Enhancing Access to Education & Skills Training

We work to improve equal access to affordable, quality education for children and young people under-18 years in Nigeria; and livelihood opportunities for the real poor segment of the society.
Presently, our target is to support Nigeria to achieve the Dakar Framework for Action (2000), Education for All: Meeting Our Collective Commitments (or SDGs).

Priority Areas

1. Equal access – the African Charter on Human and Peoples‟ Rights (1981) sees access to education for every individual as a right. The Foundation funds initiatives aimed at identifying and removing barriers to access education for all children, with special focus on the vulnerable and under-privileged populations such as girls, children with disabilities, children from poor homes, orphans and IDPs.

These initiatives involve scholarship; engagement of female teachers; provision of learning materials; WASH capacity building including provision of gender-based VIP toilets and water; school feeding and health; construction or renovation of hotels accommodation for pupils and friendly classrooms; libraries; laboratories; and recreational facilities, amongst others.
 

2. Quality education –we enhance opportunities to undertake an education that meets the basic learning needs required to live a dignified life. Done through teachers training and retraining; strengthening teacher-pupil relations; provision of school infrastructures, teaching materials, teachers’ lodge and office space; support for curriculum development and delivering; and compacting teachers-pupils ratio.

3. School governance –we support projects targeted at strengthening educational development and school governance in rural communities. Through capacity building for SBMCs, PTA and Local Education Authority, improve community oversight, and strengthens avenue for dialogue and experience sharing.

4. Skills training –promotes opportunity for lifelong learnings, life skills for young people and adult and increase adult literacy, through vocational skills training, adult literacy and numeracy training, and business start-up supports.

A vocational skills training is incomplete unless there are relevant start-up supports such as capital, connection to markets, etc for the beneficiaries. This is the theory of change that guides the Foundation’s pro-poor interventions on livelihood.

Results So Far

  • N500m spent so far.
  • Supported education of 1,094 IDPs; 468 (GCDA project) children with disabilities; 748 orphans; 200 female children TYPA.
  • 83 SBMCs (or 1660 members of SBMC) capacity strengthened.
  • 672 (SASRF reached 96) teachers/educators/caregivers trained or retrained; and 23,099 supported for curriculum development, and delivery of the family-life health education (FLHE) curriculum of the Federal Government. 102 education care givers trained by TYPA.
  • Skills training and business start-up funds provided for 17,382 persons including women, IDPs, youth and heads of household of the fourth quintile.