The problem being solved is lack of literacy skill. According to the UNESCO institute of statistics, Malawi has an adult literacy rate of 62.14%, (69.7% males and 55.2% females), 130 in ranking in comparison with other countries. Illiteracy leads to inequalities, lack of self and economic development, poor health, abuse, fear and low self-esteem. With a belief that we are all meant to bloom regardless of where we are placed, the goal of Bloomers learning initiative is to free youths and girls from illiteracy through reading and writing despite the whole learning process being complicated by the recurrent Covid 19 educational shocks.

The Bloomers learning initiative is to directly impact 500, (150) boys and (350) girls by 2022. The project will make a measurable contribution to the attainment of the program goal among others by; providing trainings (physical and online) on how to read and write short stories and have short stories published with mentorship and implementation by 4 qualified secondary and primary school teachers. The project lacks financial resources for publishing books, gadgets such as phones and laptops as well as more short story writing mentorship and skills

Prison education researchers state that 7 out of 10 inmates in Nigerian correctional centers do not have access to literacy education, Hence the need to fill this vacuum space for a better society we all desire. Inmates Educational Foundation was initiated in 2018 to provide quality education in Literacy, Adult, and Advanced Education to Inmates and Juveniles in correctional centers. In 2019, after a rigorous tutorial session with inmates in preparation for WAEC GCE, about 70% made Mathematics, English language with other subjects and are presently at the National open university of the center.

In the last 3 years, we have able to impact at least 1,000 inmates through quality education in the Nigerian correctional center of Lagos state. Our Target is to reduce the level of illiteracy in the correctional centers by 95% in the next 5years because we believe Prison is just an isolation center but Prison education is community-building.

Amina Dyslexia Center’s core objective is to help dyslexics unravel their creativity and achieve their personal best. Through the use of innovative technologies to provide high quality, holistic and personalised learning for dyslexics. Alongside this, we create a positive, safe and nurturing environment for dyslexics to learn better and contribute to their communities.

Amina Dyslexia Center is a voice for neurodiversity in Nigeria. We aim to create awareness about neurodiversity in general and more specifically dyslexia. We believe this will ignite discussions and influence government to promote a society that provides for the education needs of neuro divergent people.

An initiative set up in 2020 to help children aged 8-16 years in public schools especially, to discover their preferred independent learning styles. A World Bank Project report notes that the ability to learn is the most important skill people need to develop today. The project is a brain child of Learn-Forte Educational Services which is registered with the Corporate Affairs Commission.

Many students in Nigeria can’t gain admission into the Universities and other tertiary institutions because of their poor WAEC results. This problem can be attributed to many reasons. Our survey reveals that the pass rate for West African Examination Council School Certificate Exams has not reached 70% for decades now. We believe one of these reasons is because students lack independent study skills. If students can’t proceed with their studies, the rate of vices in the country will continue to rise.

In today’s world, digital literacy is becoming a very important skill that everyone must acquire to meet societal demands. Northern Nigeria records the highest out of school children where 34% of these children are Girls, how then can the rest who are already enrolled in schools but do not have access to digital education cope in today and tomorrow’s society?

Providing digital literacy education for Girls in under privileged communities seems to be the best way to fill the gap between now and the future in technology, innovation and a digital society.

“Girls for Tech Innovators Competition” is a starting point, but a system to support more than 5000 Girls to acquire digital literacy by the year 2030.

We believe everyone should have the access to learning digital skills that are fundamental to succeeding in Today and Tomorrow’s society especially the Girl Child.

‘The Reading Room’ is a mobile library, with a reading program designed to help foster a love of reading, give access to books, close the gap in comprehension and train volunteers on current methods in reading instruction.

The program was deemed necessary due to an obvious gap in comprehension amongst students at all levels especially in the areas of figurative language, inferencing and drawing conclusions.

Each session also includes an art/activity component that will help participants express comprehension in different and applied formats that can be transferred to all subject areas. It is our hope that the individual schools and communities will eventually take ownership and ensure success of the program.

Unusual School is an open learning portfolio intervention to teach children in indigent communities with soft skills and developed cognitive thinking skills using tailored learning interventions that will empower the children with the prerequisite knowledge for the now and the future.

Our learning interventions are curated with learning activities that are carefully designed to meet the learning needs of the children and help them bridge the learning gaps. Our goal is to empower over 10,000 children with learning opportunities that will enable them to succeed academically.

In other to ready the children with comparative advantage, we have created a learning hub to empower them with “Tech skills” within the scope of soft skills via vocations.

Unusual School…….

Bridging the learning gap!

THE WORKBOOK initiative is aimed at improving the quality of education, particularly among the less privileged. The workbook provides qualitative and suitable method of teaching that will help situate the learner in the rightful place in the society as future leaders  

In addition, the workbook is structured in a way to cater for the SDG 4 – “Quality Education” and also in line with NERDC 9-year basic education curriculum. The workbook is self-explanatory and easy to read.

Our aim is to reach out to more learners by the end of 2021.

The SustyEd Project brings sustainability into the classroom and teaching methodology using a whole school approach that helps learners develop the competencies required to give some respect to the planet and society within which we all exist while equipping them to solve the problems in their locality.

Teachers in this program are aided through a 5-step model to understand sustainability, make connections between the classroom and global challenges and integrate these in their work by encouraging active and participatory learning to drive change towards sustainable schools and empower young people to take action.

This helps to raise a new breed of young sustainability champions who in addition to learning academics, are equipped with the values and motivation as well as skills and knowledge to take action for environmental responsiveness and social inclusion towards sustainable

Most parents in local communities perceive the notion of ‘education as a means of financial security’ as a long shot. They would rather send their girls to hawk on the streets or work as housemaids because at the end of the day they see the fruits of that labour. What if schoolgirls learnt skills that enable them to be productive along side the usual theoretical knowledge acquired in schools? What if out of school girls learnt to make highly marketable products through crotchet, knitting and sewing?

This project provides opportunities for girls to learn handicrafts (in school and out). It is geared towards increasing girls’ school attendance by providing them with opportunities to learn skills that can yield financial benefits sooner rather than later.