My impacts on students as a facilitator – Patricia Acquah

My impact on my students is a lifelong one. One that could be positive in the minds of some and negative to others. For this sole reason, I commit myself to vigorous preparation before any session with my students. It is my duty to contribute to building the self-esteem of these young one.

Coincidentally, in trying to achieve the above, I have realised my personal self-esteem is being enhanced. I do not intend to minimize the role I play in influencing these students’ lives.

Hopefully, the role will be positive, possessing the qualities of a “charismatic adult” who not only touches students’ minds but also their spirits; the way they see and feel about themselves for the rest of their lives.

Such influence is truly a rare privilege that I have prized and continue nurture.

WHY YOUNG PEOPLE ARE KEY TO ACHIEVING THE SDGs. – Michael Woma

Young people today face considerable challenges in creating a bright future for themselves, which is why childhood is a critical period for the development of human and social capital and is determined in preparing societies to be prosperous, sustainable and inclusive in the future.

The sustainable development goals are established so that young people can have the drive for development but only if they are provided with the skills and opportunities needed to reach their potential, support and contribution to develop their communities.

Here are few objectives MTW contribute to young people towards achieving the global SDGs targets.

 Awareness

With the right tools and information, children and young people can play a critical role in the implementation and monitoring of the SDGs, sparking action in their communities and holding leaders to account.This is why MTW works more with young people to raise awareness through schools and community gatherings, educating and engaging young children on why the goals matter to their everyday lives. This helps them build a strong relationship within their communities.

Creativity

Creative arts play a greater role in the lives of children. Developing freedom of thought to enable children to think and create new ways of solving problems always get children to display their hidden talents very well. So when it comes to Get Global we introduce creative games and interactive activities such as Bracelet making, Beans growing, Streetsmart and many more to prepare them for the future and to also help them find ways to approach situations and challenges that may come their way.

Social education

With our social education, we believe that the provision of knowledge and skills that improve an individual’s understanding and awareness of their rights and the rights of others is very important for every child. MTW has been a key tool in this changing world and serves as the foundation of social development in communities. The organisation acts as an agent of change to transform individuals to be effective citizens of the globe which involves the development of life skills such as problem-solving, critical thinking and interpersonal skills.

Livelihoods education

MTW builds one’s ability to secure a sustainable livelihood through skills assessment and a balance between developing entrepreneurial and employability skills. We get the children to have the ability to look at challenges and develop the ability to communicate thoughts, ideas, feelings and concerns effectively and be able to adapt to different groups of people in order to work collaboratively.

Healing the World post-Covid – Michael Woma

A good global citizen understands global processes and to narrow it down to this global pandemic, the question I keep asking myself is “What if the world is not in danger but a mechanism of healing itself from the damage mankind has cursed it?”

For some reason, I think the world isn’t in danger because we are the real threat, can you see that before quarantine nature is taking its place? Animals can roam freely, the air is more cleaner now that there are no more people working in factories and no more people using vehicles because people are inside their houses.

There is a saying, that everybody want to change the world but nobody is ready to change themselves for the world. Perhaps it is time for us to reflect on ourselves and ask, what have we done for mother earth? Do you really need to use that much plastic bag? Will you walk to the nearby shop instead of driving? It is all the little things that matters, and if everyone contributed indirectly, the planet will be a beautiful place to live it.

The world is calling for healing and it is speaking to us in a specific language we dearly understand, now is the time for this generation to come together and fight for the well-being of mother earth. 

My journey with MTW so far – Patricia Acquah

After all the workshops and briefings, one thing which was very clear in my mind moving forward as a Get Global facilitator, was a change agent.

I have been here before as a teacher, but this journey I was going to embark on was a totally different one. Not because of shorter contract hours or for any other reason, but because of the package to be delivered.

Fast forward now, the impact has been tremendous. I am now a very responsible individual. As a change agent, I understand I have to walk and practice what I speak and teach. My values changed a lot for the better.

I now see myself as a role model for these young ones. I have learnt to align my values, beliefs, actions and thoughts for the better, because some younger ones look up to me for inspiration.

Right Tools, Techniques, Professional and Personal Development Support – Habiba Abdallah

Volunteering over 5 years with organizations engaging, interacting and facilitating sessions in deprived communities on rights and education issues were as a result of being involved in capacity building workshops, conferences, advocacies and campaigns.

Most of these opportunities come in the form of direct and indirect engagements, trainings and facilitation with adults and young girls between the age-range of 15 – 18 years using participatory methods such as focused group discussions etc.

At MTW, I was introduced and trained to facilitate through experiential learning process. Its key framework on personal development has allowed me to make self-awareness and personal responsibility a priority.

Through MTW Get Global sessions, my knowledge on the SDGs has improved as I am challenged each time to research and plan ahead before running or taking up a session on an SDG.

In the realms of global and community citizenship techniques, feedback and reflection sessions especially from the core team after each session prepares me to be an active global citizen. It helps me analyse issues and believe that amidst challenges, there’s a silver lining.

For example, I once had a difficult experience with a school I was facilitating a GG programme. Where things looked blur because the school’s collaboration was weak, the professional support by the team led to massive improvement and my exposure to this challenge strengthened me more.

Being a change maker highlights different causes and effect but with the right tools, you will sail through.

Have a good read and stay immersed for the next episode of my personal impact with MTW

Biba💞

Getting Equipped to be a Get Global Facilitator – Celestine Chime

Volunteering has always been an easy commitment to me because of my personal goals of being an active changemaker wherever and whenever the need arises. Working with Move the World (MTW) has however been a learning and development phase of my life and experience in working with NGOs thus far. 

One thing that sets MTW apart from different organizations of similar stature is the attention and emphasis on training. Training as a facilitator for the Get Global Programme was fun and challenging; challenging in the sense that it made you unlearn some things and also equipped you with new skills.

As a team, we had to go through every single activity that would be done for the thirteen sessions with the kids. Going through these activities not only equipped me with the skills needed for facilitating Get Global sessions, it also put me into the shoes of the children and made me understand some of the likely challenges the kids might face using different scenarios of facilitation. It also gave me a deeper sense of the importance of these activities in teaching about the SDGs.

My highlight during the entire training sessions was however setting for myself goals for the programme and writing them down so I could reflect on them all through the duration of the programme up until it was over. I still hold on to these goals and I am positive they are still attainable despite the Corona Virus disruptions on the programme.

Human Rights Based Approach vs MTW – Habiba Abdallah

“To eliminate hunger, everyone must be involved” – Bono

Human Rights Based Approach highlights elements as such Empowerment, Solidarity and Campaign. Empowerment comes in different forms; education, training, livelihoods/skills amongst others.

I quote: “Give a person a fish and you feed them a day. Teach them how to fish and you feed them for a lifetime ” Lao Tzu

Move the World as part of its rich programme, inculcates these in it’s sessions that is to encourage the practice of gardening to feed generations.

SDG 2 (Zero Hunger) seeks to eliminate all forms of hunger and malnutrition, especially amongst children. To help achieve this, we all have to be involved.


During Zero Hunger sessions, children are empowered through education, activities such as the Lines of Communication, True or False and Project Grow a Bean. These encourage skills acquisition in these young ones in order to make efficient use of available resources such as using coconut shells in making small gardens in their homes and thus to harvest organic foods. They are also instilled with quality personal and leadership skills by caring for their plants and to see their crops grow as well as teaching others in their communities on sustainable livelihoods.

Facilitating a session on Gender Equality – Patricia Acquah

During a session in one of our partner schools on Gender Equality, the students debated vehemently among themselves as to who should do what and who should not do what. It was disappointing hearing some statements being made by our future leaders. Some children were of the view that girls are responsible for household chores. There were many questions in mind. Then I realized who I was, a Change Maker!

As a change maker, it was a wakeup call when the late Kofi Annan, 7th United Nations Secretary-General said “Knowledge is power, information is liberating; education is the premise of progress, in every society, in every family.”

This was an opportunity to take these young ones from their homes to travel the bigger world and wake the reality up in them. Timely, well planned and well taught through programmes such as the Get Global Programme liberate the minds from some old fashioned ideologies.

Children are generally influenced by what they see and hear. This goes a long way in forming the lifestyles of individuals. The 8th United Nations Secretary-General, Ban Ki-Moon, once said “Achieving gender equality requires the engagement of women and men, girls and boys”.

For us to develop as a society, as a nation, it is our collective effort not to discriminate against gender.

UNDERSTANDING THE SDGS; GOAL 4 – By Israel Fugah

“A quality education grants us the ability to fight the war on ignorance and poverty.” – Charles Rangel

The aim of this goal is targeted achieving a state where youth have access to early pre-primary education, universal primary and secondary education, being equipped with relevant skills necessary for decent work and education that leads to sustainable development.

Interesting Facts To Note

Enrolment in primary education in developing countries has reached 91 per cent but 57 million primary age children remain out of school.

617 million youth worldwide lack basic mathematics and literacy skills

103 million youth worldwide lack basic literacy skills, and more than 60 percent of them are women.

Progress Made So Far

Over the past decade, major progress was made towards increasing access to education and school enrollment rates at all levels, particularly for girls. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half.

MTW’s Involvement In Achieving Goal 4

During the Quality Education session, MTW through its Get Global Programme help participants have a broader sense of their communities, the offers they have for them and how they form apart of it. Of course, being a Global Citizen requires having an understanding of the SDG(s) and how education progresses them all.

Youth through specific innovative activities like the Human Hand-knot, What-Do-You-Know (Power of Education), Reading Buddy, Musical Chair, Passport Exercise and the Talking World Pillow help to develop youth in areas such as teamwork, active listening, mentoring, personal responsibility, creativity and self awareness!

The feedback gathered from not just the youth but also the teachers and the school authorities communicates that the inclusion of the program in their curriculum is helping their students enjoy lessons better and increase participatory engagements even in class.

State of Goal 4 During COVID19

In 2020, as the COVID-19 pandemic spread across the globe, a majority of countries announced the temporary closure of schools, impacting more than 91 per cent of students worldwide. By April 2020, close to 1.6 billion children and youth were out of school. And nearly 369 million children who rely on school meals needed to look to other sources for daily nutrition.

What You Can Be Done To Achieve Goal 4

The goal is to transmit not only the basics, but also the skills and values to make our societies more equitable, resilient, and inclusive.

Implementing this ambitious vision of education will require new and broader partnerships.

Education has to receive higher billing, nationally and globally. New emerging-economy donors such as, the private sector, foundations, and philanthropists – must be mobilized.

A massive global push is required to address the plight of children and young people in conflict-affected countries

On a personal note, supporting institutions like MTW through donations and expertise to keep a program such as the Get Global running is considered highly vital. Nonetheless, getting others involve even at your community is essential as well. You can help raise funds and organise events and workshops to better educate your community and even your network about the essence of quality education and ways they can contribute.

In conclusion

Education is the key that will allow many other Sustainable Development Goals (SDGs) to be achieved. Obtaining a quality education is the foundation to creating sustainable development. In addition to improving quality of life, access to inclusive education can help equip locals with the tools required to develop innovative solutions to the world’s greatest problems.

Reference links:

https://www.un.org/sustainabledevelopment/poverty

https://www.icde.org/sustainable-development-goal-4

https://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-4-quality-education.html

GAME-BASED LEARNING IIII: CIRCLE OF TRUST – Celestine Chime

As global citizens, achieving institutional goals and SDGs by 2030 requires that we all work together by pooling our resources to bring about the needed changes in our world.

As the name implies, the circle of trust is a Game-Based learning activity which teaches students the essence of working together as a team in achieving the most unlikely results and solving problems.

How the game is played:
Items needed

  • Human rights cards: a couple of cards with some human rights printed on them.
  • An open space

Activities

  • Just as is accustomed, the entire group is split into different teams. Preferably two if the class size is considerably small.
  • A circle is drawn on the floor for both teams. Preferably both teams should be at opposite sides with an open space between them.
  • The teams clump together inside their respective circles.
  • The space outside the circles is the lava and students are not allowed to touch this space.
  • The human rights cards are scattered on the lava at a fair distance from both circles.
  • Both teams have to devise a way to get as many cards as they can from the lava without touching the ground. This can only be achieved by working together.

Winner

  • The team which picks the most cards without touching the lava is declared the winner.