The Journey of an Educational Advocate from Lagos: Nene Ibezim’s Story

Nene Ibezim is a dedicated advocate for educational equity and a current Penn GSE-UNESCO Fellow at the University of Pennsylvania, where she is pursuing her Master’s in International Educational Development. With over a decade of experience, Nene brings a unique blend of grassroots engagement and strategic oversight to her role as project officer at Global Schools, an initiative under the UN Sustainable Development Solutions Network, where she supports a network of K-12 educators and schools spanning 100 countries and over 1,350 program alumni. Nene recently was selected as a Lipman Family Prize Fellow (2024), a recognition celebrating leaders committed to the social sector and personal leadership development.

Nene’s journey in education spans impactful roles—from her early teaching days with ‘Teach For Nigeria’ (2018) in an underserved village to guiding 600+ fellows as a leadership development manager. Nene has also served as a ‘Teach For All Network Connector’, strengthening ties between participants and alumni across the Teach For All global network. She was one of the 16 teachers globally selected as an ‘Inclusive Education Fellow’ (2021) by Teach For All and the Oak Foundation. Her initiatives include the ‘Leading Kids Program’, which fosters leadership skills in children from under-resourced primary schools, and a pioneering virtual learning program for Slum2School Africa that integrates e-learning with community-based education. She was honored as one of the Top 100 teachers globally in the 2022 International Teachers’ Olympiad by Surasaa and as the 2nd Runner-up in the 2023 Teacher Impact Awards, for her commitment to creating impactful change.

Beyond professional accolades, Nene is deeply committed to volunteering, dedicating her time to empowering underserved children in slums and remote communities with quality education, entrepreneurial skills, and psychosocial support. 

We recently spoke to her about her beginnings, journey, and aspirations. Here is what she had to share:

Can you tell us a bit about your background?

Growing up in a small community on the outskirts of Lagos, I went to a public secondary school where overcrowded classrooms of 400 students and limited resources made learning a constant struggle. Everything changed in my final year when I won an academic competition hosted by Pyramid Educational Advancement (PEA) Foundation, a local nonprofit organization. The prize was a trip to the more affluent areas of Lagos, and what I saw there stayed with me—the stark contrast in educational resources between my community and wealthier neighborhoods was overwhelming. That experience opened my eyes to the deep educational inequalities around me, and it ignited a passion to make sure every child, no matter where they come from, has access to quality education. That passion has been my guiding force ever since, leading me to pursue a degree in Education and English and to dedicate myself to bridging the achievement gap for underserved children.

What were your takeaways from the YIF both personally and professionally?

The Young India Fellowship (YIF) was a transformative journey that deeply reshaped my perspective. One of my favorite courses was “Women, Society and Changing India,” taught by Prof. Urvashi Butalia. The course was about exploring the women’s movement in India, focusing on its history, politics, and the lived experiences of women. I had the opportunity to learn about the multifaceted nature of social movements and the intersectionality of caste, gender, and class.

One of the most impactful lessons was the value of embracing multidisciplinary approaches to problem-solving. YIF exposed me to a wide range of ideas, fostering a holistic understanding of complex challenges, which now informs my approach to work—whether I’m leading educational initiatives or designing programs for underserved communities. The fellowship also taught me the importance of collaboration and community-building, helping me create inclusive spaces where diverse voices are valued. Professionally, YIF has strengthened my leadership, teamwork, and communication skills, all of which I now apply to my work in educational advocacy and program development. 

What’s the mission of The Leading Kids Program, and what impact have you seen so far?

The Leading Kids Program (LKP) was born out of a deep desire to unlock the leadership potential of children in underserved public primary schools. Our mission is to empower these young learners with critical skills such as self-awareness, goal setting, leadership, and entrepreneurship, which are essential not only for personal success but for community development as well. Since our launch in December 2019, we have built a 12-week leadership development curriculum that helps children gain these skills through hands-on learning.

The inspiration for this program came from my experience as a Teach For Nigeria Fellow, where I saw firsthand the behavioral challenges many children in public schools faced. These children were often written off because of their environment, but I believed in their potential. Through engaging my own students as classroom leaders, I saw dramatic improvements in their behavior and learning. This realization—that the lack of leadership development opportunities was a root cause of many challenges in the classroom—sparked the creation of LKP.

Since we started, we’ve seen incredible impact. We have directly reached over 1000 students through leadership seminars across six public schools in Ogun State and enrolled 90 students in our 12-week leadership curriculum. What’s particularly exciting is seeing our participants, some as young as in primary three, representing their schools in external competitions—something that hadn’t happened before. We have also been thrilled by the personal stories of transformation. One of our participants, Bright Unata, had her essay published in a Teach For All e-book, while another, Mutmoinnot Abdul-Rofeei was selected as a HundrED Youth Ambassador. These stories are just a few examples of how LKP is raising young leaders who are not only excelling academically but also making meaningful contributions to their communities. Ultimately, our vision is to cultivate a generation of young leaders actively involved in civic engagement and community development, ensuring that every child, regardless of their background, has the opportunity to thrive and lead.

How do you plan to carry forward the spirit of the Fellowship in your endeavors, and what change do you aspire to create in the world?

I am committed to carrying forward the spirit of the Young India Fellowship by fostering collaborative and inclusive leadership. My goal is to advocate for educational equity and empower communities to develop sustainable solutions to their unique challenges. I envision a future where every child, regardless of their background, has the opportunity to thrive in a supportive and inclusive learning environment. Through initiatives like the Leading Kids Program and my work in education advocacy, I aim to contribute to creating equitable access to quality education, particularly in underserved communities. 

What motivated you to choose the IEDP at PennGSE?

My decision to pursue the International Educational Development Program (IEDP) at PennGSE stemmed from my desire to better understand and address educational inequities in resource-constrained environments. The program’s focus on nonprofit leadership and education in low-resource settings aligns perfectly with my work. The exposure to core courses such as “Education in Developing Countries” and “International Educational Development in Practice: Tools, Techniques and Ethics” has enhanced my understanding of global disparities in education and deepened my resolve to develop solutions tailored to marginalized communities. The program is also equipping me with the skills needed to lead impactful, sustainable educational initiatives.

Could you share your experience speaking at the UN SDSN Pre-Summit of the Future, New York?

Speaking at the UN SDSN Pre-Summit of the Future in New York was a pivotal experience for me. I had the opportunity to share insights from my work as an advocate focused on education for sustainable development. I discussed strategies for engaging students with sustainable development concepts such as hands-on learning, peer-to-peer learning and leveraging teachers’ learning communities. The biggest takeaway from the summit was the importance of education as a tool for addressing global challenges such as climate change, inequality, and social justice. The discussions around Education for Sustainable Development (ESD) reaffirmed my belief that we must integrate sustainable development concepts into education to create more equitable and inclusive learning environments. The event also provided valuable networking opportunities, which I am leveraging to expand my work on sustainable education systems.

What reforms or changes at a policy level do you think are crucial in making education accessible and equitable for all?

At a policy level, we must prioritize a comprehensive approach that includes ensuring universal access to high-quality schooling, regardless of socioeconomic background or location, while empowering local stakeholders to meet specific needs within national standards. Investing in early childhood education and literacy programs lays a strong foundation for learning. Policies should also promote inclusive education by supporting programs that cater to diverse learning needs, such as Universal Design for Learning (UDL). Additionally, implementing robust monitoring systems to track the progress of educational initiatives in marginalized communities is crucial for ensuring accountability and effectiveness. Addressing the systemic inequities that hinder access to quality education will require both policy innovation and significant investment in education infrastructure.

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Nene, a Young India Fellow from the Class of 2024, is an experienced social entrepreneur with a demonstrated history of working in the social sector and education industry. She holds a Bachelor of Arts in Education and English Language from the University of Lagos, Akoka.