From facing challenges accessing university or college education in 2019, George Omer Nalo approached his colleagues at different universities about the idea of giving back to their community back home. Those that bought the idea (Giving back to our communities) were originally about 42 but when they started to monthly contribute equivalent to $3, they were left only two contributing with his friend Isaac Abdu Bringi. The two started with the contribution of $3 per month and so had to save for the next 10 months of 2020 before receiving a donation of $50 from (Maha Adam) for registration process.

The challenge was “before asking people to support our work, what have we contributed by ourselves in terms of resources?” This is what sparked George Omer Nalo to rethink first starting with self-donations that would eventually influence someone somewhere to join in supporting the right to education of children and youth facing hinderances in accessing it.

After the first formal registration by the Sudan Relief and Rehabilitation Agency (SRRA), two school-drop-out girls (Chichi Simon and Martha Khamis (R.I.P, May 2023)) in the Nuba Mountains, Sudan became the first foundational scholars to be given scholarship after the school head teacher availed their names and school reports cards. Considering the situation in the region already marginalized for more than 20 years although the girls were among the top performing students in class, due to financial difficulties, their education was critically in crisis and so their dreams put on hold. With the help of the school, the two girls were traced and brought them back to class.

This is just an example of what $3 saved for months could do to a vulnerable life of a rural girl in Sudan who wanted to study but her education was in crisis due to inaccessibility. In 2022, we managed to grow from 2 subscribing members to 7 contributing $30 monthly from $3. “Our first external donation was received from a friend of George from Arizona in the USA, Melinda Monroe” (the two met on Facebook) who donated $20 in 2021 which was alot of money by then since it purchased scholastic materials for the two girls who were lacking them to continue their school. “We didn’t have more than tuition fees from our savings”. From that time, the new monthly donors have transformed more children’s lives with their donation of $30 monthly.

Since then, EIC volunteers have continued to grow in numbers across East Africa who are majorly university students. EIC looks at its major countries of operation that include Tanzania, Sudan, Kenya, South Sudan and Uganda (remotely) therefore, having enjoyed the diversity and inclusiveness in their work as a team of people dedicated to ending education crisis in Africa while looking forward to mobilizing more resources and individuals passionate about a child’s right to education.

As the Education crisis in Africa remains a persistent challenge that undermines the continent’s development and prosperity, we have equally a role to play in ending it. While progress has been made in recent years, significant gaps and obstacles persist, hindering millions of children and young adults from accessing quality education and if accessed, it is not inclusive, equitable and holistic, leaving other children furthest behind the classroom dream. The unwavering determination and belief in the power of education, can only be justified when countless children are given the opportunity to fulfill their own dreams, breaking the cycle of poverty and ignorance in their communities. This is why EIC and many SDG4 supporters, term it as an education crisis.

Our story continues to build up as we continue to make efforts to ensure every child accesses inclusive, equitable, quality education for poverty alleviation and sustainable development.

Overview of Education in Africa

Education in many precolonial African states was in the form of apprenticeship, which was a form of informal
education, where children and or younger members of each household mostly learned from older members of their household,
and community. In most cases, each household member learned more than one skills in addition to learning the values,
socialization, and norms of the community/tribe/household. Some of the common skills that people in precolonial Africa had
to learn include, dancing, farming, wine making, cooking (mostly the females), and in some cases selected people learn how
to practice herbal medicine, how to carve stools, how to carve masks and other furniture.

The onset of the colonial
period in the 19th century marked the beginning of the end for traditional African education as the primary method of
instruction. European military forces, missionaries, and colonists all came ready and willing to change existing traditions
to meet their own needs and ambitions.

Since the introduction of formal education to Africa by European colonists,
African education, particularly in West and Central Africa, is characterised by both traditional African teachings and
European-style schooling systems. The state of education reflects not only the effects of colonialism, but instability
resulting from and exacerbated by armed conflicts in many regions of Africa as well as fallout from humanitarian crises
such as famine, lack of drinking water, and outbreaks of diseases such as malaria and Ebola, among others. Although the
quality of education and the quantity of well-equipped schools and teachers has steadily increased since the onset of the
colonial period, there are still numerous inequalities evident in the existing educational systems based on region,
economic status, and gender.

Between the 1950s and 1990s, African countries finally regained their independence.
With this recovered freedom, they began to rebuild their traditional forms of education. What had inevitably evolved,
however, was a hybrid of the two models. With the collaboration of donor agencies and Western demand, pushes for
development of African education and the building of human capital dominated global conversation. Namely, the 1960s
were known as the First Development Decade by the UN. Policymakers prioritized secondary and tertiary education before
also setting their sights for universal primary education around 1980. This set the precedent for educational
planning. Although children and adults may learn from their families and community, a sense of individuality has
also developed that today both drives ingenuity and creates separation between groups and cultural tradition.
African education programs have developed that involve both groups; an HIV/AIDS awareness program, for example,
may involve members coming into communities and sharing their knowledge. Although this is a direct, cognitive approach,
they also try to involve all members of the community, allowing for the creation of ownership and cultural acceptance.

SOURCE HERE

 

Mobilizing local resources from local people to solve local problems facing local people

EIC’s Founding Principle

Local communities understand their own needs, challenges, and strengths better than external
organizations. When communities are actively involved in planning, development and implementation of initiatives as well
as contributing resources, they feel a sense of ownership and pride in the initiatives and programs being supported. This
increases their engagement and commitment to the success of these endeavors. Mobilizing resources locally allows for the
development of solutions that are culturally relevant and tailored to the specific context of the community. This is the
heart of Education in Crisis’ founding.

With the founding principle of mobilizing local resources from local people
to solve local problems facing local people in Africa, EIC through this experience continues to mobilize youth, organizations,
governments, policymakers, and communities to invest in the right to education of every child and youth as a long term
investment in sustainably solving their poverty crises.

EIC, acronym for the Education in Crisis, is a youth-led
multilateral fund that was founded by university students in 2019. Based in Africa’s Tanzania, EIC is committed to
mobilizing local resources from within local communities to address the pressing issues that affect everyday people in
the local contexts. With a focus on inclusive, equitable, and quality education, EIC is dedicated to poverty alleviation
and sustainable development.

EIC recognizes that local problems require local solutions, and this is the driving
force behind their mission. By empowering communities to take charge of their own development, EIC is paving the way for a
brighter future for all. Through their work, EIC is creating opportunities for young people to thrive, and for communities
to come together in pursuit of a common goal.

One of the key strengths of EIC is their ability to tap into the
resources that already exist within local communities. By working with local people, EIC can identify the unique needs o
f each community and develop tailored solutions that are effective and sustainable. This approach has enabled EIC to make a
real difference in the lives of countless individuals, and to create lasting change that benefits everyone.

From facing challenges accessing university or college education in 2019, George Omer Nalo approached his colleagues
at different universities about the idea of giving back to their community in the Nuba Mountains of Sudan. Those that
bought the idea were originally about 42 but when they started to monthly contribute equivalent to $3, they were left
only two contributing with Isaac Abdu Bringi.

After the formal registration by the Sudan Relief and Rehabilitation
Agency (SRRA), two school-drop-out girls (Chichi Simon and Martha Khamis (R.I.P, May 2023)) in the Nuba Mountains,
Sudan became the first foundational scholars to be given scholarship after the school head teacher availed their n
ames and school reports cards. Considering the situation in the region already marginalized for more than 20 years although
the girls were among the top performing students in class, due to financial difficulties, their education was critically in
crisis and so their dreams put on hold. With the help of the school, the two girls were traced and brought them back to class.

This was the birth of the Foundational Scholars Program.

By establishing a Foundational Scholar’s Program with
the aim of supporting 100 children who would eventually become donors was not just a brilliant initiative with the potential
for significant long-term impact but a mindset change journey EIC embarked on to foster a culture of philanthropy,
empowering underserved communities through education, and creating a cycle of giving back throughout the areas of operation in
the future.

To effect this, EIC shall establish a strong alumni network to provide ongoing support and mentorship to
scholars as they transition into adulthood. Encourage alumni to give back to the program through donations, volunteering,
or serving as Learner Guides or mentors. As the scholars participate in the program, EIC through partners shall occasionally
incorporate activities such as workshops or fellowships and curriculum components that promote the values of generosity,
empathy, and social responsibility. Encourage scholars to volunteer in their communities and participate in fundraising
initiatives to support the next generation of indigenous donors. Our goal in 20 years to have at least 1,000 donors who
are former program beneficiaries supporting the program through their financial and expertise contributions.