Leveraging AI for Transformative Education

Written by BEC member Team4Tech (Jody Britten, Head of Research and Innovation, Team4Tech, and Paul Atherton, Fab Inc.)

Artificial intelligence (AI) continues to emerge as a possible solution to many of our greatest education challenges. The community of thought leaders at Ai-for-Education.org are working to revolutionize how education can harness the power of AI in safe, sustainable, and supported ways. 

The vision for Ai-for-Education.org is to ensure equitable access to AI’s potential to improve learning—inclusive of all children and teachers, irrespective of their socioeconomic status. Traditional education systems often struggle to meet the diverse needs of students, resulting in unequal learning opportunities. We are collaborating to guide the development of AI educational tools in low- and middle-income countries (LMICs), and are investing in AI development, supporting innovations, and helping to facilitate necessary conversations to ensure that AI use and access does not create further inequity for educators and learners globally. 

AI for Education has engaged stakeholders through open facilitated discussions, making every effort to encourage open and accessible global conversations. To date, stakeholders have included educators, NGO leaders, policymakers, professional organizations, thought leaders, and EdTech and AI developers from the private sector. 

Drawing from our convening on AI & Assessments, our work has resulted in critical findings, including: 

1. When we talk with stakeholders about how AI can help plan and develop fair, valid, and valuable assessments for teachers, learners, and other stakeholders, there is clear evidence around three shared concerns. We can organize those concerns into three consistent focus areas: accuracy, transparency (or explainability), and scalability. 

a. Accuracy focuses on how well AI performs when predicting or classifying data and helping us draw conclusions about student learning. 

b. Transparency focuses on our ability to understand and interpret the decisions or predictions made by AI models so that we leverage human oversight without replicating human errors. 

c. Scalability is the ability of the AI system to efficiently expand its operations and adapt to the increased scope and complexities that come with growth. As such, we need to ensure that  AI tools are transferable, contextually and culturally appropriate, and equitable regarding associated data and training costs.

2. Stakeholders have identified technical challenges with using AI for marking, analyzing, and improving learning. While there was agreement that using AI for assessing and evaluating student work will free teachers from a time-consuming task, we need to think more about using freed-up time to improve the quality of learning. Stakeholders have also shared the potential for AI to support the analysis and understanding of assessment data on a larger scale (including multi-country or multi-context issues). The development of tools to support AI in assessment presents an opportunity to rethink typical modes of student assessment. Stakeholders also consistently identified the financial barriers to using AI, including data analysis and high infrastructure costs to operate AI assessment tools at scale. 

The potential is vast. We recognize the need to prioritize as a sector, directing our efforts into investing in the ideas and tools that hold the most promise. After diving deep into assessments, we stepped back and hosted a working group discussion on practical ideas of how AI can enhance education. Using AI tools for translation and personalized learning emerged as the top priorities for our community. Does this resonate with your experience and context? Building on the discussion, we have put out a long list of ideas on how AI can help with education. Please cast your vote at https://ai-for-education.org/use-cases/. 

We continue to share ongoing training opportunities and community discussions around the work of AI in Education with educators through the Team4Tech Global Community of Practice. Educators and nonprofit leaders working to serve learners in under-resourced communities are welcome to join the community and learn more about the resources we are generating to ignite the use of AI to support access to quality education. 

Integrating AI in education represents a paradigm shift in how we approach teaching and learning. By addressing education challenges, providing innovative solutions, contributing to the advancement of education, and enabling adaptability, AI can transform the educational landscape and unlock the full potential of every child. Through our work at AI-for-education.org, we are proud to be at the forefront of this transformative journey benefiting learners worldwide. We invite educators and innovators to get involved and help us create positive futures enhanced and empowered by AI. Are you interested in sharing your expertise? Join the conversation at https://ai-for-education.org/get-in-touch/.

Inclusive Education for Marginalized Girls in Malawi: What Worked in Link Education’s Leave No Girl Behind Project

By BEC member Link Education. Written by Clement Mwazambumba, with introduction by Dr. Samantha Ross.

Link Education’s TEAM Girl Malawi[1] UKAid-funded project[2] has drawn to a very successful close. 77% of the highly marginalized participants can read, write and understand and use maths; 74% have stronger sexual reproductive health and life skills; over 1,000 returned to primary school, 1,115 graduated from vocational training in tailoring or hairdressing, and 1,902 gained entrepreneurship skills. 13% of the girls had some kind of disability. These girls, who were being left behind, had never been to school or if they had, had not gained foundational skills, were finally able to thrive – 88% of the girls ‘agreed a lot’ that participation in TEAM had helped their future.

TEAM has demonstrated an efficient and effective inclusive model that can deliver quality education in a non-formal setting to the most marginalised youth, including those with disabilities, supporting the Government of Malawi’s commitment to provide 12 years of education and to reach the most vulnerable. Globally, TEAM delivers several of the World Bank’s ‘Great Buys’ and ‘Promising Buys’ as listed by the Global Education Evidence Advisory Panel framework.

We have identified six drivers that led to TEAM’s success and suggest that these should be embedded in all holistic programming.

Learner with baby in a community-based accelerated learning centre, Malawi

1.      Partnerships: work alongside other national education programmes, district education and welfare officers, primary schools, disability organisations, community groups, village leaders and local businesses to holistically support learners. For example, community members conducted home follow-ups on absenteeism and mapped solutions; disability organisations and government departments conducted assessments and developed support networks.

2.      Community-driven: build on community knowledge, resources and vision. Communities identified and managed learning centres and ensured spaces were safe, appropriate and accessible; utilising community resources kept costs low; child-care provided by mother groups enabled young mothers or carers to attend; and community messaging promoted value of education and child protection.

3.      Safety and protection:  develop comprehensive community-led safeguarding systems that involve girls, boys, parents, husbands, facilitators, schools, village leaders and district teams to ensure learners feel safe and supported.

4.      Adaptive and flexible: create an enabling, inclusive environment so all participants succeed. For example differentiated learning plans; facilitator guides that focused on inclusion and relevance; class times negotiated around learners’ other responsibilities; and crucially an environment that continuously listens, reflects and responds whilst using data to drive evidence-based adaptations.

5.      Build agency: listen to participants and recognise their own visions and abilities whilst nurturing self-esteem, decision-making and foundational skills to they can choose their own next steps.

6.      Value for money: keep costs low and promote sustainability by working within existing systems and structures at government, civil society, and community level; establish innovative linkages for more efficient delivery such as child protection.

You can see a short video summarizing the project here.

You can read the TEAM Girl Malawi Final Reflections Summary Report here written by the Girls’ Education Challenge fund manager.

Read on to hear more from Clement Mwazambumba, District Manager from 2018 to 2023 – the lifetime of the project.

---

TEAM Girl Malawi supported over 5,000 10 to 19-year-old, highly marginalised and out-of-school girls with diverse needs such as pregnant girls, breastfeeding girls and girls in early marriage. The project worked across one urban and two rural districts in Malawi (Lilongwe urban, Dedza and Mchinji). In these regions, there was an above average rate of girls’ dropout, grade repetition, orphans and child-headed households.

Complementary Basic Education graduate learning sewing skills, Malawi

My role involved coordinating with staff from partner organisations and external stakeholders such as the government and other CSOs.

From the outset, our objectives were to support girls to get reading, writing and numeracy skills. For many of us who were working in education, this was not new. However, inclusive education – making sure we were also supporting girls with disabilities and other challenges – was new. Our early screening process helped us to understand the barriers these girls faced. We talked to the girls and their parents as part of the process. As a result, our understanding of how best we could help the girls, along with our objectives, became a lot clearer. It also encouraged us to engage experts with experience of working in inclusive education and child protection.

One of the first challenges we faced was explaining our scope to the communities – what we were trying to achieve, and what we could and could not do. We needed to engage parents and get them ‘on board’ but explain that we would not be tackling everything at the family and community level. There is a lot of hunger and poverty, and sometimes families need their children to work. It is difficult for them to prioritise education. So, we kept talking and talking to families and began to gain some consensus.

Indeed, the engagement of many parents was extremely heartening. There was great cooperation and enthusiasm from many of the parents whose children had not had an opportunity to go to school – particularly those with disabilities. Some parents even joined lessons to see for themselves what was happening – and during COVID-19 closures a number of parents contacted us looking for information on how their children could continue to be educated.

Learner with disabilities being given individual support, Malawi

The parental enthusiasm was a great boost for us and when these children went through the programme, when they improved – even in their ability to socialise with peers and staff – it was very exciting for parents, but it was also an enriching experience for us.

In terms of other achievements, I think we were successful in getting girls through the educational content, particularly with the impact of COVID-19. We started with seven subjects but had to rationalise these so that we could get through as much as possible. I believe the learners received the best education and learning environment possible.

One thing that could be enhanced in future programmes is the training of facilitators. Many of them did not have the same skills as teachers, particularly in teaching diverse classes with children with different needs. This improved with each cohort but more online training or refresher courses could be included with more time and resources.

I believe that we have started a good dialogue about the educational needs of marginalised girls at many levels – within communities and with government structures in the three regions. We have also brought inclusivity to the fore.

On a personal note, this has been the most enriching experience. I had a background in education and working with schools, but this has gone beyond education. I have experience and depth in other areas, such as safeguarding and inclusion, that I will be able to put to good use in the future.

Smiling learner with baby in a community-based accelerated learning centre, Malawi

[1] This is a link to a summary of the endline findings.

[2] The project was funded by FCDO’s Leave No Girl behind portfolio, part of the Girls’ Education Challenge

Students’ Welfare in the Center: Creating Safe, Inclusive, and Healthy Environments

By BEC member Luminos Fund

In a Luminos Fund classroom in Ghana, students gather in a circle around the Luminos Program Coordinator, Suwaida Aziz. Students eagerly raise their hands to answer questions as Suwaida leads the class through “Your Promise,” a story for Luminos students to help them understand their rights and what to do if they have any concerns. Today, students listen to the story of Alpha, a child who has learning difficulties and sometimes mixes up his numbers.

“Can we learn if we have trouble writing?” Suwaida asks the class, prompting a series of hands to fly in the air. This short story about Alpha emphasizes inclusive learning and celebrating children’s unique differences.

At Luminos, we have the privilege of supporting vulnerable children every day through our catch-up education programs in Sub-Saharan Africa and the Middle East. In just one year, the Luminos program helps formerly out-of-school children learn how to read, write, and do math through a joyful, activity-based curriculum. At the heart of our mission is a firm commitment to protect children from harm. In the Luminos program, we have a zero tolerance policy for abuse of any kind. Students’ well-being is a top priority. Not only is it a fundamental right of all children, but it also helps them to learn effectively.

“We not only teach and support students, but we also train and engage teachers, parents, and community members to ensure all students have a safe and inclusive environment and experience joyful learning,” says Corina Wornee, Luminos Global Safeguarding Lead and Liberia Senior Program Manager.

“By including the entire community, we ensure that everyone is more mindful of the well-being of their children. And Luminos is ensuring that learning is happening in a safe, joyful, and welcoming environment.”

Luminos takes a three-fold approach to ensure our student’s well-being: 1) safeguarding students’ welfare through extensive child protection training, 2) creating inclusive classrooms, and 3) supporting students’ health.

1.      Safeguarding Student’s Welfare

We prioritize the well-being of our students by ensuring that staff are well-trained, students are educated about their rights, and there is a well-defined process to address any concerns. In all Luminos program locations, staff and teachers receive child protection and safeguarding training created by local and international specialists.

In these training sessions, we thoroughly review the Luminos Child Protection and Safeguarding Policy, covering topics such as child rights, classroom management, types of abuse, inclusive and gender-responsive teaching, and safeguarding with parents and the community. These sessions are designed to be interactive, providing teachers with frequent opportunities to apply new knowledge through case studies and role plays.

We also involve parents and community members as a holistic part of our child safeguarding strategy. Relevant topics are addressed in initial meetings with parent engagement groups before the school year starts and are woven into monthly meetings that teachers hold with parents throughout the year. Luminos strives to ensure all parents have a clear understanding of our safeguarding policy and their roles, and that they feel that the Luminos team respects their culture and rights to guide their child.

Finally, we make sure our students are educated about their rights so that they can build the confidence and skills to help protect themselves and their peers. Lessons are delivered throughout the year through a narrative format, using “Your Promise.”  Lessons are reinforced throughout the year.

2.      Inclusive Classrooms

All children learn best when they are happy. Ensuring all students feel included and able to fully participate in class is essential for providing a joyful learning experience. To that end, we prioritize inclusion in every facet of the Luminos program, from teacher recruiting and training to classroom instruction. Reinforcing the belief that all children are capable of learning is critical. We also train teachers in gender-responsive teaching and work with parents to support girls’ learning by addressing gender-related topics in our parent engagement meetings. Our pedagogy intentionally includes using multiple techniques to engage students and present information in a variety of ways, maximizing learning for all students, regardless of background and learning needs.

3.      Healthy Students

We recognize that good health supports students in having enjoyable and successful learning experiences. Health information is often limited in the communities where we work, so Luminos integrates some health education into our daily curriculum. Topics include common diseases, hygiene, nutrition, the human body, and substance abuse, among others. In places where there is significant food insecurity, Luminos also provides a free hot lunch to our students, helping them stay healthy, concentrate better on their lessons, and serving as an additional incentive for enrollment and attendance.

Through this three-fold approach, we prioritize our students’ safety and well-being, allowing them to fully engage in our classrooms and experience joyful learning firsthand.

“Placing student welfare at the center of everything we do is part of Luminos’ DNA,” Corina notes. “It is only after ensuring students feel safe and included that joyful learning can occur, allowing students to build foundational reading, writing, and math skills.”

To learn more about Luminos’ approach to making learning joyful in our classrooms, explore the full Joyful Learning element of the Luminos Method!

---

About the Luminos Fund:

The Luminos Fund is an international education nonprofit that provides transformative education programs to thousands of out-of-school children, helping them to catch up to grade level, reintegrate into government schools, and prepare for lifelong learning. In just one school year, we teach students to read and do math – to learn how to learn – through a joyful, activity-based curriculum.