Our Impact
Learning Equality’s work impacted diverse communities and learning environments across the globe.
We supported acquisition of certifications by helping inmates obtain high school equivalency diplomas in the US, boosted math scores in rural schools in Guatemala, improved educator confidence in India and learner confidence in Sierra Leone, and helped build foundational and socio-emotional skills for out-of-school refugee children in Uganda.
And that’s just a snippet of our work with the communities we serve and collaborate with globally.
Spotlight areas
Building Foundational Skills with Project-Based Learning
Harnessing our offline-first technology, we’ve developed a new approach to project-based learning to build foundational numeracy and literacy skills in low-resource learning environments. This tech-enabled, integrated, and multi-faceted pedagogical approach is collaborative, problem-based, and inquiry-based. We first piloted it in Uganda with out-of-school learners from Palabek Refugee Settlement. This program was a collaboration between Learning Equality, Amal Alliance, and HAF Uganda, supported by the LEGO Foundation.
Read about the Flying Colors program and its impact.
Supporting Education in Emergency and Crisis Contexts
Kolibri FLY started as a collaboration between Learning Equality, UNHCR, and Vodafone Foundation, with support by Google.org, focused on improving STEM, life skills, and literacy skills for secondary level learners in refugee and host communities. Since 2018, the Kolibri FLY program has enabled refugee learners across Kenya, Uganda, Tanzania, Jordan, Mozambique and South Sudan to actively participate in the digital education movement, in both formal and non-formal environments, using relevant learning resources and ensuring alignment to national curricula to enhance use of these resources.
Read the project evaluation.
Leveraging Transformative AI in Offline Contexts
We’re leveraging transformative AI to support curriculum alignment, to streamline the process of organizing content from Kolibri’s vast library of educational materials to various national curricular standards, and ensure offline teachers and learners have easy access to the most relevant materials for their context and needs.
We’re also getting contextually adapted AI-powered tools directly into the hands of the offline teachers and learners we serve. We are building out the integrations, datasets, and fine-tuning processes in Kolibri to ensure that AI meaningfully addresses the educational needs of communities without the Internet.
Learn more about the genesis of this work.
Impact Reports
Kolibri Hardware Grants Report (Global)
Supported by funding from Google.org, the “Kolibri Hardware Grants Program” provided organizations with sub-grants for the purchase of necessary hardware to implement Kolibri in a variety of learning environments and program models. The Program Reach Report shares the goals of the program and spotlights a few of the 48 organizations who participated, along with details of their respective blended learning implementation models with Kolibri.
UNETE (Mexico)
Collaborators in Mexico share their experiences with Kolibri in their impact report, Developing Digital Skills in Primary Public Schools in Mexico. They discuss the positive impacts on both teachers and students, from subject competency to digital literacy and confidence, and teachers responding with an average score of 9.3/10 for the question “Would you recommend the use of the Kolibri platform to another teacher?”
FUNSEPA (Guatemala)
An independent evaluation of FUNSEPA’s pilot program in Sacatepéquez, Guatemala found that when comparing the different technology interventions against the control group, the provision of tablets and Khan Academy or KA Lite had a larger effect on student math performance than the other interventions, with an average increase of 10 points in math scores out of 100 points.
Bibliothèques sans Frontières (Cameroon)
A three month impact evaluation study of KA Lite with 5th graders in Yaoundé, Cameroon found an increase in students’ math levels (+14%) and creative skills (+36%) compared to a control group. Furthermore, these students report a higher self-confidence and stronger inclination to learning mathematics than students in the control group.
CAUSE Canada / 60 Million Girls (Sierra Leone)
An evaluation of a self-directed after-school program showed higher rates of increases in math (85%) and literacy (63%) scores, relative to the control group, after just 120 hours of usage. The more time spent, the greater the relative increase, suggesting that longer-term implementation continues to provide additive value. A non-cognitive skills test showed an increase in self-confidence, with students more participative in the classroom, asking more questions, and more enthusiastic than control group students.