Partnerships Archives - Camara Education

Tech Skills Training in Zambia

June 13, 2024

by John Fisher Partnerships Zambia

Kabwe School for Continuing Education aims to offer technical skills to students aged 15-30 who have dropped out of mainstream education. It is located in Kabwe, a historic mining and agricultural town about 140km north of Lusaka, in central Zambia. Camara Zambia installed a Digital Learning Centre in the school, with funding through our partnership with Lenovo, including 25 computers and a server packed with educational content. We also trained the school’s teachers so that they could pass on their knowledge to the students and ensure maximum benefit from the Centre. This is what three of the young people who have used the Centre had to say:

“My name is Longwani Luckson, I live in Central Province in Kabwe town and I’m studying Computer Studies.

My whole course so far has been a great journey for me. I have learnt a lot about computers such as how to use applications like Microsoft Word, Excel, PowerPoint, Access and Publisher. Before I knew about these techniques it was quite difficult for me to work with Office applications, but now I can say I’m an expert in all of them.

Despite facing numerous challenges along the way, I remained steadfast in my dedication to mastering the intricacies of computer science. I spent countless hours immersed in coding, networking and troubleshooting, fuelled by my ambition to make a difference in my community through technology.

I use computers for communication, to gain knowledge and to keep in touch, and I have been developing educational software for local schools and creating e-commerce platforms for small businesses, each endeavour fuelling my desire to make a positive impact through technology.

Through hard work, perseverance and unwavering determination, I have overcome obstacles and emerged as a promising young technologist in Kabwe. My journey is just beginning, but I am ready to embrace the challenges ahead, armed with my passion for computers and a relentless drive to succeed.”

“My name Is Chongo Makamba, and I study Information and Communication Technology (ICT) at Kabwe School for Continuing Education.

Starting with almost no experience, I have learned that a computer is an electronic device or machine which retrieves, stores, processes and manipulates data. When I first started my course, I used to face many challenges on how to operate a computer, including typing. I used to be slow and even finding a letter on the keyboard could be a challenge. But over time I have improved, so now I can type faster and make different types of documents on a computer such us birthday cards, brochures, menu cards, calendars, etc.

Furthermore, the computers have proved helpful in numerous ways – for research, writing of assignments, creation of different types of documents and so on. I have improved my digital skills and feel prepared for the future.”

“My name is Goodson Chipapala, hailing from Kabwe district. I am currently doing a certificate in Computer Studies. I found my passion ignited by the endless possibilities that technology offers; computers have become more than just gadgets to me; they are portals to a universe waiting to be explored.

In my early days, my interactions with computers were limited to gaming and basic tasks. However, as I delved deeper into the digital realm, I discovered a newfound fascination for research. With each click of the mouse and every stroke of the keyboard, I embarked on a journey of knowledge acquisition and personal growth.

My interests led me to explore diverse subjects, including Excel, PowerPoint, and Access. With each topic I delved into, I honed my research skills, learning to discern credible sources from mere conjecture. Through perseverance and determination, I gradually became adept at synthesizing information, analysing data, and presenting my findings coherently.

My time at Kabwe Skills Institute became a pivotal chapter in my story. Here, I not only expanded my technical proficiency but also cultivated a deeper understanding of how technology can be harnessed for research and innovation. Courses in Computer Science and Information Technology equipped me with the tools to navigate the digital landscape with confidence and precision.

Today, I stand as a testament to the transformative power of technology. From a curious enthusiast to a skilled researcher, my journey has been one of continuous growth and discovery. As I look to the future, I am filled with excitement for the possibilities that lie ahead, knowing that with each keystroke, I am one step closer to unlocking new horizons.”

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Refresher Training for Teachers

May 15, 2024

by johnfisher Camara Kenya Partnerships

Camara Education’s team in Kenya recently completed Refresher Training sessions for teachers in five counties — Mombasa, Kilifi, Makueni, Kajiado and Uasin Gishu.

This training was part of the STEM STEPS Project, with support from Dell Technologies, and serves a number of important purposes:

Updating Skills and Knowledge: Technology evolves rapidly, and refresher training helps teachers stay up to date with the latest ICT tools, software applications and teaching methodologies. It ensures that teachers have the necessary skills and knowledge to effectively integrate technology into their teaching practices.
Enhancing Teaching Practices: The Refresher Training equips teachers with innovative instructional strategies and techniques for integrating technology into lesson planning, content delivery and student engagement. It helps them leverage ICT tools to create interactive learning experiences, promote critical thinking and facilitate personalized learning.
Improving Digital Literacy: Not all teachers may be proficient in using ICT tools and digital resources. Refresher training provides opportunities for teachers to improve their digital literacy skills, including computer proficiency, internet research, multimedia creation and online collaboration.
Promoting Student-Centred Learning: The Refresher Training empowers teachers to adopt student-centred approaches that prioritize active learning, collaboration and inquiry-based instruction. By mastering ICT tools and resources, teachers can facilitate student-led projects, problem-solving activities and assessments that promote deeper understanding and engagement.
Addressing Classroom Challenges: Teachers may encounter various challenges when integrating technology into their classrooms, such as technical issues, digital distractions and accessibility concerns. Refresher training provides strategies and best practices for overcoming these challenges and maximizing the benefits of ICT in education.
Supporting Differentiated Instruction: The Refresher Training helps teachers differentiate instruction to meet the diverse needs and learning styles of their students. Teachers learn how to use technology to provide personalized learning experiences, accommodate individual learning preferences and support students with special needs.
Fostering Professional Growth: Continuous professional development is essential for teachers’ growth and effectiveness. The Refresher Training offers opportunities for collaborative learning, peer sharing and reflective practice, enabling teachers to continuously improve their teaching skills and adapt to changing educational contexts.
Preparing for the Future: In today’s digital age, ICT skills are essential for students’ future success in higher education and the workforce. The Refresher Training equips teachers with the tools and strategies to prepare students for the demands of a technology-driven society, fostering digital citizenship, critical thinking and lifelong learning skills.

Overall, Refresher Training plays a crucial role in empowering teachers to harness the power of technology to enhance teaching and learning outcomes, promote student engagement and achievement and prepare students for success in the digital age.

World Bank Partnership in Ethiopia

April 10, 2024

by johnfisher Ethiopia Partnerships

Late last year, Camara Education Ethiopia signed an agreement with the World Bank to become a partner in their project entitled ‘Response – Recovery – Resilience for Conflict-Affected Communities in Ethiopia’. The recent conflicts in various regions of Ethiopia, on top of the grave human suffering that they caused, resulted in the destruction of countless schools and their infrastructure. As a result, many children were deprived of an adequate education for years. Through this new partnership, Camara Ethiopia is being funded by the World Bank to assist in the reconstruction and rehabilitation of schools affected by conflict. The highlights of our participation are:

Digital Learning Centres to be established in 100 schools
3,500 computers to be installed
550 teachers to be trained in the use of IT in education.

Here, some of the equipment is being checked and despatched from our offices in Addis Ababa.

Partnership with Helios Towers

October 20, 2023

by johnfisher Partnerships Tanzania

Helios Towers is a leading multinational independent telecommunications infrastructure company, focused on driving the growth of mobile communications across Africa and the Middle East. As the leading independent towerco in Tanzania, Helios Towers Tanzania supports mobile operators as they expand their coverage across the country.

Last year, Helios Towers Tanzania donated computers and funded Camara Education Tanzania to set up an eLearning Centre at Kurasini Secondary School in Dar es Salaam. The success of that project has led Helios to commit to supporting at least one more school a year in the future: the centre at Mkwajuni Secondary School in Zanzibar was completed in time for the new school year in September 2023; a centre at Mzumbe Secondary School in Morogoro region will become operational later this year.

As ever, Camara’s contribution involved much more than installing the networked computer lab – at Mkwajuni we provided a broad range of locally-appropriate learning materials and conducted an intensive 5-day training program for school leaders, teachers and students. This training initiative was a transformative experience, equipping a total of 27 dedicated teachers and 7 school leaders with the skills necessary to effectively manage their classrooms, create educational materials and confidently navigate the digital realm. 45 students also took part, learning how to leverage computers to enhance their learning, acquire essential digital skills, and explore the endless possibilities offered by the digital age. These skills will be passed on to their peers.

The grand unveiling of the computer lab at Mkwajuni school was graced by the presence of Tom Greenwood, Group Chief Executive of Helios Towers, and the Head of the ICT Training Department from the Ministry of Education and Vocational Training in Zanzibar, Sadiq Makanyaga.

*Tom Greenwood, Group CEO of Helios Towers, speaking at the launch*

Tom Greenwood delivered an inspiring message to the students, encouraging them to embrace a lifelong journey of learning and to dare to dream big. He underlined that their potential was boundless, with the power to become engineers, doctors, athletes, or anything they aspired to be. Furthermore, he urged them to harness these computers as tools for their personal growth and transformation.

In a parallel context, Sadiq Makanyaga, Head of the ICT Training Department, emphasized the pivotal role of teachers in ushering in this educational transformation. He pledged continued support and ongoing training for educators to streamline and enhance the teaching process. Mr Makanyaga expressed a strong desire for teachers to shift away from traditional teaching aids such as blackboards and chalk, noting the success of smart classrooms in many other countries.

And this is what a couple of the students at Helios schools had to say:

“Experiencing a computer for the first time was like stepping into a whole new world. I had never touched a computer before, and to be honest, I was a bit nervous. But the teachers and Camara Team guided us patiently, showing us how to navigate the system and use basic applications. As I started exploring, I was amazed by the vast amount of information and learning resources available. The computer became a window to a world of knowledge that I had never seen before. It opened my eyes to new possibilities, and I’m excited to continue learning and exploring with this incredible tool”

Mwanaidi Othumani

“Receiving the computers has changed the way I approach learning and problem-solving. Before, I struggled with accessing the latest information for my science and history projects, but now, I feel more confident and informed. Computers have opened up a world of knowledge that has inspired me to delve deeper into various subjects and expand my horizons.

James Liwale

MOU signed with Makueni County

September 19, 2023

by johnfisher Kenya Partnerships

Camara Education Kenya and the County Government of Makueni signed a new Memorandum of Understanding at a meeting presided over by Makueni County Deputy Governor Lucy Mulili and attended by Camara Country Director Biniam Yayehyirad, County Executive Committee Member for ICT, Education and Internship Elizabeth Muli, Camara Kenya Technical and Communication Officer James Jira, and other representatives of the county Government of Makueni.

*Deputy Governor Lucy Mulili and CEC Member Elizabeth Muli sign the MoU*

*Camara Kenya Country Director Biniam Yayehyirad signs the Agreement*

The key objective of this collaboration is to increase access and opportunities through ICT for as many individuals within Makueni County as possible and specifically:

Increased access and digital literacy for students and community members in Makueni County, both in and out of school;
Increased capacity of teachers and school leaders within Makueni County to incorporate ICT into teaching and learning;
Increased capacity of staff working in Makueni County’s Department of ICT, Education and Internship to use ICT in their roles;
Increased opportunity for students to develop technology-based skills and understanding of STEM subjects through ICT clubs;
Increased learner motivation and engagement by supporting inclusive education;
Technical support and guidance to ensure ICT equipment can be fully utilized and beneﬁted from;
Provision for e-waste management so that all end-of-life equipment is appropriately disposed of; and
Strengthened relationship and partnership between CKE and Makueni County for the overall beneﬁt of Citizenry within the County.

Under our previous agreement, in Partnership with Dell Technologies, Camara Education in Kenya has provided support to 15 secondary schools, 3 technical training institutes, and an innovation centre in Makueni County.

*Biniam and James with the Deputy Governor*

Automation Anywhere CEO visits Tanzania

August 9, 2023

by Sean Miskelly Partnerships

The chief executive and co-founder of Automation Anywhere, Mihir Shukla, recently visited Moshi Technical School in Shirimatunda, Tanzania. Automation Anywhere develops intelligent automation software used by businesses worldwide. They have been donating their end-of-life and surplus IT equipment to Camara for use in our school projects, and Mihir was eager to see the end result.

School Principal Mr. Philipo Mwanga gave the visiting group – which included colleagues of Mihir who had just summited nearby Mt Kilimanjaro with him, as well as Camara Tanzania Country Director Dayani Mbowe – a tour of the school and its facilities. He summarised the school’s history and their longstanding collaboration with Camara, highlighting the numerous benefits they have experienced through the provision of training, technical support and computers. Mr. Philipo emphasized that, as a technical school, they face limitations in acquiring all the necessary machinery for students to learn from. However, by utilizing computers in their laboratory, they have been able to employ simulations and demonstrate a wide range of machines, effectively showcasing their functionalities to the students.

Outside the computer lab, an enthusiastic assembly of over 50 students and ICT teachers greeted Mr. Shukla with a rousing school song. In response, Mihir shared a brief personal history, recounting his humble upbringing in a small town in India, where access to computers was a luxury he did not have until college. Undeterred by this limitation, he went on to found a succession of successful tech companies: he emphasized to the students his firm belief that talent is universally distributed, but opportunities are not. He imparted a message of possibility and empowerment insisting that everything is achievable. Furthermore, he highlighted the role of Automation Anywhere in supporting Camara’s mission, ensuring that more students can gain access to technology and enhance their life prospects.

Inside the lab, students showcased a diverse range of the computer applications they have been working on. They displayed their skills in coding and programming, demonstrated the use of a moon atlas for studying astronomy and explained how computers aided their learning about the African continent, utilizing maps as part of their civics subject. They also highlighted their use of an English-Swahili dictionary to expand their vocabulary in English and demonstrated report generation on Microsoft Excel.

Mihir commented “Seeing the students’ excitement as they demonstrated their coding and automation projects was incredible. Hearing them speak enthusiastically about learning new skills and sensing their optimism about building a better future was truly uplifting. This trip reinforced that rural communities across the globe persevere and thrive despite everyday challenges. Let us support young people pursuing education and technology to unlock their potential. Together we can empower emerging generations to create positive change.”

Camara Education Ethiopia signed a new project agreement with the Federal Ministry of Education

July 17, 2023

by Sean Miskelly Ethiopia Partnerships

Camara Education Ethiopia recently signed a new agreement with the Federal Ministry of Education (MoE). The project, titled “Unleashing the Power of ICT in Ethiopian Schools: Improving student learning outcomes and building the capacity of educators through ICT integration from 2023 to 2028”, aims to continue and expand our collaboration with the MoE for a further five years.

Through this new project, Camara aims to:

Equip 875 rural schools with 35,000 computers – 35-40 computers per school – loaded with local curriculum-aligned content and innovative learning platforms.
Train 9,450 educators
Impact 790,000 learners

In addition to offering the support provided in previous agreements for project schools, there have been some additions in this agreement based on our learning over the past few years:

Additional refresher Training to be provided after one year
Scheduled Maintenance after one year
Improved computer specifications to meet current needs
Updated content from MoE and others
35-40 PCs per school, as number of PCs was found not to be enough in schools vs number of students
On request from Camara, the agreement contains further details on the removal of Ewaste from schools previously supported.

Our local team in Addis Ababa unpacks and thoroughly tests the refurbished computers we ship out. They install an open-source operating system (Ubuntu) and load educational software and content aligned to the national curriculum and in local languages on each computer. All the computers are also loaded with an offline version of Wikipedia, creating an extraordinary learning resource for schools which often have no library books and limited internet connections. And most important of all, the computers are installed with PDFs of Ministry of Education textbooks covering the entire school curriculum. Textbooks are in very short supply in many of Ethiopia’s 40,000 schools, so this alone is a crucial resource, enabling students to access information even in areas where the lack of good internet connectivity can mean they have no or sporadic access to online content.

Our technicians travel to each school and kit out a fully functional eLearning centre, installing cabling and anti-surge protection along with 35-40 refurbished computers.

A critical element of our programme is to actively train both school management and teachers to ensure they have the necessary digital skills to maximise the use of the eLearning centre in their school. Follow-up training courses are provided to ensure progress continues and targets are achieved.

Kidist Mulat during training at Semera Girls’ Boarding School

Camara Education and British Council Ethiopia

July 10, 2023

by Sean Miskelly Ethiopia Partnerships

Educating the Whole Family

Camara Education Ethiopia, in collaboration with the Ethiopian Ministry of Education and British Council Ethiopia has installed e-learning labs in seven schools in Afar province and 14 in Amhara. Each computer is stocked with resources and programmes that work off-line.

The labs aim to build skills and confidence for female students. Gender and girls’ club members will be prioritised for using the labs and teaching their peers, raising both their status in the community and achievement levels.

“If the girl is educated, the whole family is educated”

Kidist Mulat

Kidist Mulat leads the gender club in Semera Girls’ Boarding School. This large, clean, well-organised school sits on the outskirts of Semera, the capital city of Afar. Students in Kidist’s school come from the whole Woreda. Though the school is only for girls, they still face many cultural challenges due to their gender.

There are a lot of cultural challenges around our school due to gender. The culture is that the parents will give their female children for marriage early and then they may also have a child too early. The families will arrange this without the daughter knowing. Then they will stop school.

Kidist explained how female students are eager to join gender club seeking their support if they face early marriage. Semera Girls’ Boarding School accepts students from grade five to ten. Students in their gender clubs are high achievers, “Because, they have the capacity to share ideas with their communities and change the feeling of their local culture”.

A Nurturing Community

The students in Kidist’s school form a close-knit supportive community. They may arrive with different mother tongues but learn English and Amharic, “They sleep here and talk together in the dorms and other communal areas.” Visitors are not usually allowed inside the compound, and if they come are met only at the gate.

If a student is unwell ‘student police’ support them, checking on them and finding out the issue. There is an open approach to consequences of periods, with sanitary towels provided. For discipline issues students may be asked to take on garden watering tasks.

The school wants to build the confidence and strength of female students. Along with this close supportive environment female role models are invited in to share experiences. The gender club leads these activities and is vital to helping students through issues they face from families and the community.

If the students have family nearby who want to make their girls have an early marriage the gender club will invite them into the school, encourage them to change their mind and explain why this should not happen. They even took one family to court to stop an early marriage.

Educating the next Generation

Kidist thinks the main priority for education should be raising access to technology, “It’s a big chance for us to show the wider process of technology to our students”. But her concerns about female students accessing education remain. The answer, she believes, lies with the influence of religious leaders.

We need to raise the awareness of religious leaders about the use of education and learning for girls. It’s the female student who will become the child bearer and have a family. If she’s educated her whole family and the next generation will also be educated. The society in Afar accepts the opinions and words of religious leaders more then the government.

Learning through Technology

Students who arrive from rural communities might not have had any exposure to technology. The school had very few computers before the new e-learning lab, not enough for the students to use themselves.

We learn through paper and blackboards now. But using computers motivates students; they have much more interest in using digital media. They learn more in a short time when using computers and phones. They can work for hours, much longer than when they use traditional materials.

Kidist sees digital literacy as adding value throughout her students’ lives. “Alongside their education they can work – they can do administrative tasks, becoming experts and working alongside their education.”

Technology also helps their family see their skills and think of them as valuable. It makes their academic performance greater and society sees their skills and values them.

Supporting Dreams

Kidist’s view reaches much further than the school walls. “I want to make society aware of the value of education, especially the community outside of the town.”

If the girl is educated, the whole family is educated; she will look after her children well and send her daughters to school. If she is aware of education she can stop her daughters from being victims of FGM. One educated female means four to five educated people in the family.

Kidist’s dream for others is reflected in her personal aims “I want to keep being educated, I want to achieve a doctorate. I want to help others through this especially in the rural areas”. She believes education is a right for everyone, and students should be fully supported to follow their dreams too. Empowering female students through digital literacy is one large step towards this.

My dream is seeing my students reach the top level of achievement in their whole lives. That would make me very happy. To reach their full potential in life, work, family and health.

Turning Roses into Computers

June 30, 2023

by johnfisher Ethiopia Girls' education Partnerships

Sher High School in Ziway, Ethiopia, has received not one but two brand-new e-learning centres, thanks to generous funding from the Dutch Flower Foundation and Afriflora.

Afriflora/Sher Ethiopia grows, harvests, grades and packs roses at three farms, the largest of them on the shores of Lake Dembel just outside Ziway. Between 2.5 and 4 million roses are processed every day and transported to Europe for further distribution. This makes Afriflora/Sher Ethiopia the largest rose grower in the world and the biggest supplier of roses in Europe, as well as a major foreign currency earner for Ethiopia. Around half of the students at the Ziway Sher High School are children of Sher employees.

Camara installed 50 computers and two servers in the two centres, and our trainers spent a week training 26 teachers on how best to use the computers to deliver the curriculum and giving advice on basic maintenance. We’ll also provide ongoing support. Camara’s computers run on the Ubuntu open-source operating system. They are pre-loaded with a range of educational software, from simple games to specialized Camara Learning Studio resources for maths and science. All computers are also loaded with an offline version of Wikipedia, creating an extraordinary learning resource for schools with limited internet connections. And most important of all, the computers are installed with PDFs of Ministry of Education textbooks covering the entire school curriculum. Textbooks are in very short supply in many of Ethiopia’s 40,000 schools, so this alone is a crucial resource.

The Dutch Flower Foundation (DFF) aims to improve the living conditions and well-being of people in need and in particular children. They focus on countries where Dutch Flower Group (DFG) companies are active with an emphasis on connected community projects. Through the activities of DFF, DFG gives substance to its responsibility for the world in which we live.

Hundreds of students will benefit from the new computers according to Sher School director Mr Negusse Aga: ‘Computer-skills are extremely important for our students. Sher schools have an excellent reputation in Ethiopia. Almost all the students qualify to attend universities. New computers enable us to uphold our reputation and open the digital world to our students. On behalf of the students and teachers we would like to sincerely thank DFF and Camara for their highly appreciated contribution in this project.’

Dell Technologies Partnership update

June 2, 2023

by John Fisher Ethiopia Partnerships

The second phase of our latest project in partnership with Dell Technologies in Ethiopia was completed in April, as the tenth school was connected to the server at Camara Ethiopia’s offices. This project allows us to remotely monitor the eLearning centres at these ten schools, in addition to the five that were beneficiaries of the first stage of the project.

Each school has been furnished with a networked eLearning centre equipped with 25 desktop computers. In addition, Camara provides teacher and leadership training to promote stakeholder engagement, as well as access to Camara Learning Studio via the server, supplying curriculum-aligned content for maths and science classes for students in grades 9 through 12. Our technicians provide support and use the server to track and evaluate learning outcomes by analysing usage data on the Dell server.

The principal aims of the project are two-fold: to improve teaching quality through training; and to enhance students’ experience, academic results and life chances with digital education.

Each school has been furnished with a networked eLearning centre equipped with 25 desktop computers. In addition, Camara provides teacher and leadership training to promote stakeholder engagement, and access to Camara Learning Studio via the server, supplying curriculum-aligned content for maths and science classes for students in grades 9 through 12. Our technicians provide support and use the server to track and evaluate learning outcomes by analysing usage data on the Dell server.

The principal aims of the project are two-fold: to improve teaching quality through training; and to enhance students’ experience, academic results and life chances with digital education.

Teachers’ Professional Development will lead to:

Improved teachers’ capacity (both contents and pedagogy) in teaching Science, Mathematics and English subjects with IT
Improved teacher motivation and interest in the teaching profession

Provision of the networked lab and usage monitoring will lead to:

Increased classroom interaction in the teaching and learning process
Decrease in student dropout rate
More efficient management of the ICT infrastructure and resources resulting in more effective eLearning centre utilization

The schools involved in the second phase are:

MISRAK GOH SECONDARY SCHOOL
DON BOSCO DILLA SECONDARY SCHOOL
HARAMAYA SECONDARY SCHOOL
LIDETA CATHOLIC CATHEDRAL SCHOOL
DR. HADDIS ALEMAYEHU SECONDARY SCHOOL
ADDIS ABABA BETHEL MEKANE YESUS SECONDARY SCHOOL
KOMONA SECONDARY SCHOOL
HARAMAYA UNIVERSITY MODEL SCHOOL
DIMTU SECONDARY SCHOOL
BULBUL SECONDARY SCHOOL

While we continue to offer support to the five schools from the first phase:

SHIMELIS HABTE SECONDARY SCHOOL
ASSAI PUBLIC SCHOOL
NATIVITY GIRLS SCHOOL
BASSO SECONDARY SCHOOL
ST. JOHN BAPTIST DE LA SALLE CATHOLIC SCHOOL

Teacher Andualem Tsegaye praised the scheme:

Andulem Tsegaye, ICT teacher at Don Bosco School

“I have been an ICT teacher at Dilla Don Bosco Secondary School since 2005. Now that we are using the new eLearning center based on a timetable, we are noticing a gradual improvement in academic results and students are happier to learn thanks to the Camara computers. They are also more motivated in enhancing their education.”