By: Kirstin Buchanan
Today, seven in ten young children in low- and middle-income countries cannot read and understand a simple story.
The profound learning crisis facing young children today is not one that any single organization or government can address alone. Bringing children back on the path of learning and strengthening education systems to keep them there in the long term will require innovative partnerships built on mutual learning and trust.
This belief was the impetus for a powerful peer-to-peer exchange between the Ministries of Education in Ethiopia and Ghana, facilitated by the Luminos Fund in July 2022.
A Holistic Approach
The Luminos Fund takes a holistic approach to education that works in tandem with all levels of society and is supported by a network of partnerships, including with ministries of education. Though these partnerships vary from country to country, they have common goals: strengthening education systems, sharing best practices, prioritizing mutual goals, and building capacity to bring joyful, transformative learning to millions of vulnerable children.
In Ethiopia, the government first began adopting the Luminos program into government public schools in 2017 with a small pilot of 35 classrooms. Today, the Ministry of Education (MOE) is implementing our approach across the school system, and as its preferred solution to reach out-of-school children.
Inside a Luminos classroom in Ethiopia, students work in small groups as their teacher, Tegistu, walks around to support students who need help. (Photo: Mekbib Tadesse for the Luminos Fund)
To accelerate this process, the Ministry created the Accelerated Learning Unit—to which Luminos provides technical support on curriculum development, strategies, and national education policy—to oversee the delivery of across government schools. Partnerships such as this enable Luminos to deliver quality education at scale while prioritizing an approach that puts the interests and needs of local communities at the center of decision-making. They also serve as a testament to the value of government partnerships in bringing about systems change.
In each program country, working closely with governments is key to ensuring the long-term sustainability of the Luminos program.
What Can Ghana and Ethiopia Learn From Each Other?
In addition to partnering with ministries of education on the delivery of the program, Luminos also convenes governments and other key stakeholders to champion proven education solutions and share best practices for scaling accelerated learning programs that ensure all children have equal access to joyful, foundational learning.
Luminos Ethiopia Country Director and Regional Strategic Advisor, Dr. Alemayehu Hailu Gebre, greets Mr. Francis Asumadu, Acting Executive Director of the Complementary Education Agency (CEA) for the Ghanaian Ministry of Education. (Photo: Obeng Baah for the Luminos Fund)
In July 2022, Luminos facilitated a learning visit for members of the Ethiopian MOE to explore our newest country program in Ghana and meet with their peers in Ghana’s Ministry of Education. This learning exchange was a unique opportunity to share best practices from Luminos’ flagship program in Ethiopia and bring visibility to the ongoing work within the education sector in Ghana. The visit included four days of highly productive workshops, meetings, and classroom visits. Here are three key takeaways:
1. There’s a strong desire for collaboration.
Both Ministries are keen to find innovative ways of strengthening government-to-government and multistakeholder partnerships, and leveraging these partnerships to provide quality education to out-of-school and marginalized children. Building relationships with other ministries and partners that are providing social services to the most vulnerable families will be critical to ensuring holistic, sustainable support for all learners. The Ghanaian and Ethiopian Ministries of Education are also keen to continue to forge collaborations on key sector issues including improving student retention and strengthening monitoring and evaluation within government schools.
2. There is no one-size-fits-all when it comes to program delivery and scaling.
To develop high-impact and contextually relevant education solutions to the learning crisis, catch-up education programs will need to be adapted based on the needs, capacity, and context of the communities they serve. Building and strengthening engagement with community-based organizations, parents, and other members of the community is key to ensuring the effective delivery of programs.
3. Accelerated learning programs must be aligned with national strategies, policies, and goals.
Rather than working in silos, nonprofit organizations and ministries of education must work together within a framework established by government, which can generate impact in both informal and formal education systems.
To tackle today’s education crisis, we must act together. Increasingly, our work with governments forms a fundamental piece of the puzzle in scaling our reach and impact. Through these partnerships, we are embedding effective accelerated learning and teaching strategies into the fabric of education systems and creating structures that ensure out-of-school children remain a priority for national education planning. It is only through deep, innovative partnerships with government, local communities, and key education stakeholders that we can truly transform education systems in service of the most vulnerable children.
After the parent engagement meeting, ministry officials joined students in the classroom to experience joyful learning for themselves. Facilitating exchanges such as this is one way the Luminos Fund works to build local ownership of our education programs and is part of our broader community-driven approach. (Photo: Obeng Baah for the Luminos Fund)
Kirstin Buchanan serves as the Development & Communications Associate at the Luminos Fund where she amplifies student voices and program stories, in addition to helping drive content, messaging, and fundraising strategy. She holds a MA in International Affairs and BA in International Relations from Boston University, as well as a certificate in Latin American studies.