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A country should judge the effectiveness of its public services through the experiences of those who fare least well. In Scotland, where many acknowledge the education system to be progressive, children from the Scottish Gypsy/Traveller community have been educationally disadvantaged for generations. Frequently, the children receive no schooling or they opt out at an early age. Scottish Gypsy/Travellers are from a tradition of nomadic communities across the UK, which also includes Romani Gypsies, Welsh Travellers and Irish Travellers. A key concern for communities is sustaining their culture. Most believe that schools fail in preparing their children for Gypsy/Traveller lives. Boys often leave at age 11 to take up opportunities offered through family businesses. Girls leave to be trained in domestic skills by mothers. Recent research findings (STEP, 2023) showed that the involvement of women was key to developing culturally relevant school experiences. However, the modest knowledge that women had of the modern education system was largely based on their own past experiences, which included an inflexible curriculum and frequently involved racism and discrimination from fellow pupils and staff. The women in the study were unaware of the changes to the system over the past 10 years. For example, while pre-school nursery is encouraged and places are free in Scotland, few mothers took up the offer—to do so would be a failure in their maternal duties. The research recommended that educators collaborate with communities to increase women’s knowledge of the system, to empower them to make decisions about their own, and their families’ education in line with SDG5. Communities’ members and educators collaborated with STEP to create STEP Starter Sacks, a culturally relevant play-based programme targetting pre-school-aged children and their mothers. A series of Sacks contained materials that encouraged women to participate in learning activities at home to prepare children for school. More strategically, the sacks also encouraged connections between mothers and nursery / school educators. Through these relationships, we hoped, mothers would gain trust and discover the value of education for all their children not to mention themselves. Moreover, staff at participating centres received training about Gypsy/Traveller culture and using appropriate ways to encourage parental participation. Each sack was colour coded for its contents: , literacy (red), science (yellow) and health and wellbeing (green), each designed to address some known barriers, including: Social rules and routines, helping children’s familiarity and confidence before starting school Mitigating barriers presented through low adult literacy, activity cards with QR codes directed mothers to video content on the STEP website To encourage a sense of ownership and belonging, Gypsy/Traveller culture was explicitly represented in the curriculum materials. To encourage sustained engagement, new Sacks were introduced at four-monthly intervals. The programme has been running for three years. Over 400 women continue to be involved. Their knowledge and understanding of the current education system has increased and we have evidence of changes in decision-making, expectations and aspirations around their children’s education, particularly for girls. “Obviously, education is important for anybody but, like years ago, what it was like for Travellers—you'd get married, you'd cook and you'd clean. You'd have kids. That was the women's life. But I don't want that for my girls. I want them to get an education and enjoy their life a little bit. They don't need a man to provide for them. They can do it themself. Obviously, eventually get married, yes. I just don't want that to be their life plan.” Female, 17-40 The programme has had significant impact on the uptake of nursery places as well as school attendance in older children. For the women, they have reported increased confidence in supporting their children’s learning at home. Most importantly, some described an increased understanding of their own agency. They have collaborated with staff, reaching shared understandings of their cultural needs and expectations. We have also extended the programme, opening local opportunities for women to develop their own literacy. These women now have enhanced capacity (resources, skills, social capital and connections), which we hope will lead to future benefits. BIOGRAPHY Maureen began her career as an artist and a teacher in Scotland. She has worked in schools and galleries throughout the UK using the visual arts to inspire new forms of participation and inclusion in education. She has undertaken research and evaluation for national bodies including The Arts Council of England, NESTA, Scottish Book Trust and The Scottish Government. She is currently Director of STEP, a Knowledge Exchange Centre at the University of Edinburgh, which supports sustainable education for traditionally nomadic communities. Maureen’s doctoral research was in digital participative research methods.

“How wonderful it is that nobody need wait a single moment before starting to improve the world,” wrote a young Anne Frank, at just 14 years old, during one of the darkest periods in modern history. Her words, penned during war, persecution and loss, continue to resonate today, reminding us that even in times of despair, we possess the power to bring about change—both within ourselves and the world around us. As I reflect on the state of the world today, Anne’s message of hope and determination feels more urgent than ever. It is a call to action, a reminder that no matter the challenges, the possibility for change is always within reach. But what does this have to do with the right to education? In my view—everything. Since it was founded in 2009 to honour Steve Sinnott’s legacy and lifetime of commitment to education for all, The Steve Sinnott Foundation has remained steadfast in its mission to advocate for the right to education for every child, everywhere. Through diverse global initiatives, the Foundation has provided access to quality learning in myriad forms. But at its heart lies a powerful belief: education is much more than simply acquiring literacy and numeracy. It is a lifelong process that fosters creativity, critical thinking, and a deep commitment to justice and equality. No child should ever be denied that opportunity. Over the past two decades, significant progress has been made towards expanding access to education. The Millennium Development Goals (MDGs) and their successor, the Sustainable Development Goals (SDGs), have focused on increasing global enrolment and completion rates in primary and secondary education. Encouragingly, data shows these indicators are improving, signaling a positive trend. Numerous innovative initiatives are breaking down barriers to education, and it’s increasingly recognised that achieving one development goal cannot be done in isolation from others. In my work in the field of reproductive health and rights, the interconnectedness of these challenges is evident. In Sub Saharan Africa, for example, a lack of access to contraception remains a major barrier to girls’ education. Each year, around 4 million girls drop out of school due to pregnancy. Without reproductive health services, many young women are forced to leave the classroom, setting off a cycle of lost opportunities that impacts not only their futures but also those of their communities. Inadequate access to safe and clean sanitation facilities, including menstrual hygiene resources, means girls often miss school regularly. Global crises such as climate change and conflict have displaced millions of children, further disrupting their access to consistent education. The scope of these challenges is vast, but so are the efforts to address them. A growing number of inspirational individuals, organisations, and governments are coming together, recognising that complex problems cannot be solved in isolation. Education, health, gender equality, and access to technology are deeply intertwined, and collaborative solutions are needed, ones that reflect the complexity of lived experiences and ensure that no one is left behind. This brings me back to where I began. The barriers to education must be broken because access to learning has the power to transform lives. It changes hearts and minds, creating spaces for dialogue, reconciliation, and collaboration. There are millions of children and young people who could make this world a better place if only they had the opportunity to realise their potential. Education is the cornerstone of a just and equal society. It enables the formation of ideas, empowers individuals to question the status quo, and equips them with the tools to improve the world. Whether in classrooms or communities, the true power of education lies not just in the transmission of knowledge but in its ability to foster change. It creates ripples of positive transformation that extend far beyond the individual, reaching entire societies. In a world too often marked by division and uncertainty, education holds the key to a brighter, more equitable future. And as Anne so beautifully reminded us, we need not wait a single moment to begin. BIOGRAPHY Sam Tiwari is a dynamic leader in global philanthropy and the non-profit sector, with over 20 years of experience advancing human rights and social justice across diverse regions. Her journey began with community organisations in North India, where she gained firsthand insight into the structural and societal barriers faced by women and girls in social, economic and political participation. Sam has since worked across diverse sectors such as women’s cooperatives, education, health and humanitarian response, connecting resources to causes that are tackling some of the biggest challenges facing people and planet. Currently, Sam leads the Philanthropy team at MSI Reproductive Choices, a global organisation championing reproductive rights and bodily autonomy. She also serves on the boards of the Steve Sinnott Foundation and Dignity Alliance International.

The Steve Sinnott Learning Resource Centre was originally established by Manisha UK in Palpa, Nepal in 2019, in partnership with the Steve Sinnott Foundation. It was administered by Dan Wichmann and Saran Saru. It included an excellent library, a classroom with an interactive whiteboard and monitors with Raspberry Pi software. Although well used by a local school, evaluating the project in 2021, it was decided that the facilities should be available to a wider usership. An agreement was concluded with Children Nepal in Pokhara for the material effects to be utilised. Children Nepal is an effective and inspiring organisation providing extensive and holistic support to deprived families. The centre offers classes to students who are very keen learners and attend after their usual morning classes in other educational institutions. They attend IT classes facilitated by a Steve Sinnott funded teacher. There are two classes of 20 students each, these classes are offered twice a day, except Saturday. These students need to compete with students from private schools; the government schools they attend have very limited computers and IT classes. The centre offers art classes to younger children, as well as singing, dancing, creative writing and storytelling. In the holidays, classes are offered to years 6, 7 and 8 with excellent attendance. Performances are given, artwork displayed and there are competitions for art and writing. The library is very well used. This is a vital resource as the local neighbourhood has only two small libraries and schools rarely have libraries or enough books. The children enjoy individual and paired reading, talking animatedly about their reading. The library is also available to adults from the community. Manisha UK, The Steve Sinnott Foundation and Children Nepal have enjoyed a very good relationship. Via quarterly reports and unplanned visits from Manisha UK, we have seen the excellent work Children Nepal are undertaking. The staff in Pokhara are totally committed and dedicated providing an invaluable resource to the communities they serve. A recent renewal of financial support from The Steve Sinnott Foundation means the work of the IT teacher can continue and new books can be bought for the library. This funding ends in 2027. Further funding is essential to update the software used from Libre Office to Microsoft Windows. Manisha UK and Children Nepal are incredibly grateful for the support from the Steve Sinnott Foundation, particularly the help provided by Ann Beatty. I will be visiting the centre in December and look forward to seeing the continuing excellent work. BIOGRAPHY A full time secondary school teacher for 31 years, Barbara retired from her final post in an inner city Birmingham school in 2010. She had worked in pastoral roles and as head of English and Director of Literacy. This was an early retirement in order to pursue voluntary work abroad, fortunately she came across the small but highly effective charity Manisha UK. The charity supports 8 government village schools in rural Nepal and Barbara undertakes annual visits.

In a world where the challenges of gender equality, climate change, and social injustice loom large, partnerships that prioritize sustainable development and social equality are more crucial than ever. The collaboration between The Steve Sinnott Foundation [SSF] and Gender Equality and Development for Social Action [GEDSA] exemplifies how shared vision and collective action can lead to transformative change in communities. Together we are not just addressing immediate issues, we are laying the groundwork for a brighter and more equitable future. At the heart of our partnership is a commitment to shared learning. By pooling our resources, expertise and experiences, SSF and GEDSA have created a dynamic platform for innovation and growth. This collaboration allows us to tackle complex issues such as school related gender based violence, climate change, and challenges holistically faced by people with disabilities. Through workshops, community engagement and research initiatives, we have fostered an environment where knowledge is exchanged freely. This shared learning not only enhances our understanding of issues at hand but also empowers local communities to take ownership of the solutions. By equipping individuals with the tools and knowledge they need, we are nurturing a generation of leaders who are committed to driving social change. One of the flagship projects born from our partnership is positive periods, an initiative aimed at addressing menstrual health and hygiene management in schools. In many communities menstruation remains a taboo subject leading to stigma and misinformation. This project seeks to break the silence surrounding menstruation, providing education and resources to students, teachers and parents alike. By promoting open conversations about menstrual health, we are not only improving the wellbeing of young girls but also fostering an environment where gender equality thrives. The positive periods initiative has already seen remarkable success, with increased school attendance among girls and a significant reduction in the stigma associated with menstruation in our operational schools and communities. This project is a testament to the power of education and awareness in transforming societal norms. Climate change is one of the most pressing challenges of our time, disproportionately affecting marginalised communities. Our partnership recognises that addressing climate change requires a multifaceted approach that includes addressing issues such as gender equality and social justice. Through joint initiatives, we are working to empower communities to adapt to climate impacts while promoting sustainable practices, we are ensuring that women and marginalised groups have a voice in decision making processes. Our projects focus on building resilience, promoting sustainable agriculture, and advocating for policies that prioritise the needs of vulnerable populations. This is not only combating climate change but also fostering a sense of community ownership and responsibility. School related gender- based violence [SRGBV] is a pervasive issue that hinders educational attainment and perpetuates a cycle of inequality. Our partnership has launched targeted interventions to address SRGBV, creating safe and inclusive learning environments for all students. Through training programs for educators, awareness campaigns, and support services for survivors, we are working to eradicate violence in schools. By engaging students, parents and community leaders, we are fostering a culture of respect and equality. Our efforts have led to increased reporting of incidents, improved support systems for survivors, and a greater understanding of the importance of gender equality in education. Together, we are creating safe spaces where children can thrive. We support children with disabilities. Our commitment to inclusivity extends to children with disabilities who often face significant barriers to education and social participation. Through our collaborative projects, we are advocating for the right of more inclusive educational environments. We provide training for teachers, resources for families and awareness campaigns; we are breaking down stigma surrounding disabilities. The impact of our work is profound. Children with disabilities are gaining access to quality education, and their families are receiving the support they need to advocate for their rights. As we reflect on the successes of our partnership, we are filled with hope for the future. The work we are doing together is not just about addressing immediate challenges; it is about building resilient communities that can thrive in the face of adversity, as this will contribute to sustainable development. In conclusion, the partnership between The Steve Sinnott Foundation and Gender Equality and Development for Social Action is a powerful example of how collaboration can drive meaningful change, shared learning and collective action. We are addressing some of the most pressing issues facing our communities today. Together we are not just envisioning a better future; we are actively creating it. Join us in this journey towards empowerment, equality and sustainability for all.

This event, hosted by Amanda Martin MP, is to celebrate 15 Years of The Steve Sinnott Foundation, supporting access to Education for All. The Steve Sinnott Foundation works with teachers and educators to deliver projects that progress the achievement of Sustainable Development Goal 4 - to ensure inclusive and equitable quality education while promoting lifelong learning opportunities for all. We are proud to have worked towards making this goal a reality and continue to do so in honouring Steve Sinnott’s legacy. Here are some highlights from the speakers on the day! "On behalf of Education International we wish to bring solidarity, greetings, appreciation and congratulations to the Steve Sinnott Foundation as it approaches this important milestone. I personally remember Steve from our time connecting US and English teachers around fundamental rights, specifically the Magna Carta and the Civil Rights movement. He was and remains an inspiration and beacon in the global teacher union movement. And as we look around us at this moment in time we know he was right, "there are those who are hopeful supporters and activists for justice, human rights and equality; and there is the rest." Education International is proud to be a partner with the Steve Sinnott Foundation and thanks you all for the work you do towards achieving our collective aims. Congratulations to Ann and the team. And lastly, the hugest of hugs to Mary who continues to inspire us all by directing all the energy and promise of Steve's legacy in such important ways for the world's students and teachers. Thank you" - DAVID EDWARDS, PH.D GENERAL SECRETARY OF EDUCATION INTERNATIONAL "Today is a combination of a celebration & a thank you to all that have been involved. A small but very successful Foundation, something tangible, something beneficial something long lived. A real commitment to education recognising it as a human right. We will continue to support towards SDG4 emphasising on Girls and Women globally" - JERRY GLAZIER, CHAIR OF TRUSTEES FOR THE STEVE SINNOTT FOUNDATION A Foundation close to my heart, making a real sustainable difference through their projects. I am very happy to be working together with the Foundation towards the achievement of the SDGs. As Steve said "Working together - winning together. - AMANDA MARTIN MP FOR PORTSMOUTH NORTH "I think the creative projects The Foundation has enables young people and older to imagine an alternative future and how important it is. We have to keep hope, we have to remember our shared humanity." - PROFESSOR AUDREY OLSTER - PATRON "We absolutely congratulate you for 15 years of operation, born out of the sadness of Steve's death. The Foundation has accomplished great things in pursuing a goal close to Steve's heart - the achievement of every child's right to a quality education wherever they live in the world." - DANIEL KEBEDE - GENERAL SECRETARY (NEU) "Through our 2021 partnership with The Steve Sinnott Foundation, the Cima Community School now has a Learning Resource Centre with a library and a computer lab. The lab does not benefit our students alone as it is accessible to other students throughout Haiti. These students can connect at weekends and link together to learn English - all because of you! We have also been able to distribute the Positive Periods project to reach more than 15,000 girls and women." - GABRIELLE AUREL - HAITI "We have built a great partnership with the Steve Sinnott Foundation and the projects have made a real difference in The Gambia for both students and educators. There is still much work to do." - MARIE ANTONETTE - THE GAMBIA "Thank you to everyone who has supported us over the past 15 years and come together to celebrate this year. Please remember to tell 3 people about our work!" - ANN BEATTY - CEO

“If you don’t have a strong supply of well-prepared teachers, nothing else in education can work” - Linda Darling Hammond According to UNESCO, the world needs 44 million more teachers to achieve universal primary and secondary education by 2030. Unlike previous assessments concerning the shortage of qualified teachers which appeared to be isolated to developing countries, the shortage is now impacting all countries around the world, large or small, rich or poor. Go Public: Fund Education is EI’s flagship global campaign. It’s an urgent, and much needed, call for governments, intergovernmental organisations and international financing institutions to invest in teachers and invest in public education systems; the necessary precondition to addressing the global teacher shortage. A BREAKTHROUGH “Just as teachers support us all, it’s time to support teachers.” Antonio Guetrres, UN Secretary General . As a result of tireless advocacy, we achieved a breakthrough. At the Transforming Education Summit in September 2022, the Secretary General announced the creation of the High-Level Panel on the Teaching Profession. Experts from around the world were invited to be part of the Panel: former presidents, ministers of education, academics, representatives from civil society, the students’ union and Education International. In February 2024, the Panel released it’s much-awaited report and recommendations providing a blueprint for the change needed to arrest and reverse the global teacher shortage. The recommendations are written with a clarity not normally seen in UN documents. They reflect a level of support from the United Nations for our profession that is unprecedented. To attract and retain the teachers we need, the recommendations call on governments to ensure competitive, fair, and professional salaries. They also call for secure employment, good working conditions, and, against the backdrop of ever-increasing workloads and work intensification, work life balance. Precarious employment and the use of contract teachers and unqualified personnel must come to an end. Teacher well-being is a priority. When it comes to teacher professional practice, the High-Level Panel recommends that all teachers have initial teacher training that is publicly funded and a university degree. It also encourages the provision of stipends for teachers in training. It recommends access to quality continuous professional development that is free and part of a teacher's official duties and co-designed with the profession. Teacher professional autonomy must be respected and teachers must be given the time and resources to collaborate and create communities of practice. A strong commitment to gender equality, equity and diversity cuts across the recommendations. Working environments must be inclusive, safe, and non-discriminatory for teachers in all their diversity. Women’s leadership must be encouraged. Refugee teachers and displaced teachers should be provided with pathways into the education workforce of host communities. When a teacher is hired to work in camps for refugees or displaced persons, their labour rights must be respected. Teachers and education staff working in situations of crisis, disasters and conflict MU ST BE PAID! The recommendations put social dialogue and, importantly, collective bargaining at the heart of transforming education. Policies in education should be developed with teacher unions at the table and employment conditions should be determined through social dialogue, including collective bargaining. And, yes, the Panel even reaffirms the right to strike. The recommendations are solid and comprehensive, but we know that none can become a reality without financing. The Panel calls for guaranteed equitable public funding for education and sustainable investment in the teaching profession. Austerity measures are rejected. Tax revenue is the best way to ensure sustainable education financing. In addition, debt relief and forgiveness should be considered to help countries ensure education funding. The National Education Union has produced an outstanding report Prioritise teachers to transform education: How tackling the global teacher shortage can unlock the UK’s development agenda.  BIOGRAPHY Angelo Gavrielatos is Education International’s Go Public Fund Education: Campaign Manager. Between 2020 and 2024, Angelo was President of the NSW Teachers’ Federation. Prior to his election, Angelo led Educational International’s Global Response to the growing commercialisation and privatisation of education. Between 2008 and 2015, Angelo was the Federal President of the Australian Education Union (AEU). Education International is the global union federation representing 32 million teachers and other education workers across 178 countries.

“If you don’t have a strong supply of well-prepared teachers, nothing else in education can work” - Linda Darling Hammond According to UNESCO, the world needs 44 million more teachers to achieve universal primary and secondary education by 2030. Unlike previous assessments concerning the shortage of qualified teachers which appeared to be isolated to developing countries, the shortage is now impacting all countries around the world, large or small, rich or poor. Go Public: Fund Education is EI’s flagship global campaign. It’s an urgent, and much needed, call for governments, intergovernmental organisations and international financing institutions to invest in teachers and invest in public education systems; the necessary precondition to addressing the global teacher shortage. A BREAKTHROUGH “Just as teachers support us all, it’s time to support teachers.” Antonio Guetrres, UN Secretary General . As a result of tireless advocacy, we achieved a breakthrough. At the Transforming Education Summit in September 2022, the Secretary General announced the creation of the High-Level Panel on the Teaching Profession. Experts from around the world were invited to be part of the Panel: former presidents, ministers of education, academics, representatives from civil society, the students’ union and Education International. In February 2024, the Panel released it’s much-awaited report and recommendations providing a blueprint for the change needed to arrest and reverse the global teacher shortage. The recommendations are written with a clarity not normally seen in UN documents. They reflect a level of support from the United Nations for our profession that is unprecedented. To attract and retain the teachers we need, the recommendations call on governments to ensure competitive, fair, and professional salaries. They also call for secure employment, good working conditions, and, against the backdrop of ever-increasing workloads and work intensification, work life balance. Precarious employment and the use of contract teachers and unqualified personnel must come to an end. Teacher well-being is a priority. When it comes to teacher professional practice, the High-Level Panel recommends that all teachers have initial teacher training that is publicly funded and a university degree. It also encourages the provision of stipends for teachers in training. It recommends access to quality continuous professional development that is free and part of a teacher's official duties and co-designed with the profession. Teacher professional autonomy must be respected and teachers must be given the time and resources to collaborate and create communities of practice. A strong commitment to gender equality, equity and diversity cuts across the recommendations. Working environments must be inclusive, safe, and non-discriminatory for teachers in all their diversity. Women’s leadership must be encouraged. Refugee teachers and displaced teachers should be provided with pathways into the education workforce of host communities. When a teacher is hired to work in camps for refugees or displaced persons, their labour rights must be respected. Teachers and education staff working in situations of crisis, disasters and conflict MU ST BE PAID! The recommendations put social dialogue and, importantly, collective bargaining at the heart of transforming education. Policies in education should be developed with teacher unions at the table and employment conditions should be determined through social dialogue, including collective bargaining. And, yes, the Panel even reaffirms the right to strike. The recommendations are solid and comprehensive, but we know that none can become a reality without financing. The Panel calls for guaranteed equitable public funding for education and sustainable investment in the teaching profession. Austerity measures are rejected. Tax revenue is the best way to ensure sustainable education financing. In addition, debt relief and forgiveness should be considered to help countries ensure education funding. The National Education Union has produced an outstanding report Prioritise teachers to transform education: How tackling the global teacher shortage can unlock the UK’s development agenda.  BIOGRAPHY Angelo Gavrielatos is Education International’s Go Public Fund Education: Campaign Manager. Between 2020 and 2024, Angelo was President of the NSW Teachers’ Federation. Prior to his election, Angelo led Educational International’s Global Response to the growing commercialisation and privatisation of education. Between 2008 and 2015, Angelo was the Federal President of the Australian Education Union (AEU). Education International is the global union federation representing 32 million teachers and other education workers across 178 countries.

In October, in partnership with the National Professional teachers Association South Africa (NAPTOSA) Gender Based Violence (GBV) Awareness Workshops took place, which provided a platform for educators and learners to engage in transformative dialogues about GBV, bullying, and related issues affecting their communities. The initiative was designed to empower both teachers and students as "Dignity Defenders, promoting a culture of dignity, respect, and non-violence. Workshops included expert-led sessions that fostered awareness, empathy, and skills for proactive intervention. Participant feedback and levels of engagement confirmed the workshop's impact, with students resonating deeply with the closing theme, “Asinaluvalo thina” ("we have no fear"), symbolising resilience and courage.