"Rise For The Planet: Lilliane Namala’s Mission to Transform Education for All"

Can you tell me about your project related to education? What was its main goal?

Rise for the Planet is a project that aims at empowering students to take action in climate change through education, awareness and community engagement.

The main goal is to have children and youth' voices amplified for a sustainable future.

What motivated you to focus on this particular education issue for your project?

As much as we have and education problem in the world and even in my own country, my focus was on how can we utilise these institutions on promoting education and accelerate the SDGs. Yes I agree that we need to improve education delivery and adjust our current model of curriculum to be relevant to the needs of Africa and the challenges we faced in this century, however we also need to use what is working and currently in order for us to address the needs we need to include our scholars and students as they are the once facing these unprecedented challenges such as poverty, lack of opportunity, sanitation and quality education.

I looked at teaching and research as a fundamental component to help is with the progress and the trajectory of what is the current state and how do we resolve the challenges we are faced with on a national level. Secondly how to we use our institutions to promote change in regions where war, conflict, climate disruption is becoming the root cause of displaced and reducing access to education setting millions of people behind and results into lack of education.

We need to hold governments and the international community accountable, as many students ends up not having the opportunity to exceed the educational ambitions because of the geopolitical agendas. There needs to be mechanisms set in place to prevent that education does not become eradicated or even a target because we can’t afford to destroy lives and dreams of civilians who bear the burden of conflict.

So to answer your question on what inspired me to tackle this issue on education, because I believe SDG 4 is a catalyst SDG to ensure that we can reach millions if not billions of people through our research and teaching methods.

Can you share some of the activities or actions you took as part of your project?

Some of the activities included:

i) Nursery bed preparation for tree planting in community schools

ii) School debate competitions on SDGs

iii) Essay writing inter-class competition

iv) School club on climate change formation.

How did you and your team work together to make your project successful?

We spearheaded a meticulous 3-month strategic planning phase, meticulously outlining activities and timelines to ensure a cohesive and focused approach. Each team member was then empowered with clearly defined roles and responsibilities, leveraging their unique strengths and expertise to drive the project forward. Through open communication channels and regular feedback sessions, we fostered a culture of transparency, accountability, and continuous improvement, allowing us to adapt and refine our strategy as needed. Moreover, we made a conscious effort to celebrate and harness the power of diversity and inclusion, embracing the rich tapestry of individual differences, backgrounds, and perspectives that comprised our team, and creating a truly collaborative and inclusive environment that propelled our project to success.

Did you face any challenges while working on your project? How did you overcome them?

Of course, the project encountered some challenges:

i)Navigating the intricate landscape of our school's procedures and protocols presented a significant challenge for our project.

ii) Ensuring compliance with administrative requirements, aligning with curriculum standards, and securing necessary approvals required meticulous planning and coordination.

iii) Also, managing the diverse needs and expectations of stakeholders, including teachers, students, and parents, demanded a deep understanding of the school's ecosystem and a commitment to inclusive decision-making.

To overcome these complexities, we employed a structured approach, establishing clear project timelines, milestones, and deliverables. We also fostered collaborative relationships with key stakeholders, engaging in regular dialogue to ensure that our project aligned with the school's strategic objectives and values. Moreover, we demonstrated a steadfast commitment to our project's goals, persevering through setbacks and challenges while maintaining a solutions-focused mindset.

By embracing the school's procedures and protocols as opportunities for growth and learning, we successfully navigated the complexities of the educational environment and delivered a project that positively impacted our school community.

What do you think was the most important thing you learned from working on this project?

The project highlighted the significance of amplifying student voices and empowering young children to become active agents of change by providing opportunities that foster them to share their perspectives and ideas for sustainable living.

Can you describe any positive changes or improvements you observed as a result of your project?

The project led to a noticeable increase in student participation and enthusiasm; they felt empowered to take ownership of their learning and contribute significantly to their community transformation.

Did you receive any feedback from your classmates, teachers, or community members about your project? If so, what was it?

Teachers commended our work in integrating environmental education in curriculum implementation and its ability to prompt critical thinking, problem solving and collaboration skills. This feedback not only validated our advocacy.

How do you feel your project has contributed to promoting education and learning among your peers or in your community?

Our project has made a tangible impact on promoting education and learning among my peers and in my community. By creating an engaging and interactive platform, we've inspired a sense of curiosity and enthusiasm for environmental sustainability and social responsibility. Our initiative has not only raised awareness about critical issues but also empowered students to become active agents of change, equipped with the knowledge, skills, and confidence to drive positive impact.

Through our project, we've also bridged the gap between theory and practice, demonstrating the real-world applications of academic concepts and inspiring peers to explore the connections between education and community engagement. Moreover, our project has fostered a sense of community and collaboration, bringing together students, teachers, and local stakeholders to work towards a common goal. Overall, our project has contributed to a more inclusive, engaging, and impactful learning environment, and we're proud to have played a role in shaping a more sustainable and equitable future.

What are your plans or ideas for continuing to work on education-related issues in the future?

Building on the success of our school advocacy initiative, we conducted a needs assessment that revealed a significant knowledge gap among teachers regarding the United Nations' Sustainable Development Goals (SDGs). To address this, we are excited to launch a comprehensive four-month teacher training program aimed at empowering educators to become effective SDG implementers and champions.

This capacity-building initiative will equip teachers with the knowledge, skills, and resources necessary to integrate SDG principles and practices into their teaching, fostering a culture of sustainability and global citizenship within our school community.