eLimu-Pals

The standards of education in Arid and Semi-Arid County schools and is really poor by all measures. The Drylands Learning and Capacity Building Initiative (DLCI) reveals that primary enrolment rates are as low as 40% in many counties, compared to a national average of 95%. According to the same report, the gender parity index has worsened, with female literacy rates falling below 10% in many counties. Teacher-pupil ratios are lower than in any other part of the country, while learner enrolment, retention, completion, and performance rates are way below national averages as revealed by commissioned studies.

Teachers face daunting challenges related to isolation by more endowed peers and lack resources, including textbooks, teaching aids, past papers, and other materials. According to UNICEF reports, 72% of these teachers (that is, teachers who are themselves refugees), are untrained, often have to depend on their own experience of schooling to inform their pedagogy and classroom management and practices. In addition, these teachers face numerous challenges – no training or upskilling opportunities, obstacles in obtaining accreditation as well as hostility and exclusion from teachers’ unions and government bodies.

Analyzed classroom practices in the refugee camp schools found several key constraints to pedagogy: limited resources; low funding; significant overcrowding; a lack of teacher and learning materials; lack of pedagogical training and content knowledge; and curriculum and language policy. The study found that lecture and recitation-based teaching methods dominated the classrooms of case study schools. Several teachers explained that, in the overcrowded classrooms of 100 or more pupils, lecturing was their only reasonable choice of instructional practice. In addition to this, inadequate or unpredictable funding led to a dearth of teaching and learning materials, particularly for overcrowded classrooms. Only trained national teachers spoke of finding creative ways to make and use low- or no-cost teaching aids.

Formal schools (day, private, and boarding), though popular and consistent with migrating lifestyles of families,’ experience unacceptable levels of under-resourcing and are characterized by dilapidated and inadequate infrastructure. As for informal schooling, mobile models are still operational in some ASAL areas, although many have stopped functioning due to inadequate funding and supervision and lack of support by the community due to the poor quality of education they provide.

These challenges have led to massive inequities in education as most nomadic and refugee learners fail to achieve the cut-off points needed to proceed to the next levels of education. They also fail to gain the requisite knowledge and skills needed to help them fit into the dynamic society. Consequently, they are disconnected from traditional livelihoods (having opted to go to school rather than herding), and at the same time, they lack the right skills to find any employment. As a result, many school leavers feel disillusioned and are economically, socially, and politically marginalized from the rest of the country. A rising number of young people are now turning to drugs and crime, or joining Al-Shabaab and other insurgent groups that threaten to destabilize the country.

The specific problems that are addressed in this intervention include:

• Shortage of learning materials
• Poor quality of teaching
• Lack of qualified, skilled, and experienced teachers
• Lack of professional development resources and support for untrained teachers.

Elimu-Pals (Elimu-App and Online Tutor) are two comprehensive and innovative platforms purposely designed to address the identified problems in the five target nomadic Counties. Elimu-Pals work in an interface consisting of hardware (Mobile devices, Tablet computers, PCs) and human ware (Local teachers, online teachers, learning support assistants, and counselors).

These blended learning tools provide access to all types, classes, and levels of learning resources – lessons, demonstrations, experiments, illustrations, learning games, puzzles, analogies, lesson activities, and tests among other classroom tools. In the “Staffroom” section, teachers find lesson plan templates, donated class notes, shared lessons, schemes of work, e-books, videos, and professional development materials among other tools.

The apps are uploaded onto any locally available device (commonly available mobile phones, tablet computers. PC’s etc and learning can progress with and without internet and wifi connections. Commonly used social media platforms- SMS, Messenger, and WhatsApp, along with inbuilt chats and emails systems provide communication pathways. A team of online teachers and subject experts support the day-to-day usage to provide professional and technical support (to teachers) and valuable feedback to both formal students and informal (adult) learners.

For effective learner engagement with technology, scaffolding is provided by online tutors through the internet (where it exists) or commonly used social media tools (defined above) or, texts, emails, phone calls, or through group discussions in local safe spaces. Students are sent short quizzes via SMS to their mobile phones to help them (and their families) gauge how well they are understanding topics discussed in class, or the ones they learn on their own (guided learning for those who do not attend formal schools).

In places where Internet connectivity is sporadic, unreliable, or intermittent, innovative approaches to caching and distributing digital content are adopted to enable offline access to vast numbers of online resources in ways that can simulate online environments. The emergence of low-cost e-readers is enabling teacher groups to distribute a vast amount of their notes, past papers, and mark schemes in digital formats to students who read them on low-end mobile phones. Collaborative virtual teams are using mobile phones in helping support colleagues by providing access to educational and professional development content. 

The following are the beneficiaries of the number program:

• Formal students in primary and secondary schools- 28,500 
• Refugee pupils - 12,500 
• Informal learners - 849 
• Untrained teachers – 119 
• Trained Teachers 657 

Trained and untrained Teachers -776 (1.90%)

These are some of the few teachers who are trained who have remained in schools after their counterparts fled. Most of them are locals, meaning they are not usually targeted by extremists and insurgent groups. However, they are overwhelmed by large class sizes, limited ability to stand in for absentee teachers, lack knowledge of the subjects they are made to cover, and lack adequate resources to provide for the varied needs of students under their care.

Untrained teachers face daunting challenges related to isolation by more endowed peers and lack resources, including textbooks, teaching aids, past papers and other materials. In addition, they have no training or upskilling opportunities and face hostility and exclusion from teachers’ unions and government bodies.

In addressing their needs, this innovation seeks to:

• Decrease isolation by facilitating the formation of teachers' groups where they are enrolled, enabling them to participate in pedagogical discussions and debates,
• Enable experienced and new teachers to collaborate with untrained counterparts to benefit from shared resources, templates, lessons, videos, and assessments tools,
• Remove geographical barriers to collaboration, communities of practice, and teachers supporting teacher’s initiatives,
• All teachers receive professional development through shared resources, coaching, support, and mentorship.

• Replace emphasis on individual content creation with a more collaborative approach, allowing groups of teachers to develop dynamic educational resources;
• Help build the ICT capacities of teachers so they can use mobile technologies for professional development and other educational purposes;
• Share pedagogical tips with members of the community, such as dealing with different types of learners, motivating students, and creating a positive classroom environment;

Formal, Informal students and adult learners- 41,849 (98.17%)

Insecurity and hardship have led to a high teacher turnover which has left the schools and classrooms in the hands of inadequate numbers of novices. These factors, together with inadequate classroom materials and overcrowded learning spaces, have combined to contribute to the appalling enrollments and performance in national exams. As for informal schooling, mobile schools have stopped functioning due to the factors highlighted above. Home learners are having to decide what to study, and how to prepare for exams that they register for privately. They have no recognized guidance from teachers.

Benefits of this intervention:

• Improved performance in local and national exams due to availability of resources and upskilling of their teachers,
• Improve digital literacy skills,
• Equalization of learning opportunities as students receive lessons and resources from top-performing schools across the country.
• It promotes active and independent learning which is particularly helpful for informal and adult learning trying a comeback to schooling,
• Students can interact with their peers from all around the world through group discussions and private chats;
• Educational and learning can be taken up by pastoralists, office workers, and housewives too, at the time that suits them.
• Online tutors are available 24/7, providing learners with support at all times. This increases enrollment, especially by informal students,
• Learners of all needs and abilities are able to receive relevant and teacher-selected content, which is updated at regular intervals as needs change,
• Students can choose to study specific and relevant areas of the learning material without focusing on each and every area.

CODE is a teacher-led non-profit organization that specializes in developing educational products and services for learning institutions and individuals in Kenya and the East African region. Our mission is to provide our clients with unique, proactive and high-quality educational resources and services that meet their educational needs and equip them to stay abreast with educational development and innovation across the globe. All products we produce are curated and accredited by the Kenya Institute of Curriculum Development (KICD) before they are released.

The content developers and online tutors are qualified and experienced educators who have been carefully selected from all parts of the country. Most of these teachers are also examiners with the Kenya National Examinations Council. A number of them come from ASALs schools where they currently teach, while the rest are those who had to vacate their posts due to targeted attacks by insurgent groups. A diverse, inclusive workforce leverages the knowledge and experiences of a broader cross-section of society and helps bring the resources closer to the people we serve.

The teachers are our leads as they understand the intrinsic needs of nomadic and refugee children, schools, and communities and retain vital links with schools. This demonstrates that our team has area representatives in our ranks. This ensures that the materials have the community’s input in all stages from development to distribution and usage.

The National Council for Nomadic Education (NACONEK) is the government body responsible for improving educational outcomes for nomadic communities. CODE started by signing a collaboration agreement. With this, NACONEK selected the 40 schools we have been supporting since the inception of this project. Selection criteria were guided by factors such as levels of staffing, academic performance, gender parity, and inclusion. The schools we were assigned are those at the bottom of the ranks in relation to these needs.  

At CODE, we have come to the realization that the goal of delivering quality and accessible education to the hardest-to-reach children, upskilling their untrained teachers, and resourcing trained ones in a geographical area that covers over a third of the size of an average country is a huge challenge. That’s why we are seeking collaboration and partnerships with MITSolve.

MITSolve, from the info on its site, has a long and successful history of supporting impact projects around the world. We believe this partnership will help us to streamline our solution in line with our organizational goals through access to mentorship, coaching, technical support, and strategic advice.

Considering the constraints of mass reach in a place where the internet is sporadic, unreliable, or intermittent, this partnership will help us to access (from Solve members and partner organizations) innovative approaches to caching and distributing digital content to enable off-line users to access vast numbers of online learning resources in ways that can simulate online environments. We are also looking to see successful models that have solved similar problems. We are also hopeful, that through this partnership, we will find and benefit from models that leverage AI to improve interventions and multiply the effect. 

We are excited to work with MITSolve to improve our technology, Apps, and platforms, to increase our capacity to produce more diverse learning tools-games, animations, and other learning tools that have a greater impact on producing positive learning outcomes in marginalized communities.

MITSolve’s networks, mentorship, and strategic expertise will help us identify new revenue opportunities to grow sustainability; prepare for scale to new markets with different educational needs while maintaining platform quality; better analyze learner interaction data to improve the product; and implement programs to track long-term knowledge and 21st-century skill growth. 

Elimu in the Swahili language means education. Elimu-Pals (Elimu-App & Online-Tutor) are the only digital learning platforms that combine the power of Edtech, low-end mobile devices and live teacher supports to open up and widen learning spaces for the most marginalized communities and refugee centers in East Africa. Elimu-Pals take the problem of sporadic, unreliable or non-existent internet connectivity and use innovative approaches to take learning to some of the most deprived and vulnerable communities in Africa.

Elimu-Pals rely on their ability to compress very large amounts of data (lessons, notes, learning activities, etc.) and condense them into packages that are easily shared and consumed by teachers and learners in these low connectivity settings. Caching and distributing digital content to simulate online learning environments enables offline access by vast numbers of learners in hard-to-reach areas.

For effective learner engagement with technology, scaffolding is provided by an interface of local teachers and online tutors drawn from various other schools across the country. Depending on learners’ access to communications technology, this supervision and support can be provided through the internet and social media, phone calls, home visits, or group sessions in local safe spaces.

This is a fully inclusive learning solution that is adapted to all interests and learning abilities across all levels of schooling –from early year to 18-year-olds, which support both school and home learning environments. Elimu-Pals enable families, schools, and learning centers to save from not buying thousands of expensive resources while enjoying high levels of learning experiences. In Elimu-Pal’s past projects, women who dropped out of school and returning adult learners have twitted that our approach has allowed them to save time by learning at their own pace at home when herding or at formal work. We connect with a diverse array of sub-groups ranging from parents, school and community leaders, caregivers, children, and educators–to ensure that content is tailored to the local context, in the local language (for early years as required), for the local community. All of our content is free for anyone to access, making it possible to reach millions of formal and informal learners in the next five years.

IMPROVING STUDENT PERFORMANCE

The core purpose of this project is to improve student performance and increase their achievements at school over the next two years. The start point is the provision of quality teaching, learning, and assessment materials that teachers and students will use to close any knowledge gaps and support student progress. These resources are provided freely to all teachers from the early years to the secondary level. Supporting and equipping teachers is central to this project. They are the drivers of learning and are responsible for designing and driving instruction, assessing and providing feedback. In addition, open access is provided for students to use in self-learning. The resources are provided through the platform and are accessible via low-end mobile devices and computers in their schools and homes. The resources provide interfaces for discussion of problems between students, physical and online tutors who provide regular and consistent feedback on student progress. 

EQUITABLE AND INCLUSIVE ACCESS

In places where Internet connectivity is sporadic, unreliable, or intermittent, an innovative approach - caching and distributing digital content that enable off-line access to vast numbers of online resources in ways that can simulate online environments. For informal learners, this program is provided to mobile schools and adult learners who study privately. These are fully supported by online teachers who guide them through their stages of study, providing lessons, notes, assessments, and feedback.

PROVIDE CONTINUOUS PROFESSIONAL DEVELOPMENT FOR TEACHERS

Most refugee teachers are untrained, under-resourced and unsupported by central government bodies. These apps come with modules that firstly provide untrained teachers with professional development resources and services that they can use to improve their classroom management skills. The timeline for measurable impact is three years. The portal is called The Staffroom. Here they can find resources that they can use to upskill themselves with the support of Online Tutors and other skilled mentors. Secondly, the portal provides a bulk of approved classroom materials that they can download, print and use with their students. These include lesson plans, schemes of work, ready-to-use demonstrations, experiments, illustrations, games, puzzles, analogies, lessons, activities, and tests. All resources are accompanied by extensive background material, providing the teachers with the scientific, organizational, and pedagogical principles necessary for successful classroom implementation.

IMPROVE DIGITAL COMPETENCIES

One of the key pillars of the new competency-based curriculum (CBC) is to increase digital literacy skills among teachers and students. Elimu-Pal ecosystem is specifically designed along with the guidelines of the curriculum documents drawn out by MOEST and KICD. The interface supports teachers and students by providing digital skills development pathways and mentorships through teams of online trainers and local upskilled teachers. Clearly, since students and teachers can navigate the online environment by searching and sorting learning materials and assessment packs, they develop foundational digital skills necessary for the job market. Several interfaces are provided for teachers to use in various settings (teachers groups, student groups, and teacher-students meeting points). Working with others via video-conferencing, webinars, online discussion groups and other online communication and collaboration tools (whichever is appropriate for the teams) prepares all involved for today’s technology-driven work environment. Being a continuous process, the timeline for measurable impact is five years.

We will measure the impact of our program through:

• IMPROVEMENT IN ATTENDANCE: Local school data will provide insights into student attendance. The expected impact is that this project will spur improvements in student attendance and progression through levels of school. Absenteeism with a clear explanation for them is fine. However, unexplained patterns of absenteeism will indicate a negative result.
• STUDENT PERFORMANCE: Using the formative assessment data on our platform summative data from schools, KNEC and MOEST, we will be able to measure student academic development associated with this project. Dashboard records will provide a week-by-week analysis of learners’ engagement with the content and the progress they make across the subjects they take. This will reveal the number of activities they do, and track lesson performance, including literacy, numeracy, digital competencies, and other life skills.
• PARENTAL ENGAGEMENT: This program will track parental engagement through online survey reports, focus groups emails, WhatsApp interactions parents have with teachers and school administrators. We will work with teachers to track parental feedback off the platform, through which we will track children’s household-level support, including parental guidance We will work to track parental feedback through surveys and focus groups. 
• LEARNER CONFIDENCE AND SATISFACTION: We will survey learners themselves to understand how an accessible learning platform increases their self-confidence, self-efficacy, and satisfaction in their schooling. This information and data will also be sought from the dashboards which will reveal the level of engagement with what they learn based on downloads they make and peer interactions recorded.

A. OVERALL OBJECTIVE

To make sure that the blended educational programs (Elimu-Pals) are used effectively to increase and widen access to education, upskill teachers and deliver quality education to all learners.

Indicators of achievement:

• Program targets all qualified, newly qualified and untrained teachers
• The program includes formal, informal students
• E-learning plans are embedded in school policy documents.

Sources and means of verification

• Audits reports
• Student enrolment data
• MOEST, NACONEK and county education annual school reports
• Teachers appraisal reports
• Dashboard reports
• Needs assessment reports in school
• Competence reports KICD
• Student reports
• Survey records and reports

Assumptions

• Leadership to respond to eLearning activities as needed.

B. SPECIFIC OBJECTIVE:

• To be able to develop a high-quality lifelong learning system supported by ICT

Indicators of achievement:

• All Heads of Department to undergo training in e-learning.
• All senior managers to undergo training in e-learning

Sources and means of verification

• Training manuals
• Selection of personnel to conduct the training

Assumptions

• Staff who acquire skills will then apply them.
• Staff who are trained will be retained in respective schools and learning centers

C. INPUTS

• Technology infrastructure
• Training resources
• Teachers and students
• Online tutors
• Local and online technical support are available and accessible

Indicators of achievement:

• Integration of ICT in all subjects of study and in the development of schemes of work and lesson plans
• Recruitment of an IT specialist to aid in the networking of computers and maintenance of the hardware used
• Professional learning is sourced from many areas including local providers and online resources
• Teachers’ professional learning needs are identified through a whole school review
• Students have access to and are using learning resources as directed by teachers

Sources and means of verification

Assumptions

• Induction programs include eLearning activities
• All formal and informal students have relevant access to tools
• Teachers in informal settings are organized

D. ACTIVITIES

• Identification of needs
• Registration of users
• Development of teaching/learning modules
• Modeling
• Training workshops
• Group activities

Sources and means of verification

• Appraisal system on the effectiveness of the program
• Survey reports
• Dashboard reports
• Number and levels of downloads
• Lesson observation reports

Assumptions

• There is access to the internet
• There is a regular collaboration among teachers
• Each teacher downloads resources for their subjects only
• Off-line usage is recorded and updated on the dashboard as and when internet connectivity is back

F. OUTPUTS

• Educators trained
• Community teams formed
• Free content developed
• New technology implemented

Sources and means of verification

• Improved learning outcomes
• Enhanced digital competency skills
• Continuous professional development taking place
• Skilled teachers supported unskilled counterparts
• More sharing of ideas
• Peer to peer teaching developed

Assumptions

• All learners are receiving correct and properly guided lessons and learning materials
• Informal teachers are adequately enrolled in school type groups
• The survey extends to informal learners

G. OUTCOMES

• Improved teaching methods
• Benefits of collaboration realized
• Access to education widened
• Gender disparities addressed
• Digital competencies enhanced

Sources and means of verification

• Teacher appraisal reports
• Dashboard registration and usage of resources
• Email records, WhatsApp chats
• NACONEK registry reports
• Interviews

Assumptions

• All communication is shared via groups

H. IMPACTS

• Improved education standards
• Increased school enrolment
• Education for all aims achieved
• Build digital skills for the future

Sources and means of verification

• MOEST report
• School examination reports
• Independent research findings
• Other Non-Governmental surveys and reports

Elimu-Pals are an established name in the eLearning industry. For all intents and purposes, these online teaching, learning, and assessment software have provided virtual teachers, teachers, pre-teachers, formal and informal students with an interface that powers learning across marginalized areas and others. They are equipped with enough provisions such as slides, virtual reality interfaces, desktop sharing tools, audio, video, and, WizIQ, a common academic course content creator.

The platform is the central mode of usage of this content. However, Apps are popular and convenient for accessing and using local and mobile technologies that most users have. All the learning resources are stored in a reliable, secure and centralized database repository to enable access from multiple systems through API calls. The system provides video and document resources, as well as embedded communication tools such as Chat, WhatsApp, email, voice calls and other messaging tools. 

A truly national organization, with a large diversity of cultures and backgrounds, CODE is built on a philosophy of inclusion, cooperation, and mutual respect for each other as well as an awareness and confidence in ourselves. Along these lines, we are committed to diversity in the leadership team and in our structures. To start with, the CEO of the organization is female. The online tutor's team is sufficiently inclusive, with a ratio of 51% to 49% in favor of female members. In technical our ranks, we have two of the five members who have physical disabilities- one in IT (graphic design) and the other in the branding section.  In addition, 8 of the 24 curriculum designers are practicing Muslims while the rest are professed Christians.

CODE promotes justice, fairness, and impartiality in all projects and activities. CODE’s sole aim is to break chains that marginalize certain sections of society in terms of access to quality education. We aim to ensure fair treatment, access, equality of learning opportunities, and advancement for everyone while also attempting to identify and remove the barriers that have prevented these groups from fully participating in national matters. Our mission is anchored in principles of inclusion, aimed at reaching gender parity in the provision of education for all. This includes children with disabilities, home learners, and migratory groups of these communities. Our inclusive work environment endeavors to remove all barriers, discrimination, and intolerance in education across all communities.

Educational indices of performance in the five counties we serve reveal that the nomadic groups are at the bottom of the table in national statistics pertaining to enrolment rates, participation, classroom performance, gender balance, achievement and progression to the next levels of education. Limited access to education, poor quality of teaching and learning, shortage of teachers and inadequate classroom materials are the main factors that have contributed to the appalling enrollments and performance in national exams. As for informal schooling, mobile models are still operational in some ASAL areas, although many have stopped functioning due to inadequate funding and supervision and lack of support by the community due to the poor quality of education they provide.

CODE was formed with the goal of increasing the quality of and widening access to education in some of the most marginalized communities in East Africa.  Our flagship programs are the Digital Learning Platforms (Elimu-App), the Digital Learning Apps (Online-Tutor) which are together classified as Elimu-Pals. Access tools are low-end mobile devices that most community members, teachers and schools have. For effective learner engagement with technology, some form of scaffolding is provided by a team of online teachers, digital learning technicians, and special needs assistants. In places where Internet connectivity is sporadic, unreliable, or intermittent, our innovative approaches of caching and distributing digital content are done to enable offline access to vast numbers of online resources in ways that can simulate online environments.

In these far-flung communities, teachers face daunting challenges related to isolation by peers and a lack of resources (including textbooks and other teaching materials). Mobile phones are helping to support them in significant and meaningful ways by providing them with unlimited access to high-quality and purpose-designed education content. In addition, CODE provides professional development resources which are mainly designed to upskill untrained teachers. This professional development intervention is done in organized groups that are scaffolded by teams of online tutors in remote environments. In the last two years, we have provided schools, teachers and students with transformative educational tools that have mitigated the perennial problem of shortage of teachers and lack of learning resources that have limited access to education. By making it possible for one teacher to deliver information remotely across several locations, this interactive digital media is helping to address the shortage of teachers in these schools. This initiative has increased formal and informal enrolment, participation, retention rates and increased learner attainments and transitions rates across all levels of school. 

In drawing up our sustainability plans, we have consulted with team members about the various processes and mechanisms that we will utilize to ensure we remain active and relevant after the donor funds diminish or stop. Here are the plans we have developed.

SALE OF PRODUCT: One of the ways we raise revenue to support the delivery of this product to nomadic communities is through the sale of the product to users in non-ASAL areas. Most other schools do not experience problems of the type and scale of nomadic schools. CODE’s resources are curated and endorsed for use across other communities. Following on this, we actually sell to products they may be interested in and the proceeds are used to support this project.

DIVERSIFYING DONORS: The team has been looking at various options through which we can get further funding. The focus is on local corporate bodies, local institutions, individuals, etc. In the recent past, we have approached several such groups and we are pursuing promising discussions we have had. One local organization has begun funding a far-flung mobile school to the tune of USD 300 per school term.

SERVICE FEE: Once the funding comes to an end, our plan is to start charging a nominal fee from the project beneficiaries for the maintenance and functioning of the project.

MEMBERSHIP FEES: Adult learners and returning students are, in most cases, people in gainful employment. Our sustainability plan is to charge them a membership annual fee. This can be widened to include people from neighboring countries who wish to use these products in their schools and home learning settings. This will be affordable since we do not intend to drive them out of the project.

 ONLINE FUNDRAISING: We have opened a ‘donate ‘page on our web pages and platforms to help us reach a wide audience of individuals and groups of well-wishers who may support our venture and wish to fund them.

 ADVERTISING REVENUES: We have a huge of visitors to our sites. We have been monetizing these sites by endorsing these products and promoting them on our sites. For this, we get a split of the sale price if the product or service resonates with members. This revenue is used to fund the project.

 IN-KIND DONATIONS: We accept in-kind donations for goods or services that we can use to support this program.  These could be in the form of pedagogical resources, volunteer online teaching services, office equipment, computers, and specialized software.

FEES FOR GOODS AND/OR SERVICES- USD 30000

CODE has been working with a government agency (NACONEK) to provide educational resources and services to schools in ASAL. NACONEK has funded this project to the tune of USD 30000 in the past two years and continues to support this project in many other ways as described in earlier chapters. NACONEK funds this project as it finds our solutions more effective and less expensive than other existing and past programs. By getting into this partnership, we are assured of a long-term working relationship, which will make this initiative sustainable.

IN-KIND DONATIONS- USD 25000

At CODE, we accept donations in all forms from well-wishers and donors. These come in many forms, ranging from used mobile devices, computers, laptops and others. We also accept other non-tangible donations such as data bundles, e-books, teaching aids and video clips among others. In the last two years, CODE has received donations worth USD 25000 in these forms. 

SELLING GOODS AND SERVICES- USD 8000

CODE and its partners have developed cutting-edge teaching, learning and assessment resources that many other non-project schools need for their student’s needs. These resources can also be used at home to support learners during school holidays. CODE covers approximately one-third of its operating budget through membership fees, online tutoring, and the sale of e-books, worksheets, posters, video clips, games and other learning materials.

ALLUMNI- USD 5000

Most beneficiaries of this project have gone on to become successful in their studies and careers. Many have become role models that inspire children in these areas. More importantly, a good number have taken to sponsoring schools, children, or mobile learning centers in exchange for some form of recognition. With more and more learners expected to do well and clinch well-paying jobs and business ventures, this will be a central revenue source for this project in the near future. This will make this project sustainable.

ADVERTISEMENT REVENUES – USD 1000 p.a.

We have some sister sites that promote some of our products directly. These sites are monetized- they run paid adverts for others which generate monthly revenues. These revenues come round each month and have been supporting this project.