All our students develop to become intellectually curious, caring and respectful young citizens seeking to improve the lives of people within their community.

They will graduate with the skills, knowledge and dispositions required to thrive as young Africans, to lift themselves and their families out of poverty, and to change their country. In doing so, they become role models to inspire future generations of extraordinary young people.

YOUNG LEADERS PROGRAMME

Our Young Leaders programme comprises a two semester residential course at our new learning centre in Chibombo followed by internship/project opportunities back home.

It is based on our philosophy of education established around four interrelated cornerstones.

 

"I always wanted to be a change-maker but I didn't have the know-how until I met Our Moon. Justin and Helen have given me the opportunity to be impactful in a way that, although yet small, is very meaningful to both the beneficiaries and me"

Chris Kaumba, class of 2018

ACADEMIC DEVELOPMENT

Academic development combines three main areas:

Write to Speak focuses on identity and understanding oneself and role in society.

English Skills develops critical reading, problem solving, academic writing and literature. The output from this module is an academic essay linked to an issue that they have identified where students are mentored by teachers from Ecolint in Geneva.

Maths and Coding Skills encourages a practical application of statistics and coding, culminating in a maths and programming project using real life data.

EMOTIONAL AND PHYSICAL WELFARE

We teach our students to care for their mental and physical health. They participate in morning “Rise and Shine” activities which include fitness sessions and dogwalking.

Our volunteer counsellors offer both 1-2-1 psychotherapeutic support as required and offer techniques to the group on how to cope with anxiety and stress.

SOCIAL CONSCIOUSNESS

We require our students to raise their social consciousness by volunteering within our community, returning home later to implement projects. Volunteering can include educating local children, agricultural, environmental and waste management projects according to interests (and to support reflective essays above). This enhances their understanding and application of education in their everyday lives, so that they can – as individuals and through team work – use their experiences as tools to shape and redefine society today and tomorrow.

UNIVERSITY AND CAREERS GUIDANCE

We guide our students in their university applications by providing careers and course advice as well as detailed application support. We liaise with universities who provide zoom information sessions to our students. Our alumni are involved in support according to the need of our students.

To provide students with experience of work, we liaise with Zambian companies to offer internship opportunities. We also offer workshops for soft employability skills such as CV and cover letter writing, how to write a good LinkedIn profile and interview skills.

The programme is managed by Justin Mushitu in Zambia, who delivers the sessions on identity and develops our students critical reading, writing and oral communication skills. He is supported by tutors, a social worker/house parent, cook, administrative staff and workers who provide security, cleaning and maintenance. Helen Leale-Green manages elements of the programme (both remotely and on site when she visits Zambia), especially the reflective essay, supported by teachers from Ecolint in Geneva, as well as coordinating the emotional support from volunteer counsellors, and offering university and careers guidance.

involvement with our students extends to supporting them on their projects before going to university. In addition, during their university years, we help them to find internships back home during summer holidays. This ensures they keep connected to family and develop the networks they need when they return. We hope some of our alumni will intern with us and, ultimately, take on employee positions when they graduate from university.

OUR VALUES

Our Moon’s work is based on our core values – our 10Cs. Centred in the middle is “Community”. We value community above all else, as we believe that it is by valuing community, we instil the other values in our students and staff, helping them contribute to lasting change.

Each part of our programme contributes in some way towards the establishment of one or more of the 10Cs.

STUDENT SELECTION

We carefully select high achieving but low-income students in collaboration with partner organisations (local and national Zambia-based charities and schools) and our alumni.

We have a rigorous application process that combines a written application, testing and interviews. Usually, our students are tested and interviewed on site, where they are also introduced to our programme.

CRITERIA FOR SELECTION

  • Outstanding high school leaving grades
  • From the poorest communities
  • Must have been involved in a project within their community
  • Must want to contribute to change and be enthusiastic about our programme

SPECIFIC PROBLEM OF GIRLS AND ORPHANS

Policy aim

We endeavour to select an equal number of young women and young men to our programme. In order to make sure we have gender equality during selection, our partners include girls’ schools and NGOs. We are actively seeking to add more and to engage more girls from rural areas.

We are aware that fewer girls graduate from secondary school. Poor Zambian families often give priority to their sons – especially the oldest son – whereas girls take responsibility for chores and look after siblings. In many families, girls are expected to marry early. Orphaned children, although often brought up by extended family members, are the most vulnerable.

We also believe it is important to give opportunities to boys. There are currently insufficient opportunities for youth in general and for those young people from financially-disadvantaged families in particular.

24% of 15-19 year olds (our target age group) are orphans.

Only 23% of girls complete secondary school