Providing Access to Good Education for Marginalized Communities – PAGE Project
This grant worked to provide poor and marginalized children, including those with special needs, access to innovative, creative, and sustainable learning that is future-proof and will help them break the poverty cycle. Step Up Nigeria implemented this project with funding support from the MacArthur Foundation and in partnership with Knosk 100-A-Day School, Illimi Children’s Fund, and Not Forgotten Initiative.
Key Outputs
The project made substantial progress towards achieving its goals and objectives including:
1. Capacity Building and Consistent Quality Education:
o Recruited and trained 25 teachers to provide uninterrupted learning for 12 months, resulting in improved academic performance for marginalized students.
o Mentorship provided by 60 trained teachers to 300 girls, and step-down training for 820 other teachers.
2. Digital Learning Tools and Enhanced Education Facilities:
o Set up four science labs with tablets and laptops, expanding access to quality education for children with special needs.
3. Future-Proof Education Sessions:
o Conducted mentorship sessions for 300 girls on life skills, interpersonal relationships, GBV, and school completion.
o Increased the number of teachers available in targeted communities through recruitment and training programs.
4. Educational Scholarships and Exam Participation:
o Provided education scholarships for 20 indigent out-of-school children and sponsored 45 students for external exams, enhancing their educational prospects.
We have progressed in this area and achieved the following outcomes:
Key Outcomes
1. Marginalized Youth Acquire Knowledge and Skills for Future-Proof Jobs:
o Empowered 676 marginalized students in targeted communities with digital literacy and expanded educational opportunities.
o Provided scholarships for higher education access, benefiting students who couldn’t afford school.
o Enhanced knowledge on life skills, gender-based violence, personal development, and girl child education.
2. Improved Access to Quality Learning for Disadvantaged Children:
o 69% of marginalized children from the KNOSK school achieved credits in both Mathematics and English Language in the 2023 Junior Secondary School Certificate Examination.
o Recruited 25 teachers for KNOSK N100 a Day Charity School, ensuring consistent access to quality education for 12 months.
o Established four science laboratories and provided 46 tablets and 14 laptops preinstalled with educational software.
3. Increase in Qualified Teachers for Children with Special Needs:
o Trained 129 teachers from 20 schools on Special Needs Education and Jolly Phonics.
o Improved teaching skills and retention of knowledge among over 60% of trained teachers.
o Enhanced reading abilities in students with special needs, showing an average improvement of 76.11% in various reading assessments.
4. Empowered Female Educators and Promoted Gender Equality:
o Conducted specialized training for 60 female teachers, addressing school-related Gender-Based Violence (SRGBV), financial management, and technology integration.
o Trained female educators organized training for 820 other educators, enhancing financial literacy and technology adoption in teaching.
Policy Implications
While the PAGE project has had no direct policy implications, its outcomes have the potential to influence policies in the education sector by:
· Advocating for inclusive teacher training and promoting technology integration.
· Emphasizing quality assurance through lab setups and accreditation.
· Supporting gender empowerment and mentorship for girls.
· Addressing out-of-school children with scholarships and community-based capacity building.
· Encouraging scalable teacher training approaches, especially for special needs children.
Lessons Learned:
1. The effectiveness of a comprehensive approach combining teacher training, advocacy, research, and mentorship.
2. The crucial role of well-trained teachers in addressing gender-based violence and supporting girl child education.
3. The importance of mentorship in inspiring young children, particularly female students.
4. The need for inclusive programming to promote gender equality.
5. The high demand for quality education for special needs children and the willingness of teachers to improve their skills.
6. The importance of regular teacher training to enhance teaching quality and attitudes towards work.