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By Jane Slatter 10 Nov, 2024
On Friday (1st November), of conference it was dedicated to Education – the first “E” of the theme Education, Empowerment, Enable. Ann Beatty is the Chief Executive of the Steve Sinnott Foundation (SSF) and was one of the key speakers at the conference. The focus is on education as a human right for all. I’m proud to write this blog on Ann Beatty’s talk at the SIGBI Conference because Ann is a member of my Club – Soroptimist International St Albans & District . Ann spoke from the heart with warmth and passion for the work of SSF, as she always does – earning the support and engagement of this large audience of Soroptimists. Ann started by thanking Soroptimists who have already supported her and the Steve Sinnott Foundation. The reason for the link with Soroptimists is clear – United Nations Sustainable Development Goal 4 (UN SDG 4) “to ensure that everyone has access to quality education and lifelong learning opportunities” is so important because it is the enabler for all the other SDG’s. She asked us some questions using “Slido” the interactive audience engagement tool: “How many adults lack basic literacy skills?” – answer 765 million “How many children don’t go to school?” – – answer 360 million These statistics are shocking, the impact on girls means they have no prospects and are often married off very young. UNESCO says the world needs 44 million more teachers to achieve the SDG 4 goal of universal primary and secondary education by 2030. The SSF works with educators and to prove her point Ann got us all to share positive memories of learning with the person sitting next to us – many indicated a teacher who had influenced them. The memories were written on the silhouette of the figure of a girl. The SSF connects learners across the world with technology appropriate for their location – flexibility, simplicity and affordability is essential. Ann then spoke about the Positive Periods Project https://www.stevesinnottfoundation.org.uk/projects – learning how to make reusable sanitary pads using locally sourced materials is a skill for life. The products are sustainable, affordable, comfortable and give the girls and women independence. The charity works with people on the ground – training many thousands of women now in countries like Gambia, Sierra Leone, Cuba, Haiti, Malawi, Uganda – learning how to manage periods with dignity. They are then able to train others. While the young women have been learning and making the pads, dialogue has started around violence against women and girls which has also now been built into learning programs. A message Ann was keen to get across was for people to “STOP SENDING STUFF” – always ask “what do you need?” – there is so much waste.
By Nicolet Nguyen & Becky Brace 24 Oct, 2024
We both love London and walking, and this year, in honor of The Steve Sinnott Foundation's 15th Anniversary we have decided to embark on this journey. We planned to complete the 10KM walk along the river Thames, passing by many iconic London attractions on the way. We wanted to raise funds, and awareness, to ensure that every child worldwide, can have the opportunity to go to school, as well as adults too. It was an amazing experience and we enjoyed each other's company on luckily a very sunny day! “Since working for the Foundation I have witnessed firsthand the impact it has in supporting young people develop essential life skills by working to ensure provision of quality education for all children worldwide. The ripple effect of this education is truly remarkable as students go on to empower and educate others.” - Nicolet “I’ve been friends with Nicolet since we were kids, and I appreciate her and support her in any way that I can! She does amazing work for the Steve Sinnott Foundation and I want to be able to support her in this as well. A sponsored walk would not only be something we can accomplish together, but the fact that our efforts could go some way to making a difference for children around the world made it very worthwhile.” - Becky 
By Ann Beatty 29 Aug, 2024
H'arts in Mind is an inclusive mental health Arts charity run by people with lived experience. They support people with mental health or physical challenges who have an interest in Art. The Steve Sinnott Foundation (SSF) is an international education charity also based in Hertfordshire. The foundation is working with teachers and educators to deliver projects that progress the achievement if Sustainable Development Goal 4 - ensure inclusive and equitable quality education and promote life long learning opportunities. Kim Rasit CEO and founder of H'arts in Mind met up with Ann Beatty CEO SSF to see how two small local charities might support each other. They decided they would work together to develop a space in the art gallery for future artists or others to exhibit in the space. SSF would be the first exhibition to test out the space. The exhibition took place August 21st to 25th and we are really pleased to report it was a great success. SSF provided workshops on Storytelling, Jewellery Making and Vision Board and Well-being as well as exhibiting their work on Positive Periods and Preventing Gender Based Violence.
By BY SAARAH RAHMAN 08 Jul, 2024
The Foundation has been working in partnership with UNESCO since 2015 and Ann Beatty our CEO is the UNESCO ASPnet Co-ordinator in the UK. There are 145 schools in the programme and Coventry City is currently supporting all schools in the city with the opportunity of accreditation. In January, Warwick University and Coventry City Council hosted an event at the House of Commons to celebrate UNESCO ASPnet schools’ contribution to the UK. Saarah Rahman who helped organise the event, is currently studying at the University of Warwick in her final year, reading politics and international studies. Saarah shares her thoughts on ASPnet and her personal journey in education. I believe that being a part of UNESCO ASPNET and the Hidden Heroes project will help to lift hundreds of schoolchildren out of educational deprivation. This is an issue that I have personally grown up with my entire life. Educational deprivation is a very personal topic for me, as someone who originates from Tower Hamlets and as a British Bangladeshi Muslim, I am already socially and economically hindered. I went to your average underperforming state school, where I was never able to take part in programmes which helped to improve my confidence and critical thinking skills, as well as deepen my awareness of the world around me. I was always stuck in a bubble at school, believing that students like me would never be able to leave Tower Hamlets; that my whole life would only start and end here, in this small pocket of London. From not having a laptop until I was seventeen and being on Free School Meals when I was younger, I have faced the brunt of deprivation in education. It was when I got into The University of Warwick that I realised the deprivation gap between me and my classmates was much greater than it seemed. My classmates had opportunities to take part in initiatives such as Model UN at school, Pupil Parliament, and so many other extracurriculars that they had at their disposal, because of the type of funding their school during sixth form and secondary had received. Meanwhile, I had to scout for my extracurricular opportunities during school, alongside the challenge that they had to be free. The disparity gap is prominent in who runs for execs or higher student positions, and the common denominator between these types of students is they had leadership positions and extracurriculars handed to them during their time in compulsory education. They were given the confidence at an early age to apply for these roles inside and outside of the University, which will ultimately lead to them being in a better position to take up opportunities. This is why I am a massive advocate for initiatives such as UNESCO ASPnet, because giving young people the confidence to explore social issues alongside critical thinking skills, will boost their confidence in academic and nonacademic settings. Working-class, underprivileged students are always in competition with students who have been given the resources to enrich their education throughout their lives, which shows in their confidence in applying for and receiving opportunities throughout their time inside and outside of higher education. Hopefully, with initiatives such as Hidden Heroes and UNESCO, we finally give underprivileged students the stepping stones they need to get out of their comfort zone and take up opportunities. To find out more about UNESCO ASPnet in the U.K. and how your school can join, visit https://www.stevesinnottfoundation.org.uk/unesco-aspnet
By BY FELICIA JACKSON 01 Jul, 2024
The challenges of climate change, finite resources and their unequal distribution are well understood. The science provides us with facts, and the technological solutions to change the ways things are done already exist. So why is there a gap between what we know needs to be done, and implementing change? Science is critical and fundamental but only part of the picture. Education for sustainable development means giving children the right to ask questions. It is only with a questioning mindset that we will develop the critical thinking necessary to make progress and adapt. The Learn2Think Foundation was set up in 2016 to empower young people to be creative, independent and compassionate thinkers. We do this by encouraging children to ask their own questions so that they can gain alternate perspectives, engage and ‘own’ their curiosity and give up the need to be right and see the ‘other’ as wrong. Developing this approach to thinking deeply about the larger questions in life equips children with the tools, not simply to challenge the status quo, but to prepare them for a rapidly changing world. Creative - Imaginative; not following the status quo; flexible; courageous. Independent - Feeling like they can make a difference; empowered; autonomous. Compassionate - Seeing other points of view and recognising different possibly competing needs. Our Programmes The Questioning Project was designed to encourage both independent and collaborative learning, as well as the exploration of different perspectives. By encouraging new approaches to questions, this free programme helps embed pupil generated questioning within day-to-day teaching. Our other key initiative is Tolerance Day, a free annual programme, under the patronage of UNESCO, of specially designed and curated, curriculum linked lessons and fun activities to help children understand and practice tolerance as a foundation for their individual world view. ESD Resources We have partnered with Earthday.org to promote climate literacy and build a knowledge base in schools. The L2T Climate Quiz: ‘So You Think You Know About Climate Change?’ challenges common misunderstandings about climate change. A critical thinking workshop, ‘The Knotty Tree Problem’, for ages 9-13yrs. Four interest groups present their case as to why an ancient tree needs to be preserved or cut down depending on each group’s individual needs. Children learn about the complexities of ‘wicked’ problems like climate change when ‘perfect’ solutions are neither obvious nor indeed ever possible and how creativity and communication, together with tolerant attitudes can drive a better result for everyone. This is not “win or lose” but rather about achieving fairer outcomes. Biography Felicia Jackson is the chair of the Learn2Think Foundation. Founding Editor of Sustainable Growth Voice, co-host of sustainability podcast Shaken Not Burned and current contributor to Forbes.com. She was a member of the UNEP Technical Expert Panel developing a methodology for targets and indicators for Sustainable Development Goal 17.7.1 and teaches at SOAS, University.
By Kaylem 26 Jun, 2024
In April this year, I had the privilege of visiting Cuba with the CEO, Ann (my grandmother). It was a great experience although I was shocked at how run down the country was in terms of buildings and facilities. However, that doesn’t seem to affect people in the way they live their daily lives and the positive attitudes they have, whether in the city or the rural areas. I was there to assist Ann to record the various meetings and workshops and there were many. We had to travel 8 hours by bus from Havana to Santa Clara. Before that we had to travel to the bus station to get the tickets as there is not an operational online system as many Cuban people do not have internet within their homes. One of the first things I noticed in Havana is that there are no cameras on every street corner.
By Ann Beatty 26 Jun, 2024
In April our CEO Ann visited Cuba to support our current projects and to scope some new ones. This is what Ann had to tell us: I was very excited to visit Cuba again, as my last visit was in March 2020. I remember returning on a flight where many people were wearing masks and I was wondering what was happening. I soon found out as we were very shortly into Covid lockdown and changing many things about how we lived as families, communities and as a world. 
By BY REBEKAH LUCKING 24 Jun, 2024
We have just six years left to deliver on the 2030 agenda for sustainable development, including SDG4. But in recent years, the world has witnessed sudden disruptions depriving millions of children of their learning opportunities. Whether due to conflict, climate change or COVID-19, 224 million school-aged children(1) globally urgently need educational support due to crises. When emergencies hit, leaders and decision makers are faced with an overwhelming number of competing needs that can often obscure the life-saving, and life-protecting nature of education, and remains one of the least funded humanitarian areas. Protection and prioritisation of education in emergencies is essential to advance education for sustainable development and the realisation of SDG4. There is a record need for international support at a time when emergencies such as the wars in Ukraine, Gaza and Sudan, and climate emergencies, such as those recovering from severe tropical storm Cyclone Freddy in South and East Africa, are having huge impacts on education. These challenges are exacerbated by inadequate preparedness to address hazards. Emergencies can also deepen existing inequalities, disproportionately affecting those who are most marginalised and experiencing multiple, intersecting and complex challenges such as gender discrimination, poverty, disability, or displacement. These children are most likely to be excluded from education before, during and after an emergency occurs.(2) Despite the scale of the challenges, progress is within reach. By prioritising inclusive and resilient education systems, investing in preparedness and honouring commitments to protect children’s learning during emergencies, we can pave the way for sustainable development. As the UK and the international community confront the unprecedented scale of threats facing children’s education, now is the time to act decisively and ensure that every child, no matter their circumstances, has the opportunity to learn and thrive. Send My Friend to School (SMFTS) is the UK civil society coalition of international development NGOs, teachers’ unions and charities, bringing together young people, politicians, teachers, civil society and the media in joint campaigning to demand a quality, inclusive education for all children across the globe. We are part of the wider Global Campaign for Education (GCE) movement, based in almost 100 countries around the world.(3) This year, the Let My Friends Learn campaign(4) urges the UK Government to ensure that every child, everywhere has their learning protected during emergencies: key to a sustainable future. Send My Friend to School Campaign Champion, Jess (14) from Croxley Danes School states: “We need to hold the government to account to make sure they fulfil their promises, and ensure that no child is denied the right to an education because of emergencies. We need our leaders to speak out and support other countries- as they should not have to face these challenges alone”. We are asking the UK government to take action from the UK on the following areas to ensure that no child is denied the right to education in times of emergencies: PREPARE: Strengthen preparedness and anticipatory action in education systems. PROTECT: Ensure children are safe, protected and learning during an emergency. INVEST: Rapidly scale up financing for Education in Emergencies and global education resilience strengthening. ACT: Provide global leadership to protect children’s right to education in emergencies. As the clock ticks towards the 2030 agenda, the urgency is clear. We need to act now to secure the future of every child’s education, ensuring they have the opportunity to learn, thrive, and build a sustainable future. Bigraphy Bekah is the Campaign Manager at Send My Friend to School, the UK’s coalition of INGOs, charities, teachers unions, young people, politicians and the media who come together to campaign for the right of every child in the world to access a quality and inclusive education. Bekah worked previously as a secondary school English teacher, before moving into programme management and refugee campaigning in the UK and Greece. She holds a Masters degree in Education, Gender and International Development from the Institute of Education at UCL. Bekah has a particular interest in meaningful youth participation in policy and campaigning. (1)https://www.educationcannotwait.org/news-stories/press-releases/number-crisisimpacted-children-in-need-education-support-rises (2)https://sendmyfriend.org/wp-content/uploads/2023/03/Let-My-Friends-Learn-EiEpolicy-report.pdf (3)https://campaignforeducation.org/en/ (4)https://sendmyfriend.org/wp-content/uploads/2023/03/Let-My-Friends-Learn-EiEpolicy-report.pdf
By Ann Beatty 18 Jun, 2024
On 24th April we visited UNESCO ASPnet School International School ICS in London We had a great day of learning hosted by Ms Ilaria Mallozzi and Carmen Dominguez. Ann held an assembly with the whole school to think about how young people can impact the future of their world and we enjoyed learning from some interesting responses and discussion. 
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