Easy As 1-2-3: Innovative Community-Driven Collaborations for Helping Out-Of-School Children Catch Up

Easy As 1-2-3: Innovative Community-Driven Collaborations for Helping Out-Of-School Children Catch Up

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.

The Journey Back to School

The Journey Back to School

Kirstin Buchanan is Special Assistant to the CEO at the Luminos Fund where she provides essential executive, communications, fundraising, and event planning support. She holds a MA in International Affairs and BA in International Relations from Boston University, as well as a certificate in Latin American studies.

I grew up in the Caribbean and have seen how institutional and societal inequalities impact access to opportunities, including to quality education. Growing up, I developed a passion for supporting and amplifying the voices of vulnerable and marginalized communities and the issues they face. I believe that there is extraordinary innovation within communities and, when given the resources to adequately express it, they are some of the greatest architects of truly transformative solutions. This belief, in part, led me to the Luminos Fund.

COVID learning recovery is not a level playing field

Nearly two years into the global pandemic that saw the shuttering of schools everywhere, we are witnessing a gradual return to a sense of normalcy and a hopeful reimagining of a more resilient, flexible, and equitable education system. However, the COVID-19 pandemic underscored the problem of learning loss and its impact on individuals and societies. Even before the COVID-19 pandemic, many children were cut off from their education.

Andenet, eight years old, lives in the Bona District of rural Ethiopia. She is the youngest of five siblings. While Andenet’s mother, Aster, was able to save enough money to send two of her younger children to school, she couldn’t afford to send Andenet, too.

“It was difficult to send her to school because I couldn’t afford the cost of education materials for three children,” says Aster.

Around the world, millions of children face similar barriers to learning. Over 59 million primary-school-aged children were out of school before COVID-19 swept the globe; over half of whom live in Sub-Saharan Africa (UNESCO). In addition to financial constraints, children like Andenet are often kept out of school due to conflict, violence, cultural practices, gender, and distance, among other factors.

The pandemic has brought the critical challenge of barriers to learning to the forefront of global discourse: a challenge affecting marginalized communities long before stay-at-home mandates, national lockdowns, and global school closures. Today, UNESCO estimates that as many as 24 million additional children may not return to school following the pandemic. Traditional barriers to learning, coupled with the impacts of the pandemic, risks a lost generation of learners with lasting impacts on their futures, the future of their societies, and the world.

It has never been more urgent to build resilience within education systems: to equip them to not only cope in the face of crises like COVID-19, but also to think more expansively and innovatively about addressing the confluence of barriers hindering children’s journeys back to school.

Andenet and her mother Aster outdoors
Andenet and her mother Aster

Building resilience for children to learn

To build children’s resilience to learn, wherever they are and regardless of their socio-economic backgrounds, I believe we must address learning barriers at their root, incorporating affected communities in the development of lasting solutions. The barriers to education are unique to each context, and it is important to engage the people most affected in the search for solutions that are specific to their needs.

Working with communities to harness their wealth of local knowledge and resources, and address barriers to education at the source, is integral to the Luminos model. Implemented in close collaboration with community-based organization partners, Luminos catch-up education programs are free of charge to students and their families and are carefully designed to meet the most marginalized and hardest-to-reach students and communities where they are. Andenet’s mother, Aster, notes that without Luminos’ free program, Andenet would have remained out of school indefinitely. In today’s COVID-19 moment, such programs are more important than ever.

Luminos classes are taught by high-potential, young adults from the community who we train: we build their capacity as teachers to bring children like Andenet back on the path to learning. We help develop intrinsic learners at no cost to families, while fueling local education systems with much-needed trained resources. In Ethiopia, the program includes monthly community savings for mothers, helping them build business management skills and develop sustainable financial practices to augment household and community income. This in turn helps to reduce financial barriers for children to transition to government schools to continue their education.

The way forward

Through my role at Luminos, I’ve seen the value of working in lockstep with communities to ensure that children everywhere can learn. Across program countries, Luminos students are journeying back to the classroom for the 2021-22 school year, in keeping with national guidelines and COVID-19 protocols. While I brim with hope and anticipation for their futures after a tumultuous period of global learning disruptions, I know that the work is not done.

There are no ‘quick fix’ solutions to addressing the many barriers to learning for children. Sustainable solutions demand innovation, partnerships, and the prioritization of community members as agents of their own development. Advocating for such solutions is an integral part of my own journey: and my journey has only just begun.

Playing Catch Up

Playing Catch Up

By: Caitlin Baron

This essay was originally posted on the Center for Global Development’s website as a part of a Symposium responding to Girindre Beeharry’s essay “The Pathway to Progress on SDG 4.” Girindre was the inaugural Education Director at the Bill & Melinda Gates Foundation. You can read the introduction to the collection of essays here.

2020 shook the very foundations of education around the world. After dramatic progress in the first decade of this century in expanding access to the classroom, 1.6 billion children were cast out of school. Today, an additional 24 million children are at risk of dropping out of school in COVID’s aftermath. Not only is Sustainable Development Goal (SDG) 4 at risk, but Millennium Development Goal (MDG) 2 is as well. To return to the right course, the global education community must refocus and renew our priorities; in this, Girindre Beeharry provides us with a much-needed cornerstone for change.

Lessons from my own organization and experience align in many ways with Girindre’s call to arms. In this piece I aim to show that a focus on Foundational Literacy and Numeracy (FLN) is indeed fundamental to advancing educational opportunity across the globe, and I hold a mirror to some the sector’s efforts so far. By outlining some stumbling blocks that education funders have faced in the past, I hope to ensure that we capture this once-in-a-lifetime moment to move forward, not pull back.

As Girindre outlines clearly in his essay on the pathway to progress on SDG 4, focusing on literacy in the first three grades is essential to inclusive and equitable quality education. In low-income countries, where nearly 90 percent of children aged 10 are unable to read with comprehension, it is not only the first hurdle to overcome, but the foundation of any real progress within SDG 4’s broader agenda.

Prioritizing universal FLN in low-income countries rightly forces the global education community to acknowledge that foundational skills are the gateway to all later learning. Second, it expands our lens to focus on education outcomes for children who are in school, but also, crucially, for those who are out of the system. And lastly, it compels us to “reach the furthest behind first.” Girindre’s conviction is radical because it lays bare the global education community’s relative lack of focus to date in improving education outcomes, and the frequent disconnect between policy pronouncements and calls for further funding from the top with actual results for teaching and learning in the classroom. By placing universal FLN at the center, we can set clear and measurable targets to which we can then hold ourselves accountable. To achieve and track real progress, consistent, regular, and relevant data—currently missing from the UIS and the Global Education Monitoring Report—is essential.

Girindre’s focus on FLN is especially helpful in that it centers our attention on a clear-eyed understanding of need, and calls on us to note that gaps in FLN are more similar than different for girls and boys. Indeed, if nine in 10 children in low-income countries cannot read by their tenth birthday, we know with certainty that this is a problem for both genders.

As Kirsty Newman says, “because we see education as a solution to gender inequality… we make the mistake of thinking that gender inequality in education is the biggest priority. In fact… girls’ foundational learning levels are generally not worse than boys.” And, research shows that even when the goal of an intervention is to increase solely girls’ learning, those interventions that have targeted both boys and girls have delivered the same impact for girls as those that focus on girls alone. This subtlety is important because it means we need not waste time searching for FLN solutions uniquely designed for girls. Broad-based FLN solutions are the strongest way to improve outcomes for girls as well as boys.

A school system that keeps children in a classroom for six years or more without teaching them to read fundamentally does not value children’s time, no matter their gender. On behalf of every child, we need to demand more.

But what does getting FLN right really mean at the level of the child? As a child, I learned from my own family what a strong foundation of learning really means. My grandmother would tell me how she grew up in a village where girls went to school through grade three and boys through grade five, and that was the end of their educational journeys. With just three years of reasonably high-quality schooling though, she could read the Bible, balance a check book, and sign a mortgage. Not to mention raise five children who went on to fulfill their full potential, collecting a series of university degrees along the way. I share this not to celebrate how incredible my grandmother was, though she was, but rather to make the point that even three years of schooling can be remarkably impactful if delivered well.

Achieving FLN at scale

Luminos’s Second Chance programs in Ethiopia and Liberia show that first-generation readers can advance from reading five words per minute to 39 words per minute in merely 10 months. Through careful iteration and evaluation, we have enabled over 152,000 out-of-school children to get up to grade level and back to learning.

Along the way, we have learned a few things that are relevant to achieving FLN at scale. We know these lessons can be applied to help make FLN a reality for all. No child should be denied the right to be able to read, write, and do basic math, and the global education community has the power to ensure this happens.

Access versus quality is a false dichotomy

Against the backdrop of the many disappointments of international education detailed in Girindre’s piece, the expansion of access to basic schooling around the globe is a shining achievement that merits far more celebration.

Before the pandemic, the proportion of children out of primary and secondary school fell from 26 percent in 2000 to 17 percent in 2018. In 1998, it is estimated 381 million children were out of school. By 2014, this number fell to 263 million. This proves the possible: real progress can be made when the world’s education actors are galvanized around a clear, common goal, like the second MDG.

Yet the COVID pandemic threatens all that progress: even three-month school closures can cause students to fall an entire year behind. The significance of these closures is weightiest in the Global South, where some children are missing out on nearly a sixth of their total expected lifetime learning.

The global education community has spent too much time since the penning of the SDGs in debating the merits of education access versus education quality. Girindre’s essay and the World Bank’s new focus on Learning Poverty make clear that this is a false dichotomy, especially post-COVID. A drive to ensure all children learn to read with meaning by age 10 puts our focus on both access and quality, on efforts to improve instruction quality inside early grade classrooms, and on ensuring the one in five African children who still never even make it through the schoolhouse door actually have the chance to get inside.

Learning from global health

Focusing on foundational literacy is the gateway to further learning, and the foundation for unlocking better health, stronger democracy, and so much more. There is good news: even the least-resourced countries have the capabilities to deliver on FLN. At Luminos, our experience training non-formal or community teachers demonstrates that the human capital to unlock early literacy for all children already exists everywhere.

Our program shows the promise of community teachers, especially for countries with a seemingly insurmountable teacher shortage. The global teacher shortage stands at nearly 69 million teachers; 70 percent of this shortfall is in sub-Saharan Africa. The global community needs an education infantry to deliver FLN—fast. Many countries cannot graduate teachers at a rate that could fill the shortfall: South Sudan would need all of its projected graduates from higher education—twice over—to become teachers to fill its gap. The sector must be bold and think outside the box to provide basic and remedial education, as global health has to provide basic healthcare.

Useful lessons can be drawn from global health’s embrace of community health workers as a “last mile” extension to overstretched public health systems. Pratham’s success with the “Balsakhi” model—where tutors from the community worked with local school children—alongside Luminos’s work training community teachers, proves that high-potential young adults with minimal formal training can deliver transformative impact in FLN rates where it is needed most: rural, hard-to-reach areas (Banerjee et al, 2007; Luminos, 2017).

Reduced class size in the early years is essential for success

Entry-level literacy, especially for first-generation readers, requires a class size where the teacher can have a basic sense of each child’s learning level. My experience suggests that, heroic outliers aside, most teachers cannot effectively teach many more than 40 children to learn to read at one time.

In our program at Luminos, children begin the year at uniformly basic learning levels, but by midyear we find a wide dispersion of literacy levels within the same classroom. For a teacher to ensure every child in her class learns to read, she needs a small enough group to allow for some understanding of individual learning levels and differentiated instruction. Larger class sizes are never ideal, but older children are better able to navigate this constraint. Once literacy is achieved, it is possible for children to continue to grasp new learning, even when taught through a passive “chalk and talk” model, with limited individual engagement between teacher and learner, as is typical of large classes. But—and this is crucial—the key gatekeeping event is literacy, and smaller classes facilitate achieving that.

Reflections for education funders on driving change

I write as someone with 15 years in the international education space: 10 years at a leading international education foundation and now 5 years at the helm of the Luminos Fund. I am honored to be featured alongside this esteemed list of researchers, though I am very much not a researcher myself. Instead, I write from my lived experience, having had the rare pleasure of serving on both sides of the desk, as funder and fund-seeker. From this perspective, there are three key provocations I would like to share with funders seeking to drive bold change in international education.

Girindre persuasively highlights the shortage of investment in research and insight in international education relative to global health. While education research may indeed be underfunded, I wonder if a lack of knowledge about what works is truly a barrier to entry for a funder seeking a profound impact in international education?

Reviewing a selection of proven yet diverse FLN interventions that deliver high impact—Pratham’s Teaching at the Right Level (TaRL), RTI’s Tusome project, and Luminos, for example—a number of shared elements can be discerned:

  •  Successful delivery of operational basics, including some form of textbooks, learning materials, and, ideally, midday meals
  •  Simple assessments at classroom level that allow for a tight dialogue between teaching and learning, enabling teachers to meet children where they are
  •  Activities that allow children to learn by doing
  •  Some form of scripted instruction, providing a roadmap for success in the classroom, especially for newer and less prepared teachers
  •  Project or systemwide efforts to manage from data, driving problem solving and accountability for performance

Indeed, there is an emerging consensus that some version of the above list is at the core of almost every successful FLN intervention in the sector. It may not be as certain as a “Copenhagen Consensus,” but more than enough information is available for a smart, strategic funder to take bold action. Moreover, the learning that will come from moving forward with what we know and evaluating as work advances is far more valuable than what can be achieved by analyzing from the sidelines.

As courage for the uncertain journey ahead, I offer three key reflections on international education philanthropic strategy from my own professional journey:

The who and the how versus the what

The rise of the importance of randomized controlled trials (RCTs) in education has brought many important insights to the fore and allowed for the equally important result of setting aside interventions that simply do not work. An unfortunate side effect of RCTs in the education space, however, is that these studies have at times fueled the search for silver bullets. Too often, education grantmaking strategy has centered on the choice of model of intervention, rather than the quality of the implementation of a model.

Even the most evaluated and celebrated international education intervention in recent time, TaRL, provides ample proof that selecting a powerful model alone is insufficient to guarantee success. While this model has an appropriately renowned track record of success, of the 15 evaluations cited on TaRL’s website, six show little to no material impact on student results. Alongside the conclusion that meeting children where they are is a vital component of successful teaching and learning, we must arrive at the equally important conclusion that who delivers the intervention and how (including elements of both context and quality) matters.

As a sector, we should place greater value on the teams doing the work. In education, implementation is everything: the who and the how are at least as important as the what, if not more so.

For a funder, this means balancing a focus on evaluation data with the long, sometimes expensive investment in building the capability to gather, analyze, and action operating data. Our funders at Luminos love to see our past external evaluations, but it is our real-time management data that enables us to deliver targeted, transformative education to the children sitting in our classrooms today. For funders, I urge directing more support to organizations invested in the long-term, iterative search for sustainable impact, and less towards large-scale but time-bound projects that often leave little behind when they conclude. Furthermore, I urge funders to invest in the development of in-house measurement systems that make it possible for organizations to advance the ongoing, iterative search for impact.

Cursing the darkness versus lighting a candle

Girindre’s piece rightfully calls out the struggles and shortcomings of the major multilateral institutions in their quest to materially advance the quality of education around the globe. Changing some of the in-built challenges in the global education aid infrastructure will be hard though, and with uncertain success. Meanwhile there are simpler education investments, with more straightforward paths to catalytic impact, waiting to be made.

There is a rising cohort of international education NGOs ready to do far more good for the world, if only they had the financial support to further scale. I recognize I may seem an imperfect messenger for this call to action, as the head of one such NGO. But I make this claim, in heartfelt truth, on behalf of a broader coalition of excellent organizations doing remarkable work to expand educational opportunities for children globally: the Citizens Foundation, Educate!, PEAS, Rising Academies, Young 1ove, the entire membership of the Global Schools Forum, and many more. These high-impact organizations are underpowered financially. It would be an easy—and transformational—win for a foundation to invest sustained, flexible, mezzanine-style funding to take these proven models to true scale.

An important consideration to highlight here is that it is not necessary to choose out-of-school children over girls’ education or over early childhood development. Each organization above is a proven winner on their piece of the education puzzle. The world’s children would be far better off if this cohort of organizations could pursue our respective missions at some multiple of our current sizes. While lasting change in education inevitably means working within government systems, there is no effective way to do this without high-quality partners to support that engagement, and this is where high-impact, under-funded NGOs come in.

The potential for impact from a greatly expanded tier of international education NGOs should be resonant for those coming from a global health perspective. While global health has long been criticized for focusing on “vertical” or disease-centered initiatives (malaria, HIV, etc.) at the expense of mainstream health systems, this focus has also driven a revolution in health outcomes around the world. These vertical initiatives have time and again made the case to donor agencies and national governments of the positive return on global health investments. In short, this “problem” of global health is one the international education sector would love to have. Investing in scaling up high-impact international education NGOs is a risk worth taking.

Getting out of one’s own way

Leading a major portfolio at a foundation means operating in a world of awesome possibility and weighty responsibility, as I know from my decade as a leader at the Michael & Susan Dell Foundation. All that flexible capital naturally requires a razor sharp, insight-based strategy to guide its effective deployment. But true philanthropic wisdom involves allowing the occasional freedom to set aside rigid strategies (however elegant they may seem) and simply fund great things, regardless of how they map to a fixed strategic plan—and I say this as someone who also spent the first seven years of her career as a strategy consultant.

Anthony Bugg-Levine, another recovering strategy consultant, wrote of his time at the Rockefeller Foundation: “like most foundations, ours had a strategy and looked for grantees undertaking specific projects that fit into it.But great nonprofits have their own strategies. By pushing many of them to fit into a specific type of restricted funding, I risked not getting their best.” When you fund exclusively against your own strategy, you close yourself off to the possibility that anyone else in the sector might have a good idea of which you had not yet thought.

Careful research and deep diligence are important when planning a grant portfolio, but real learning comes ultimately from doing and applying that same rigor to evaluating the journey of the work, not simply the choice of destination.

In education in particular, we need to create space for just a little bit of magic: incredible successes we cannot quite explain lest we “dissect the bird trying to find the song.” Imagine if the philanthropists who funded Maria Montessori’s Casa dei Bambini had insisted on knowing the neuroscience behind sensorial education before committing to support the scaling of her work. Would we now have one of the most scaled and impactful education models the world has ever seen? Taking the occasional risk on something new, different, or unproven is one of the great joys of philanthropy, and very much to be cherished.

Answering Girindre’s call to arms

If there is one thing our sector needs more than anything else, it is bright, passionate minds, unwilling to compromise with the status quo of incremental progress, and hell-bent on making good on the promise of universal access to a quality basic education. As such, those of us in the sector feel the loss as Girindre steps away from his fulltime role at the Gates Foundation all the more palpably.

I first met Girindre when I had just transitioned from 10 years at a foundation into the role of NGO leader, and he had just made the leap from the world of global health to that of international education. We have enjoyed trading fish-out-of-water reflections on the fresh perspective that comes from taking up new, complex things. He treated me to a few warp-speed tours of the Gates Foundation’s evolving strategic vision in international education, keeping me on my toes as he bounced effortlessly from RCT findings to national education budgets to pedagogic frameworks. It was a privilege to be in the room with him. I have watched with admiration and a small touch of jealousy as he went on to build a grant portfolio funding all of my very favorite international education researchers to tackle some of the most pressing questions of our time.

It is hard to imagine someone having a greater impact on the international education sector in a shorter period of time than Girindre. He has gifted our sector with so many important insights, but his most important legacy is the searing and inspiring call to action in his essay.

Education is hard, and messy, and slow to show results, but it is the only truly lasting social investment we can make. Girindre poses the essential question to each of us in his piece. Complex and difficult as it is to get education right, what more worthy challenge could we possibly choose for our “one wild and precious life”?

Africa Unite: 39 words for improved education

Africa Unite: 39 words for improved education

Written by: Mubuso Zamchiya

Liberia. Egypt. Ethiopia. Libya. Sudan. Tunisia. Morocco. Ghana. Guinea. Cameroon. Senegal. Togo. Mali. Madagascar. Democratic Republic of the Congo. Somalia. Benin. Niger. Burkina Faso. Côte d’Ivoire. Chad. Central African Republic. Republic of the Congo. Gabon. Mauritania. Sierra Leone. Nigeria. Cameroon. Tanzania. Burundi. Rwanda. Algeria. Uganda. Kenya. Malawi. Zambia. The Gambia. Botswana. Lesotho.

Congratulations! You have just read the names of the first 39 African countries to gain independence from western colonial rule. You likely did so in less than one minute. But, if you were a third-grade student in a high-poverty Liberian school, you likely couldn’t read these names. Only 21 percent of you and your peers would have succeeded. Just 5.8 percent of you would have succeeded at reading this list if you were a Liberian in second grade.

Of course, I am cheating a little. The names of the some of the countries above are multi-syllabic or multi-worded, both of which increase the reading degree of difficulty, especially for young children. So, here is an easier passage: 

               “Come down,” I said. “Can you see all the people?”

               They asked, “When will we go to the water?”

               But it was a cold day. So, I called each of them. “Look! I am about to write some words.”

This one also has 39 words. This passage is drawn from the Fry 100 Sight Words List. Sight words are high-frequency, commonly-used words that third graders should know and read easily. The words are often taught for memorization because they do not all follow the general rules of spelling, or conform phonetically to guidance on the six types of syllables

Still, there is some good news for children in Liberia. The Luminos Fund, where I am Managing Director, has been active there since 2016, providing catch-up education to out-of-school children who have missed or dropped out of the first years of primary schooling due poverty, conflict, discrimination, and now COVID-19.

Over ten months, Luminos’ joyful, child-centered, play-based approach helps children learn how to learn and become literate and numerate. They then take the government placement exams and enter mainstream schooling in the third or fourth grade, reading at 39 words per minute on average.

Now, 39 words per minute may not sound impressive at first, but it is really good news. You see, when out-of-school children come to Luminos, most can only read 5 words per minute. That means, with Luminos, they make 10-month learning gains of 34 words per minute.

Take a look at the U.S. for context. According to the Oral Reading Frequency Norms (ORF), children in American schools at the 50th percentile start third grade at 83 words per minute and end the year reading 112 (a 29 words per minute gain). They enter fourth grade at 94 words per minute and end reading 133 (a gain of 39 words per minute.)

That is about the same annual reading gain as the Luminos children in Liberia – give or take 5 words per minute in each case. But Luminos gets this done at a tiny fraction of the cost. For reference, U.S. K-12 schools spend $12,612 per student annually, as compared to the Luminos program, which delivers three years of learning in 10 months at a cost as low as $150 per child.

So, here’s the takeaway. As Africans and friends of Africa come together and celebrate Africa Day on May 25th, please take note. If Luminos, as an independent NGO, can cost-effectively bring the most marginalized children in Liberia to reading improvement levels commensurate to kids in American public schools, then what might be possible throughout entire education systems? I mean, what could be achieved if we all unite around one straightforward idea: to concentrate education reform, innovation, and development efforts on improving oral reading fluency for all primary-age children across the landscape of the 54 African countries? Surely recovery from COVID-19 related learning loss would be tangibly within our grasp!

That’s it for my Africa Day message. But, before you go, allow me to make you smile. In 1979, when only three African countries—Zimbabwe, Namibia, and South Africa—remained under colonial and apartheid rule, Bob Marley released a magnificent song called Africa Unite. In its final refrain, the song, at its best, offers some powerfully evocative words:

               “So, Africa, Unite.

               Afri, Africa unite, yeah!

               Unite for the benefit (Africa unite) of your people!

               Unite, for it’s later (Africa unite) than you think!

               Unite for the benefit of your children.

               Unite, for it’s later than you think!”

You are smiling aren’t you? It’s Bob Marley after all. But imagine if all African children received quality education: education that would allow them to read these very same 39 inspiring lyrics comfortably at third grade, even as they sing along to this remarkable Africa Day anthem. Wouldn’t that just light up their faces? We grownups had better not wait until it is too late to make it so.   

Mubuso Zamchiya is Managing Director at the Luminos Fund, a nonprofit that provides transformative education programs to thousands of out-of-school children, helping them to catch up to grade level, reintegrate into local schools, and prepare for lifelong learning. Luminos has set 152,051 children across Ethiopia, Lebanon, and Liberia on a path to lifelong learning.

Anteneh’s Journey from Goat Herder to Student

Anteneh’s Journey from Goat Herder to Student

“My father promised to send me to school one day,” eleven-year-old Anteneh says. Coming from a large family with five other siblings, Anteneh took care of the family’s goats. In Ethiopia, livestock are an important part of small farmers’ livelihood. Goats provide milk and meat, creating a good source of income. Herding goats is traditionally a child’s responsibility. As a grazing animal with wanderlust, goats must frequently move from place to place to find bushes with fresh leaves. Watching over them as they roam the village is a full-time job for children like Anteneh. To support their large family, Anteneh’s mother and father, Aster and Kosie, grow coffee and enset (an Ethiopian staple crop) in addition to keeping a small herd of goats.

Anteneh and his mother, Aster, outside their home.
Anteneh and his mother, Aster, outside their home.

This past year, COVID-19 ravaged communities and countries around the world. To date in Ethiopia, COVID-19 has caused more of an economic and educational crisis than a public health crisis. At Luminos, we are monitoring the situation closely and hope Ethiopia continues to keep COVID-19 cases at bay.

As part of his daily chores, Anteneh collects firewood.
As part of his daily chores, Anteneh collects firewood.

For Anteneh, daily life didn’t change significantly during the pandemic. He says, “Most of the time, I was helping my parents.” Anteneh took care of the goats, completed household chores, and played with friends near his home. Despite his age, Anteneh never had the chance at an education — even before the pandemic closed schools. Parents in rural Ethiopia often make a difficult decision: have their children earn an income to support the family now, or send them to school to invest in their future. In a 2013 FAO study of 3,038 Ethiopian children between the ages of 4 and 15 in rural Ethiopia, 53% of boys aged 8-11 herded cattle. For boys of the same age group, the primary reason for not attending school was because their families needed them for farming, like Anteneh.

Parents in rural Ethiopia often make a difficult decision: have their children earn an income to support the family now, or send them to school to invest in their future.

Inside their home, Anteneh's mother, Aster, prepares a wheat porridge called kinche for breakfast.
Inside their home, Anteneh’s mother, Aster, prepares a wheat porridge called kinche for breakfast.

Anteneh’s father never forgot his education promise. With Anteneh’s older brothers in school, in late 2020, Anteneh started his own learning journey at age eleven in the Luminos catch-up program called Second Chance.

When children miss the first years of primary school in places like Ethiopia, there is no practical way for them to catch up and get back on track. They remain illiterate, out of school, and unable to achieve their full potential.

Second Chance is essential to help out-of-school children like Anteneh. This education program covers the first three grades of schooling in just 10 months, catching up overaged out-of-school children to their peers and instilling the life-long skill of learning how to learn. Over 90% of Second Chance graduates advance to mainstream schools with children their own age. Today, in a Second Chance classroom with 24 other overage children between 9 and 14 years old, Anteneh learns the critical building blocks for education: reading, writing, and math. Building on what he learned counting his goats, Anteneh says, “Math is my favorite subject because I like numbers.”

“Math is my favorite subject because I like numbers.”

Anteneh, Second Chance student in Ethiopia

Second Chance teacher Lominas (center, standing) checks on Anteneh's group during one of their breakout sessions (Anteneh pictured bottom right).
Second Chance teacher Lominas (center, standing) checks on Anteneh’s group during one of their breakout sessions (Anteneh pictured bottom right).

Anteneh’s teacher, Lominas, believes that, “Education is the only way out of poverty, especially in rural areas where there is a scarcity of resources.” She leads her students in group activities throughout the day, and most enjoys crafting interactive math lessons.

For Anteneh, some of his favorite learning activities in the Second Chance program are singing and movement based — he says he is extra motivated to learn by doing something he enjoys. Lominas is quick to support students throughout the lessons. Anteneh says, “I like her because she always encourages us, even when we make mistakes!”

Luminos strives to build joyful learning environments like this in all our Second Chance classrooms: building up students’ sense of self as they engage more deeply with their teacher and peers.

There are over 2.3 million children like Anteneh out of school in Ethiopia, bright and eager to learn. Second Chance exists to help these children catch-up and unlock the light of learning in their lives. Leaving behind the roaming pastime of goat herding for the boisterous classroom, Anteneh reflects that what he likes most about school is having fun with his classmates, in and out of the classroom. “I wouldn’t have that opportunity at home,” he says. Through Luminos’ Second Chance program, Anteneh’s father was able to keep his promise to send Anteneh to school. Now Anteneh is learning alongside his peers and, one day, can pursue his dream of becoming an engineer.

Anteneh smiles outside his home, holding school books and his notebook.

Photo Credit: Mekbib Tadesse

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

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+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).

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