St. Vincent Cooperative Bank partners with UK-SVG Friends for SVG relief efforts

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Cross-posted from https://uksvgfriends.org/.

The UK-SVG Friendship Trust has teamed up with the St. Vincent Cooperative Bank as its local partner to assure the framework for the disbursement of its EC$ 800,000 La Soufriere Volcanic Eruption Recovery Assistance Programme.

The UK based Trust has engaged the bank due to its long-standing commitment to the country as one of the oldest indigenous banks. The “penny bank” with its strong roots in local communities will act to ensure that all funds spent locally are accounted for and that the programme delivers for its intended beneficiaries.

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Advancing evidence-based decision making in LMICs: Focus of EdTech Hub’s work

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This blog post is a cross-post from EdTech Hub‘s blog https://edtechhub.org/2021/05/07/advancing-evidence-based-decision-making-in-lmics-focus-of-edtech-hubs-work/ (Creative Commons Attribution 4.0). The blog post was written by Sara Hennessy on the 7th May 2021.

This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work. 

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5 Considerations When Using Technology for Teacher Professional Development in Low Resource Areas

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Written by OpenDevEd’s Ghislaine Tegha, Yomna El-Serafy, and Björn Haßler.

Posted on  by HundrEd.org 

The right type of teacher professional development (TPD) is one of the most effective interventions to improve student learning and wellbeing. It’s second only to Teaching at the Right Level (TaRL), though to effectively teach at the right level, TPD is needed. Even before COVID-19 brought about disruptions to schools and in-person teaching, there has been increasing interest in the potential for technology to enhance effective, sustainable, and scalable teacher professional development.

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WELCOME DONNA FRASER OBE OLY TO TEAM UK SVG Friends

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Four times Olympian for Team GB announced this week on LinkedIn that she is now an official Ambassador for the UK-SVG Friendship Trust.

As a British Vincentian, Donna will continue to use her platform to support our La Soufriere Volcanic Eruption – Recovery Assistance Programme (SVG-RAP) which aims to assist families and friends directly impacted and displaced due to the ongoing eruption.

Our team is ecstatic to work alongside this great champion!

Your donations will help to reach those in need and with Donna’s support, we will ensure that our women, young girls and those living with disabilities are given greater attention.

Remember to share our GoFundMe campaign link and find us on your favourite social media platform by searching for @uksvgfriends.

#StrongerTogether #UKSVGFriends#IdonatedtoSVG#DonatetoSVG

More donations on the ground, 40ft container shipped AND Amazon Wishlist donations. Let’s keep going!

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This week we have helped even more people on the ground including a donation of 1,500 Sanitary pad packs to the Ministry of National Mobilisation, Social Development, the Family, Gender Affairs, Youth Housing and Informal Settlement to buffer their various welfare interventions. This is on top of the 3,000 Sanitary packs and 300 food care packages distributed – you can see images in the gallery above.

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Using evidence to strengthen tech-supported teacher professional development in Madagascar

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Reposted from EdTech Hub. Original authors: CAITLIN MOSS COFLAN, SAALIM KOOMAR AND HASINIAVO RASOLOHERY. Creative Commons Attribution 4.0

High school students in Soavinandriana, Itasy region, Madagascar, attending an educational movie projection.
Photo credit: Hasiniavo Rasolohery, 2019

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Context

Madagascar faces high levels of learning poverty; 97 per cent of the country’s children at late primary age are not proficient in reading (World Bank, 2019, based on 2015 PASEC data). We know teachers are one of the most crucial influences on student learning; in 2019, just 15% of primary school Malagasy teachers were qualified. How can these teachers be supported effectively to improve student learning? And how can this support be provided at a distance, at scale, using technology in ways that can support populations with limited connectivity?  Despite reportedly high internet speeds, internet penetration is low, just 2.1% of Malagasy people can access the internet (Quartz article, Lijadu, 2019). 

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L’utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar

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Cross-posted from https://edtechhub.org. Original post APRIL 23, 2021 BY CAITLIN MOSS COFLAN, SAALIM KOOMAR AND HASINIAVO RASOLOHERY. Creative Commons Attribution 4.0.

Des lycéens de Soavinandriana, de la région Itasy, Madagascar, assistant à une séance de projection de vidéo éducative.
Crédit Photo: Hasiniavo Rasolohery, 2019

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Contexte

Madagascar fait face à un taux élevé de la pauvreté d’apprentissage; 97 pour cent des enfants en classe de primaire du pays ne sont pas capables de lire un texte en français adapté à leur âge (Banque mondiale 2019, sur données PASEC 2015). Nous savons que les enseignants ont une influence cruciale sur l’éducation des élèves; en 2019, seulement 15% des enseignants primaires Malagasy avaient la qualification nécessaire. Comment appuyer ces enseignants efficacement afin d’améliorer l’éducation des étudiants? Et comment cet appui pourrait être fourni à distance sur une grande échelle, en utilisant des technologies qui peuvent aider les communautés dont l’accès au réseau est faible? Malgré ladite éxistence de connexion à très haut débit , le faible taux de pénétration d’Internet montre que seuls 2.1% des Malagasy ont accès à Internet (Article Quartz, Lijadu, 2019).

Depuis la première incursion de EdTech Hub dans ces problèmes à travers un briefing du « Helpdesk » sur les initiatives de développement professionnel des enseignants dans les environnements à faible connectivité, nous avons travaillé avec le Ministère l’Éducation Nationale (MEN), L’Institut National de Formation Pédagogique (INFP), et la Banque Mondiale sur la première composante du Projet d’Appui à l’Education de Base pour étaler cet ensemble de défis. 16 000 enseignants de la première et deuxième année seront directement impliqués dans un pilotage de formation pédagogique (FP) dans le cadre de ce projet, afin d’améliorer les résultats des élèves en lecture et calcul. 

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Diario El País

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Taskeen Adam comments on international development projects in the latest article of ‘El País’

“Muchos proyectos se decantan por graduados en Desarrollo Internacional de universidades occidentales, menospreciando la experiencia en el contexto y otros estudios no acreditados bajo ese nombre”

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Approaching £100k

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This story has been cross-posted from https://uksvgfriends.org/2021/04/13/approaching-100k/.

Great news! We are inching closer and closer to £100,000 and with your continued support, we will get there soon.

However, we are excited that we have received official communications from the Government of St. Vincent and the Grenadines through the High Commission’s Office that our campaign has been officially endorsed. See photo below! This helps us to focus on what matters!

Thanks to new friends to the Trust like Björn and Gemma who reached out to us today after making a donation, we will be getting a spanking new website shortly to better communicate with you. Björn and Gemma from www.opendeved.net have volunteered their services to get this important work done.

We have heard, you want us to get this right and we promise we are in this for the long haul. #forMother Hairouna!