On Wednesday, December 8th, the Luminos Fund had the honor of leading a virtual panel discussion at the 2021 WISE Summit titled, “Easy as 1-2-3: Innovative Community-Driven Collaborations for Helping Out-of-School Children Catch Up.” Luminos was honored with a WISE Award in 2017 and remains a proud member of the WISE community.
Moderated by Luminos CEO, Caitlin Baron, the session explored Luminos’ model of deep partnership with community-based organizations and shared lessons for the broader education community to drive greater positive impact for some of the most marginalized children and communities. Panelists included:
Dr. Kwame Akyeampong, Professor of International Education and Development, the Open University | Luminos Advisory Board member
Benjamin M. Freeman Jr., Executive Director, Liberia Institute for the Promotion of Academic Excellence (LIPACE) | Luminos partner
Abba G. Karnga Jr., Liberia Program Manager, Luminos Fund
Nikita Khosla, Senior Director of Programs, Luminos Fund
Why Luminos works with community-based organizations
Luminos works in partnership with community-based organizations (CBOs) and governments through a hub-and-spoke operating model to deliver our catch-up education programs. In each country we work in, a small, expert Luminos team is responsible for curriculum, pedagogy, training, monitoring and evaluation, and government adoption, and Luminos funds local CBOs to implement the program. Second Chance, our catch-up education program, is delivered through these local partners whose capabilities Luminos helps build, support, and oversee throughout the program. Each community Luminos operates in is unique with different traditions, dialects, and needs. As such, it is critical that we contextualize our work to align with these varying circumstances. Who better to know and deeply understand these needs than the people who live and work there? This is why we partner with local organizations like LIPACE in Liberia, led by panelist Benjamin M. Freeman Jr. (Ben).
As Nikita Khosla explained, thanks to CBOs, Luminos is able to rapidly adapt to new geographies and quickly learn how to help meet children where they are. These community partnerships allow Luminos to be highly responsive to local conditions and needs and teach in children’s local language using contextually relevant stories and experiences to enrich learning. In addition, this community-based model helps build local capacity and creates a sustainable model for the future. As Nikita noted, Luminos hopes that our holistic, community-based approach to catch-up education for out-of-school children will grow beyond our organization.
Navigating the power dynamics
There is an inherent dynamic between larger, international NGOs and smaller CBOs. Nikita explained that to navigate this dynamic, Luminos intentionally creates a flat hierarchy from the start. We co-establish a common goal—ensuring all children are learning—and work towards that together. In addition, Luminos conducts quarterly learning sessions with our partners where we ask, “How can we improve the program?”
The first time Ben needed to provide constructive feedback to Luminos, he was hesitant. Ben shared that it was through the quarterly learning sessions that he grew to trust Luminos as an organization that valued the voices and opinions of its partners. Now, providing feedback comes more easily.
Luminos Liberia Program Manager, Abba G. Karnga Jr., noted that this was a crucial part of the puzzle to get right.
“We have to talk about the things that are working, and the things that are not working,” he said.
With that information in hand, Luminos can actively problem-solve. For instance, Nikita shared a recent example from Liberia where Luminos provides midday meals. After receiving feedback from our partners that students did not like the new fortified porridge, we changed the hot meals back to rice and beans.
Working with CBOs during COVID
For Luminos, working with CBOs allowed learning to continue for our students during the pandemic. Because our teachers are local, we were able to hold outdoor micro-classes that parents felt comfortable sending their children to attend. Through our partners, we distributed at-home learning resources and provided emergency food supplies to families in need. On the partner side, Ben noted that the CBO network Luminos created “ensured that we could go beyond the technological gaps that we were experiencing to bring effective COVID awareness and continue to ensure children were learning.”
What can the global community learn?
To wrap up the session, Caitlin posed the question, “What might the Luminos team be getting right, what are the shortcomings, and what might the global community take away more broadly?” to Dr. Kwame Akyeampong, a long-time evaluator of Luminos’ program and member of our Advisory Board.
Kwame reflected that the research shows Luminos’ model can close learning gaps for out-of-school children; it is essential for the global community to look at models like these that can close those learning gaps rapidly. Working with CBOs who have deep knowledge and investments in communities means that Luminos can recruit teachers and make a meaningful difference. “We tend to think about the program much more in terms of the child,” said Kwame, “but it also about the community. It takes a village to educate the child.”
Thank you to WISE and all the participants for such a dynamic and engaging session, and all our community partners. Learn more about WISE and the 2021 WISE Summit here, and read more about Luminos’ community teaching model here.
In the past year, COVID-19 has highlighted enormous gaps in our understanding of how best to support learners affected by a health emergency, especially the most vulnerable children. What we know from the Ebola epidemic and emerging evidence from COVID-19 suggests that children living through health emergencies face unique risks to their well-being. Given what we know about the importance of psychosocial well-being as a precursor to learning (especially for children impacted by crisis), what specific well-being risks do children in Liberia face? And how can the Luminos Fund best support students to manage these risks?
To explore these questions and support the Liberian Ministry of Education’s COVID-19 response, Luminos worked with the Ministry in the fall of 2020 to conduct a needs assessment to better understand the psychosocial needs of vulnerable children living through COVID-19 in Liberia. The assessment included in-depth interviews (conducted in November during the school closures) with approximately 300 Luminos Second Chance students and 100 parents across 26 communities in three counties (Bomi, Montserrado, Grand Cape Mount). Survey instruments were designed in collaboration with the Ministry of Education to collect data across the three major domains of psychosocial well-being: human capacity, social ecology, and culture and values (INEE, 2016). Given that hunger and malnutrition are threats to well-being in the Liberian context, data on children’s physical health was also collected. Below are a few of our learnings from the assessment.
In Liberia, hunger was a problem before the pandemic. Since COVID-19, the situation has gotten a bit worse.
Prior to COVID-19, an estimated 1.6 million Liberians were food insecure, and nearly 1 in 3 children suffered from chronic malnutrition. Estimates from the World Food Program suggest that food insecurity has risen by over 80% since the start of the pandemic due to compounding effects of COVID-19.
Since the start of the pandemic, 54% of Luminos students in Liberia eat just one meal per day (an increase of 16 percentage points compared to pre-COVID-19).
When we spoke with Luminos parents on the topic, the majority (63%) shared that since COVID-19, their family was eating less food (though the vast majority described the change as small). 22% said their family was eating the same amount of food as before COVID-19. When we probed further, we heard that just 13% of Luminos students ate three meals per day prior to the pandemic, and since COVID-19 this has dropped to 5% (Figure 1). Since the start of the pandemic, 54% of Luminos students in Liberia eat just one meal per day (an increase of 16 percentage points compared to pre-COVID-19). The data suggests that the situation may be slightly worse for boys than girls (more girls appear to eat three meals/day as compared to boys, both before and during COVID-19).
Given that COVID-19 has disrupted school meals programs (including ours in Liberia, during the period of school closures), it makes sense that there is a direct link between being out of school and being hungrier. Moreover, given that household income has contracted (80% of Luminos families say they have lost income during COVID-19), the above data suggesting that our students and their families are a bit hungrier since COVID-19 is, sadly, not surprising. To support families through this challenging period, Luminos provided food support (bags of rice) to our students and their families during the school closures. While by no means comprehensive to tackle the challenge of hunger that our families face, we aimed to support Luminos students’ well-being through the pandemic in lieu of school meals. In the wake of COVID-19, the need for holistic learning models that meet students’ academic and broader needs, like our proven Second Chance program, is greater than ever. School feeding programs will play an important role as well.
Both boys and girls express having felt unsafe during COVID-19 school closures. The data suggest that this manifests differently for boys as compared to girls.
Given that children spent the greater part of the past year at home (as opposed to at school), we were interested to understand student experiences and feelings regarding safety at home and within the community during COVID-19 school closures. When we spoke to Liberian students, 22% reported feeling unsafe at home in the past one month (while schools were closed). Depending on who you spoke to, the degree to which the community was perceived as a safe space for students varied dramatically: nearly all students reported having felt unsafe in the community, while just 20% of parents shared the same view regarding their child’s feeling of safety (nearly 75% of parents said that their child “always felt safe in the community”). This suggests there is a gap between children’s experiences and parental perceptions of safety.
When we asked students why they felt unsafe, 54% shared that it was due to COVID-19 and social distancing. In students’ own words this was expressed as: “Because it’s possible someone has the virus and I don’t know”, and “Most of the time my friends and I are playing, so if they get the Coronavirus, it is possible that I get it too”. Other reasons for feeling unsafe included physical or verbal abuse, traditional and cultural practices in the community (including female genital mutilation, or FGM), and school closures (Figure 2).
It is worth noting that the data suggests that boys’ and girls’ feelings around safety during the school closures do not appear equal. Of the children who answered our question about safety, six boys and one girl reported physical or verbal abuse, which conveys a disproportionate impact on boys’ feelings of safety in the home. On the other hand, six out of seven students who reported feeling unsafe due to traditional and cultural practices in the community were girls. This is consistent with our understanding of the disproportionate impact of such practices on women, children and the poorest, and supports research on the increased prevalence of violence against girls and women during the pandemic, and the increase in teenage pregnancies we saw following Ebola school closures. Given the small sample size, these points of course merit further study. As a side note, while students did not explicitly reference FGM when describing traditional and ritualistic practices, given that Liberia is one of four countries in Africa where FGM remains legal, the data could provide an early proof point for the anticipated increase in cases of FGM as a result of COVID-19.
Despite living through Ebola and now COVID-19, Luminos students have high aspirations for their future selves, which supports their overall well-being despite the adversities they face.
Based on external evidence from the Second Chance program in Ethiopia, we know that the Second Chance pedagogy is effective in building learners’ confidence in their abilities and capacity to learn. Given the importance of self-concept (the ability to express personal preferences, feelings, thoughts and abilities) to social and emotional development and well-being, we were eager to explore students’ aspirations for their future possible selves. When asked to share one thing they hope or wish will happen in their life in the future, nearly every single student was able to share a hope or aspiration (“I want to travel to America so I can live better and support my family”; “I want to be able to help my mom and make her ok”; “I want to be a business woman”; “I want to finish high school and go to college”). Seventy-nine percent of students surveyed named a specific career or profession they aspired to (doctor, teacher, president, pilot, police officer, entrepreneur, etc.), while 21% named other things, the main themes of which were being educated, financial security, helping others (especially one’s parents), and traveling abroad for a better quality of life. Based on student responses, education was often recognized as the means to achieving other things like becoming a nurse or helping one’s community. It is interesting to note, that when we asked parents about their child’s hopes/aspirations for their futures, 69% of parents were able to identify an aspiration (27% were unsure). This may suggest that parents are less optimistic about their child’s future prospects, as compared to children’s own outlooks.
When asked to share one thing they hope or wish will happen in their life in the future, nearly every single student was able to share a hope or aspiration
64% of students (roughly equal number of girls and boys) were able to name a realistic barrier that could stop them from achieving their aspiration. The main barriers identified by students were not going to school or lack of education (62%) and financial barriers (22%). See Figure 3. Of students that named financial barriers, more often than not this was closely linked to the child’s ability to access education, and in particular, the ability to pay school fees (“If there’s no money to send me to school anymore”; “If my parents don’t have money to pay for my school fees”). It is worth pointing out that girls were 9 percentage points more likely to identify financial barriers as prohibitive to achieving their future self (Figure 3). Given that household education spending may fall as incomes contract in the wake of the pandemic, we may see more girls than boys dropping out of school. At Luminos, we are deeply aware of these constraints on families and our Second Chance program remains free for all students. In addition, each program graduate receives a stipend, which supports their transition into the government school system at the end of our program.
During COVID-19 school closures, which ran from March to November 2020 in Liberia, the Luminos team, partners, and facilitators worked hard – through food support, physically-distanced home visits, and micro-classes – to ensure that student well-being was our top priority. Now that schools have reopened and Luminos continues to help the most vulnerable children return to school in Liberia and beyond, ensuring that we meet students’ broader well-being needs will be critical to getting children caught up on learning quickly. Our hope is that the data and insights generated through this assessment are useful not only for Liberia’s Ministry of Education as they navigate the return to learning for the country’s two million learners, but for the broader global education community in responding to COVID-19 and future crises.
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.
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.
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.
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.
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 fourthconsecutive 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.
George K. Werner served as Minister of Education in Liberia from 2015 to 2018. Caitlin Baron is CEO of the Luminos Fund, a non-profit working in Liberia and across Africa to bring a second chance at education to out-of-school children.
“It has gotten really tough for us,” says James, a father in rural Liberia, of COVID-19 lockdown and school closures. “My son is trying but he is missing his friends and teachers. Children want to be in school.”
“When Coronavirus passes, will your school still be there to help us with our children?” asks Fatu, a Liberian mother of six.
Around the world, over one billion children are out of school. All will face learning losses (data from World War II and other crises offer grim indications on this) and far too many will be lost to learning forever. Estimates suggest the COVID-19 pandemic will cause this generation to lose $10 trillion in future earnings.
Headlines exclaim that the global education system has never seen a moment like this and, in some sense, that is true. However, in Liberia, where we work, this is the second pandemic in six years. Our experiences in Liberia provide important lessons for COVID-19 education system recovery in low-income countries – and the uniquely important role of “last mile teachers.”
In 2014, the Ebola crisis closed schools across Liberia for six months to a year. One and a half million children were excluded from school, in addition to 500,000 children who were already excluded before Ebola roared through the country. As Liberia’s Minister of Education, I led the country’s education response. I traveled with my team to schools across Liberia, speaking with teachers, parents, and children to assess the magnitude of the task to bring children back to learning. I concluded that the education system was failing and bold reform was needed urgently: the Ministry of Education needed to rethink everything about its education delivery system for post-Ebola Liberia. The Luminos Fund, where Caitlin is CEO, was one of several education organizations that launched operations in Liberia as part of the recovery journey following Ebola.
Reflecting on past school closures in Liberia and beyond, and our experience educating vulnerable children, we identify three key steps for education systems to come back strong after a crisis like COVID-19. First, targeted outreach must be conducted to bring the most vulnerable and older students back to school. Next, each child should be assessed to understand the extent of their learning loss, and to meet students where they are in the curriculum. Finally, remediation should be provided to bring students who have fallen behind back up to grade level.
Here is the key, and challenge: all of these steps rely on the efforts and tenacity of frontline educators, but low-income countries do not have nearly enough teachers. UNESCO estimates a global shortage of nearly 69 million teachers, 70% of whom are needed in sub-Saharan Africa. Furthermore, many countries cannot graduate teachers fast enough to fill the shortfall. South Sudan, for example, would need all of its projected graduates from higher education – twice over – to become teachers to fill its gap. Traditional teacher training alone is insufficient to meet demand, even before the COVID-19 pandemic.
Some non-government organizations are helping address the need. The Luminos Fund manages an education program in Liberia that has achieved powerful success with a different model of teacher preparation (James’s son and Fatu’s daughter are students this year). Luminos recruits local, motivated, high potential young people with minimal qualifications as teachers. The program has shown that, with an intensive three-week training followed by ongoing classroom-based coaching, these recruits deliver transformative learning for children who are often the first in their family to learn to read. Luminos teachers are so successful that, in less than one year, their students advance from still learning the alphabet to reading 39 words a minute. After one year of schooling, Luminos students read at a rate that only 15% of Liberian third graders can match.
Today, school systems across Africa and beyond must think expansively about the assets they can deploy to respond to the current crisis – and take action. Status quo thinking is inadequate to respond to the moment.
Here Liberia has another powerful lesson to share with this world. In the provision of basic healthcare, Liberia hosts perhaps the world’s most famous example of the creative extension of government delivery capacity through collaboration with civil society: Last Mile Health. Last Mile Health has reached over 1.2 million of the poorest Liberians through a network of 3,600 community and frontline health workers. Community health workers are paid professionals, recruited from these same poor communities and empowered to provide basic healthcare in consultation with the formal system. This model is now being scaled to reach nine million people with primary care services globally by 2030. Last Mile Health has created a model community health system in Liberia and marshalled a movement to develop the global workforce of community and frontline health workers. The same approach could be used in education and is not dissimilar to how Luminos operates. Far too often, though, the global education sector has viewed community-based educators as a threat, unlike global health’s careful but open-minded exploration of alternative models.
The world may never see another global school closure like the one we are experiencing, but in Liberia, COVID-19 is the second pandemic in six years. Low-income countries – and countries everywhere – need to build resilient school systems that can weather periodic closures and still deliver transformative learning for students. Building a global workforce of frontline education staff from remote communities to serve remote communities – last mile teachers – is a critical part of the formula.
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.