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EdHeroes Committee on Education in Rural Areas
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Establish strategic partnerships to provide resources and support for rural education.
Develop and share best pedagogical practices adapted for rural settings.
Support the professional development of educators in rural communities.
Advocate for policy changes that enhance education in rural areas.
Implement sustainable educational initiatives tailored to rural communities.
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Ensure inclusive education for all.
Outcomes
Improve access to quality education for people in rural areas.
Mission
To ensure equitable access to quality, inclusive education and adapted educational practices for people in rural areas.
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M.Sc, CEO of NICE Indonesia
(Indonesia)
Strategic Partnership & System Demonstration, Program Lead, North Hub (Delhi, Uttarakhand & Punjab), Dream a Dream
(India)
Founder, Canopy Nepal
(Nepal)
CEO of Console
(Tajikistan)
PhD, President of OMEP Nigeria, Professor of Childhood Education, Deputy Director, Directorate of Research and External Relations, Tai Solarin University of Education
(Nigeria)
Co-CEO Amantani NGO, EdHeroes Peru Hub
(Peru)
Education co-ordinator of KODA, EdHeroes Turkey Hub
(Turkey)
(Indonesia)
Education Officer of UNICEF Papua
Support the professional development of educators in rural communities.
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Committee Members
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Implement sustainable educational initiatives tailored to rural communities.
Advocate for policy changes that enhance education in rural areas.
Develop and share best pedagogical practices adapted for rural settings.
Establish strategic partnerships to provide resources and support for rural education.
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Equity in Education
Education must be adapted to local realities, cultures, and languages. We promote curricula and pedagogies that reflect indigenous knowledge, traditions, and the lived experiences of rural children, ensuring scalability and adaptability to diverse global rural contexts.
Contextualized Learning
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Every person, regardless of geographic location, has the right to quality education. We advocate for policy reforms and systemic changes to address inequalities in rural education.
Preamble
Manifesto for the EdHeroes Rural Education Committee
Advancing Inclusive, Contextualized, and Sustainable Education in Rural Communities
Advancing Inclusive, Contextualized, and Sustainable Education in Rural Communities
Education is the foundation of individual and community development, yet millions of children and adults in rural areas face systemic barriers to accessing quality learning opportunities. These barriers include limited resources, cultural exclusion, geographic isolation, digital divides, and systemic inequalities. The EdHeroes Rural Education Committee is committed to reimagining rural education through community-driven, culturally relevant, and sustainable solutions that benefit children, families, and educators.
We recognize that education must reflect local realities, traditions, and languages while equipping learners with the skills to navigate a rapidly changing world. Our approach places rural communities at the centre of decision-making, ensuring that education serves as a bridge between tradition and innovation. Beyond primary and secondary education, rural education must also provide pathways for young people to transition into higher education and vocational training, fostering long-term economic and social development.
Furthermore, rural education must be resilient to crises, scalable across different international contexts, and inclusive of marginalized and displaced communities. We emphasize the importance of financial sustainability, teacher recruitment, and technological adaptation to ensure that no rural learner is left behind. We recognize the critical need to shift government priorities towards rural education. Our committee is committed to strategic advocacy, raising awareness among policymakers, and pushing for systemic changes that address the long-term neglect of rural communities. We will actively engage in national and international policy discussions to ensure rural education is not treated as an afterthought.
We recognize that education must reflect local realities, traditions, and languages while equipping learners with the skills to navigate a rapidly changing world. Our approach places rural communities at the centre of decision-making, ensuring that education serves as a bridge between tradition and innovation. Beyond primary and secondary education, rural education must also provide pathways for young people to transition into higher education and vocational training, fostering long-term economic and social development.
Furthermore, rural education must be resilient to crises, scalable across different international contexts, and inclusive of marginalized and displaced communities. We emphasize the importance of financial sustainability, teacher recruitment, and technological adaptation to ensure that no rural learner is left behind. We recognize the critical need to shift government priorities towards rural education. Our committee is committed to strategic advocacy, raising awareness among policymakers, and pushing for systemic changes that address the long-term neglect of rural communities. We will actively engage in national and international policy discussions to ensure rural education is not treated as an afterthought.
Localized and Participatory Curriculum Development
- Collaborate with local/indigenous educators, families, and cultural leaders to co-develop curricula that reflect local histories, languages, and knowledge systems.
- Introduce storytelling, oral traditions, and artistic expressions into learning programs.
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- Establish teacher training programs focused on contextualized learning methods.
- Develop peer-learning networks to reduce teacher isolation and increase knowledge-sharing.
- Advocate for better working conditions and fair wages for rural educators.
Strengthening Rural Teacher Support Systems
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Cultural Heritage and Language Preservation in Education
- Promote bilingual and multilingual education models that respect and integrate local languages.
- Protect and incorporate traditional ecological knowledge, local/indigenous science, and local histories into learning.
- Encourage rural schools to serve as cultural preservation centres.
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- Address the digital divide by promoting low-cost, community-led technology solutions.
- Ensure digital tools are designed with cultural and linguistic sensitivity.
- Train educators and families in the ethical and effective use of digital resources.
Technology for Inclusion and Learning
Holistic Development Through Creative and Practical Learning
- Foster project-based learning, creative arts, and hands-on experiences that equip rural children and young people with critical thinking and entrepreneurial skills.
- Provide education on health, well-being, and environmental stewardship.
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- Engage with governments, policymakers, international organizations and funding institutions to ensure rural education receives adequate support.
- Advocate for flexible policies that allow for contextualized education models rather than rigid, one-size-fits-all approaches.
Advocacy and Policy Engagement
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Pathways Beyond Secondary Education
- Establish mentorship and guidance programs to support rural students in accessing higher education and vocational training.
- Create partnerships with universities and technical institutes to provide opportunities for continued learning.
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- Develop early learning initiatives rooted in community traditions and caregiving practices.
- Train parents and caregivers to be active partners in early childhood education.
Community-Based Early Childhood Education Programs
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Call to Action: Key Initiatives
A world where rural education is inclusive, culturally responsive, and sustainable, ensuring that every person has access to quality learning that respects their identity and potential. We envision rural schools as community hubs, fostering intergenerational learning and serving as pillars of social and economic development.
Our Vision
Our Mission
To transform rural education by designing glocally-driven, culturally responsive, flexible, evidence-based and scalable education models that empower learners, families, and educators. We strive to:
- Advocate for policies that address the specific needs of rural communities.
- Develop participatory, community-led education strategies that integrate traditional knowledge with modern approaches.
- Bridge the gap between government, educators, and rural families to create sustainable solutions.
- Support the professional development and retention of rural teachers, providing tools, mentorship, and peer-learning networks.
- Facilitate global knowledge exchange while ensuring education remains grounded in local realities.
- Ensure young people in rural areas have access to pathways into higher education and vocational training.
- Develop crisis-resilient education strategies for communities affected by conflict, displacement, and climate change.
Core Values
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Teacher Support and Community Involvement
Teachers in rural areas face isolation, low salaries, and lack of resources. We advocate for training programs, peer networks, and stronger community engagement to support educators. Beyond training, we must address the retention crisis among rural educators. We advocate for financial incentives, mentorship programs, and career progression opportunities that make rural teaching a sustainable and attractive profession.
We embrace education as a means to preserve and celebrate cultural heritage. Schools should empower children with an understanding of their cultural roots while equipping them with the skills to engage with diverse perspectives. We acknowledge the pressures faced by Indigenous communities and the importance of safeguarding their educational autonomy. We advocate for policies that protect indigenous-led education initiatives and prevent the imposition of external educational models that erode local traditions.
Interculturality and Heritage
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Holistic Development and Well-Being
Education should not only focus on academic skills but also on mental well-being, creative thinking, and life skills. We champion integrated approaches that support persons’ physical, emotional, and intellectual growth, including trauma-informed education for displaced and marginalized populations.
We support responsible and sustainable integration of technology in rural education, ensuring digital tools are adapted to local needs rather than imposed as one-size-fits-all solutions. Additionally, we advocate for eco-education, regenerative farming education, and sustainable infrastructure development in rural schools.
Digital Inclusion
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Beyond Secondary Education
Education should not stop at secondary school. Rural students must have access to higher education opportunities and technical and vocational training to ensure their long-term success. We promote mentorship programs and scholarship opportunities that support rural youth in their transition beyond school. We will explore flexible and mobile education solutions to accommodate the realities of migratory rural populations, ensuring continuity in learning despite relocation.
We encourage sustainability in rural education for lasting outcomes. Sustainability in rural education is not just about funding but also about community engagement, government support, and more. Not only do we want to increase funding, but ensure that existing budgets are allocated effectively. We will work towards transparency and accountability in government spending on rural education, advocating for resources to be channelled towards long-term solutions rather than short-term fixes.
Sustainability
Measuring Success: Accountability and Impact Evaluation
To ensure tangible and scalable impact, the following metrics will be used:
These indicators will be assessed through periodic evaluations, participatory research, and policy reviews to drive continuous improvement.
- Enrollment and retention rates in rural schools.
- Improved teacher satisfaction and retention rates in remote areas.
- Increased access to digital resources and their effectiveness.
- Percentage of rural students transitioning to higher education or vocational training.
- Integration of indigenous knowledge and language preservation efforts.
Dasril Guntara
M.Sc, CEO of NICE Indonesia
CEO of a social enterprise dedicated to advancing Education, Economic Development, and Sustainable Development in Indonesia. With a profound commitment to education, Dasril leads numerous initiatives aimed at improving educational access and quality in local communities. His projects emphasize innovative teaching methods, vocational training, and community-based learning. Dasril is also a strong advocate for circular economics and zero waste management, integrating these principles into educational programs to foster sustainability awareness. Passionate about creating sustainable social impact, Dasril is committed to driving positive change and fostering local economic growth.
CEO of a social enterprise dedicated to advancing Education, Economic Development, and Sustainable Development in Indonesia. With a profound commitment to education, Dasril leads numerous initiatives aimed at improving educational access and quality in local communities. His projects emphasize innovative teaching methods, vocational training, and community-based learning. Dasril is also a strong advocate for circular economics and zero waste management, integrating these principles into educational programs to foster sustainability awareness. Passionate about creating sustainable social impact, Dasril is committed to driving positive change and fostering local economic growth.
Pankaj Sinha
Strategic Partnership & System Demonstration, Program Lead, North Hub (Delhi, Uttarakhand & Punjab), Dream a Dream
Academically a science graduate, have long experience of more than two decades in Strategic partnership & Government Liaison, Program Management, Monitoring and Evaluation, Large scale data management, majorly in education. Focused on changing the mindset of stakeholders for Thriving as purpose of education. Under strategic partnership with state governments, core of engagement is on Life Skills and Social & Emotional Well-being of young people. Experience of working remotely with young people across tribal areas, identifying challenges faced by young people & executors and innovations at grassroot level. Experienced in designing Monitoring framework, delivery and data management relying mostly on technology along with knowledge of the latest trends and best practices in the field of Learning & Development.
Academically a science graduate, have long experience of more than two decades in Strategic partnership & Government Liaison, Program Management, Monitoring and Evaluation, Large scale data management, majorly in education. Focused on changing the mindset of stakeholders for Thriving as purpose of education. Under strategic partnership with state governments, core of engagement is on Life Skills and Social & Emotional Well-being of young people. Experience of working remotely with young people across tribal areas, identifying challenges faced by young people & executors and innovations at grassroot level. Experienced in designing Monitoring framework, delivery and data management relying mostly on technology along with knowledge of the latest trends and best practices in the field of Learning & Development.
Mohit Rauniyar
Founder, Canopy Nepal
Mohit Rauniyar is the Founder of Canopy Nepal, an organization working to solve the systematic education problems that persist in Nepal's education system by promoting equitable access to education and enhancing its quality through interactive learning. With over 13 years of experience in education, Mohit has reached more than 14,000 students in Nepal. Mohit graduated from Harvard Graduate School of Education and is also a Cheng Fellow at the Social Innovation + Change Initiative at the Harvard Kennedy School. He is a shaper at the Global Shaper Kathmandu Hub and Boston Hub, communities within the World Economic Forum. Mohit's involvement has extended to roles such as a Guide at The Resolution Project in New York, serving as the Country Coordinator at NCEP Canada, and working as a teacher and a BOD at Bloom Nepal School.
Mohit Rauniyar is the Founder of Canopy Nepal, an organization working to solve the systematic education problems that persist in Nepal's education system by promoting equitable access to education and enhancing its quality through interactive learning. With over 13 years of experience in education, Mohit has reached more than 14,000 students in Nepal. Mohit graduated from Harvard Graduate School of Education and is also a Cheng Fellow at the Social Innovation + Change Initiative at the Harvard Kennedy School. He is a shaper at the Global Shaper Kathmandu Hub and Boston Hub, communities within the World Economic Forum. Mohit's involvement has extended to roles such as a Guide at The Resolution Project in New York, serving as the Country Coordinator at NCEP Canada, and working as a teacher and a BOD at Bloom Nepal School.
Farida Navruzbekova
CEO of Console
Bio coming soon
Bio coming soon
Adefunke Ekine
PhD, President of OMEP Nigeria, Professor of Childhood Education, Deputy Director, Directorate of Research and External Relations, Tai Solarin University of Education
She was appointed as an advisory director and a research consultant on child development and education for Gritwel Research & Technology Center, The Netherlands in 2014.
Adefunke is a 2013 fellow of Echidna Global Scholars and was named among the top 100 Global Thinkers for 2013 by a global personality assessment organization, Lo Spaziodella Politica (LSDP), due to her expertise in teaching and directing schools in Africa for the promotion of science among female students.
She currently serves as the Cluster Lead for Childhood Education International (CEI) USA and the National President of Organisation Mondiale Pour L’Education Prescolaire (OMEP) in Nigeria. OMEP is an international organization that caters for the well-being of children 0–8. In addition, she was nominated an Exceptional Master Leader in 2015 by Exchange leadership Institute. www.childcareexchange.com
Adefunke serves on the board of numerous research and academic committees and has over 30 years of experience as a classroom teacher. She is the founder of Youthcare Development and Empowerment Initiative (YcDEI) a non-profit NGO through which she carries out her research and advocacy work. She had secured grants for innovative girls’ education programs such as STEM Education, gender-based violence among many from partners such as FORD Foundation, TETFund, Echidna Giving, LEAP AFRICA, Nigerian Women Trust Fund, Funds Innovation Development and Rockefeller Philanthropists Advisors.
She holds a PhD and Master’s in Early Childhood Education from the University of Ibadan, Ibadan, while her first degree is in Food Science and Technology from University of Ife, Ile Ife. She is well-travelled and is a speaker at conferences with over thirty-five publications to her credit, both in local and international journals. She served as the editor of her professional National Association Journal (Journal of Early Childhood Association of Nigeria, JECAN) in Nigeria. She was a charter president of her university’s Rotary club in 2016(Rc Ijagun, TASUED) and has served as Project Chair for the past three years.
She was appointed as an advisory director and a research consultant on child development and education for Gritwel Research & Technology Center, The Netherlands in 2014.
Adefunke is a 2013 fellow of Echidna Global Scholars and was named among the top 100 Global Thinkers for 2013 by a global personality assessment organization, Lo Spaziodella Politica (LSDP), due to her expertise in teaching and directing schools in Africa for the promotion of science among female students.
She currently serves as the Cluster Lead for Childhood Education International (CEI) USA and the National President of Organisation Mondiale Pour L’Education Prescolaire (OMEP) in Nigeria. OMEP is an international organization that caters for the well-being of children 0–8. In addition, she was nominated an Exceptional Master Leader in 2015 by Exchange leadership Institute. www.childcareexchange.com
Adefunke serves on the board of numerous research and academic committees and has over 30 years of experience as a classroom teacher. She is the founder of Youthcare Development and Empowerment Initiative (YcDEI) a non-profit NGO through which she carries out her research and advocacy work. She had secured grants for innovative girls’ education programs such as STEM Education, gender-based violence among many from partners such as FORD Foundation, TETFund, Echidna Giving, LEAP AFRICA, Nigerian Women Trust Fund, Funds Innovation Development and Rockefeller Philanthropists Advisors.
She holds a PhD and Master’s in Early Childhood Education from the University of Ibadan, Ibadan, while her first degree is in Food Science and Technology from University of Ife, Ile Ife. She is well-travelled and is a speaker at conferences with over thirty-five publications to her credit, both in local and international journals. She served as the editor of her professional National Association Journal (Journal of Early Childhood Association of Nigeria, JECAN) in Nigeria. She was a charter president of her university’s Rotary club in 2016(Rc Ijagun, TASUED) and has served as Project Chair for the past three years.
Dr. Thilo Böck
Co-CEO Amantani NGO, EdHeroes Peru Hub
Born in Germany and raised in Peru, Thilo began his career in Lima, developing aid initiatives with communities experiencing extreme poverty during a period marked by cholera outbreaks and social unrest. He later moved to the United Kingdom, where he served as a Senior Research Fellow at the Centre for Social Action at De Montfort University in Leicester. There, he contributed to national and international research projects and worked as a consultant for local authorities and grassroots organisations on issues of social inclusion, youth participation, social cohesion, equality, and diversity. In 2014, Thilo returned to Peru to join Amantani, where he now serves as Co-CEO. He developed and leads the organisation’s two flagship programmes: the Andean Youth Projec, in Cusco, and the Amazon Youth Project, in Loreto. Both initiatives work closely with young people from indigenous and rural communities, supporting them to access quality education, strengthen their personal and cultural identity, and transition towards greater autonomy and opportunity.
Born in Germany and raised in Peru, Thilo began his career in Lima, developing aid initiatives with communities experiencing extreme poverty during a period marked by cholera outbreaks and social unrest. He later moved to the United Kingdom, where he served as a Senior Research Fellow at the Centre for Social Action at De Montfort University in Leicester. There, he contributed to national and international research projects and worked as a consultant for local authorities and grassroots organisations on issues of social inclusion, youth participation, social cohesion, equality, and diversity. In 2014, Thilo returned to Peru to join Amantani, where he now serves as Co-CEO. He developed and leads the organisation’s two flagship programmes: the Andean Youth Projec, in Cusco, and the Amazon Youth Project, in Loreto. Both initiatives work closely with young people from indigenous and rural communities, supporting them to access quality education, strengthen their personal and cultural identity, and transition towards greater autonomy and opportunity.
Cavit Yeşildağ
Education co-ordinator of KODA, EdHeroes Turkey Hub
I was born in 1976 in the Orhaneli district of Bursa in Turkey. The village and physical environment where I was born had a geographical, cultural, and social structure that would influence the rest of my life.
My primary, middle, and high school education took place in Bursa. In 1994, I began my undergraduate studies at Gazi University’s Faculty of Communication and graduated in 1998. In 2001, I went to England, where I completed a degree in Curative Education (Camphill Academy) and Social Pedagogy (University of Aberdeen Faculty of Education), as well as a master’s degree in Child and Youth Education (University of Aberdeen). In 2014, I returned to my home country and continued my learning journey. My focus areas include Pedagogy, Rural Education,Holistic Education, Adult Education/ Social and Emotional Learning, which are fields where I strive to balance theory and practice. I am currently working as an education consultant at KODA. In addition, I am teaching as a guest lecturer at various universities.
I was born in 1976 in the Orhaneli district of Bursa in Turkey. The village and physical environment where I was born had a geographical, cultural, and social structure that would influence the rest of my life.
My primary, middle, and high school education took place in Bursa. In 1994, I began my undergraduate studies at Gazi University’s Faculty of Communication and graduated in 1998. In 2001, I went to England, where I completed a degree in Curative Education (Camphill Academy) and Social Pedagogy (University of Aberdeen Faculty of Education), as well as a master’s degree in Child and Youth Education (University of Aberdeen). In 2014, I returned to my home country and continued my learning journey. My focus areas include Pedagogy, Rural Education,Holistic Education, Adult Education/ Social and Emotional Learning, which are fields where I strive to balance theory and practice. I am currently working as an education consultant at KODA. In addition, I am teaching as a guest lecturer at various universities.
Derry Fahrizal Ulum
Education Officer of UNICEF Papu
An accomplished professional with a strong focus on sustainable development, education, and social impact, Derry Fahrizal Ulum has extensive experience in managing and executing projects that drive positive change. As a UNICEF officer in Papua, Indonesia, Derry is dedicated to improving educational outcomes for children in remote and underserved areas. His work includes collaborating with various stakeholders to enhance education programs, support local economic development, and implement zero waste management practices. Passionate about fostering resilience in communities, Derry is dedicated to advancing initiatives that contribute to a more sustainable and equitable future.
An accomplished professional with a strong focus on sustainable development, education, and social impact, Derry Fahrizal Ulum has extensive experience in managing and executing projects that drive positive change. As a UNICEF officer in Papua, Indonesia, Derry is dedicated to improving educational outcomes for children in remote and underserved areas. His work includes collaborating with various stakeholders to enhance education programs, support local economic development, and implement zero waste management practices. Passionate about fostering resilience in communities, Derry is dedicated to advancing initiatives that contribute to a more sustainable and equitable future.
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