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.
“Education is a fundamental right and the basis for progress in every country. [...] With partnership, leadership and wise investments in education, we can transform individual lives, national economies and our world.”
- Former United Nations Secretary-General
Ban Ki Moon
Why should schools teach the SDGs?
Because the future of our planet depends on schools’ ability to nurture responsible leaders now.
Schools are the core foundation of our society. They are the epicenters for future generation to learn, nurture knowledge and create connections that will define the world that we will live in the future.
More than ever, the world needs schools to continue their critical role of raising awareness and addressing pressing global challenges: they need to prepare tomorrow’s leaders and citizens to have a positive impact.
Because schools are agents of change, and they have a responsibility to educate students on local and global challenges.
Schools have access to large concentrations of young and curious minds who are passionate, creative and have a desire for a better world. This access gives them an enormous responsibility: give the future generations the tools it needs to create the world they wish. As a practical framework, the SDGs give educators the apparatus necessary to introduce complex local and global issues like gender inequality, local poverty, racism, and many others, while empowering students to start making the difference they want to see in their communities.
Schools are also places where students, teachers and parents gather to collaborate and partner with the wider local, national and global community and as such, have a unique educational responsibility and potential to create change.
Because teaching the SDGs is a powerful opportunity for teachers and educators to take part in a worldwide movement and join a vibrant community of education specialists eager to make a difference.
All around the world schools and educators are using the SDGs to rethink their role in the 21st century and respond to societal needs and environmental changes. From the United States to India, schools are taking leadership and creating new pedagogic contents, finding innovative ways to engage students and setting example within their community. But starting to teach the SDGs isn’t only about one school’s community: its about entering one, a vibrant community of educators that exchange ideas and best practices across borders, using the SDGs as a common framework to set the new standards in education.