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

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Center for Global Development Diaries from the Frontline: COVID-19 and Education Inequality: Who Is Most at Risk of Being Left Behind?

Center for Global Development Diaries from the Frontline: COVID-19 and Education Inequality: Who Is Most at Risk of Being Left Behind?

The fifth and final blog in Center for Global Development’s “Diaries from the Frontline” series examines which children are most at risk of being left behind after the COVID-19 crisis. The original post is available at: www.cgdev.org/blog/diaries-frontlines-covid-19-and-education-inequality-who-most-risk-being-left-behind

Diaries from the Frontline: COVID-19 and Education Inequality: Who Is Most at Risk of Being Left Behind?

By Rita PerakisMaretta SilvermanNeha Raheel and Alison Bukhari

Over the last several weeks of the “Diaries from the Frontline” series, we have shown how COVID-19 and school closures have affected some of the world’s most vulnerable students. Education organizations have had to be adaptive and responsive to meet the most pressing needs of their students and their families while trying to plan for the long-term impacts of the pandemic. In this final blog post of the series, we take a look at the impacts of COVID on the most vulnerable students.

CGD colleagues have written about how school closures are exacerbating inequality, how learning loss will be greater for children with less connectivity and parents less able to help them, and how school closures will put some children at higher risk of violence and other forms of abuse. Girls are more likely to be negatively affected by COVID-19, as 69 percent of education organizations said in response to a CGD survey.

These impacts are likely to continue to be felt in the long term. As evidence from Argentina, the United States, and Indonesia has shown, less educated workers are more affected by economic crises, and students who drop out of school or experience significant declines in learning are likely to face lower lifetime productivity and earnings. That’s in addition to the potential psychological impacts of isolation and in some cases abuse during lockdowns.

This week, we examine how one particularly vulnerable population served by the Luminos Fund—refugee children in Lebanon—has been affected. The Citizens Foundation in Pakistan describes what school closures mean for girls and their education and life opportunities. And Educate Girls, an organization based in India new to the series, shares stories from the frontlines.

Luminos: Education for refugee children during COVID-19

Lebanon is navigating economic strife, inflation, unrest, painful cross-border tension, and a pandemic, all while hosting one of the largest refugee populations in the world per capita. There are 910,256 registered Syrian refugees in Lebanon, but theactual number is likely even higher. Despite the Lebanese government’s efforts to offer school placement to refugee children,over a third of Syrian refugee children in Lebanon at the age of compulsory schooling (6-14) are out of school. For those that are in school, this academic year has had major disruptions: schools closed for weeks in the autumn due to political protests and unrest, and again beginning in March due to COVID.

In Lebanon, the Luminos Fund offers back-to-school and homework support programs for Syrian refugees, including robust psychosocial support such as art and music therapy to help students process trauma. Many students have been out of school for years, and all are learning in English and French (the standard languages of instruction in Lebanon) for the first time. These programs are an opportunity for refugee children to catch up to grade level and prepare to assimilate into Lebanese classrooms. During COVID, Luminos has shifted these programs to online and message-based learning, for example through WhatsApp, whichmany families identify as their preferred communication format.

For the refugee families that Luminos serves, financial pressure is a greater concern than COVID, which has implications for education. Mahmoud, a father, describes the stress that he feels: “My daughter receives some lessons on WhatsApp, and I go to my neighbor’s home to use their internet connection to download the lessons because I do not have enough credits for 3G. Honestly, I am embarrassed because, first, I feel shy when I go to my neighbors’ for internet connection and, second, my financial status is very bad. I am borrowing money to buy food so I don’t know how to afford buying my children notebooks, pens, pencils, erasers, etc. I cannot find a job.”

A girl who is a refugee in Lebanon, at a school supported by the Luminos Fund. Photo by Luminos Fund.
Before the pandemic, a refugee girl studies at a school in Lebanon supported by the Luminos Fund. Photo by Luminos Fund.

Syrian refugee children,both boys and girls, are at particular risk of dropping out of school, especially now. Boys may be needed to earn income for the household. Girls are at risk of early marriage, perhaps to a man with a degree of financial stability, and may be at greater risk of sexual and gender-based violence during the pandemic. Even before COVID, Luminos needed to adjust school hours during harvest season because children go to work, and the crisis is accentuating these hardships.

Some children are studying online, says Assem, a teacher, but adds that he sees children working, like selling napkins at a nearby traffic stop, or playing outdoors during COVID. Families report seeing some children scavenging for food or potential toys.

When the Lebanese-Syrian border reopens, some refugee families may decide to return to Syria, depending on when schools reopen in Lebanon and the family’s assessment of the economic situation—a choice that illuminates the confluence of crises these families face.

Luminos has continued to evaluate new ways to support refugee families and students through the crisis, such as by providing cell data cards to families who will have trouble accessing lessons otherwise. It has considered distributing tablets, but there is concern families may sell these devices for short-term income.

“I hope schools will open and my children return to their schools,” says Azab, a father. “I hope life becomes normal again. I think life will not be normal as it was before because life is financially harder now. Honestly, I don’t know what will happen.”

TCF: COVID, gender, and class

“What are we supposed to do with a learning continuity plan when we don’t have anything to eat at home? Our girls are better off stitching footballs, at least that way we can put food on the table,” parents told Shakeela, a TCF principal running a government school for girls in a village in Narowal, Punjab.

TCF estimates that a significant proportion of its students are currently at risk of dropping out, primarily girls and students from the lowest-income families. Boys who come from the lowest socioeconomic backgrounds, especially those currently in secondary school, are also at risk of leaving school to serve as an extra set of hands in the fields or at local shops.

Principals, teachers, and community members from across the TCF network are echoing the challenge of keeping female students in school if closures persist. There’s a particular concern about girls dropping out during the transition from primary to secondary schooling, a problem which predates the pandemic but is likely to be exacerbated in its aftermath. The reasons for this are familiar: the loss of livelihood has a disproportionate impact on girls, as they are expected to take on traditional caregiver roles around the home while their mothers earn a living; distance to school and the cost of transportation; early marriages; and familial and societal pressures.

With several low-cost private schools at risk of closing due to the economic impact of COVID-19, parents are increasingly worried about their daughters’ job prospects (teaching is seen as a safe and respectable job for women, as we noted here). They are calling into question the value of educating them instead of teaching them skills such as beautician work, embroidery, or stitching.

Ahsan, aged 10, used to help his father in the fields after school, but is now working from daybreak to sunset. He says, “Every day we used to play and do activities at school. I miss meeting my teachers and friends. Without school, it’s only work.” For many boys like Ahsan, the transition back to school may be challenging or even impossible, due to the economic pressure his family is facing.

In addition to economic pressures to work, the digital divide is also preventing the continuity of learning for some students who do not have access to technology. That puts kids at greater risk of dropping out, as they’re unable to catch up.

Accounts from the field of the impact of all these factors, however, have been mixed—some TCF principals are confident that they will be able to retain all of their students, while others are much more apprehensive. TCF’s TV program, self-study magazine, and community outreach have sought to keep families and students engaged with education. Continued parental support, where we find it, has been predicated on community members feeling that TCF did not leave them behind: the relief work that TCF has done, coupled with the regular community outreach by phone from principals and teachers has meant that some parents are happy to send their children, daughters and sons alike, back to school. How long this patience will last is yet to be determined.

Educate Girls: Losing girls due to lockdown?

The team at Educate Girls in India recognizes that learning loss due to COVID is important, but has been more troubled by the possibility of scores of girls losing out completely on continuing their education as a result of the pandemic.

They have seen cases of this play out firsthand: Gita, a girl in a remote village in Rajasthan, was on the verge of completing her education when the pandemic hit and her school closed. Gita is a child bride who had been allowed to finish her education before moving in with her husband. Her family deemed it inappropriate for her (as for many girls in the area) to have access to a mobile phone—preventing her from accessing distance learning. When she did briefly use the phone to text a girlfriend, her father and brother believed her to be dishonoring her family, talking to a boy and not her husband, and sent her off to her in-laws earlier than planned. News traveled fast and three other girls in similar situations in Gita’s village were also sent to live with their husbands—accelerating their child marriages and diminishing their futures. They are unlikely now to ever set foot in a classroom again.

Another girl, Pinky, and her three sisters live in fear of their alcoholic father, even without a lockdown and now, cooped up at home, the situation is precarious. The pandemic and lockdown have increased the risks of gender-based violence, with reports of calls to national helplines rapidly increasing. With Educate Girls’ field teams on lockdown, it is hard to translate these stories into quantitative data, but the reports from staff in communities Educate Girls serves have been deeply concerning.

Girls at a school in India served by Educate Girls, before the pandemic and lockdown started. Photo by Educate Girls
Girls at a school in India served by Educate Girls, before the pandemic and lockdown began. Photo by Educate Girls.

Educate Girls, in partnership with the government of India and local communities, has enrolled more than half a million girls into school over the past 12 years, many for the first time. But the pandemic and lockdowns have created a real fear among staff that more than a decade of progress could disappear overnight. As livelihoods and health issues loom as the greatest risks, education is deprioritized. It is hard for a field worker to pick up the phone and have a conversation about school when their family has lost its income and its food.

Like many other education NGOs, Educate Girls’ staff and volunteers have pivoted to do relief work beyond their usual role, supporting over 100,000 of the worst-hit families across 1,500 villages with the highest concentration of out-of-school girls. Despite substantial fears about the impact of the crisis on girls’ education, the hope is that the crisis will be an opportunity to rethink the systems and policies that have been at the root of girls’ repression all these years—and that NGOs can help press the reset button on the systems that are holding the most vulnerable back.


Thanks very much to the teams at the Luminos Fund, TCF, and Educate Girls for sharing their stories. These stories have illuminated for us what new relief operations, distance learning and learning loss, the roles of educators, and COVID-19 impacts on girls and the most vulnerable populations have meant in reality. While the series is ending for now, CGD’s education team will be continuing to research these issues related to the pandemic’s longer-term effects on global education.


Center for Global Development features Luminos in its series: “Diaries from the Frontline.” The series focuses on education organizations that are pivoting during COVID-19. Here is the first installment, which is also available at www.cgdev.org/blog/diaries-frontline-how-education-organizations-are-providing-food-and-relief-during-covid-19.

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
Special event: Christie’s exhibition benefiting Luminos (RSVP for Feb. 7)

Special event: Christie’s exhibition benefiting Luminos (RSVP for Feb. 7)

The Luminos Fund is thrilled to announce that Christie’s is hosting a charity exhibition benefiting Luminos, kicking off on Friday evening, February 7th in New York City. We are deeply humbled by Christie’s generosity in support of children’s education and our Second Chance program. Please read on for information about the event and how to register.

Educate: A Charity Exhibition at Christie’s New York
Benefiting the Luminos Fund

On Friday, February 7, 2020 at 6:30 p.m. EST, an opening reception will be held at Christie’s New York commencing a charity art exhibition benefiting the Luminos Fund.The Luminos Fund is a philanthropic organization which aims to bring the life-changing opportunity of education to the most disadvantaged children around the world. The night will include live performances, complimentary refreshments, and a SPIN New York sponsored ping-pong tournament open to the public.

The reception will inaugurate a group exhibition of global emerging artists of diverse styles, and mediums. Each artist will donate a single work into a silent auction with proceeds fully benefiting the Luminos Fund. Additional works will be available for purchase directly from the participating artists. The silent auction and artist’s exhibition will remain open to the public until Tuesday, February 11, 2020.

Tickets are $25 (USD) via Eventbrite with all proceeds going to Luminos. Purchased tickets will grant admission to the opening reception and will be fully donated. If you cannot attend the reception but would like to donate, you will find a donation-only option within the Eventbrite ticketing screen.


OPENING RECEPTION AND SILENT AUCTION
Friday, February 7
6:30 – 9:00 p.m.
20 Rockefeller Plaza, New York, NY 10020

EXHIBITION
February 7–11
Friday, 6:30 – 9:00 p.m.
Saturday, 10:00 a.m. – 5:00 p.m.
Sunday, 1:00 – 5:00 p.m.
Monday – Tuesday, 10:00 a.m. – 5:00 p.m.

For more information, please visit www.christies.com/auctions/educate-a-charity-exhibition or email us at info@luminosfund.org.

Event Recap: “Dynamic Philanthropy: A Remedy for the Global Learning Crisis”

Event Recap: “Dynamic Philanthropy: A Remedy for the Global Learning Crisis”

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.

Pascale de la Frégonnière, Alan McCormick, and Phyllis Kurlander Costanza

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

H.E. Dr. Tariq Al Gurg discusses Dubai Cares’ focus on education

Images by Hannah Cohen Photography

Our 2018 Annual Report Focuses on Girls

Our 2018 Annual Report Focuses on Girls

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.

Highlights

  • 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.

Acknowledgements

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 info@luminosfund.org.

Help more children get a second chance at a good education. Please donate here.


745 Atlantic Avenue  |  Boston, MA 02111  |  United States
+1 781 333 8317   info@luminosfund.org

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

Luminos is supporting students during COVID-19

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