminos has also supported its communities with WASH stations and food supplies. Even procuring basic items such as bags of rice proved challenging as most of the stores had run out of supplies. Our team worked incredibly hard on the ground to source the required permissions to cross county borders during lockdown and complete the necessary distributions.

Our 2020-21 cohort of students

We are planning for the 2020-21 cohort and forecast that we will be able to resume classes, with certain restrictions, in January 2021. Luminos will reach 2,400-2,800 children across Bomi, Montserrado, and Grand Cape Mount counties. We are updating our curriculum for the new school year to include psycho-social support for children, both in school and at home, in response to COVID-19. We anticipate continuing to support students with an element of home-based learning in the 2020-21 academic year.

Lebanon

In Lebanon, the Luminos Fund provides educational programs for Syrian refugees.

This year has been uniquely challenging in Lebanon, between political and economic strife, COVID-19, and the massive explosion that shook Beirut in August. Lebanon is dependent on imports and the destruction of the port has led to widespread shortages of medicines, baby formula, and other essentials. Luminos continues to explore all available options to help our students learn safely. We are working to be flexible and agile to respond to students’ and families’ needs while, at the same time, adhering to guidelines laid out by the Ministry of Education and Higher Education (MEHE).

Our 2019-20 cohort of students

Luminos pivoted to providing e-learning options to children within a few weeks of school closures. Curriculum-aligned educational videos, including lesson explanations, stories, rhymes, and songs, were shared 3-4 times per week. These videos covered the core subjects Science, Math, English, and Arabic. Teachers shared videos with learners through WhatsApp groups and followed up directly with learners through phone calls and WhatsApp messages.

While dealing with the macro-challenges in Lebanon, the team on the ground has been trying to find the best possible means to remain connected with children and their families. Our partners have responded nimbly to the Beirut blast by supporting children with school supplies, volunteering to clear the rubble, and providing emergency relief materials to effected communities. We’re incredibly grateful for their hard work.

Our 2020-21 cohort of students

We are planning for the 2020-21 cohort on the assumption that we will be able to resume classes, with certain restrictions, starting in November. We have invested in more established e-learning platforms to better structure the remote learning process for 2020-21. MEHE published an academic calendar that states that schools will reopen by first week of November for all grades in regions where there is no lockdown. Currently, student registration for the 2020-21 school year is ongoing for both Lebanese and Syrian children in public schools. In the 2020-21 school year, Luminos expects to reach 1,300 children across Mt. Lebanon, Beqaa Valley, and Beirut. We anticipate all students being promoted to further education.

Note: COVID-19 data as of Oct. 29 from the WHO

HundrED Honors Luminos as a Global Education Innovator for the Fourth Time

HundrED Honors Luminos as a Global Education Innovator for the Fourth Time

The Luminos Fund’s Second Chance  program, an accelerated learning program for out-of-school children also known as Speed School, is one of the world’s leading innovations in K12 education according to Finnish education nonprofit, HundrED. During this week’s HundrED Innovation Summit, Luminos was selected as a member of the HundrED 2021 Global Collection.

The annual Global Collection highlights 100 of the most impactful innovations in K12 education from around the world. HundrED’s goal is to help pedagogically-sound, ambitious innovations spread and adapt to multiple contexts across the globe. While there has been remarkable disruption in global education this year due to COVID-19, we at Luminos are inspired by our fellow education nonprofits across the globe as they have rapidly developed new ways of teaching and learning. This marks the fourth consecutive year that the Luminos Fund has been honored by HundrED, starting in 2017.

This year’s HundrED Global Collection includes innovations from thirty-eight countries. To make the Global Collection, the HundrED research team compiled a list of over 5,000 innovations from over 110 countries. After this initial survey, 150 Academy Members—consisting of academics, educators, innovators, funders, and leaders from over 50 countries—reviewed a shortlist of innovations. In total, there were 3,404 reviews by the Academy based on each innovation’s impact and scalability that were then evaluated by HundrED’s Research Team to make the final selection.

In the words of Luminos CEO Caitlin Baron, “Over this past year, the hard work and creative problem solving of our staff to ensure children still get a second chance to learn has been truly humbling and inspiring. We are honored to be a part of the HundrED Global Collection for the fourth year running.”

Once again, the Luminos Fund’s program was chosen due to its pioneering status and ability to create a scalable impact. Since 2011, Speed School (known outside of Ethiopia as Second Chance) has worked in partnership with Ethiopian NGOs to enable more than 122,062 children in Ethiopia to get a second chance at education. Over 90% of the children who start the Luminos program transition successfully to their local village school. External evaluations show that graduates of our program complete primary school at twice the rate of their peers. In 2016, the program expanded to Liberia where it reaches thousands more children every year. During COVID-19, Luminos pivoted our programs quickly to support our students learning at home with remote learning resources and through “micro-classes” (small, distanced groups of students). In addition, Luminos is providing relief to vulnerable families and communities and strengthening our collaboration with Ministries of Education.

To learn more, view the Luminos Fund 2021 Innovation page on Hundred.org and explore the profiles of our fellow innovators!

Video: The Luminos Fund Innovation

Related Links

The Luminos Fund 2021 Innovation Page on HundrED.org, 2020

HundrED honors Luminos as a Global Education Innovator for the Third Time, The Luminos Fund, 2019

Our 2019 Annual Report has arrived

Our 2019 Annual Report has arrived

The Luminos Fund is delighted to publish our 2019 Annual Report. To date, we’ve enabled 136,502 vulnerable children to receive a second chance at education – and this year was unlike any other. Our team is more committed than ever to ensuring children everywhere have the opportunity to learn and thrive, and to helping educators and governments in low-income countries develop the resiliency to weather powerful storms like COVID-19.

With over 1 billion youths out of school globally due to the pandemic, the Luminos Fund’s mission to help children get back to school is more important than ever. Our work was made for the task ahead.

Click here to read the 2019 Annual Report.

Click here for a printer-friendly version of the Annual Report.


In spring 2020, schools closed across our program countries due to COVID-19. The Luminos Fund pivoted quickly to provide distance learning for students.

Additional Resources:
The Luminos Fund 2018 Annual Report
The Luminos Fund 2017 Annual Report

Donate to give children a second chance at education

COVID-19’s impact on our classrooms and mission

COVID-19’s impact on our classrooms and mission

“We’re reaching children who never went to school before and getting them to a level where they want to keep going. That’s humanitarian. So, when an emergency arises like COVID-19, it’s important that we step up and revise. Providing relief during COVID isn’t strange. It’s what we have to do.”

— Abba Karnga Jr., Luminos Program Manager in Liberia

Updated: May 2020

At this time, the Luminos Fund’s classrooms across Ethiopia, Lebanon, and Liberia are on hold due to COVID-19. To help keep our communities and team safe and to mitigate the spread of the virus, all Luminos staff are working remotely and in-country teams are limiting travel to the field (where it is still permitted).

During this challenging time, we are working to support our students and provide relief to families where possible. For example, in Liberia, we are distributing learning materials for students to work on at home, as well as rice, soap, and drums to store water for families. Our team is managing resources closely to leave room to respond in new ways as the crisis evolves: we want to both respond now and plan ahead for the long term.

Luminos is in dialogue with our funders and other education providers on the latest and to share best practices. Where possible, we are working with governments and partners to coordinate our response on the ground.

UNESCO reports that the number of children out of school due to COVID-19 has surpassed 1 billion. With roughly 9 out of 10 children out of school globally, Luminos students, parents, and communities are not alone in the vast challenges we currently face. However, crises like COVID-19 impact vulnerable populations disproportionately and there will be a long road to recovery. Our work at Luminos has never been more important.

Center for Global Development is featuring our COVID response in their new series, “Diaries from the Frontline.” Read more here.


We welcome your comments and questions at info@luminosfund.org or @luminosfund. Thank you.


Our team distributes learning materials in Liberia – March 2020

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The Luminos Fund is a 501(c)(3), tax-exempt charitable organization registered in the United States (EIN 36-4817073).

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