Stage 3: Proof of Concept
Education, Technology, Entrepreneurship and 2 MoreSEE ALL
Education, Technology, Entrepreneurship, Refugees and Humanitarian AssistanceSEE LESS
Greece, Jordan and Kenya
Greece, Jordan and KenyaSEE LESS
Countries Implemented In
Funds Raised to Date
Research, including our own survey amongst refugee youth, shows that there is a clear lack of accredited, flexible and accessible opportunities to gain a secondary education, in particular for girls, whose education may not have been prioritised by their families.
Sky School offers open, accredited secondary education opportunities to displaced learners through a blended online / offline learning model. Our curriculum is co-designed with and tailored to the needs of refugee learners, and will be accredited by UWCSEA, a Singapore based international school and CIS (Council of International Schools). The curriculum takes into account psychosocial needs and focuses on developing the skills that students need to work and thrive. Delivering education via a blended model ensures greater access and flexibility and the ability to scale without compromising on quality. Teachers record lessons and offer content via an online platform (provided by our partner Aula), which students access via mobile. In local learning hubs, trained team-leaders facilitate learning and guide students through the programme. Students who complete the programme will have access to further study, training and work opportunities.
Jehan is 17 years old. She fled from Damascus, Syria, to Amman, Jordan a year ago. She was unable to enrol in education in Jordan as she did not have her passport or previous school transcripts. She works part-time to support her family, and has few prospects of returning to education while in Jordan.Our primary target group is young people like Jehan: aged 16-25, whose education has been disrupted because of conflict and who are not enrolled in secondary education. For our pilot, we will work with 500 young people in Amman, Jordan and Kakuma camp, and a number of students who will study online. We aim to serve at least 10,000 learners by 2020: at least of 50% of whom will be girls. We will measure success in terms of the number of students who both enrol in and complete the programme and who gain opportunities following their time with us. We will also measure the soft and hard skills that students develop through the programme.
Mission and Vision
Sky School is working with refugee learners, as well as schools and educators around the world to develop secondary level courses which will lead to a recognised high school diploma.
Sky School is designed to be flexible and adaptable, and we will be able to implement programmes in contexts of recent and prolonged displacement. Our pilot project will take place in two locations: Amman, Jordan (focusing on urban refugees) and in Kakuma Refugee Camp in Northern Kenya. The pilot courses will be delivered in English and Arabic. In our scaling phase, we would like to extend our impact to other key refugee hosting countries such as Lebanon, Turkey, Uganda and Tanzania. The curriculum will be changed according to each location and demographic, both in terms of language as well as well as the material that students study.
Most organisations will look at the physical structures in terms of safety and as HODI our is unique as it looks at the soft skills for the girls to deal with issues that affect them. The girls in Marsabit and other northern Kenya regions face major constraints affecting their safety during conflicts, droughts and also traditional systems that makes the parents restrict movement of the girls. In an extremely difficult situation we managed to pull together a team of girls to play football. This has helped girls cope on their own when found in unsafe places. Breaking the silence is an award winning intervention for social inclusion, we have used it for the past 5 years and we would like to upscale and share with the world. Especially those affected by different emergencies. We tried working with girls alone and it backfired so we had to engage the parents and the communities just to ensure safety of the girls is guaranteed. Using peer educators is a key underlying factor for success.