Nancy Kisangau is a fourth year student at Kenyatta University pursuing a Bachelor degree in Law. Prior to this, she worked in the Kenya National Human Rights Commission as an attaché in the Reforms and accountability department. She has also worked in the government sector as an intern in the National Housing Corporation, a state parastatal committed to effectuating housing rights for Kenyan citizens.
After graduating with a BA in Economics and English, Amanda worked for the Chilean Ministry of Education as an English teacher in Chile. While there, she volunteered for an urban development NGO that was carrying out 24 community projects and helped draft Frutillar, Chile’s successful application to the UNESCO Creative Cities Network. During her career, she has worked with international youth on educational programs sponsored by the British Council and the U.S. Department of State. She is a former White House intern and an incoming Fulbright Scholar.
Felix is currently a National Youth Service Corp member serving his country, Nigeria at Ministry of Works, Uyo, Akwa Ibom. He graduated from Swansea University, with a bachelor’s degree in Civil Engineering in 2014 and went on to complete a Master’s degree in Civil Engineering in 2017. Felix developed a strong devotion to Youth Empowerment and giving back to his Community during his time at Swansea University from various leadership roles e.g. Sports Officer and Trustee of Swansea University Students’ Union, Treasurer of 2 societies etc. These experiences gave him an appreciation of how initiatives can significantly impact people’s lives.
Harun Momanyi is a youth empowerment expert, a socioeconomic development journalist and an entrepreneur. He is passionate about the SDGs. Originally from Kenya, Harun currently works as the Head of Kenya with Reform Africa Group, a Pan-African organization focusing on creating solutions to help youth realize meaningful employment and tackle life challenges better. In 2014, he was finalist in the Haller Prize for Development Journalism, became and ambassador for the NUHA Foundation Global Blogging Prize in 2015, a Forbes Africa 30 Under 30 nominee in 2018 and was shortlisted for the BBC World News Service Komla Dumor Award in 2018.
Victor is an Engineer and a problem solver. He is passionate about education and poverty eradication. Victor currently works as Cofounder and facilitator of Tech the girl Child Africa (TGC) an outreach program that seeks to engage over 10,000 girl child, especially in Africa with STEM (Science, Technology, Engineering, Mathematics).
Victor is also serving as Director of sales and marketing at Mingcart, a company he cofounded in 2016 to unify Africa through culture and traditions.
Victor has received a number of prestigious National Merit Scholarship awards for his dedication to education. He hopes see everyone educated someday.
Ezinne is a youth passionate about issues pertaining to inclusive growth, sustainable development, climate change and the enormous transformations taking place in especially in Sub-Saharan Africa. She seeks to earn a doctorate degree in Development Economics and her career goal is to be a development economist in an international development organization.
Global Schools Advocates Program
"Education for Sustainable Development and for global citizenship will empower today’s young people to become knowledgeable, effective and compassionate leaders of the future. The UN member states were wise to include SDG Target 4.7 as a key enabler of the SDGs."
- Jeffrey D. Sachs, President, UN Sustainable Development Solutions Network
Programa de defensa
It is crucial that students develop the knowledge and skills to navigate the challenges of the 21st century, and there is compelling evidence linking sustainable development education with increased student academic performance and 21st-century skills. Despite the overwhelming evidence of the benefits of ESD, this type of transformative education is not integrated into all classrooms globally. A global UNESCO survey of 58,000 teachers found that over 80% of teachers were interested in education for sustainable development; however, over half of the respondents faced challenges teaching SD because they were not familiar with suitable pedagogies, and training opportunities did not exist. Across the world, only 8% of countries have integrated sustainable development (SD) into teacher education (GEMR, 2016). Therefore, Global Schools (GS) promotes transformative change in classrooms by integrating sustainable development concepts into teacher training to improve student learning.
GS’ flagship initiative is the GS Advocates Program, a 6-month long training and advocacy program for educators and school leaders working in primary and secondary schools globally. The training program was developed after surveying 220 local sustainable development champions and 40+ educators. The training includes 30+ lectures, original readings, and comprehensive assessments. 17 supporting documents compile the Global Schools Advocates toolkit, which assists teachers in ESD implementation via a specific action-research methodology to incorporate ESD in schools and improve education delivery. Within one year, teachers and school leaders who completed the program collectively engaged nearly 108,112 students in 7,300+ classroom lessons and activities on ESD and trained 12,300+ additional teachers via the program’s trainers-of-trainers model.
Increase in knowledge on sustainable development goals
Of Advocates agree that the training gave them new ideas to try in the classroom
Belive their role increased sustainable development awareness for [their] students
Increase in education for sustainable development knowledge
Of Advocates would recommend the training to colleagues
Belive their role as an Advocate has had a positive effect on [their] students
*Data gathered during 2021 cohort 1
Benefits for Schools and Students
In the span of 5-month, Advocates identified the following school changes due to their training and role:
Of schools in which Advocates work have improved litter or waste management
Of schools in which Advocates work have made sustainability a strategic goal or vision
Of schools in which Advocates work have started extra-curricular initiatives for SDGs
Of schools in which Advocates work have integrated ESD into
*New data gathered during 2021-2022 cohort