Getting around in Eastern Province

In this post, I'd like to paint a picture of the sights, sounds, and modes of transport in Eastern Province, Zambia.

Getting around Katete district is proving to be an adventure in its own right. Three weeks ago, on our journey from Lusaka to Joel, we traveled on a crowded bus along the northern edge of Lower Zambezi National Park. To my surprise we were driving through lush, tropical mountains! While the area we are in now is not mountainous, it is quite hilly and the fields are many vibrant shades of green. The deep, rusty red clay underneath our feet offsets the green. As it’s currently rainy season, the skies are full of clouds, many fitting to burst with heavy rain. The sound of the rain on the tin roofs range from a light patter to a thunderous cacophony, which can cause classes to stop and conversations to be put on hold. The heavy rains also contribute to the erosion of roads and the formation of tiny rivers in the clay. This erosion makes travel challenging, especially the day of a storm and the day after.

Joel village is situated off of a very busy main road. The road is full of pedestrians, bike riders, bike taxis with passengers, carts, herds of cows, motorbikes, and the occasional car or truck. Depending on the time of day, there are primary and secondary school students heading to school in uniforms and carrying their school bags. Many children use plastic carrier bags as their school bag. There are two schools within walking distance from where we live, and a few more that are in biking distance. It's hard for me to judge the distance accurately – a kilometer or two doesn't seem far until you get on the road and experience the hills!

Thanks to Bessie, our host, I've solidified my Chewa pleasantries so I am able to make small talk. I enjoy watching people's expressions change as I greet them – the sometimes-scrutinizing but oftentimes-curious gaze usually becomes replaced by a big smile!  I've put those pleasantries to good use as I take walks and explore more of the fields around. I've also taken to riding the intern bicycle to nearby schools. It can only switch between first, second, and occasionally third gear so biking uphill is out of the question. I've had some interesting conversations with people as we walk our bikes up the steep inclines though! The afternoon sun is blistering but, depending on where you're coming from, you can coast and enjoy the beautiful breeze.  The views are incredible: cornfields spotted with the occasional sunflower or gerbera daisy, all set against a backdrop of large hills on the horizon.

For the faraway schools, Joseph, the Operations Manager, takes us on the back of the motorbike. As I mentioned earlier, the roads are full of deep grooves from the rains so it can be pretty tough getting through the wet clay. An occasional stall or two is to be expected!

All of these modes of transportation are ways to see more of Eastern Province, to snap an occasional photo or two, and to practice Chewa. It's hard to picture just how remote Impact Network schools are until you venture between them. The distance is a reminder of how far some teachers travel to get to schools and how dedicated they are to make an impact in their students’ futures. It also shows how important Impact’s community schools are – they serve to open up opportunities for education around the region! I am humbled to be here and am looking forward to many more walks and rides through the hilly countryside in the next few months.

- Kristen 

What can we do better? Small steps to big progress

On May 11, 1947, the B.F. Goodrich Company of Akron, Ohio announced that they had developed a tubeless tire.  I know this sounds like a small thing, but it was a technological innovation that would make automobiles safer and more efficient.

Until then, pneumatic tires (which are tires filled with pressurized air) relied on an inner tube containing the pressurized air and an outer casing that protected the tube.  But in this previous design, if the inner tube failed, the tire would blow out quickly, putting the driver and passengers at risk.  Taking three years of engineering, the tubeless tire no longer required the inner tube and instead trapped the pressurized air within the tire walls themselves.  Within a few short years, the tubeless tire became a standard feature on most new cars, and was being touted as one of the most far-reaching changes to take place in the tire industry. 

I thought this story was a GREAT reminder of two important things:  The first is that innovation and advancement isn’t always glamorous, but it has the potential to change lives.  Engineers spent three years working on a tire – actually, just a TUBE in a tire to achieve something that changed automobiles forever.  They were thoughtful, relentless, and determined in their pursuit to do things better.  And not huge things, but relatively minor ones.  With Impact Network, this was a reminder to me that even the tweaks that seem the most mundane, the most laborious, and perhaps the most minor, have the ability to change things on a grander scale.  Change takes time, and usually happens on a much more micro level than the stories and advancements we hear about in the news.

The second reminder was that we can always do better.  Big improvements like shifts in achievement, attendance, and test scores can only happen if we take the time to make improvements to our model. Every time our team puts our collective brain power together, whether it’s on collecting data more efficiently or administering tests that are more rigorous – every time we do this, we are making a decision to do improve our practice. We believe this firmly and unwaveringly – it’s why we sit down together to discuss better ways of doing things, it’s why we commissioned American University to evaluate our programs and provide an external look at how we operate, it’s why I wake up every single morning to work for this organization and ask myself – What can we do better?   

- Reshma

A Fresh Approach to Teacher Training at Impact Schools

At this month’s Impact Network training, our team decided to shake things up.  In 2017, each school will have the opportunity to present a training session as part of the monthly training.  We are excited to see what our teachers come up with this year!  Our intern on the ground, Kristen, sent us this summary of how the first one went:

 

Shopping in Katete

Our preparation began Friday afternoon as Sarah, Joseph Mushashu, and I headed to Katete for a shopping trip. Joel Village is located off of the Vulamukoko Junction, which meets the Great East Road connecting Lusaka to Chipata. In order to reach Katete, we needed to either walk 3km to the junction or catch a ride. Fortunately, after a few tries, we found a ride all the way to Katete with Mr. Jacob Banda, the Head Teacher at Chivuse School, whom I had met the day before. After arriving in Katete, we met Daniel Mwanza and began shopping. We meticulously searched out the best deals and kept track of our budget - we were buying enough food for a 70 person lunch, after all! 

Above: heading to Katete with the hills in the background, below: driving through the busy market streets.

Above: heading to Katete with the hills in the background, below: driving through the busy market streets.

Preparing the Morning Of

We spent Friday night and Saturday morning preparing the classrooms with enough desks for 63 teachers and space for the management team. It was a tight squeeze but we managed to make it work! The morning was spent organizing cooking of the meal, greeting teachers as they arrived, and registering attendance. 

A Full Agenda

We began our training day at 8:40 am, with opening remarks from Director Daniel Mwanza and a prayer from Elias Phiri. Sarah, my intern colleague, and I introduced ourselves and in turn, all present teachers introduced themselves.

A busy bike parking area

A busy bike parking area

Impact Network is constantly searching for the best ways to train teachers and provide the necessary support for these community schools to grow on their own.  For instance, Impact is piloting a new project of school-led training sessions. Mnyalua School was selected to present the first training session, which they did on Teaching and Learning Aids. They presented an hour and 10 minute long presentation, which the entire staff enjoyed greatly. Mnyalua School prepared a highly interactive session and had full attention and participation throughout their session.

  • The session began with a PowerPoint presentation and Q&A format to discuss what teaching and learning aids are and how they can benefit learners.
  • Maxwell Mbewe then presented grid technique drawings to demonstrate how to draw faces (pictured below). His presentation was a hit! I could safely say we were all laughing and learned a lot from his technique.
  • Davison Phiri presented a teaching aid for personal hygiene to which he attached detergent boxes, a toothpaste tube, shampoo bottles, a comb etc. so that students could see the items they were talking and learning about. His aim was for teachers to bring practical materials when possible to make the subject they’re teaching come to life in a more accessible way.
  • Finally, Festus Banda presented on a word wheel to be used during tutoring. He demonstrated how to make a word wheel out of cardboard and the many ways it can be used.
  • Mnyalua School finished their presentation with a skit demonstrating the use of learning and teaching aids during class time. It was the most popular training session of the day and certainly an excellent way to continue learning from each other!
Mnyalua School's PowerPoint presentation on teaching and learning aids

Mnyalua School's PowerPoint presentation on teaching and learning aids

Another innovative session was grade group discussions.  Teachers from all schools met with fellow grade teachers and discussed successful lessons, teaching moments, any challenges they had during the first three weeks of the term, and other ideas about past and future lessons. It was great to see teachers sharing their successful moments and challenging moments together as it allowed for them to find a commonality between one another. These grade group collaborations will continue because they are a tool for teachers to learn from and support each other in their development. We additionally had a Lesson Demonstration bloc, which provided a platform for returning teachers to perform role plays in order to demonstrate teaching methods to the new teachers. Each role play ended with feedback on successful parts of the lesson and areas in which they could improve.

A unique part of the training session was the Exam Committee meeting with Director Daniel Mwanza. Four teachers write the exams for each grade level. They make sure the exams are in line with the Zambian Ministry of Education’s requirements and that the questions accurately reflect what learners have covered that year. In keeping with Impact Network’s democratic and community-based approach, there were votes on who would be included in the committee. There was a lot of dialogue between teachers and management staff to choose the committee and at the end of the session everyone was satisfied with their picks. The Exam Committee will meet throughout the term to create the exams.

Maxwell Mbewe's finished product - many teachers were excited to learn how to draw faces using the grid drawing technique! 

Maxwell Mbewe's finished product - many teachers were excited to learn how to draw faces using the grid drawing technique! 

After lunch, Sarah and I delivered lessons on how to use applications on the iSchool tablet. I presented an introductory session on the word processor for new teachers, during which we worked on typing, formatting text, and saving documents. Sarah presented on using spreadsheets to make an attendance register for the returning teachers.

Last, Daniel conducted an exciting discussion on some of the big things coming to Impact Network Zambia this year.   He said that on February 28th, we will host a hand-over ceremony for three Japanese-funded classroom blocks. The Japanese Ambassador to Zambia will attend the ceremony and the Nyau will perform.

The training ended with an evaluation of the day so that teachers could assess the training and add anything they would like to improve. Our next training is in April and is taking place in Mnyalua instead of Joel - this was received very well as many teachers from Zone B schools have traveled monthly to Joel in order to attend the training and it was deemed fair to trade the responsibility.

An example of a completed action plan from Maxwell Mbewe at Mnyalua School.

An example of a completed action plan from Maxwell Mbewe at Mnyalua School.

After the meeting, Teachers in Charge from each school checked in to discuss their Action Plans. This is a new project with the focus of implementing projects according to individual school’s needs. Sarah and I checked in with Teachers in Charge in order to see what their plans are and how they are developing. Some ideas included cleaning up and maintaining schools, building a school garden, and building a school kitchen. Teachers in Charge were tasked with brainstorming deadlines for the steps of their project, any potential challenges (such as rainfall), and resources needed to complete the plans. I’ve provided an image of Mnyalua School’s action plan to create a school kitchen. This is an exciting and useful development for them as they will need the kitchen for the Mnyalua based teacher training day in April. 

All in all it was a successful day! As with anything there was room to improve but we are hoping to continually do just that.

Best wishes from David Sedenfield school at Joel Village,

- Kristen

 

 

Introducing Kristen Fraley

This week on the blog, Kristen Fraley introduces herself

 

Hello!

           I’m Kristen and I am thrilled to join Impact Network’s Zambia team as an Education Development Intern! I’m from Florida but I’ve called Scotland home for the last year and a half. I recently completed a Master’s degree in International Relations from the University of Edinburgh. During this time, I specialized in Education Policy, Transitional Justice, and Africa in International Politics. I received a B.A. from Florida State University in International Affairs and Religion with a minor in Anthropology in 2012. Afterwards, I moved to the Czech Republic and became a certified English Teacher, spending two years working as a preschool, primary, secondary, and adult English teacher in Prague. I also held a position as an Observer at a Teaching English as a Foreign Language (TEFL) certification school, and I worked with teachers in training by observing their lessons and strategizing techniques for improvement. When I’m in Florida, I am a substitute teacher for Lee County School District. This role has granted me in-depth experience with students aged 4-18 and the stages of learning development.

One of the most brilliant things about teaching to me is seeing the “light bulb moment:” the way a student’s face lights up when they’ve figured out a challenging problem or improved in their abilities is so rewarding!

Exploring Ben Lomond in the Trossachs National Park, Scotland.

Exploring Ben Lomond in the Trossachs National Park, Scotland.

 

Why do you want to intern for Impact Network?

          As the daughter of a teacher, I have always had a profound respect for education. I believe that education is the bedrock of society and that, within every mind, lies great potential waiting to be unlocked. To me, equal access to education is a right for every individual and I am committed to strengthening education infrastructure across the world. I am particularly interested in the use of sustainable technologies for providing education to off-the-grid communities, therefore, the work Impact Network does is truly up my alley! This internship initially caught my eye because it bridges my academic studies with my previous work experience and my future career goals. I ultimately aim to work in Education Policy and International Development. I am very excited to see firsthand Impact Network’s successful implementation of Zambian curriculum standards while providing a ‘learning by doing’ environment for teachers and students alike!

Face painting during a sensory English summer camp in Prague- the book theme that day was Alice in Wonderland!

Face painting during a sensory English summer camp in Prague- the book theme that day was Alice in Wonderland!

 

What are you most looking forward to?

        I am most looking forward to assisting the team while further honing the skills I’ve gained over the last few years. Not only is this internship a unique opportunity for career development, it is also a way to learn firsthand about life in Zambia. I love learning new languages and I am looking forward to studying Chewa and Nyanja while I am here. I also can’t wait to explore the natural beauty Zambia has to offer by visiting the impressive Victoria Falls and going on a safari in the South Luangwe National Park. I will be in Lusaka for a few more days but I am eager to go to Eastern Province and begin working. For now, I am enjoying the sights and the weather. It is the rainy season so the days are warm, the nights are cool, and the trees are lush and green. Coming from Florida, it reminds me a lot of home!

I’ll post updates regarding my experiences here so do keep an eye out!

                 Kristen

 

 

The Incredible #42

This year marks 60 years since Jackie Robinson broke the color line and became a starter for the Brooklyn Dodgers.  In that first season, he completed 12 home runs, the Dodgers won the National League, and he was selected as the Rookie of the Year. His baseball accolades are far-reaching – he was an All Star player, was the league’s MVP, and was inducted into the Baseball Hall of Fame in 1962.  From day one, Robinson faced racial slurs from fans, opposing teams, and even his own teammates. Many players refused to play with him and against him, but the Dodgers leadership advocated for his right to be there and his fellow players began to speak up on his behalf.

But what most people don’t know is the incredible legacy that Jackie Robinson left to the Civil Rights Movement.  In 1942, five years before he first stepped onto that baseball field in the Dodgers uniform, Robinson was drafted and sent to Fort Riley, Kansas. Robinson finished his Officer Candidate School and was commissioned as a second lieutenant. He was reassigned to Fort Hood, Texas – and it was there on a summer day in 1944 that Robinson refused to move to the back of an Army bus upon request by the bus driver. Military police took him into custody, he was court-martialed, and charged with multiple false offences.  He was eventually acquitted, the proceedings prevented him from going overseas and he was never in combat.

Robinson went on to serve as the first black analyst on ABC’s telecasts, he was the VP at Chock Full o’Nuts, served on the board of NAACP, founded the Freedom National Bank, and established the Jackie Robinson Construction Company to build housing for low-income families. Twenty years ago, the league officially retired his number – 42 – across all teams, with the exception of Jackie Robinson Day, when every player on every team wears the treasured #42.

In researching a bit more about the incredible #42, I came across a dozen communications with various Presidents and White House staff (you can view them here). Through telegrams and letters, Robinson communicated with various Presidents, and supported both political parties at one time or another.  Reading these communications motivated me to be a more engaged citizen myself – if he could find the time, I can make the time.  And it made me rethink how we engage with our scholars and teach them how to be part of a broader community. How do we teach our students to become global citizens? How do we encourage them to write their own letters?  How do we foster their own interests in politics?

For me, today, it means leading by example.  I’ll be writing my congresswoman and senators this weekend.

- Reshma

At the intersection of tenacity and opportunity...

While I haven’t seen a movie in ages, the first one currently on my list is Hidden Figures. The film is based off on a group of African-American female mathematicians who worked in the shadows at NASA to put a man on the moon.  

Meet Katherine Johnson

Johnson started working at NASA in 1953, working as a human “computer” as part of a team of women within NASA.  She would help read the data from the elusive black box in planes, and analyze things like “gust alleviation”. At the time, NASA was still segregated, both by race and by gender, but one day, Johnson was temporarily assigned to the male research team.  There, she impressed her colleagues and bosses and they (according to her) “forgot to return [her] to the pool.” Until she retired in 1986, Johnson worked at NASA on some of the most influential missions of our time. When the first American was heading into space, Johnson was behind the scenes calculating the trajectory for the mission. When officials needed someone to verify the computer’s calculations of John Glenn’s orbit path, they called Johnson (Glenn refused to fly unless she verified the calculations). And when Apollo 13’s mission was ended, she helped return the crew safely.

Meet Dorothy Vaughan

Katherine Johnson’s story might not have been possible if it weren’t for Vaughan. Vaughan started working at NASA in 1943, initially completing complex calculations by hand, and then leading her colleagues in FORTRAN programming skills. She became the first black supervisor and one of the first female ones, overseeing a group of African-American female mathematicians – a group including, Katherine Johnson. Vaughan always remained on the cutting age of computer programming, understanding that electronic computers were the future, and ensuring her staff had the skills to succeed in this new era at NASA.

Meet Mary Jackson

Jackson was recruited by NASA in 1951, to work under Vaughan. Two years later, she worked under engineer Kazimierz Czarnecki on the Supersonic Pressure Tunnel. It was there that she was encouraged to go back to school and become an engineer, and in 1958, she was NASA’s first black engineer ever. After working as an engineer in several NASA divisions, and receiving the highest level within the engineering department at NASA, she went on to work as an administrator aiming to bring equal opportunities to women in NASA.

I could go on.  But the thing that is striking about each of these stories is the lengths that each family went through to ensure their daughters had a good education, and the opportunities that these women took advantage of. Johnson was born to a lumberman and a teacher, who valued the importance of education and moved cities to give their daughter access to public schooling after grade 8. When Johnson started college at the age of 15, she took every math course that the college offered. She literally desegregated a graduate school in West Virginia in order to get her degree. Vaughan’s family moved from Missouri to Virginia, where she could graduate from high school, and go on to receive a full scholarship at Wilberforce University. Jackson had to petition the City of Hampton to allow her to attend classes through the University of Virginia’s program at a local high school.

And so it’s here, at the intersection of tenacity and opportunity that we find this incredible story. And it’s stories like this that feed the work that we do each day, to provide rural Zambians with a quality education. So that one day, you might read about one of our determined scholars who took advantage of an Impact Network school in her community, and soared.

The Audacity of Hope

This week, this country bid farewell to Barack Obama – our 44th President.  There have been hundreds (thousands?) of articles paying tribute to the country’s first African American president.  This week, I don’t plan to compete with them :)

Since the election, I have been re-reading Obama’s book The Audacity of Hope, re-watching his many state-of-the-union addresses, and re-living his convention speeches.  Over and over again, I have returned back to the following passage from Obama’s speech in Philadelphia during the 2008 race:

I am the son of a black man from Kenya and a white woman from Kansas. I was raised with the help of a white grandfather who survived a Depression to serve in Patton's Army during World War II and a white grandmother who worked on a bomber assembly line at Fort Leavenworth while he was overseas. I've gone to some of the best schools in America and lived in one of the world's poorest nations. I am married to a black American who carries within her the blood of slaves and slaveowners — an inheritance we pass on to our two precious daughters. I have brothers, sisters, nieces, nephews, uncles and cousins of every race and every hue, scattered across three continents, and for as long as I live, I will never forget that in no other country on Earth is my story even possible.

In no other country on Earth is my story even possible.

So it is that on this Friday, January 20th, on the inauguration of our 45th President, that I am choosing to be thankful.  I am thankful that we can bear witness to a peaceful transition of power from two diametrically different people.  I am thankful that for most of my time in the US, I have had leaders and mayors that I value, respect, admire and would have voted for.  I am thankful that I live in a country that values democracy in a world where every vote does not count.  I am thankful that the opportunities that made Barack Obama our President are the same opportunities that my father offered to me when he came to Canada as a refugee, fleeing a dictatorship.

And I am thankful today, and every day, to work for this organization and serve our 2,200 students and 120+ villages and communities.  Teaching our youngest citizens how to read and write nurtures the bedrock of our democracy, and I am blessed to have the opportunity to help in that process.

I have hope that the democracies from developing countries, like Zambia, will come to take the center stage and provide a voice for the most marginalized citizens of the world. I have hope that I will live to see many more leaders and mayors that I value, respect, admire and would vote for. And I have hope that the story of Barack Obama will become less exceptional as our world becomes increasingly flat.  As President Obama put it, I have the audacity of hope.

-Reshma

Literacy means freedom

Over 33 years ago, Reading Rainbow aired for the first time to children across America to encourage them to read.  It was the first of its kind – each episode centered on a theme from a book, and it aimed to bring a love of learning to each household. I remember watching Reading Rainbow as a child, and being entranced by its host, LeVar Burton.

Burton grew up in Southern California to a mom who was a social worker and educator, and a father who was a photographer for the US Army.  He learned to love books from his mother who would both read to her children and lead by example by reading for her own enjoyment too. While Burton initially enrolled in seminary to become a priest, he left as a teenager and enrolled at the University of Southern California. He made his acting debut in the drama series Roots, where he played a young Kunta Kinte.  From 1983 to 2006, Burton was the host and executive producer for Reading Rainbow, taking his viewers on adventures through real and imagined worlds, often narrated by other celebrities.

When Reading Rainbow went off the air a decade ago, Burton reimagined his beloved TV show into an iPad app and educational aid, with the mission “of bringing a passion for reading to Every Child, Everywhere.”  In an interview with Think Progress, LeVar Burton said:

You need to teach your children how to read, and you need for them to love to read. If you want free, independent thinkers, people who can discern for themselves, people who want to actively participate in a democracy, you want them literate. If you want to control people, if you want to feed them a pack of lies and dominate them, keep them ignorant. For me, literacy means freedom. For the individual and for society.

Literacy means freedom.  Literacy specifically increases job opportunities and access to further educational opportunities; literate individuals earn 30%-40% more than their illiterate counterparts across the globe. Illiteracy costs the global economy more than USD $1 trillion dollars each year, and at least one in five people worldwide struggle with illiteracy.  This is not just a responsibility that we place on our teachers alone at Impact Network.  We are a team – it is ALL of our responsibilities to make sure that our students are reading and writing at an appropriate level.  Teacher supervisors are supporting each and every teacher in our system. Our admin staff in Zambia make sure that we have the school supplies, appropriate infrastructure, and resources to make our schools effective.  Our team in the US ensures that we have the funding coming in to keep our schools running and support our team in Zambia.  Every day, we are making strides in teaching our Impact scholars how to read, and investing in their education.  And while it remains a battle to fight in the US, there’s even more work to be done in the rural communities where we are working.  Let’s get to it.

3 stories to start 2017

This week marks the first week of 2017 but it also marks the kickoff of Term 1, 2017 in our schools in Zambia.  In celebration, I thought I would relay three inspiring stories of students making change that I heard about at the close of 2016.  

The first is the story of Justus Uwayesu, who went from a nine-year old orphan in Rwanda to Harvard freshman. Uwayesu was only 3 years old when he lost his parents to the genocide in the country, and was 9 years old when he was found by an aid worker in Kigali. With their support, he enrolled in primary school and came back with high grades year after year.  After high school, he applied for a much coveted seat with Bridge2Rwanda which prepares talented students for college.  The rest is history – he became the founder and president of a non-profit and enrolled in Harvard in the fall of 2014.

The second is a series of stories coming from Microsoft’s #MakeWhatsNext Patent Program – four groups of young women innovators who have an extraordinary inventions and receive legal help filing their patents and launching their products. Each of the four teams is incredible. AfriGal Tech, a team of four Ugandan women focusing on solutions affecting African communities, made a phone app to help detect sickle cell anemia. Team Tactile, a group of six close engineering students, created a device that can instantly turn printed words into Braille.  A group of Greek engineering students prototyped an interactive virtual reality experience that allows students to see bullying from the perspective of the bully, the bystander and the person being bullied. Dr. Meghana Kambham pitched a health care monitoring system designed to detect often overlooked health issues in children primarily in developing countries.

And last, I came across Christopher Gray – a 24-year old prioritizing easier college access and affordability for future students. Gray knew that his family couldn’t afford to send him to college, so he spent months of his time in high school researching scholarship opportunities. When he finally was a freshman at Drexel University, he had won $1.3 million in scholarships. He took this expertise and decided to create something to help students like himself, and launched Scholly to help match prospective students and scholarship dollars.

What I found most exciting about these stories was not the individual in each of them, though they are remarkable.  It was not that these students were creating some product or application to help others.  And it was not even that their ideas and innovations stunned me. What I found remarkable about them was the sheer number of them – it is not hard to come across stories of students and young people accomplishing incredible feats. Search google for “inspiring student stories” and millions of results come back to you. This number gave me hope – that in every single one of our 2,200 scholars that walk through our school doors this term, we have an opportunity to shape them into a success story. And while each of these stories gives meaning to the work we do individually, collectively they hold a power that is greater than us.  Who among our students is the next Justus Uwayesu?  Or the next Meghana Kambham?  Christopher Gray?

Reshma

 

Impact Network's 2016 Year in Review

This year, we created a Virtual Reality experience to bring Impact Network's schools to you.  I Am Because of You is a stunning 360-degree film that allows you to step into a day in the life of Janet, a 10-year-old girl with big dreams.

WATCH NOW

 

2016 Year In Review

 

2016 was a year full of milestones for Impact Network. We could not do this important work without you! These are some of the highlights you helped us achieve:

  • We built three new, much-needed upper primary schools to house our older students at Joel, Mkale, and Zatose, thanks to a generous grant from the Japanese Embassy in Lusaka.
  • We received funding from the German Embassy in Lusaka to create VIP latrines at two of our schools as part of a pilot project to improve hygiene and health outcomes for students. Watch our students performing a poetry slam from the workshop here.
  • We piloted and expanded a Reproductive Health & Life Skills pilot program to better serve students in the Upper Primary Grades.

Building on these successes, we are planning to expand in Eastern Province next year.  Follow our journey here

We continue to rely on your generosity to serve 2,200 students every day in Zambia. Thank you for your continued support and Happy New Year!

DONATE NOW

 

Highlights from the Web

Board Members of American Institutes for Research visit Zambia

AIR board members made the long trip to Zambia to visit our schools in May. They were the largest group of visitors yet, and spent three days touring Joel village, observing Impact Network classrooms, and learning about our students.  Read more about the trip in UPenn's press release >

POETRY SLAM ABOUT...SEX ED?

We are so impressed with the humor and maturity of our 6th grade students, who recently completed Impact Network's first class on reproductive health. One class even performed a poetry slam demonstrating what they learned. Check out the video >

Our First Graduating Class!

Mnyaula Community School graduated our first class of grade seven students! Over three dozen students sat for the National Examinations this fall under the guidance of their teacher, Maxwell Mbewe. Read more about the students here >

 

Chefs for Impact Guests Step Into Zambia with VR at 2016 Gala

We hosted our largest-ever Chefs for Impact gala at the Eventi Hotel, where guests enjoyed a 6-course tasting menu from top NYC chefs and experienced our VR film set in rural Zambia. Check out our article on creating VR in Huffington Post >