Foundations for brighter futures: Illustrating Canadian support for education systems in Africa and Asia

Canadian investments in education are making a world of difference for girls and boys in Africa and Asia.

The Foundations for Education and Empowerment (F4EE) program aims to improve educational systems at the pre-primary and primary level, with a focus on women’s empowerment and gender equality.

In Kenya

An animation of a teacher giving supplies to a young student and his parents so he can learn at home.

For many in Amina’s class, access to radio, TV, or electricity at home is not guaranteed. With training supported by AKFC, Amina was better equipped to support her students and their parents with learning at home with low to no-cost materials.

Three teachers are sitting on the floor of a classroom, discussing and sharing ideas.

As a new teacher, Amina really values the advice of her more seasoned colleagues. Through local teacher networks, Amina can connect with teachers in her area to share resources, new practices, and what works in their classrooms.

A teacher hands her colleagues a flyer with information to a support service.

Through awareness campaigns, Amina learned about AKFC-supported community safe spaces and services. Amina shared these resources with her colleagues in case they knew anyone who needed the support.

In Uganda

When schools were closed for COVID-19, Abiriga listened to the lessons that aired on the radio every Saturday with his mother. She never got to finish school, so they learned at home together.

While he couldn’t see his teachers at school, Abiriga enjoyed working on the home learning packages the school sent over. He learned to use household items to make science experiments with his sisters.

Girls and women often face social barriers in accessing financial resources, health, education, and other sustainable development services that keep them locked in cycles of generational poverty. F4EE addresses the gender, social, cultural, and economic barriers that women and girls face in accessing education and making decisions about their lives.

In Madagascar

A community savings group is gathered outside.

Financial literacy is a crucial step to enhancing livelihoods and building a brighter future. Watching his parents take part in their community-based savings group, Koto is learning about the importance of financial access and savings.

A man takes out money from a community savings box. Beside him is his pregnant wife and young son.

Koto has watched for months as his parents put some money away at each community savings group meeting, while other community members took out small lines of credit. Today, it was his parents’ turn to take out some money to pay the midwife who delivered his baby sister.

In Mozambique

Community volunteers, equipped with megaphones and training from AKFC, shared COVID-19 health and hygiene messages with families who are living in an encampment for internally displaced persons. Now, Teresa and her family know to wash their hands and wear face masks to protect themselves.

Teresa is still in school, but she’s heard of girls her age already getting married. After reading a booklet on the negative impacts of child marriage distributed in the encampment, Teresa and her parents committed to putting her education first.

Strong education systems are the foundations of a better future. F4EE trains and equips students, teachers, school leaders, families, communities, civil society organizations, and government leaders with the knowledge, skills, attitudes, and values for more gender-responsive, pluralist, and resilient education systems.

In Tanzania

A teacher receives training and mentorship from an older teacher in a classroom.

When schools were scheduled to reopen, Omari, a seasoned teacher, received training supported by AKFC to help him make up for the lost learning time in the classroom.

A teacher is holding his phone. On screen are the faces of his colleagues - they are staying connected despite the school closures due to the COVID-19 pandemic.

Remote and accelerated learning posed unique challenges for students and teachers. Connected through WhatsApp groups, Omari was able to help and learn from his colleagues about what’s working in their classrooms.


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In partnership with Canada