United for Education, Teach-For-Change Program ( An employee engagement program to mobilize role models from work places to classrooms of Primary 5 pupils )
Description
Our mission is to mobilize the largest network of corporate volunteers who will volunteer their time to teach in public primary schools as a way of giving back to society and also for organisation to uniquely participate in employee engagement activities.
Our Vision is a Nigeria where every child is equally able to achieve their dream by having the right availability of primary education.
The Teach-for-Change (T4C) program is an employee volunteer program that aims to close the gap between public and private primary education in Nigeria. <br />
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We have been able to provide a cost-effective solution that seamlessly place employees in over 50 primary schools across Lagos States to teach English Language(Literacy) and Mathematics (Numeracy) classes for no more than an hour a week. <br />
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One objective of the T4C program is to mobilize the largest number of corporate volunteers in creating real change in public primary education by improving the numeracy (Mathematics) and literacy (English) competencies as they act as role models and mentors.<br />
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Through interaction with our corporate volunteers, we also hope to give the pupils a vision of their tomorrow and positively influence their life choices. It is an educational intervention platform through which Organizations can actualize their CSR action.<br />
We have been able to provide a cost-effective solution that seamlessly place employees in over 50 primary schools across Lagos States to teach English Language(Literacy) and Mathematics (Numeracy) classes for no more than an hour a week. <br />
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Our Belief is to create a positive mindset at an early age, through regular and sustained classroom interaction with our volunteers, who in addition to teaching, act as positive role models and possible life mentors to these pupils.<br />
It is with hope that a better work force emerges in the future, as an outcome of the simple weekly commitment of our volunteers.
We hope to use same model in other part of the local communities and states , if we can get the Government , United Nation and States to adopt or/and endorse the program. <br />
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At such a stage volunteer give their time remotely and send report to database . <br />
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Findings can be addressed and volunteer commended. <br />
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To enable such model will be the virtual training , use of devices for teaching content and real time data capture.
Recruitment of volunteer is done through Organisation Project Committee , Human Resource , Corporate social responsibility personnel , Sustainability personnel . <br />
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Training of volunteer is done by practising professionals in Education .<br />
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Program process is supervised by Head of Program to the founder and Board of Trustees. <br />
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Feedback from Volunteers and Teachers and interview session of pupils in carried out for impact measurement .<br />
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Testimonies of volunteers are documented as well as findings at grassroots level with data sent to authorities . <br />
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Our volunteers are key in our program and act the neutral factor in access the basic education system.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Contact Information
Audrey Akpevwe Odogu, Head of Programs , Volunteer Relations .