Community Partnership in Education

Before designing a workshop, I always ask myself: Where does this group need to go 'from' and 'to'? Understanding their starting point helps me define how I want them to leave the session and what success looks like. Take the Work on Climate community workshop I facilitated a few years ago as an example. This vibrant community—tens of thousands connected via Slack—shared similar goals: transitioning their careers into climate work. Yet many hadn't, yet, developed personal connections in the community. Once I pinpointed their journey's start and destination, I broke down the session using the Kaos Pilots 5E model (guide in the comments 👇🏼). Designing a session that instilled pride in being part of a global movement while fostering personal connections in breakout rooms. With over 200 participants, the energy was palpable. And, I knew the workshop was a success when one participant, inspired by our discussion on how they could continue to support one another, took the initiative to form smaller accountability groups to keep the momentum going. How do you start your workshop design process? Picture: a piece of paper with hand written 5E process outlined with the description FROM Group of passionate individuals committed to finding climate work but not connected to each other. TO a community of individuals who are connected to a handful of others who are on similar paths & feel they belong to a wider movement.

As parents, we often find ourselves helping our children navigate through the maze of career choices and educational paths. Recently, I had a conversation with my daughter that led to an insight some of you might find useful in a similar situation. Instead of immediately diving into comparisons of schools and degrees, I suggested a reverse-engineering approach. Here's the essence of our discussion: 𝟭. 𝗜𝗱𝗲𝗻𝘁𝗶𝗳𝘆 𝗥𝗼𝗹𝗲 𝗠𝗼𝗱𝗲𝗹𝘀: Encourage your child to find professionals currently excelling in their desired field. 𝟮. 𝗥𝗲𝗮𝗰𝗵 𝗢𝘂𝘁: Guide them in crafting respectful messages to these professionals. Suggest that they express genuine interest and ask for advice. 𝟯. 𝗔𝘀𝗸 𝗧𝗮𝗿𝗴𝗲𝘁𝗲𝗱 𝗤𝘂𝗲𝘀𝘁𝗶𝗼𝗻𝘀:   - What skills, technology and tools are essential in their daily work?   - What education or training proved most and least valuable in their career?   - What advice would they give to someone aspiring to enter the field? 𝟰. 𝗙𝗼𝗰𝘂𝘀 𝗼𝗻 𝗣𝗿𝗮𝗰𝘁𝗶𝗰𝗮𝗹 𝗦𝗸𝗶𝗹𝗹𝘀: This approach helps identify the most relevant skills and knowledge, potentially saving time and resources on those degrees and programmes that sound impressive but add little career value. 𝟱. 𝗕𝘂𝗶𝗹𝗱 𝗮 𝗡𝗲𝘁𝘄𝗼𝗿𝗸: This process not only provides valuable insights but also helps your child start building professional connections early. By encouraging this proactive, research-based approach, we empower our children to make informed decisions about their future. It teaches them to seek practical advice, think critically about their choices, and take ownership of their career path. Have you tried similar strategies with your children? What has been your experience in guiding them towards their professional goals?

I was invited to speak on the recent initiative by #AndhraPradesh government to ban social media for children under 16 years at ET Now Swadesh The biggest gap in managing children’s social media use today is that parenting itself is slowly being replaced by social media. Time that should be spent between parents and children is now being taken over by platforms like Instagram and YouTube. In many homes, parenting is being unintentionally substituted by screens. When children are watching reels, parents often have no idea what the child is clicking on or where one link may lead. This is one of the most concerning gaps. A single click can redirect a child to another site, including adult or inappropriate content. Children do not have the understanding to process this and continue clicking out of curiosity. Even when parents want to monitor or control this, they often cannot, simply because they do not know what their child is being exposed to. Phones are inevitable today, and access is easy. Since complete control is not realistically possible, what matters most is parental involvement. No one can replace parents. It is important to be involved in a child’s life and to create a non-judgemental space at home where children feel safe to talk. Parents should observe changes in behaviour and initiate conversations rather than waiting. This kind of environment allows parents to monitor better. Banning social media is not the solution. The parenting style needs to shift. Right now, many parents are focused on control, but control alone does not work. Children will always find other ways to access social media. What is needed is a shift from control to connection. If you control, children will find different avenues for social media. If you connect, bonding between the parents and child will increase. It is also important to delay social media exposure as much as possible and to have clear conversations about screens, cyberbullying, and the fake or curated lives shown online. I see many cases where very young children, in senior kindergarten or grade one, are having spa parties and focusing on hair, nails, designs, and face structure. Much of this influence comes from platforms like Instagram and Pinterest. At an age when children should be playing outside, they are already being exposed to things that are not developmentally appropriate. Instead, children should be encouraged to engage in real-world activities. Parties can be at the beach, in gardens, play zones, or include pottery, movement-based activities, or free play at home. These experiences are far more appropriate and beneficial for their development. As parents, it is important to draw boundaries, stay involved, and focus on building connection. That is where real monitoring and guidance begin. #parenting #etnow #psychologyinsightsbyriddhi

Big agencies hire consultants. Grassroots groups get left behind. This manual helps level the field. Here’s what you’ll find inside: Clear steps for every project phase  → From problem identification to final evaluation, this manual walks you through the entire cycle in plain language. Tools to assess community needs (without needing a statistician)  → Includes practical approaches for gathering local input, analysing root causes, and setting priorities based on real needs, not assumptions. Easy-to-follow templates  → Sample logframes, activity plans, and budgeting formats you can adapt to your own projects. Budgeting made simple  → Learn how to build a realistic, transparent budget that reflects your activities How to monitor progress and adjust without stress  → Includes tools to track outputs, outcomes, and unexpected changes, because flexibility is key in community work. Why it matters? Most Community based Organisations (CBOs) can’t afford consultants, but they can deliver results with the right tools. If you fund local organisations or you lead such an organisation, equip them to succeed. This manual does more than build capacity, it strengthens accountability, ownership, and impact. Enroll your grantees and team in this flexible, self-paced training, and watch their project design and reporting improve from day one. 👉 https://lnkd.in/e3ftMnT #PCM #ProjectCycleManagment #MonitoringAndEvaluationCourse

The Central Board of Secondary Education has officially launched the Parenting Calendar 2026–27 to strengthen the partnership between schools and parents and support students’ emotional, social, and academic well-being. Key Highlights of the CBSE Parenting Calendar 2026–27 1. Focus on Holistic Child Development The calendar is aligned with the vision of the National Education Policy #NEP2020 and moves beyond academics. It emphasizes: Emotional well-being Mental health support Social and life skills Parent-child bonding Inclusive education Resilience building 2. Structured Parent–School Engagement CBSE wants schools to conduct planned interactions throughout the year instead of only routine PTMs. The calendar includes: Monthly parent engagement activities Reflection exercises for parents Teacher-led discussions Workshops and awareness sessions Home-based learning support ideas 3. New Additions in 2026–27 Edition This year CBSE added important sections like: Inclusion & sensitivity for diverse learners Coping with changes in curriculum and academics Developmental parenting approaches Psycho-social support initiatives Awareness on evolving student challenges 4. Mental Health & Emotional Safety A major focus is student mental health. Schools are encouraged to: Conduct emotional wellness activities Create safe communication spaces Build parent awareness around stress, anxiety, peer pressure, and digital challenges Support children during academic transitions 5. Parenting Workshops Schools may organize: Positive parenting workshops Digital safety sessions Adolescent behavior understanding Communication skill sessions Emotional regulation awareness programs 6. Purpose of the Calendar CBSE says the goal is to create: A nurturing ecosystem Shared responsibility between school and family Better emotional resilience in children Improved student well-being and engagement Why This Matters This is a significant shift in Indian education because CBSE is formally recognizing that: A child’s growth depends not only on marks and curriculum, but also on emotional safety, communication, family support, and mental well-being. The calendar also indirectly puts responsibility on schools to take parent engagement and student wellness more seriously. Official CBSE Parenting Calendar PDF You can access it here: https://lnkd.in/dh_4XkSv #WellbeingWednesday: MSaarthi

If you’re passionate about public speaking, nutrition education, or grassroots healthcare, hosting a nutrition workshop at a primary health centre is a rewarding way to make an impact. Here’s how to get started. It’s easier than you think! 🕺 ✔️Identify the Health Centre: Research primary health centres in your community and reach out to their management. Explain the purpose of your workshop—whether it’s educating on child nutrition, exclusive breastfeeding, or managing diabetes—and secure their support. ✔️Define Your Objectives: Set clear goals: Do you want to raise awareness about malnutrition, teach mothers practical feeding habits, or empower participants with nutrition education? Knowing your objectives helps create a focused and impactful workshop. ✔️Plan Relatable Content: Make your content simple and engaging. Use examples based on Nigerian meals, visuals, and cooking demonstrations to connect with your audience. A mix of interactive sessions and practical activities will leave a lasting impression. 💡 Pro Tip: Keep it fun and hands-on—let your participants get involved! ✔️Raise Funds or Seek Support: Fundraising is key! Write a short proposal and approach NGOs, religious bodies, or local businesses. Even friends and well wishers.You can also use social media or crowdfunding platforms to gather resources for handouts, food for demos, or logistics. ✔️Publicize and Mobilize: Partner with the health centre to spread the word. Announce the event in local churches, mosques, or markets. Use posters, WhatsApp groups, and community influencers to maximize attendance. ✔️Execute and Evaluate: On the big day, keep your sessions engaging and participatory. Afterward, collect feedback, share results with your sponsors, and plan for future collaborations. 📍Remember: Nutrition education can change lives! Whether it’s teaching a mother better feeding practices or raising awareness about health challenges, your workshop has the power to transform communities. ❤️ 💬 Thinking of hosting a nutrition workshop? I can help you. Let’s discuss how you can get started! #NutritionEducation #PublicHealth #CommunityEngagement #GrassrootsHealthcare #PrimaryHealthCare #CookingDemonstrations #Fundraising

𝐀𝐝𝐝𝐫𝐞𝐬𝐬𝐢𝐧𝐠 𝐌𝐞𝐧𝐭𝐚𝐥 𝐇𝐞𝐚𝐥𝐭𝐡 𝐓𝐡𝐫𝐨𝐮𝐠𝐡 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐲 𝐄𝐧𝐠𝐚𝐠𝐞𝐦𝐞𝐧𝐭: 𝐀 𝐑𝐞𝐟𝐥𝐞𝐜𝐭𝐢𝐨𝐧 𝐨𝐧 𝐭𝐡𝐞 𝐄-𝐌𝐬𝐢𝐧𝐠𝐢 𝐆𝐮𝐢𝐝𝐚𝐧𝐜𝐞 𝐚𝐧𝐝 𝐂𝐨𝐮𝐧𝐬𝐞𝐥𝐥𝐢𝐧𝐠 𝐖𝐨𝐫𝐤𝐬𝐡𝐨𝐩 𝐚𝐭 𝐒𝐭𝐫𝐚𝐭𝐡𝐦𝐨𝐫𝐞 𝐔𝐧𝐢𝐯𝐞𝐫𝐬𝐢𝐭𝐲 I Was recently back at my alma mater, Strathmore University , courtesy of an invitation from 'E-Msingi', a transformative brain child of Strathmore's Community Outreach Program (COP). E-Msingi drives a sustainable education model empowering teachers, students, and communities, with a footprint in 34+ counties in Kenya. We addressed one of their five pillars, "Psycho-Social Support", at a Guidance & Counselling Workshop uniting predominantly parents and teachers of early-year, primary, and secondary students to discuss a holistic school and parenting approach to mental health. Having led student mental health initiatives at the university-level, speaking to parents of pre-university children was a new experience that turned out to be very consequential. Thinking about it ... facing the audience on the panel, it dawned on me that "these (parents and teachers) are the most critical stakeholders in children’s mental health, making them the ideal audience for this advocacy". There is generally a clear link between childhood upbringing and adult mental health challenges. Issues like abuse, lack of social support, or parental absenteeism can lead to trauma (PTSD), anxiety, or depression later in life. Case in point: With universal awareness, caregivers (parents & teachers, in this matter) can identify early signs of neurodevelopmental disorders like Attention Deficit Hyperactivity Disorder (ADHD), which often emerge in early childhood. Early diagnosis and support can prevent years of struggle, such as academic difficulties where a child might be unfairly labeled “unmotivated”. I urged caregivers to shun the “we are traditional” mindset and embrace today’s life realities. Many mental health challenges can be prevented or mitigated with proper awareness and support. I shared 3 key insights: 1. 𝑺𝒆𝒍𝒇 𝑨𝒘𝒂𝒓𝒆𝒏𝒆𝒔𝒔 Caregivers must understand themselves and address any unresolved traumas or biases from their own upbringing that could harm their children emotionally or mentally. 2. 𝑪𝒉𝒊𝒍𝒅 𝑨𝒘𝒂𝒓𝒆𝒏𝒆𝒔𝒔 Parents should observe their child’s incremental growth without assumptions. Growth isn’t linear, and environmental factors shape character and identity. This requires consistent, unconditional love, attention, care, vulnerability, and non-judgmental listening to keep children close. 3. 𝑩𝒂𝒔𝒊𝒄 𝒎𝒆𝒏𝒕𝒂𝒍 𝒉𝒆𝒂𝒍𝒕𝒉 𝒂𝒘𝒂𝒓𝒆𝒏𝒆𝒔𝒔 Accessible online resources and school-organized sessions with trained professionals can equip caregivers with essential mental health awareness. Teachers, as a bridge between parents and children, could create these platforms. Mental health is a lifestyle, that cannot be wished away. Be Aware and Act! 🍃 #MentalHealthAwareness

In my previous post, I spoke about designing programmes not around training - but around what happens after. What does that actually look like in practice? In Nushki, Balochistan, one of WFP’s twelve WE-LED centres - Chiltan Women Development Organization - offers a glimpse.   It did not begin as a social enterprise. It began as a small, community-based training effort for women. But it was never designed to remain that way. From the start, the intent was different: to create a system where learning, earning, and reinvestment could happen together.   Today, three years down the road, and 2 years AFTER the project concluded, Chiltan is no longer just a centre. It is a living, evolving platform - trusted by the community, local institutions, and increasingly by government and development partners who now engage with it as a credible local actor.   Women come to learn - but they also produce, earn, and contribute back. The centre generates income through multiple activities - stitching, embroidery, beauty and well-being services, retail, and order-based work. But the real shift lies in what happens next.   That income circulates - reinvested into materials, equipment, and new opportunities. What began with a basic set of assets has steadily expanded, not diminished. One simple but powerful innovation by the PTC itself, has been the provision of materials on instalment. Women who cannot afford to begin are still able to start - repaying gradually from their earnings.   Over time, the centre has developed its own ecosystem - local enterprise trainers, digital and financial literacy facilitators, producers, and even men who actively support women’s participation. Roles have shifted. Women who once came as participants now run enterprises, mentor others, and take decisions with confidence. Even during disruptions – severe lockdowns, power shortages - the platform continues to operate.   There is no formal oversight from us or WFP today. Only the occasional connect. And yet, the relationship continues - built on trust, not dependency.   What you begin to see is not a project. It is a community-owned system. One that not only generates livelihoods, but responds to wider needs - supporting vulnerable families, engaging with institutions, and mobilising resources when required.   Today, Chiltan has reached nearly 2,000 women and girls. But the more important shift is not scale - from 32 to nearly 2,000. It is ownership. It is accountability. It is the ability to grow - independently.   This is what happens when capacity building is designed not as an activity - but as a system. When systems are truly owned, they do not just sustain - they evolve. What is less visible - but equally important - is how these systems function day to day, and what holds them together.   To explore this concept further, see the attached Chiltan brochure.   #skapadiarahat #skr #meramaan #livelihoods #socialenterprise #womenempowerment #communitydevelopment #systemschange

As we draw close to the holidays and plan for a new term, I want to share an insight into how supporting Fellows to harness the power of their communities has been one of the most rewarding aspects of my work since the inception of my coaching journey with Teach For Nigeria. Through the Teaching as Collective Leadership (TACL) framework, "Community as Power," I guided over 23 Fellows (teachers) across Ogun Waterside, Ijebu East, and Ijebu North-East to engage their local communities in ways that fostered a collaborative approach to education. Through meticulous planning and goal setting, each Fellow was tasked with conducting in-depth research to understand the unique educational needs of their assigned community. The findings revealed that true educational change could only happen with active community involvement, particularly from parents, local leaders, and stakeholders. By facilitating these community engagements, Fellows created platforms for dialogue, organized sensitization programs, and mobilized resources to meet the needs of their schools. A key part of the strategy involved working with respected local leaders, like the Báalés (local community leaders), and using local dialects to ensure messages resonated deeply with the community. The impact was evident, parents became more involved in their children’s education, student performance improved, and the bond between schools and communities strengthened. The success wasn’t without challenges, resource constraints and cultural resistance required creative problem-solving. But overall, this experience reinforced the importance of community ownership in achieving sustainable educational change. I’m proud of the work my Fellows did and the lasting relationships they built, and I look forward to seeing even greater impacts as we continue this journey together. #Education #CommunityImpact #Leadership #TeachForNigeria #CommunityAsPower #TACL

How do you turn a room full of strangers into a community of learners? Start by speaking their language—literally. ‘Kamusta ka?’ (Tagalog of ‘How are you’) I had the privilege of facilitating a workshop about strengthening your self worth for a group of Indonesian and Filipino domestic workers. Knowing that language play a huge role in creating connection, I decided to open with a simple greeting in their native languages. They laughed and encouraged me - and this fostered our connection at the start. This workshop was special for many reasons: ✅ First workshop in the Year of the Snake ✅ First time combining applied improvisation and visual thinking ✅ First workshop with 100% non-Chinese speaking participants But the best part was about hearing their dreams. I observed how they envisioned their dreams through visual thinking, from being a chef to starting a family, their stories reminded me why I do what I do: Inclusive facilitation isn’t just about training—it’s about empowering voices. Here are 3 takeaways I’d love to share with fellow facilitators: 1️⃣ Language is a bridge: a few words in someone’s native tongue can create trust and belonging - it’s the effort behind, not whether you have the right accent or not. 2️⃣ Improvisation builds connection: It creates a safe space for participants to open up through creating their own scenes! 3️⃣ Visuals transcend barriers: Sketches and visuals help simplify complex ideas. What’s your go-to strategy for connecting with diverse audiences? Share below—I’d love to learn from you! A huge thank you to EmpowerU for the opportunity to witness the power of inclusive learning and Melody Munson for inviting me. Let’s keep creating spaces where everyone feels seen, heard, and valued. 💡 #learning #training #empowerment #inclusion #motivation