Our Mission

At Empneo we are dedicated to:

  • Inspiring Learning: We develop innovative educational programs that spark curiosity and a love for learning in children.

  • Empowering Communities: We work closely with local communities to understand their unique educational needs and provide tailored solutions.

  • Fostering Growth: We support teachers and educators with training and resources to deliver high-quality education.

  • Building Bridges: We connect children with mentors and role models who inspire them to pursue their dreams.

Goal One

Global Classroom Initiative

Bringing technology and resources to underprivileged schools, creating interactive and engaging learning experiences.

Goal Two

Community Learning Centers

Establishing safe and supportive spaces where children can access educational resources, extracurricular activities, and mentorship.

Goal Three

Scholarship and Sponsorship Programs

Offering financial support to talented and motivated students, enabling them to continue their education.

Join Us

Empneo is more than just an organization. It's a movement to inspire and empower the next generation. We invite you to join us in making a lasting impact. Whether through donations, volunteering, or partnerships, your support can help us reach more children and transform more lives.

Together, we can inspire young minds and build a future where every child has the opportunity to learn, grow, and succeed.

Low-and-middle-income countries are far from reaching universal minimum proficiency. Of the 31 low- and lower-middle-income countries for which there are data since 2019, only Viet Nam has a majority of children achieving minimum proficiency in both reading and mathematics at the end of primary school. By contrast, in 18 of these countries, fewer than 10% of children are reaching minimum proficiency in reading and/or in mathematics

Several country-specific studies have been published in the last two years but these are not anchored to the SDG 4 global proficiency level and have been carried out at different times, levels and subjects, which hampers their comparability. Nonetheless, these studies suggest that COVID-19 took a tollon education systems, particularly in poorer countries, where schools were closed for longer periods, and distance learning solutions were few and less effective than in richer countries. In Brazil and Mexico, losses exceeded the equivalent of one year of education, and were even higher impact in Cambodia and Malawi.

Note: Results for the 2019 ERCE are adjusted by the results of the Rosetta Stone project that equated its results with those of PIRLS and TIMMS (UIS, 2022b).

Source: UIS database.

Note: The standardized measure on the vertical axis represents the loss in learning outcomes due to school closures divided by the standard deviation of the corresponding outcome. The measures of learning loss and its standard deviation are extracted from 31 studies containing post-COVID data, i.e. studies with achievement data obtained after students returned to school. Simulation studies were discarded. The methods (e.g. differences-in-differences), education levels (e.g. primary, secondary), subject areas, and target populations (e.g. regions from the same country) varied between and within countries across the studies. In cases where multiple estimates were available per country, the average was computed. Data from the Pacific Islands are aggregate, reported for reading and mathematics in the Pacific Islands Literacy and Numeracy Assessment study. Source: GEM Report team learning loss estimates based on country studies