Simon Sommer recently attended the first ever UN Heads of State summit focused on education to shine a spotlight on ‘the global education crisis’. The Transforming Education Summit was prompted after a host of calls to rethink what education is for and how it is delivered.

A key outcome from the Summit was the global education philanthropy community speaking with one voice for the first time, and their signed commitment to work collectively to drive the change that is needed to improve global education outcomes.

Simon wrote about his experience at the Transforming Education Summit for Alliance magazine. Read his reflections in full here: https://www.alliancemagazine.org/blog/transforming-education-a-commitment-from-global-education-philanthropy/

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Amid renewed momentum to ‘reimagine education,’ after the COVID-19 pandemic impacted 1.6 billion learners globally, the Jacobs Foundation commissioned Economist Impact to develop the first-ever Learning Ecosystems Framework. The framework offers a tool to understand the enabling factors of effective learning ecosystems that can provide new opportunities to benefit children’s learning and well-being, and has been applied to 20 countries covering almost 50% of the world’s children.

The framework aims to encourage policymakers to consider education beyond the classroom. It provides a diagnostic tool for understanding and assessing the strengths of different environments – the school, the home, and the wider community – that jointly contribute to young people’s learning and well-being.

Findings, based on a survey conducted by Economist Impact of 2,000 teachers and young people (aged 18–20), and supplemented by additional data and desk-based research, include:

• only half of the teachers polled across 20 countries feel they have adequate time to spend with each student.
• most teachers polled (70%) feel encouraged by their school to personalize instruction to the needs of individual students, but only 50% report they have adequate time to spend with each pupil.
• across the countries studied, data from UN Habitat shows that open spaces are available to approximately 60% of the population. However, only a third of young people surveyed report easy access to green spaces, play facilities, and pedestrian spaces in their communities growing up.
• one in five young people do not engage in any form of community-based or after-school activity, including extracurricular activities, summer learning programs, work-based learning, environmental protection activities, community service activities, and cultural activities.

Above all, the Learning Ecosystems Framework highlights that a lack of data is hindering education systems’ ability to evolve into education ecosystems. Therefore, countries must develop comprehensive strategies that help policymakers understand how each learning environment contributes to children’s well-being. Without this, warns the report, we will continue to measure what we can easily observe, perpetuating a system where educational success is measured one-dimensionally.

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“Rapid changes in the educational landscape have made it more important than ever to understand how we can best support teaching and learning”, says Julia Wyss, Jacobs Foundation Program Manager.

The report summarises the trends and benefits of formative assessment and introduces 14 solutions currently working to support teaching and learning through formative assessment.

Five critical points raised in the report are:

* Assessment culture matters in supporting the ways that formative assessment can be used effectively when an emphasis is placed on helping students learn rather than merely ranking them against each other.
* Formative assessment ensures students are aware of what they are supposed to learn and how they will be assessed. This agency in the learning process can increase student engagement, especially for students who are struggling academically.
* Teachers must be provided with the autonomy to decide how to best use the information and integrate it into their lessons.
* Formative assessment can improve teaching by supporting teachers to differentiate instruction according to learner needs.
* Digital tools are a key component of formative assessment in the creation and collection of data about students’ learning.

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TRECC’s innovative social policy response has been in brokering a strong partnership between the Ivorian Government, 17 individual cocoa and chocolate companies, and other foundations.

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1.Why have you decided to join the Jacobs Foundation Board?
It was an exciting idea for me to work together with worldwide experts to improve learning conditions for the youth.

2. How would you describe your work as a Jacobs Foundation Board Member to a schoolchild?
The Jacobs Foundation has a house in Zurich where qualified people work together. These people try to support schools so that the children in these schools have more fun and learn more.

3. Which combination of skills, competencies, and experience do you bring to the Jacobs Foundation Board?
I first studied international agricultural development, did my PhD in environmental economics, and worked in international development projects. I then became a certified tax consultant and worked for ten years in an international NGO’s management as well as the Max Planck Institute for Human Development. I am now an expert in non-profit law and partner in a specialized and fast-growing consulting company of lawyers, auditors, and tax consultants. I am co-author of a standard commentary of non-profit law, and lecturer at the Humboldt University and other academies for non-profit law and accounting for NGOs. My core competency is compliance.

4. Why is variability in learning – the Jacobs Foundation’s theme of the Strategy 2030 – relevant today?
From my own school experience, as a father of three children and lecturer I know students are unique. Despite this uniqueness, a one-fits-all strategy is probably the most common way of teaching throughout the world. Addressing individual differences is a big challenge which needs to be explored to raise the potential of all children.

5. What are the biggest challenges and opportunities in the Jacobs Foundation’s direction of travel?
I see two main challenges ahead of us. First we need to measure the success of rather abstract objectives, and second we need to remain critical about our own work. To tackle these challenges we have several resources and opportunities we can employ including highly motivated staff, sufficient funds, experience and a worldwide network. Finally we are working in a post-epidemic environment which is open for new ideas.

6. What are your key priorities as a Board Member and as part of a Board Working Group?
To ensure the security of the Jacobs Foundation by having an adequate level of checks and balances.

7. Please complete the sentence: Learning is …
… expanding your own limits.

8. What does learning mean to you personally?
Expanding my limits and questioning my beliefs.

9. Who has inspired you throughout your career?
My father.

10. Which book/s have you read you could recommend and for what reason?
As you are probably not interested in the best books about non-profit law…

Why Nations Fail: The Origins of Power, Prosperity and Poverty by Daron Acemoglu and James A. Robinson.

The authors stress the issue that any development (project) will fail if a sufficient institutional framework is lacking. This explains for example why there is no positive correlation between the amount of development aid funds and actual development in countries with poor governance.

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Why does the Jacobs Foundation value co-leadership and collaborative work?

Gelgia: We introduced co-leadership because we believe it makes us stronger, agile, resilient and allows us to draw on a more complete toolbox of skills and experiences. It is also helpful to hold each other accountable to achieving our goals.

Laura: This collaborative element is also important because we are trying to tackle complex problems that require varied expertise to find solutions. One way of solving complex problems is to join forces so we can combine insights and skill sets to look at issues from different disciplinary perspectives.

Learning Minds as a portfolio also promotes interdisciplinary, collaborative work through its programs. Why? 

Laura: The education challenges before us are multiplex which requires research from different perspectives. This is why our research fellowship program supports early- and mid-career researchers from different disciplines. Economists, psychologists, and neuroscientists for example look at child development and learning in a different way. We feel we will create better and more successful solutions when we incorporate these varying perspectives.

“Bringing brilliant researchers and leaders together is key for evidence-based policymaking and systems change in child development and learning.”

Gelgia: At the heart of the Learning Minds portfolio is bringing brilliant minds and leaders together to explore questions and find solutions. One reason is because we see this as key for evidence-based policymaking and systems change in child development and learning. For example, we encourage the excellent researchers we fund to think about how their research can be applied in practice right from the start. Bringing these researchers together with educators, practitioners, and decision-makers helps connect this practical element.

Does bringing diverse people together always produce results?

Gelgia: It takes time and patience to create the space and opportunities for people to find a common language to work together. Sometimes when an economist explains a concept from their perspective, a psychologist might not follow. Then a neuroscientist comes in and talks about the same issue from yet another perspective.

“Researchers need time to understand each other to see how their insights can complement each other.“

That is where our annual fellows meetings come in. In the Jacobs Foundation Research Fellowship program for example, we provide time and space over three days for people to present their work, giving them the freedom to sit together and talk. Some of our greatest projects have come about this way.

For example, we brought a neuroscientist, psychologist, and human-computer interaction expert together to explore if and how quality education in sub-Saharan contexts could influence the reduction of child labor. Together they addressed concrete questions from their different disciplinary perspectives and came up with a novel approach to effect change.

The Foundation also connects academic researchers and social entrepreneurs. Why is connecting these two groups important? 

Laura: Both researchers and social entrepreneurs are on the cutting-edge of their area of expertise, but they often work in parallel universes. We connect these universes because researchers and social entrepreneurs have two important things in common. First, they are trying to solve problems to make people’s lives better and second, they are driving innovation with their work. Connecting them, we feel, can create innovative and evidence-based solutions.

Gelgia: Technology developed by social entrepreneurs might be an excellent solution from a technical perspective. But technology also needs to be effective and applicable for practitioners so they will use it. Involving both groups from the beginning is important to stimulate change with impact.

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1. Why have you decided to join the Jacobs Foundation Board?
Jacobs Foundation is unique in its focus on bringing research to practice, both at the local level as well as by generating research that will inform education globally. I have devoted my career to generating evidence and translating it for decision making, so I thought this was a great opportunity to have even greater impact.

2. How would you describe your work as a Jacobs Foundation Board Member to a schoolchild?
Not all children in the world can go to a great school and learn; in some cases, their countries are too poor to be able to build schools and pay teachers.  The Jacobs Foundation is working to change this, especially for some of the poorest children in the world. 

3. Which combination of skills, competencies, and experience do you bring to the Jacobs Foundation Board?
I bring a combination of research and policy experience from having worked for over 20 years in multilateral institutions, where I led research, as well as lending and technical assistance programs to help improve education systems in low- and middle-income countries.

4. Why is variability in learning – the Jacobs Foundation’s theme of the Strategy 2030 – relevant today?
Even before the COVID-19 pandemic, there was a growing body of evidence around learning inequality. The pandemic-related school closures have only increased this inequality, both across and within countries. Understanding how to address learning variability in classrooms and school systems is ever more critical if we are to ensure that all children learn the skills they need to thrive in our rapidly changing world.

5. What are the biggest challenges and opportunities in the Jacobs Foundation’s direction of travel?
The biggest challenges are how to best leverage the resources and capacities of the Foundation to have the greatest impact.  Conversely, the biggest opportunities are in partnering with decision makers and other donors to drive change in a collaborative and coordinated manner. 

6. What are your key priorities as a Board Member and as part of a Board Working Group?
I look forward to helping to strengthen the Foundation’s impact in the countries of focus (through the Learning Societies working group), and especially to bring to this group my experience from working from both The World Bank and the Inter-American Development Bank to strengthen education systems in the Latin America and the Caribbean region. I also hope to contribute to help inform the Foundation’s investments in research to improve learning among disadvantaged populations. 

7. Please complete the sentence: Learning is..
The key to unlock life.

8. What does learning mean to you personally?
As I have become older, I have grown to appreciate learning as a way to stay young and alive!

9. Who has inspired you throughout your career?
Richard Murnane, a world-renowned education economist who is also an incredible human being. He was my graduate school advisor and over the years has become a close friend and colleague.

10. Which book/s have you read you could recommend and for what reason?
Educated, A Memoir, by Tara Westover, for its powerful personal story of a quest for the right to learn.

Misbehaving, by Richard Thaler, to understand how psychology and economics together can be effective in changing human behavior

The End of Average, by Todd Rose, a great manifesto in support of learning variability, with a touching personal story by the author.

The Source of Self-Regard, by Toni Morrison, a collection of her essays, speeches and meditations on a variety of topics. Her writing is just so splendid.

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1. Why have you decided to join the Jacobs Foundation Board?
Having served as the Board’s Managing Director of Jacobs Foundation and Delegate, I found it fascinating to be part of the leadership transition and next strategy cycle from a Board perspective. It is an even bigger privilege and responsibility to be able to serve on the Board as its composition and functioning is outstanding.

2. How would you describe your work as a Jacobs Foundation Board Member to a school child?
As a board member it is my job to guide and support the Foundation’s team where needed, control and correct the work that is done if necessary, and open doors and connect people with each other whenever possible.

3. Which combination of skills, competencies, and experience do you bring to the Jacobs Foundation Board?
I have a good overview of the philanthropic and education sector and know the context in which Jacobs Foundation operates. I bring, in addition, strategic thinking and experience as a Board Member of like-minded organizations.

4. Why is variability in learning- the Jacobs Foundation’s theme of the Strategy2030 – relevant today?
Diversity in learning environments increase every year because of different cultural and linguistic backgrounds, different family support systems or varying degrees of access to educational infrastructure. In order to overcome significant differences within the classroom and turn diversity into an asset, learning systems need to embrace variability as guiding principle more than ever.

5. What are the biggest challenges and opportunities in the Jacobs Foundation’s direction of travel?
Opportunities and challenges are often two sides of the same coin. Our current ambitions of systemic change, public private partnerships and field building are impactful but complex approaches as any variables come into play which are outside our range of influence. We are on a steep learning curve but I feel the Jacobs Foundation is well positioned to fully exploit the opportunities within this new strategy cycle as we build on longstanding competence and a network in the field of learning sciences.

6. What are your key priorities as a Board Member and as part of a Board Working Group?
I feel it crucial that the Jacobs Foundation advances its coherent program approach where all projects mutually enrich each other. This is not rocket science in theory, however it can be difficult to achieve in practice. I will keep a special eye to see whether we are able to walk the talk.

I also would like to focus my attention on the effective implementation of our Scientific Capital strategy as it is an uncharted path.The strategy needs close scrutiny as it presents a steep learning curve for the Foundation given its innovativeness.

Finally I would like to be actively involved in the evolution of the Co- Leadership structure which was recently introduced with the creation of two Co-CEOs. I find this a fascinating development and would like to make sure that we are capturing and sharing lessons learned.

7. Please complete the sentence: Learning is…..
the future

8. What does learning mean to you personally?
Learning is the elixir of life. I love to learn from others and to broaden my horizon. I am rather a non-formal and socio-emotional learner as experience and skills are more important to me than sheer knowledge.

9. Who has inspired you throughout your career?
No one else has had a stronger influence on my career than my parents. I also always try to learn one key behavior, skill or competence from my closest companions such as supervisors, team members or friends. I actively pursue an individual learning and growth path.

10. Which book/s have you read you could recommend and for what reason?
The Dead Poets Society by N.H. Kleinbaum has influenced me the most because it is an impressive book which underlines the critical importance of teachers on the personal development of youth. I have also made the book’s motto “carpe diem / seize the day”my personal mantra and try to apply it as often as possible.

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After nearly two years of experience, Chief Knowledge Officer Donika Dimovska, together with Co-CEOs Fabio Segura and Simon Sommer, explain why this type of management structure was introduced, which common pitfalls have been avoided, and how the Foundation is better for it.

Read further to understand how distributed leadership functions in the Foundation and the key lessons learned so far.

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What is a learning society?

A learning society is an ecosystem of stakeholders from diverse backgrounds and contexts like politics, administration, civil society, business, practitioners, and parents. All of these individuals and organizations are linked by a common purpose and work together towards that purpose in a dynamic and trustful way. 

“Our common purpose is clear: we want to enable children to develop their full potential through learning.”

But one of the key challenges is how to align all stakeholders so that they offer solutions that have the maximum and longest-lasting impact. We have observed that, while everybody is well-intentioned and has specific goals, oftentimes work happens in parallel or is somewhat misaligned. 

How do you go about aligning stakeholders? 

We aim to shape the ecosystems we are active in through facilitation, knowledge and catalytic funding. It’s about finding the sweet spot and common denominator that allows various stakeholder groups to come together. I believe we are a uniquely placed societal actor because we are held to different economic and political accountabilities than for example companies and political leaders. This means we can take actions or make investments where other organizations can not or will not go, but where we feel it would create a shift and help trigger partnerships and alliances that might otherwise not materialize.

At its core, the Jacobs Foundation is a learning organization, and rooted in the history of the Foundation is the idea of connecting evidence to action, and action to systems to affect learning. We can shift what we know works into action and transform it sustainably through the systems. These systems are the processes in the societies we work in. This vision of how we work to create sustainable and impactful change is set out in our Strategy 2030. 

Can you tell us more about what it means to connect evidence to action, and action to systems?

To make sustainable and impactful change so all children have the opportunity to thrive, we need to clearly understand the context, realities, and difficulties they face. That all starts with understanding of the system by asking ourselves several questions: what are the key challenges? What do we know? More importantly, what do we know works and what doesn’t? Who are the key actors within the system and how do they interrelate? What are key motives and barriers to change? Understanding the landscape through available evidence, research and best practices, and generating data and knowledge where there are gaps, informs us where we can make investments for the greatest long-term impact. 

Research we know often works only in very specific, almost sterile environments. It also doesn’t always find its way into practice as it is not available, relevant, applicable or understood by practitioners.

“Research needs to be translated into real-life contexts so it works within the complexities and challenges of real people and places.“

In connecting evidence to action, we can work together with the actors within the system to create sustainable and impactful change. This means we work to improve and change the critical components of a system. Our work can inspire changes in practice, kick off change management processes, and/or gradually transform leadership approaches to improve entire systems. This Theory of Change is our key navigation tool. 

What would the system look like when it is functioning at its best?

We don’t know yet exactly and it’s likely to differ across contexts. What we do know is that efforts so far have not been as effective as we hope and we’re not the only ones that think that way. There is so much potential to further improve and develop the societies we live in. We need to ask ourselves: How can societies learn from each other? What kind of best practice is out there? Which leaders have made a real difference? I think mutual understanding, collaboration and sharing will be strong drivers of the change we would like to see. 

The Jacobs Foundation is working to achieve global impact. How can systems change be replicated when societies culturally, economically and geographically differ? 

We are aiming to achieve both global and very localized impact. Every context is different with its own realities, dynamics, beliefs and behaviors. Over the past years, specifically through our work in Switzerland and Côte d’Ivoire.

“We have realized how important it is to focus efforts to create lasting change within a specific system.“

We have therefore chosen to continue our global work but also selected Switzerland, Côte d’Ivoire, and Ghana as core countries for an in-depth approach. A fourth country will be announced subsequently. These countries have different cultural, economic, political, and religious environments and its this diversity that will allow us to learn across systems and hopefully to develop model approaches and processes that can be scaled globally or scaled in similar contexts.

We believe through sharing and collaboration, there is also an inspirational piece which is the very core of our work and accompanies us throughout our journey to help children thrive. 

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