Our Approach

We get our hands dirty.

Our rock star team of education experts travel to the most remote communities in rural Ethiopia to implement our projects hands on. As direct implementers, we’re able to track every dollar we spend and measure the result of each donation we receive. Read on and experience the depths of our education development model.

We strategically partner with people who have a strong vision for their future.

imagine1day didn’t start because we saw a problem – we got to work because we were inspired by a nation ready for prosperity. Working within the public education system, we align each of our projects with Ethiopia’s current and long term education priorities, fitting perfectly with their vision of a future where all children have the chance to go to school. By working this way, we’re helping to create systemic and lasting change.

We spend a minimum of three years on a project to make sure the impact of our efforts are sustainable.

We don’t believe in quick fix or band-aid solutions; our approach runs deeper than the bricks we lay or the books we supply. Don’t just take our word for it, join us on a journey to discover how we’re working with our partners to achieve our goals.

 

 

Take the journey:

Year one Year two Year three

Year one

 

We move the system forward.

While education is a national priority for Ethiopia, we’ve learned that the key decisions and bottlenecks that impact schools and children occur at a district level. For this reason we implement our projects across districts to ensure our closest partnerships are with committed administrators, communities, and educators who are truly moving the dial.

DURING YEAR ONE WE…

Select our partners and choose where to work. And that doesn’t mean dropping a pin on a map. We collaborate with the federal and regional governments to determine which districts are priorities. From there, we create plans with district and community leaders. We learn what really matters to them and what may be standing in their way.

CREATING A FOUNDATION TO THRIVE.

At the heart of every project are the people who will drive its success. Our priority is to build strong relationships with key influencers, and to develop their ability to inspire community ownership and a culture of education.

BUILDING FROM THE GROUND UP.

In communities where schools and infrastructure are required, we work with PTAs to mobilize cash and in-kind contributions. Across all schools in a district, we equip classrooms with supplies and kick off teacher training programs.

Year one Results

233

classrooms, 45 latrines, and 33 water points built

487

schools supported and 7,268 PTA members trained

$443,997

contributed by communities to their school constructions

5,900

teachers and 487 principals trained

83,620

books, 184 science kits, 160 sports sets supplied

2,187

community leaders trained

Year two

 

Year two Results

1,130

active school clubs and 3,235 sports competitions held

208,788

creative writing materials produced

21,092

bank accounts opened by schools and teachers

$81,045

in income earned by schools (a 171% return on seed funding)

We invest in leaders.

Our leadership development programs catalyze our projects. They transform a traditional model of aid and equip our partners with communication tools to set goals, overcome obstacles and create results they never imagined possible.

DURING YEAR TWO WE…

Focus on elevating the quality of education through continued teacher and PTA training. Sports competitions, sanitation initiatives and awareness campaigns are all signs of a community taking ownership and a school becoming the heartbeat of change.

FUNDING AND INCOME SUPPORT.

To support future school maintenance and programming, we provide seed funding and business training to assist communities in establishing revenue generating activities.

MONITORING PROGRESS.

We’re in the field almost every day, and we also conduct bi-annual monitoring and evaluation with our partners, which helps us identify root causes of challenges and build upon successes.

Year three

 

We set up districts and communities for future success.

After two years of a committed partnership, year three culminates with results that point to transformational change and empowered communities who are creating and forwarding initiatives on their own.

DURING YEAR THREE WE…

Focus on communicating with leaders and ensuring they have the capacity and confidence to carry their schools forward. We work on succession plans and goal setting with school principals, the PTA and district administrators. We also conduct a final year of teacher training to solidify the practical applications of various teaching methodologies. Finally we evaluate whether it’s appropriate for us to transition out, or if staying a little longer will improve the long term success of a project.

When it’s time to phase out, we hand over full ownership of schools to their PTAs and to the district education offices. But we don’t just walk away. We stay in close contact and continue to monitor our projects and add continued guidance and support where needed.

Year three Results

252,856

children impacted annually

70%

decrease in average dropout rate

0.83

girls for every one boy in our partner schools

218

high school scholarships

Our work impacts people, big and small.

ECE

AGES 5–6

The earlier a parent sends their child to school, the greater the possibility that they will value education over the long run. We build ECE classrooms and help develop pedagogy to set a strong foundation for the youngest of Ethiopia’s future leaders.

1ST CYCLE PRIMARY

GRADES 1-4

In early grades, children learn basic literacy and numeracy, as well as life skills, such as personal sanitation, basic ethics, and self-assurance. We help schools improve classroom environments and teaching methodologies, which in turn enhance learning outcomes and increase retention rates.

2ND CYCLE PRIMARY

GRADES 5-8

Ethiopia’s enrolment rate drops starkly from Grade 4 to 5 and as grade levels progress. These middle grades are a significant priority and we’re working to address both the infrastructure needs and the socio-economic causes of the decline in enrolment.

HIGH SCHOOL

GRADES 9–12

Going to high school means leaving a rural home to live in the nearest town where a school exists. The associated cost is often prohibitive, causing a dramatic drop off in enrolment. We award scholarships to high performing children from poor and disadvantaged households, so they can develop into their full potential.

ADULTS

AND COMMUNITIES AT LARGE

A well-run school becomes the centre of a community from which everyone benefits. Parents are spearheading adult literacy programs, teachers are applying their professional development to improve their own lives, and government administrators are coordinating efforts to maximize their contribution to society.