Our Fellowship Alumni
The Fellowship Programme
Over the last two years, TaRL Africa, with support from the Hewlett Foundation, has built a cadre of Leaders of Practice through our fellowship programme. Fellows have been equipped with expertise in TaRL content and classroom methodology, given hands-on experience in training and developing TaRL programmes for new contexts, and offered technical capacity building and mentoring from TaRL Africa’s team.
The 18-month fellowship programme has three components: advanced TaRL training to address growth areas identified by TaRL Africa; mentorship from TaRL Africa’s content and training experts for ongoing support and personalised guidance; and opportunities for fellows to train and co-train in new contexts, allowing them to practise and adapt the TaRL approach in diverse environments. Together, these elements strengthen fellows’ technical skills and deepen their experience with the TaRL methodology.
Abisola Precious Mustapha
Ackim Zgambo
Charles William Zulu
Gideon Abioye Oyedeji
Henry Mulondo
Jackson Irenge
Junaidu Garba
Katlego Sengadi-Botshelo
KOUAKOU Kouamé Jacob
Lesedi Sunshine Ntshambiwa
MEDA Ginévra
Milly Asio
RAMBOAZAFY Meva Vanessa
Rhodah Sakala
Sinazo Qaqamba Didiza
Suleiman Mohammed
Wanume Elvis
Where our fellows work
Our fellows are practitioners first. They work inside ministries of education, district offices, civil society organisations and NGOs, and they have carried TaRL into classrooms well beyond their own countries.
Between them, fellows have supported TaRL training, contextualisation and implementation in Angola, Botswana, Côte d’Ivoire, Ethiopia, Kenya, Malawi, Namibia, Nigeria, South Africa, Uganda, Zambia and Zimbabwe — and as far afield as the Philippines. They have trained and co-trained master trainers, adapted assessment and teaching materials for local languages and contexts, mentored teachers and coaches, and supported government partners working to take foundational learning to scale.
That range is the point of the fellowship. Fellows bring deep knowledge of their own education systems, then test and adapt the TaRL approach somewhere unfamiliar. It is in that second step that the approach gets sharper, and that the next generation of Leaders of Practice is built.