On World Teachers’ Day, we reflect on the pivotal role that educators play in shaping the future. For the facilitators in the Speed School program in Ethiopia and Uganda, the commitment to their students goes beyond conventional teaching. They work tirelessly to bring out-of-school children back into the fold of education, transforming lives and igniting a passion and talent for learning.
When we asked facilitators to share how they have been shaped by their experiences working on the Speed School program, the responses were both moving and inspiring. While each facilitator brought her or his own perspective, certain themes quickly emerged: the joy of witnessing student success; innovative teaching strategies; deep connections with learners; and an unwavering commitment to professional development. These recurring themes highlight the profound impact that the Speed School program has on both educators and students alike.
Virtually all the facilitators expressed joy they felt in seeing their students succeed. Firweyni Abreha, a facilitator from Tigray in Ethiopia, shared how watching out-of-school children regain their confidence has been a source of immense satisfaction, particularly given the recent violence from which these children, their families, and their communities are still recovering:
My dedication to supporting out-of-school children has been a driving force in my career. This commitment has not only enhanced my teaching abilities but also brought immense joy as I witness these children re-engage with their education and flourish. Observing the positive behavioral changes in out-of-school children has been incredibly rewarding. Seeing these students develop confidence, discipline, and a passion for learning has reinforced my love for teaching and brought me great joy as an educator.
Nakisikwe Veronica from Mayuge District, Uganda, spoke about the reward of seeing her students overcome the sorts of learning challenges that plague most students and classes:
Implementing phonics lessons has been instrumental in helping my learners conquer reading difficulties. Witnessing students overcome reading barriers and transition from struggling readers to confident, fluent readers is incredibly rewarding and has deepened my understanding of diverse learning needs and reinforced the importance of tailored instruction.”
Nakisikwe Veronica alsoemphasized how continuous professional development has been central to her ongoing journey to learn and improve as an educator:
Through professional development workshops, I’ve refined my lesson planning, classroom management, and assessment techniques. This ongoing development has boosted my confidence and enthusiasm, enabling me to create engaging and effective learning environments.
This commitment to growth is echoed by Adeka Sadrack, of Alebtong District, Uganda, who attributes much of his progress as a teacher to the training and support he has received from Geneva Global:
I have benefited from support during different training sessions, support supervision from the GGU team and supervisors, and learned a lot from colleagues, learners, and community members. All these factors have shaped me into a better and happier teacher.
For Tahir Shekedir, from Jimma Zone in Ethiopia, the relationships he builds with students and the use of innovative tools have been key to his growth as an educator:
As a facilitator, I develop close relationships with students by exchanging ideas and experiences, which helps in improving the curriculum. Using new technology and learning materials makes learning faster and more convenient, helping students gain new experiences.
The facilitators also expressed as a group their great pride in the adoption of innovative teaching strategies to engage their students. Speaking about the importance of self-reflection and creating a dynamic learning environment, Adeka Sadrack, a facilitator from Alebtong district,Uganda, shared that:
I’ve created a conducive, talkative, and attractive learning environment that promotes incidental learning. Through the phase training organized by GGU, my lesson planning and delivery have greatly improved.
Likewise, Wandera Yakub, from Mayuge District, Uganda, emphasized the importance of involving parents in the educational process and the transformative impact of Active-Based Learning strategies:
Involving parents in their children’s education has been a game-changer. Active-Based Learning strategies have transformed our learning environment, boosting students’ motivation, confidence, and skills like communication and teamwork.
What makes these shared themes so special is that they reflect a universal truth: great teaching is not just about delivering content; it is about nurturing relationships, fostering a love for learning, and growing alongside students. The facilitators’ ability to adapt and innovate in their classrooms speaks to the heart of the Speed School program’s mission, which is to empower both students and educators to reach their fullest potential.
As we honor teachers worldwide, we recognize that their impact extends far beyond the classroom. Facilitators and teachers are the backbone of their communities. Facilitator Lensa Tefera from Ethiopia expressed this best when she said,
The teacher is the brain of the generation. If an engineer builds a building, a teacher sharpened the mind that built that building. It is a great honor to sharpen children’s minds efficiently and quickly. Teachers are the candles of the world that shine for all.
Geneva Global is pleased and proud again this year, at the moment of the 2024 World Teachers Day, to give voice to the educators with whom we work, celebrating with them what they celebrate most.