• Founder and Director of KinderKare Schools and Sycamore International School since 2004
• Program Development Specialist USAID/Uganda (Education and Health Department); and in other capacities for 11 years
• Administration and Research Department - Capital Radio and was among the pioneers of the station.
• Serves on two Primary School Boards.
• Author of Children’s books
• Education Consultant

• Doctor of Education (Ed.D) Global Executive, University of Southern California, USA
• MA, Social Sector Planning and Management, Makerere University Kampala, Uganda
• BA Social Sciences, Makerere University Kampala, Uganda
• Post Graduate Diploma in Early Childhood Education, with L2L Education Services, Uganda
• Certificates in University Teaching; and Diversity and Inclusion in Education with the Universities of Hong Kong and Glasgow, respectively.

• Assistant Governor, D9213 (2022/2023)
• Cadre Regional Coordinator, Sub-Saharan Africa (July 2017 to June 2023)
• Served on the Rotary International team of the Programs of Scale Advisors for BEL projects
• Cadre Technical Coordinator – Basic Education and Literacy for 6 years
• Club President, among other duties, in the Rotary Club of Kampala North
• Faculty, Rotary Leadership Institute
• Assistant District Learning Facilitator 2024/2025

• Teaching
• Curriculum and Content Development
• Leadership and Student Mentoring
• Teacher Training & Development
• Child – Centered Teaching Strategies
• Equity and Inclusion
• Student and School Assessments
• Public Speaking
• Recruitment
• Online teaching / learning
• Program Development & Planning
• Verbal and Written Communication

Danielle Harder is the immediate past-president of the Rotary Club of Whitby in Whitby, Ontario, Canada. She is also co-chair of the Food Truck Frenzy organizing committee and past chair of the Public Relations Committee. As well, Danielle is the volunteer communications director with the Canadian non-profit Honouring Indigenous Peoples, an organization founded by Rotarians.

While Calgary is known for its Stampede, my attending the Rotary International Convention in Calgary felt more like Nancy and Carolyn had placed me in a tropical paradise and said, “Tony, here’s a treasure map with a number of Xs. These mark all the spots where you will find amazing Rotarians who are supporting inspiring and impactful education projects around the world. Have fun meeting them while you are here!”

As it had been more than 15 years since I attended prior RI conventions (i.e., Barcelona – 2002 and Los Angeles – 2008), I had forgotten how powerful this event was – 15,000 attendees! – can be to remind one what a privilege and honor it is to be a Rotarian.

Two large Xs on the treasure map: BELRAG’s day-long pre-Convention Symposium (held in the architecturally resplendent Calgary Public Library) and the BELRAG booth in the education hub in the Convention’s House of Friendship Exhibit Hall. These spaces were magnets for nuggets of wisdom, inspiration, and collaboration from fellow Rotarians, saying: “Let me tell you about what my club is doing to advance local education opportunities in my community, in other countries, etc. How can we work together?”

These conversations were particularly rewarding to me as BELRAG’s STEM chair, and I had the opportunity to hear about so many Rotary-supported STEM initiatives. This included: clubs procuring and shipping STEM lab supplies and books; supporting offline digital content repositories (e.g., RACHEL, Teacher in A Box, Looma); and/or advancing digital literacy projects with in- and out-of-school youth.

I was having so much fun working at the BELRAG booth that Nancy successfully castigated me for not attending any of the convention’s opening and closing stadium sessions. It worked. I did manage to make two of these later in the schedule. Sitting among a sea of cheering Rotarians in a giant stadium with flashing lights, giant jumbotron displays, and notable guest speakers was quite memorable and moving.

It was also a treat for me to modestly help connect the dots between those individuals whom I met at the convention and who I then knew shared common project interests.

As I’ll be the BELRAG chair 2026/2027, I have already signed up to attend the RI Convention in Taiwan in June 2026. We are already starting to exchange ideas about BELRAG’s presence there, including possibly having an interactive education and STEM pavilion to take advantage of Taiwan’s digital reputation. Feel free to join us there.

The vision for Basic Education and Literacy at Rotary is that together, we seek a more equitable and just world in which all children and adults have access to quality education and lifelong learning opportunities that equip them with numeracy and literacy skills. This vision and the passion of members to make a difference motivated me, Sara Poehlman, to join Rotary in April 2025 as the Area of Focus Manager for Basic Education and Literacy Area of Focus and to continue to build on the work of Regina Fuller-White, former area of focus manager for basic education and literacy and BELRAG members.

The United Nations estimates that without additional measures, 84 million children and young people will be out of school by 2030 and approximately 300 million students will lack the basic numeracy and literacy skills necessary for success in life.  Recent cuts in national and overseas assistance budgets create challenges to resource and strengthen schools and outcomes for children and youth, especially for women and girls, and the most vulnerable people. These changes offer opportunities for Rotarians to step up their impact. Especially as BELRAG members, you have the possibility to increase our work for Basic Education and Literacy through service projects, engagement and advocacy to contribute to the acceleration of the United Nations Sustainable Development Goal 4: Quality education - to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Joining you at Rotary, I bring 25 years of experience in more than 40 countries tackling local and global issues in education, early childhood and peacebuilding. In the spirit of service, my education training began as a literacy volunteer and AmeriCorps member supporting children and families in homeless shelters and under-resourced schools in the United States. Decades of experience and collaboration enabled me to grow to become a bilingual literacy specialist, anti-bias educator, parent and teacher trainer and global leader in education. Positions with UNICEF, Save the Children and the Global Partnership for Education enabled me to build education systems, strengthen evidence and advocacy for children, develop child-friendly policies, deliver education projects, and rebuild schools and communities affected by war and disaster.

As we look forward to achieving our strategic priorities, we can look to the words of Rotary’s founder Paul Harris, "Whatever Rotary may mean to us, to the world it will be known by the results it achieves." I look forward to working collectively to increase our impact and build on the global work of Rotary that has emphasized the importance of getting children the numeracy and literacy skills they need while they’re still in school. With a vision that emphasizes collaboration, action-oriented service, and positive impact, we can make change on a global scale, within local communities, and even on the individual level. 

Throughout the process to develop the first Basic Education and Literacy Area of Focus strategy, Dr. Fuller-White and Rotary members reflected on how to best build on Rotary's legacy in education work and chart a path forward for stronger projects that lead to measurable outcomes for students and teachers.

Looking at past successes and future opportunities, our members are likely to succeed in service projects that address:

• Education and technology programs

• Teacher training

• Early childhood education

• Literacy and numeracy skills

These priority programs aim to focus our offerings, improve our ability to achieve and measure impact, and set members up for success. "Together, we see a world where people unite and take action to create lasting change — across the globe, in our communities, and in ourselves." Our Rotary vision offers a guidepost towards changes we can make in ourselves and our work within the Areas of Focus.

In particular, the Basic Education and Literacy strategy seeks to:

• Improve our monitoring and evaluation to better measure the results of our projects and build towards long-term projects

• Invest in priority programming projects and implementing projects that are based on evidence

• Expand connections across the areas of focus and our focus on gender and equity within education

• Increase opportunities for strategic partnerships and raise awareness of our work and results in the global education sector

The upcoming International Convention 2025 provides a great opportunity for us to discuss, learn and exchange so we can grow the reach and strengthen the impact of our joint efforts. We look forward to your engagement and providing support to move forward our objectives and bring quality education opportunities to your communities and children and adults across the globe.

Some of the critical outcomes of elevated levels of Girls’ Education include:

1. Better employment opportunities leading to greater levels of financial independence among girls. In the US, for example, the mean earnings for women in 2021 stood at $65,987 per year. However, there was a difference of $97,380 in the income of women with a high school diploma versus a professional degree, as per data available on Statistica.com. An extra year of secondary school for girls can increase their future earnings by 10 to 20 percent.

2. STEM and digital literacy as pivotal tools to access lucrative careers for girls. The global participation of women is much lower than men in the Science, Technology, Engineering, and Math (STEM) workforce. As per United Nations Development Program resources, “Skills in STEM (Science, Technology, Engineering, and Math) are vital tools for women to play a constructive role in tackling critical and urgent sustainable development problems, ranging from climate crises to food insecurity to gender-based violence.”

3. Rising graph of economic productivity in family, community, and society correlates with girls’ education. As per the United States Agency for International Development website (2017-20), if 10% more adolescent girls attend school, a country’s Gross Domestic Product (GDP) increases by 3%. Cutting down the school dropout rates, both for girls and boys, would increase annual GDP growth by 1 to 2%.

4. Better Health and Wellness Outcomes for Families, including mental health and substance abuse disorders. A child whose mother can read is 50% more likely to live past age 5. Increasing educational opportunities for girls and women leads to reduced domestic abuse and violence, and a reduction in the rate of social malpractices like child marriage. Education empowers women with an increased ability to promote a safe environment for children and young generations to thrive, as per credible studies and surveys that have been conducted on this subject.

5. Girls’ education can create greater awareness and agency among women to tackle climate change. As per an article by Christina Kwauk on February 10, 2021 issue of the Brookings Institute journal, women are more prone to extreme effects of climate change, and can tackle issues related to reproductive health, pro-environmental decision-making, and access to “green skills for green jobs” with a mode of education focused on environment. A detailed perspective on how organizations like Rotary International, UNESCO, and “Greening Education Partnerships” are promoting Climate Change Education in schools is available on multiple sites and online resources pertinent to these organizations. A detailed view of how Rotary, United Nations Children's Emergency Fund, and a cross-section of educational communities around the world are fostering sustainable living and biodiversity among global communities is accessible in pertinent editions of the Environment Sustainability Rotary Action Group (ESRAG) Newsletter.

If you are interested in serving on the Girls’ Education Professional Team of Experts or learning more about this Rotary Initiative, please reach out to Anu Narula, Girls’ Education Chair in the Basic Education and Literacy Rotary Action Group Board of Directors via email at: mylife2reinvented@gmail.com.

We need your help! Volunteers are needed to work the BELRAG booth in the House of Friendship throughout the convention. Just an hour, or two, or as much as you would like. It is a lot of fun and a great way to make new friends interested in basic education and literacy projects. You will experience Rotary at its best as you talk to visitors about their BEL projects and share yours with them as well. No experience is needed. Come join us!

Sign up here.

Thank you and we look forward to seeing you in Calgary!

As we all know, the Basic Education and Literacy Rotary Action Group (BELRAG) organizes a series of webinars every year to increase awareness about the pivotal role of Basic Education and Literacy (BEL) programs and projects as a vehicle of Rotary’s mission for empowering underprivileged communities around the world.  Some of these webinars demonstrate how emphasizing BEL projects can impact the quality of life and the pace of economic development among our underserved communities. In this evocative story written by Dr. Anu Narula, the Chair of the Girls’ Education Professional Team of Experts and a member of the BELRAG Board of Directors, readers can derive an analytical perspective on how Rotary clubs can embrace and act on Girls’ Education projects in which educated girls can have a transformative role as agents of change. This story raises awareness for girls’ empowerment through education and makes a call for action for Rotary clubs serving vulnerable communities around the world. This story makes a case for Rotary to play a role in making equitable opportunities for education available for the girls who are battling the discriminatory determinants of illiteracy that unfortunately continue to prevail in communities around the world.

On January 16, 2025, BELRAG invited a couple of experts on Gender Equality and Social Inclusion (GESI) to present on the topic of “Creating Truly Inclusive Education: Applying a Gender Equality and Social Inclusion Lens to Education Programs.” This webinar was presented by Edward Winter, a Senior Technical Advisor for GESI at World Vision’s US office and Ila Pant who works as Grant Monitoring, Accountability and Learning Specialist at World Vision International in Nepal. These two outstanding professionals, who represented World Vision, delineated the application of gender equality, social inclusion, and the theory of change to educational and co-curricular programs designed for girls in under-resourced communities around the world and in Nepal. These presentations examined how education programs can challenge the systemic norms and policies that limit the opportunities for girls, boys, and children with special needs to reach their optimum potential.

These two presentations, attended by Rotarians and BEL experts from around the world, besides Rotary International Grant Officers and BELRAG BOD members, created an understanding of the socio-cultural and political barriers that limit the access to quality education for girls and other marginalized groups and also showcased success stories of programs that have removed these barriers. Some of these barriers stem from poverty, unemployment, the rural-urban divide, and socio-cultural malpractices like the dowry system, child marriage, and discrimination based on caste and class. Edward’s presentation highlighted the significance of engaging both the men and women in the family to support education as a mode of financial independence for their children. Edward emphasized that it’s the children who define the quality of education rather than vice versa while using global examples of transformative educational programs.  

Edward’s presentation highlighted the need for women and girls, men and boys, and people with special needs to have equal access to the decision-making processes of educational systems and policies that will generate an environment of shared responsibility, collective participation, and mobilization of resources. Edward’s presentation shared a statistical analysis of the demographic, economic, and socio-cultural factors at play that cause gender inequality and social exclusion in education. Edward’s presentation demonstrated how using the GESI model of analysis can help us to identify the key issues and barriers that restrict girls, boys, and children with special needs from finding equitable access to meaningful and holistic opportunities for education.  

Ila’s presentation started with an emphasis on the need to ensure girls’ access to menstrual health practices and clean toilets and emphasized the significant need for engaging parents to play a role in curbing inherent gender bias and cultural norms that restrict girls’ access to qualitative education. Ila’s presentation demonstrated how a program called Strengthening Inclusive Education in Nepal (SIKAI) engaged in teacher training to train teachers on inclusive education, co-curricular activities, and child-friendly pedagogy both for girls and boys. This program also engaged parents to coach them in giving equal opportunities to girls and children with special needs while highlighting the need to address behavioral aberrations like bullying of girls. Ila highlighted the significance of extracurricular activities like martial arts training for girls and special needs children to boost their abilities and self-confidence.

Ila’s presentation cited statistical evidence of educational programs implemented in Nepal that triggered a jump from 5% to 91.4% in the number of parents giving their girls and boys equal access to education. Ila cited the effectiveness of teacher training programs that caused a jump from 12.5% to 98.3% in the surveys that were conducted to gauge the effectiveness of teachers’ involvement in giving equal treatment to girls and boys in different aspects of education. Ila pointed out that programs like SIKAI and Government programs like “Beti Padao, Beti Bachao” (Educate Girls to Save Girls) in South Asian countries like Nepal and India have proven to have a revolutionary impact on curbing socio-cultural malpractices like Child marriage and Dowry system while using Girls’ Education as an engine of girls’ empowerment.

Last but not least,  Ila shared a video that demonstrated how a program implemented in Nepal created the ripple effect of innovative education programs on the personality development of a girl named Ladli, literally meaning “the beloved.” In a poignant and powerful video, Ladli talks about recognizing her “inner power” as a result of a holistic model of education and talent inculcation to turn into a beloved figure in a conservative community. Ladli’s words in this video demonstrate how she played a role as an agent of change and empowerment who transformed the lives of as many as 1114 girls by inspiring them to get educated in an organic educational program called “Rupantaran,” literally meaning “transformation.”

My mind went back to my childhood spent in a small town amidst a conservative cultural environment in India where educating girls was not a priority or a norm in the rural areas of my home state. As a beloved daughter of parents who gave me the freedom to pursue the highest level of education as a vehicle for supporting my family and empowering an entire generation of girls in my role as a college educator, I feel grateful. I feel fortunate for a support system provided by my family, friends, and community members that enabled me to transcend the restrictive norms of gender roles to emerge as a confident woman and a college educator who could play a life-changing role, along with her colleagues, in the lives of girls and boys with the power of education. I feel equally grateful to Rotary for allowing me to grow as a human being, an educator, a writer, and an activist of “Service above Self” in my role as a Rotarian in D3054 and D3080 in India, starting in 1995. After migrating to the US and renewing my determination to be part of Rotary culture in the US, I feel grateful to be part of the culture of community service through Rotary in D6910, which enables us to touch and impact so many lives. Today, I feel honored and grateful to be a part of BELRAG and chair a Girls’ Education Team of Experts that is both brilliant and dedicated. Rotary also makes me feel whole and empowered as a mother of two who can join hands with her friends on the BELRAG Board of Directors to raise awareness on the need to promote Girls’ education, gender equity, and digital technology as tools of all-round development among communities battling illiteracy, economic deprivation and discriminatory socio-cultural norms around the world.

It’s not a cliché when we affirm that when we educate girls, we educate an entire family, and when a family educates an entire community, we see change happen all around us and it’s hard to miss the footprints of empowerment everywhere we see. My mind goes back to the Rotary International (R.I.) Convention in Melbourne in 2023, Australia where sitting next to my son Krishna, I heard and imbibed the visionary power of R.I. President Stephanie Urchick’s words when she recollected her visit to an Institute in India where bicycles and sewing machines were donated to young girls to support their access to means of livelihood, “That institute was a joyful reminder that when we empower young girls, they can go on to become empowered women who in turn empower and nurture an entire community.” Amen.

In BELRAG, we see, more and more often, the efforts made by Rotarians to work with groups of children who have not had opportunities to learn in the same ways most children worldwide have had. The school buildings are not structurally sound, the distance between home and school is very far, and the teachers who work with the children do not have adequate supplies or professional opportunities to improve their skills. Projects planned to correct these challenges can have positive, lasting effects on a community.

As Rotarians work in more remote Indigenous communities worldwide, we must consider the appropriate methodology and cultural sensitivity in our work with the communities, the teachers, and the students. Many Indigenous people continue to live as their ancestors lived, away from the norms of the broader worldwide communities. However, their lands have often been reduced in size, their languages decimated, their access to traditional food and food sources has become limited, and their value as a nation does not have the equal respect of others - both outside the community and sometimes within the community.

Looking at these communities through the lens of Rotary's values causes us to be resourceful, respectful, and cautious when introducing or emphasizing our values into an existing standing set of norms within the community in which we work. We often have groups of Rotarians and/or Vocational teams of educators trying to help isolated communities of teachers and students. It is much too easy to use the methodology of the rest of the country where this indigenous population now lives or the methods with which the Rotarians are familiar. This article offers some suggestions that are considered developmentally appropriate for the children, not only in terms of teaching methodology but also in terms of cultural norms.

We all like to learn in a pleasing environment, but not all children have this advantage.  Establish your respect for the culture by creating a more stimulating space using photographs, artwork, and spaces for dancing and singing.  Welcome community members to contribute and participate with the children.  These become opportunities for reading when you write out the words and do a choral reading with them.  Create illustrated songbooks or posters. 

When planning literacy activities, we begin with language. Our oral language skills develop from birth as we are exposed to conversations, laughter, and music within the home, whether directed to the infant or just normal chatter. Many children in indigenous communities have been introduced to two distinct languages, either in their homes or when they begin school.  This is considered an advantage in brain development because it has expanded that child's capacity to learn how language works. Still, it is critical to acknowledge and work with the children’s first language, which the community needs to keep alive.   While in the long term, reading and writing will probably be in the language of the broader community or country, it is still important for children to learn to speak and read in the language of their home community.  The craft and process of reading is about translating oral ideas to written text, so the language used can be either.  The real advantage of reading stories in a child's home language is that sense of belonging, a historical context, and, most importantly, accessing comfortable and familiar stories.  The community elders undoubtedly know stories through their oral traditions, which can often be documented and Illustrated for children to read.   What a great service Rotarians would offer a community if they could help elders write appropriate books for children and have them published for the children to read.

There are many ways for children to see their thoughts and ideas put into print. Their stories can be documented on chart paper, on loose-leaf pages, or as an accompaniment to their artwork. Printing some of the stories in book form would be a lasting legacy of a Rotary BEL project.  Acknowledging the culture and the language, with the support of the elders, adds an entirely different dimension to a literacy project.  Consider how this could also become a source of financial assistance to the project. There is always support for making culturally appropriate resources available for purchase. With the financial aid of local Rotary Clubs, there are many opportunities to expand on these ideas and build cultural bridges between the indigenous and non-indigenous groups.

Education begins long before a child attends a formalized school setting.  We learn to listen, speak, formulate, and articulate ideas. We learn the specialized language of mathematics, science, or conservation through hands-on, everyday activities at home. A child brings a wide range of resources to school with them, but teachers do not always respect a child’s learning process or the knowledge possessed and demonstrated by the child. Once children are at play, they use the opportunity to contextualize the vocabulary they have heard in their homes, communities, and schools. This is why in programs for young children, from preschool to kindergarten or first grade, it is important to allow children to expand their thinking and vocabulary in relation to the activity.  For example, if a child plays at a water table with little or no equipment, it is still easy to observe how the water moves when the table is bumped or slightly lifted.  When an adult or another child is available to identify appropriate vocabulary alongside the activity, children understand that relationship. Watching water move from one end of the table to the other when the end is lifted can lead to children understanding how ramps can be created to move materials faster and easier.  The idea of an inclined plane at this level can be physical, but the child does not necessarily need to know the scientific labels.  Some children will want to know the word, some will remember and use it, and some will just have fun with the movement. These are all activities that children can participate in with very few materials.

Setting up a home center in an early-year classroom allows children to enact relationships between, say, older members of the family and younger children, between parents, or between children.  Helping a community that lives in a slightly different way to the larger population of a country to validate their language, ways of thinking, and expressing themselves.  This strengthens the bonds between members of that community.  It will help children be proud of the culture they were born into.  Rotarians working in these communities should encourage the teachers of young children to incorporate child-rearing practices of the community and build those into the children's play, thus respecting the culture.  For example, children in Vanuatu or other Eastern island communities should have access to shells to create art similar to the art of adults in the community.

Research the culture and develop cultural adaptations appropriate to the children's needs. Let Rotary be known for its respect for the cultures in which it works. Partnering with local Rotary Clubs is critical in creating an international project that makes a difference.

In this story, Dr. Anu Narula, a member of the Basic Education and Literacy Rotary Action Group (BELRAG) Board of Directors and BELRAG Ambassador for District 6910, shares several book donation projects. Rotary clubs around the world can implement these projects at a relatively low cost to promote early learning and basic literacy through the love for book reading among elementary school children in our home districts and in global communities on the African continent.

1. ---

   Basic Education for Economic Growth and Reducing Poverty
   • Activity: Entrepreneurship Simulation
     Organize a classroom project where students create mock business plans for their community. Focus on problem-solving skills and writing proposals. Students can present their ideas to "investors" (teachers or peers).
   • Activity: Financial Literacy Workshop
     Teach basic budgeting and savings concepts through interactive games like “Design Your Dream Budget.

2. ---

   Education and Literacy for Transparency and Accountability
   • Activity: Role-Playing Civic Responsibility
     Students role-play scenarios about corruption and accountability (e.g., reporting misconduct). They can write persuasive essays or letters demanding fair practices.
   • Activity: Mock Election or Debate
     Conduct an election or debate around a classroom issue to emphasize fairness and informed decision-making.

3. ---

   Promoting Fairness and Reducing Inequalities
   • Activity: Equity Awareness Game
     Design a resource allocation simulation (e.g., dividing “classroom resources” unequally and then rebalancing). Discuss fairness and solutions.
   • Activity: Literature Discussion on Inclusivity
     Read stories that showcase diverse experiences and hold discussions about the characters’ challenges and strengths.

4. ---

   Informed Societies for Better Decision-Making
   • Activity: Media Literacy Exercise
     Have students analyze articles or news stories to identify facts, opinions, and bias. Create a classroom newsletter with researched, balanced reports.
   • Activity: Community Survey Project
     Students design surveys to gather opinions on a local issue, analyze results, and present recommendations.

5. ---

   Learning About Cultures for Acceptance
   • Activity: Cultural Exchange Day
     Assign each student or group a country to research. They create presentations including traditions, history, and language, fostering acceptance.
   • Activity: Storytelling Circle
     Invite students to share personal or cultural stories, focusing on lessons about respect and understanding.

6. ---

   Education for Problem Solving and Innovation
   • Activity: Problem-Solving Challenge
     Provide real-world challenges (e.g., environmental issues) and have groups brainstorm innovative solutions, presenting their ideas in a written format.
   • Activity: Collaborative STEM Projects
     Link STEM skills to literacy by having students explain their experiments or designs in detailed reports.

7. ---

   Building Communication, Collaboration, and Conflict Resolution Skills
   • Activity: Conflict Resolution Role-Play
     Practice resolving fictional conflicts through effective communication techniques. Students can write scripts for their role-plays.
   • Activity: Collaborative Writing Project
     Groups create a shared story where everyone contributes and negotiates the plot, fostering teamwork.

8. ---

   Strengthening Good Relations with Neighbors
   • Activity: Community Outreach Project
     Partner with local organizations to write thank-you letters or create informational posters about peacebuilding in the community.
   • Activity: Peer Buddy Program
     Pair older students with younger peers to read and discuss books that promote empathy and kindness.

9. ---

   Well-Educated Populace Contributing to Peace
   • Activity: Peace Ambassador Campaign
     Students create presentations or posters on how education fosters peace, emphasizing their ideas for improving education access globally.
   • Activity: Problem-Solving Roundtable
     Host a discussion on global or local issues (e.g., climate change, poverty) where students research and present solutions collaboratively.

By Vasanthi Ranganathan, a member of the Rotary Club of Ambattur, India; Rotary Positive Peace Activator; member of The Rotary Foundation Cadre of Technical Advisers, member of BELRAG, and member of the India chapter of the Rotary Action Group for Peace.

As Rotary celebrates the intersection of literacy and peace this year, I am reminded of the importance of understanding both negative and positive peace. In today’s world, where there is so much information overload, media literacy is crucial. Teaching nonviolent communication as part of our literacy efforts helps foster new perspectives and build leadership skills centered on peace.

I have always found peace and conflict prevention an exciting and rewarding space. As a Rotarian, a Rotary Positive Peace Activator, and a member of the Cadre, I have been privileged to help motivate others to dream, discover their full potential, and make a lasting impact on the world.

My journey in empowering marginalized communities and fostering peace began at an early age with simple acts of empathy – listening and mingling with those different from me. As an 11-year-old, I remember visiting a mental health care hospital, as my school program, to entertain the residents, and later became involved as a volunteer in the field of mental health. These early experiences, combined with engaging in sports activities with children in government schools, children whose parents were in prison, and orphans, taught me that working with youth in their formative years on inner peace translates into peaceful actions and behaviors.

At age 16, I married for love, crossing caste boundaries in a society where such a union was unheard of. Born into the highest caste, convent-educated, English-speaking, I chose to marry a man who was different, everything society objected to – tall, dark, non-vegetarian, and a school dropout. Together, we had two beautiful children, and our life became a mission to address poverty, empowering individuals to discover their potential, dare to dream, and deserve to win.

My first major step beyond India was pursuing management education at the University of Connecticut in Hartford, USA, as a Rotary Ambassadorial Scholar at age 30. Leaving my two young children behind, I embarked on a journey that opened my eyes to the world’s misconceptions about India – caste, dowry and gender-related abuses were often the only things people knew. It was surprising to learn that many Americans weren’t aware that India granted women the right to vote alongside men, long before the U.S. or even Rotary allowed such inclusion.

I continued my studies at the East-West Center in Hawaii, pursuing a doctorate in counseling and guidance. Practicum and internships in American schools, particularly with military populations, enriched my understanding of peace and education. At Hawaii, I was given the Makana award in 1988 for my work.

I went back to India in 1991, working as an educational and management consultant. After visiting Malaysia for consultancy, I introduced the Abacus learning method as an after-school support center for children ages 3-14. This method employs kinesthetic, auditory, and visual elements to increase a student’s speed and accuracy. We turned local resources into ventures that promoted access to education while also creating business growth and community development.

My focus has always been on fragile, vulnerable communities – children whose parents are in prison, victims of war, the dependent elderly, and stay-at-home women assigned that role by their culture. While advocating for inclusion at higher levels, I’ve learned the importance of teaching these individuals to seek and demand their rightful place. Gender discrimination has been a part of my journey, but I’ve gained confidence and strength through my leadership experiences.

Over the years, I’ve learned key lessons essential to any peacebuilder: the importance of engaging a local culture and involving the community so they can take ownership of an effort and not just remain passive recipients. When we seek to build a legacy by helping others improve their situation, we create peaceful communities that can carry on creating change.

Becoming a Rotary Positive Peace Activator for the Asia cohort has been an incredible journey. It opened up new worlds of work, introduced me to extensive peace curricula and resources, and exposed me to countless training opportunities. Networking with my Asia cohort team and connecting with activators from other regional cohorts has broadened my own personal vision and strengthened my connections, helping me learn and replicate models.

As a member of the Cadre, I’ve had the privilege of auditing and consulting on numerous global grants. My role often includes emphasizing the importance of inclusion and the eight Pillars of Positive Peace. Workshops train teachers in self-esteem and inclusion. These enable peers to work together in peace and allow parents and the community to serve as stakeholders in the education process. Teaching youth skills like negotiation, arbitration, and mediation equips them for creating a better future for themselves and others, one that recognizes that investment and productivity only happen in peaceful communities. 

Despite the challenges our world faces, I find motivation in the simple, constant rhythms of nature like the sunrise or the waves returning to the shore. These daily reminders encourage me to rise again, even after moments of despair. Education can transform lives, even if it’s just one child at a time, and there’s so much more we all can do.

Today, at 72, I choose to live happily, finding joy in the smiles and warm gestures of those whose lives I’ve touched. The journey continues, and I’m grateful for every step I’ve taken, and for all the steps ahead as I continue to follow my journey of purpose.

Article courtesy of Rotary Voices Blog, October 16, 2024.

The Rotary Club of Nairobi-Langata (RCL) has been implementing computer labs in underserved public schools through its Digital Literacy Program for Schools (DLP). The scope of the project includes refurbishing and enhancing security in a preexisting structure (classroom), procuring computers, installing a management system, and learning content, training teachers, and providing technical support to ensure long-term sustainability.

The Covid-19 pandemic accelerated the global movement towards digitization however many young people in rural communities and in vulnerable, underserved areas of Africa were being left behind in the drive towards digitization, due to the high cost of internet access, the lack of consistent electricity supply and a lack of infrastructure that would support digital learning. As a result, students were growing up unprepared for the digital future that awaited them.

As a result, RCL conceptualized their flagship project and dubbed it Digital Literacy Program for Schools (DLP). The objective of this project was to improve access to digital literacy for the rural poor children and close the digital divide while providing them with skills to make them able to work, learn and compete in an increasingly digital world.

RCL's project addressed these gaps by equipping schools with computer labs, helping students prepare for a digital future while contributing to the UN Sustainable Development Goals (SDGs) such as Quality Education (SDG 4), Gender Equality (SDG 5), Decent Work (SDG 8), and Industry Innovation (SDG 9).

The short-term goal was to provide digital literacy and access to 5,000 students and 100 teachers between 2022-2024 while the long-term goal is to help students become competitive in the global digital economy.

Realized Outcome & Impact of the Project

Since the launch of the initiative in the year 2022:

• Seven (7) laboratories implemented across Kenya.

• Thirty-Five (35) teachers trained as part of project implementation.

• Sixty (60) teachers trained through peer tutoring by the teachers trained during the implementation stage.

• Four Thousand Nine Hundred (4,900) Students provided with digital literacy and access to computers.

• Students are now able to visualize geographical and biological phenomena they could only read about.

• Average School Grade Performance has increased by a minimum of ten (10) points for the schools who have undergone the national examination cycle as well as internal school examinations since implementation.

RCL has seen improved student performance, increased teacher competency, and enhanced school administration through digital tools.

Sustainability

Every project involves community participation, leveraging alumni and parental support, and regular training to ensure the continued operation and maintenance of the labs. Continuous monitoring and evaluation to assess the impact, including academic performance and digital literacy gains.

The FUTURE of the Digital Literacy Program for Schools (DLP)

THIS Rotary year 2024/2025, we intend to implement ten (10) computer laboratories across the country at an average cost of USD 35,000 per laboratory.

In this way we intend to continue the work that was started in 2022 when we launched our first Computer Lab - To contribute to the reduction of acute ICT infrastructure and skills shortages currently facing public schools - enhancing the ability to compete in the global economy.

For us to replicate the gains we have seen so far, we are seeking financial support / partners for Global Grants OR Club to Club grants from Rotary Clubs who are enthusiastic about supporting projects in the area of focus of Basic Education & Literacy.

For more details on how you can support or partner with this impactful initiative, please visit our website www.rotarycluboflangata.org or contact our International Service Chair (Immaculate Mwake) or Grants Chair (Maureen Gichuhi) via the following email addresses: internationalservice@rotarycluboflangata.org, grants@rotarycluboflangata.org

Maureen Gichuhi
mgichuhi76@gmail.com
Rotary Club of Nairobi-Langata
Nairobi, Kenya (D9212)

Our first month-long celebration of Rotary Basic Education and Literacy projects was successful! Thank you to the presenters who shared with us their excellent projects in K-12 education, adult literacy, education disabilities, and libraries to name a few. Thank you to the attendees for showing up. We hope you were just as wowed by the projects as we were. We aim to have all the videos uploaded to the BELRAG website within the month so you can watch the ones you missed.

Our purpose in creating this webinar series was to raise awareness of the many basic education and literacy projects in which Rotary clubs and districts are participating. We hope you learned about a project or projects that you can replicate in your community…and the work has already been done. In addition to uploading the videos, contact information for each webinar presenter will be provided on our website. Reach out to them for information and help.

A Celebration of Basic Education and Literacy
BELRAG Webinar Series Weekly Agenda – WEEK #3

Sunday, September 15 – 9:00 AM

Presenter: John Vianey
Club: Rotary Club of Anchalummood
Country: India
Title: Provide books and create library in village
Objective: Availability of reading and study materials

Sunday, September 15 – 9:00 PM

Presenter: Courtney Doldron
Club: Rotary Club of Global Passport
Country: Canada
Title: Yorkwoods Afterschool and Homework Program
Objective: To motivate learners and have them complete their homework

Monday, September 16 – 9:00 AM

Presenter: Alex Robertson
Club: Rotary Club of Rancho Bernardo
Country: USA
Title: Educating with a World Standard
Objective: Creating a sustainable standard of education for emerging nations

Monday, September 16 – 9:00 PM

Presenter: Alex Robertson
Club: Rotary Club of Rancho Bernardo
Country: USA
Title: Learning Upgrade Educating Migrant Children
Objective: The sustainability of education for migrant children remains the driving objective

Tuesday, September 17 – 9:00 AM

Presenter: Rajendra Rai
Club: Rotary Club of Bangalore West
Country: India
Title: Adult Literacy Program
Objective: To transform Adult illiterates to literates so that they could read write and count

Wednesday, September 18 – 9:00 AM

Presenter: Wesley Manus
Club: Rotary Club of Little Rock Afterhours
Country: USA
Title: Rotary Reading Ladder
Objective: Foster literacy engagement among elementary students

Thursday, September 19 – 9:00 PM

Presenter: Janelle Cambridge
Club: Rotary Club of Nassau Sunrise
Country: Bahamas
Title: Kindergarten Literacy
Objective: Enhance the foundational literacy skills of students performing below grade level

Friday, September 20 – 9:00 AM

Presenter: Danielle Harder
Club: Rotary Club of Whitby
Country: Canada
Title: Enpowering Indigenous Youth in Guatemala
Objective: The Guatemala Groundswell Program encourages Maya youth to stay in school

Friday, September 20 – 9:00 PM

Presenter: Dahiana Barzola Chávez
Club: Rotary Club of Salinas Spondylus
Country: Ecuador
Title: Rotary Rolling Library
Objective: Promote the reading habit in boys and girls through the rolling library

Saturday, September 21 – 9:00 AM

Presenter: Bob Koncerak
Club: Rotary Club of Alpharetta
Country: USA
Title: Rotary Success: Empowering Down Syndrome Persons and Their Families in Rio Grand do Sul
Objective: To highlight and celebrate the shared accomplishments of Rotary, governments, businesses, and individuals for a Down Syndrome Training and Education Center

Saturday, September 21 – 9:00 PM

Presenter: Yolanda Castillo
Club: Rotaract Boquete
Country: Panama
Title: Ally of Education
Objective: Guarantee the right to learning with quality and equity of children and youth in 18 schools in the district of Boquete, through biosafe spaces with infrastructure, nutrition and counseling of educational parents.

• Introduction of a new website and member database
• Continuation of current board members and the addition of two new board members: Anu Narula (Rotary Club of Canton, GA, USA) and Yair Velasquez Gutierrez (Rotaract Club of Boquete, Panama)
• Emphasis on forming professional expertise teams to enhance engagement and support for education-related activities, with a focus on outreach, professional development, and the use of technology.

1. Suggest topics, speakers, or volunteer to lead a webinar for the September Literacy Month webinar series.
2. Submit qualifying projects for the Basic Education & Literacy Awards.
3. Volunteer for the BELRAG booth and symposium at the 2024 Rotary International Convention in Calgary.
4. Join the professional expertise teams (STEM, early literacy, professional development/teacher training, etc.) by contacting BELRAG.
5. Apply to become an ambassador for the BELRAG Ambassadors program by applying on the BELRAG website.
6. Express interest in joining the communication, education, or membership groups by contacting BELRAG.

1. Login to your Member page
2. Scroll down to Member Resources on the left
3. Click on the “Submit a Project” button
4. Select Project Type as “Showcase of Projects”
5. Fill out application and submit.
6. Once the committee has approved the project application, it will appear on the Showcase of Projects page.

As per UNICEF, 60 million girls around the world lack access to basic education. Of the 960 million illiterate individuals worldwide, two-thirds are women. Around 129 million girls are out of school, including 32 million of primary school age, 30 million of lower-secondary school age, and 67 million of upper-secondary school age. In countries affected by conflict, girls are more than twice as likely to be out of school as girls in non-affected countries. Globally, 1 in 4 girls (age 15-19) are neither employed nor in school, compared with 1 in 10 boys. As per a World Economic Forum report, women continue to face economic impediments, unequal wages, challenging workplace conditions, and exclusion from meaningful economic and political productivity. As per a press release on UNESCO, the costs for gender gap in education adds up to $10 billion a year. Cutting down the school dropout rates both for girls and boys would increase annual GDP growth by 1 to 2%.

Some of the critical outcomes of elevated levels of Girls’ Education include:

1. Better employment opportunities leading to greater levels of financial independence among girls. In the US, for example, the mean earnings for women in 2021 stood at $65,987 per year. However, there was a difference of $97,380 in the income of women with a high school diploma versus a professional degree (source). An extra year of secondary school for girls can increase their future earnings by 10 to 20 percent.
2. STEM and digital literacy as pivotal tools for lucrative careers for girls. The global participation of women is much lower than men in the STEM workforce. As per UNDP, “Skills in STEM (Science, Technology, Engineering, and Math) are vital tools for women to play a constructive role in tackling critical and urgent sustainable development problems, ranging from climate crises to food security to gender-based violence.”
3. Rising graph of economic productivity in family, community, and society correlates with girls’ education. As per USAID (2017-20), if 10 percent more adolescent girls attend school, a country’s GDP increases by 3%.
4. Better Health and Wellness Outcomes for Families, including mental health and substance abuse disorders. A child whose mother can read is 50% more likely to live past age 5. Increasing educational opportunities for girls and women leads to reduced domestic abuse and violence, and a reduction in the rate of social malpractices like child marriage. Education empowers women with an increased ability to promote a safe environment for children and young generations to thrive (source).
5. Girls’ education can create greater awareness and agency among women to tackle climate change. As per an article by Christina Kwauk on February 10, 2021 (Brookings), women are more prone to extreme effects of climate change and can tackle issues related to reproductive health, pro-environmental decision-making, and access to “green skills for green jobs” with a mode of education focused on the environment. A detailed review of the ways in which organizations like Greening Education Partnerships, Rotary International, and UNESCO are promoting Climate Change Education in schools is available on source. A detailed view of the ways in which Rotary, UNICEF, and educational communities are fostering sustainable living and biodiversity to global communities is accessible on the ESRAG Newsletter, source.

The campaign is supported by the local Pune Police force as well as the State Education Board. It covers topics such as the safe use of internet devices, account security, online transactions, cyber hygiene, cyber bullying, sexual offences, social media usage, netiquettes, data security, internet dependency/addiction, and reporting mechanisms. It is conducted through online seminars (live streamed on YouTube/Facebook and asynchronously through prerecorded videos and presentations) as well as on-site interactive workshops for children, parent groups, and teachers. Project organizers also place cyber safety posters in public places where the messaging becomes apparent and visible.

1. Login to BELRAG.org and click on Member Area, located next to your name in the top right of the page. This will bring up your profile.
2. Click Edit My Profile.
3. Under your membership ID and term, are six tabs, beginning with Details. Click on the Details tab and edit your contact info to include our searchable directory address. This is your city and country (and state if you are in the US). This does not show your personal address. Be sure to click on SAVE.
4. Next, click on the Directory tab.
5. Scroll down to Public Website Directory Settings on the right and click on Edit.
6. Default on each of the items is No. Click yes for Opt in to the Public Directory and any additional contact information you want to share. At the very minimum, and in order for this to work, click yes on show searchable directory address. This will show where you are located. You can even include your social media accounts. Again, be sure to click on SAVE.

Please help us make this website more robust and a great benefit to your BELRAG membership. The directory is a wonderful tool to reach out to fellow Rotarians and learn more about BEL projects taking place around the world. If you have questions or problems, contact Nancy at wlrrotary@gmail.com.

Watch for next month’s installment on the benefits of utilizing BELRAG.org as we discuss showcasing your BEL projects.

• BELRAG Ambassadors promote the vision, goals, and action plan of the BEL Rotary Action Group.
• BELRAG Ambassadors serve as support to club and district leadership in BEL activities.
• BELRAG Ambassadors expand the awareness of BEL issues throughout their District.
• BELRAG Ambassadors help to expand BELRAG membership within their District.

A fourth-generation native Californian, Nancy Leonhardt moved to Little Rock, Arkansas, in 1999.  Since October 2013, Nancy has served as the Executive Director of Adult Learning Alliance, Inc., the state organization for 25 community-based adult literacy councils across the State of Arkansas.  Nancy’s other non-profit experience includes serving as Administrative Director for Arkansas Advocates for Children and Families and executive director for numerous other nonprofits.  

A member of the West Little Rock Rotary Club, Nancy has served the club in numerous capacities, including president in 2013.  She served as District Governor for 6150 in 2017-2018. Nancy also served as Assistant Rotary Coordinator from 2020-2023. Currently, she is the District 6150 Public Image Chair and will serve her club a second time as president in 2024-2025. Nancy is a Rotary Major Donor and member of the Paul Harris and Polio Plus Society.

Nancy graduated with a degree in Urban and Regional Planning from California Polytechnic University.  While she intended to pursue a career in planning, she ventured into the nonprofit world after numerous years as a stay-at-home mom and has since remained.  Nancy has been married for over 40 years to Darrell, and they have two adult children, Jason and Christy, and a daughter-in-law, Shannon.

What is Adult Education?

Adult education refers to the practice of teaching and educating adults. This form of education is typically geared towards individuals who are beyond the traditional age for compulsory education and may involve a wide range of learning activities. Adult education programs are designed to meet the diverse needs and interests of adult learners, who often have different motivations, goals, and backgrounds compared to younger students.

Key features of adult education include:

1. Diverse Participants: Adult education caters to a diverse group of learners, including those seeking to acquire new skills, enhance existing ones, pursue career changes, or simply engage in lifelong learning.

2. Flexible Learning Formats: Adult education programs often offer flexible schedules and various learning formats, such as evening classes, online courses, and part-time options, to accommodate the busy lives of adult learners.

3. Varied Learning Objectives: Adult education addresses a range of objectives, including professional development, personal enrichment, literacy improvement, and the attainment of formal qualifications or certifications.

4. Real-World Relevance: Adult education often emphasizes the practical application of knowledge and skills to real-life situations. This is because many adult learners are motivated by a desire to solve specific problems or meet particular challenges in their personal or professional lives.

5. Self-Directed Learning: Adult learners are often more self-directed and motivated by intrinsic factors. They bring a wealth of life experiences to the learning environment and may prefer a more autonomous and participatory approach to education.

6. Recognition of Prior Learning: Adult education programs may recognize and credit the prior learning and experiences of participants. This is known as "prior learning assessment" or "credit for prior learning," acknowledging that adults often bring valuable knowledge and skills acquired through work and life experiences.

Examples of adult education initiatives include community college courses for adult learners, vocational training programs, continuing education classes, online courses, workshops, and seminars.

Overall, adult education plays a crucial role in helping adults adapt to changing societal and economic demands, fostering lifelong learning, and promoting personal and professional development.

• Create a team resource page with content for the BELRAG website that includes:
  • Potential partners working with Rotarians
  • Examples of Rotary projects and programs
  • Information regarding best practices within the expertise area
• Articles for newsletter:
  • Acquire and/or compose articles for the theme month of your expertise
  • Provide occasional timely newsletter articles throughout the year
  • Provide information and examples from multiple countries and continents
• Webinars:
  • Identify speakers for webinars and collaborate with the communications team
  • Promote webinars
• Project review resource:
  • Maintain a list of Rotarians and contacts within the expertise team
  • Advise Rotarians working on developing Global Grants
  • Coordinate with BELRAG Technical Officer