The Geneva Learning Foundation Scale, reach, and sustainability

The Geneva Learning Foundation: Scale, reach, and sustainability

Reda Sadki The Geneva Learning Foundation

In its first years of operation, the Geneva Learning Foundation (TGLF) built digital infrastructure to foster and support several global networks and platforms connecting practitioners.

Communities supported included:
•  immunization and primary health care professionals,
•  humanitarian workers advocating gender equality during disasters and other emergency operations,
•  doctors, other health workers, and communities addressing neglected needs in women’s health, and
•  health workers tackling neglected tropical diseases.

This digital infrastructure enabled TGLF to rapidly respond to the challenges of the COVID-19 pandemic.

In the first two years of the pandemic, a team of three people developed and implemented… 

To learn more about the Geneva Learning Foundation (TGLF), download our brochure, listen to our podcast, view our latest livestreams, subscribe to our insights, and follow us on Instagram, LinkedIn, Facebook, Twitter, and YouTube. Or introduce yourself to our Partnerships team.

The Geneva Learning Foundation: Spanning the full spectrum of learning

Reda Sadki The Geneva Learning Foundation

We empower practitioners to tailor learning experiences that fit their own needs to drive change: Participants do not  stop work to learn, every step of the process is embedded in and focused on their daily work.

Typical learning events include:  

“Hackathons”: 2 to 4 days fast-paced context and challenge analysis and idea generation

“Peer learning exercises” : 2 to 4 weeks, on and offline facilitated learning among and between practitioners and international experts, including knowledge sharing, situational analysis and action planning.  

 “Full Learning Cycles”, a nurturing space for learners and leaders over several months to explore and take action together, identifying common challenges, generating and sharing ideas, testing innovative solutions, and implementing action plans.

To learn more about the Geneva Learning Foundation (TGLF), download our brochure, listen to our podcast, view our latest livestreams, subscribe to our insights, and follow us on Instagram, LinkedIn, Facebook, Twitter, and YouTube. Or introduce yourself to our Partnerships team.

Motivation and connection for transformation at the heart of the Geneva Learning Foundation’s approach

Reda Sadki The Geneva Learning Foundation

Our approach based on intrinsic motivation, continuous learning and problem–solving leads to impact. Practical implementation with peer support accelerates progress to get results and document impact. 

To learn more about the Geneva Learning Foundation (TGLF), download our brochure, listen to our podcast, view our latest livestreams, subscribe to our insights, and follow us on Instagram, LinkedIn, Facebook, Twitter, and YouTube. Or introduce yourself to our Partnerships team.

How local practitioners use the Geneva Learning Foundation’s approach to accelerate progress to impact

Reda Sadki The Geneva Learning Foundation

In the final stage of a comprehensive TGLF learning programme, alumni implement action plans they have developed together.

We compared the implementation progress after six months between those who joined this final stage and a control group that also developed action plans, but did not join.

To learn more about the Geneva Learning Foundation (TGLF), download our brochure, listen to our podcast, view our latest livestreams, subscribe to our insights, and follow us on Instagram, LinkedIn, Facebook, Twitter, and YouTube. Or introduce yourself to our Partnerships team.

How the Geneva Learning Foundation uses learning science to drive change

Reda Sadki The Geneva Learning Foundation

As developed by our founders, the TGLF learning-to-impact pathway draws on the best available evidence and our own practice in the learning sciences and multiple other disciplines. 

TGLF’s diagnostic instruments rapidly identify the most effective strategies to develop people, teams, and networks to drive change and performance. 

Working with our network of founders and advisors, our approaches are continually honed and improved to ensure their effectiveness. 

For example, TGLF co-founder Karen E. Watkins, working with Victoria Marsick, developed the framework proving the strong correlation between learning culture and organizational performance. This evidence-based framework is central to the Foundation’s learning-to-impact pathway. 

Marsick, V.J., Watkins, K.E., 2003. Demonstrating the Value of an Organization’s Learning Culture: The Dimensions of the Learning Organization Questionnaire. Advances in Developing Human Resources 5, 132–151.

To learn more about the Geneva Learning Foundation (TGLF), download our brochure, listen to our podcast, view our latest livestreams, subscribe to our insights, and follow us on Instagram, LinkedIn, Facebook, Twitter, and YouTube. Or introduce yourself to our Partnerships team.

What is the Geneva Learning Foundation and what do we do?

Reda Sadki The Geneva Learning Foundation

What we do and how we do it have both changed rapidly since we launched the Impact Accelerator, the key component Geneva Learning Foundation’s learning-to-action pathway.

We catalyze large scale peer networks of frontline actors facing critical threats to our societies. 

  • The Geneva Learning Foundation (TGLF) unique approach, rooted in decades of research and experience in learning science, uses the spark of intrinsic motivation to inspire individuals to link up and lead change. 
  • TGLF develops and implements learning experiences that reach people in 137 countries. Our programmes scale quickly to connect thousands of learners and leaders working on the frontlines of conflicts, poverty, and other inequalities. We catalyze local expertise into innovation, action, and results. 
  • The insights generated by and with learners are gathered, analyzed, and shared, for the benefit of communities and partners to scale and develop truly ground-tested and evidence-based policies and programmes. 

To learn more about the Geneva Learning Foundation (TGLF), download our brochure, listen to our podcast, view our latest livestreams, subscribe to our insights, and follow us on Instagram, LinkedIn, Facebook, Twitter, and YouTube. Or introduce yourself to our Partnerships team.

Learning for knowledge creation WHO Scholar programme

Learning for Knowledge Creation: The WHO Scholar Program

Reda Sadki Global health, Learning strategy, Scholar Approach

Excerpted from: Victoria J. Marsick, Rachel Fichter, Karen E. Watkins, 2022. From Work-based Learning to Learning-based Work: Exploring the Changing Relationship between Learning and Work, in: The SAGE Handbook of Learning and Work. SAGE Publications.

Reda Sadki of The Geneva Learning Foundation (TGLF), working with Jhilmil Bahl from the World Health Organization (WHO) and funding from the Bill and Melinda Gates Foundation, developed an extraordinary approach to blending work and learning. The program started as a series of digitally offered courses for immunization personnel working in various countries, connecting in-country central planners, frontline workers, and global actors. The program was designed to address five common problems in training (Sadki, 2018): the inability to scale up to reach large audiences; the difficulty in transferring what is learned; the inability to accommodate different learners’ starting places; the need to teach learners to solve complex problems; and the inability to develop sufficient expertise in a timely way to ensure learning is greater than the rate of change (Revans, 1984).

The approach grew out of work with Scholar, an innovative learning platform, developed at the University of Illinois by Bill Cope and Mary Kalantzis. As the technology implementation of their ‘new learning’ theory, Scholar emphasized seven affordances of learning in a digital age that look at how new technologies change the way knowledge is created and how people connect and socialize (Cope & Kalantzis, 2016). The elements of the Scholar approach include: community-building functions and resources, such as dialogue area surveys and social media; and knowledge creation functions, including a collaborative publishing and critiquing space and tools such as language checkers, annotation functions, and a number of analytics including grade-level writing scores (see Figure 11.3).

Figure 11.3. Scholar pedagogy framework
Source: Cope, Bill and Mary Kalantzis, “Assessment and Pedagogy in the Era of Machine-Mediated Learning,” pp. 350–74 in Education as Social Construction: Contributions to Theory, Research, and Practice, edited by Thalia Dragonas, Kenneth J. Gergen, Sheila McNamee and Eleftheria Tseliou, Chagrin Falls OH: Worldshare Books, 2015.

Learning in this digital milieu is very different, not because it is new (given decades of experience with the internet), but because of the rapid rate of change compared to traditional courses that rely on a fixed understanding of how we learn when we share physical space. Published work is often generated by the learners themselves either from their existing libraries or what they produce within the course – which may also become available to other courses; from internet searches, source documents within their work, etc. Project-based learning is not new either, but the scale, the speed, and the meaning of such connections (i.e., how they are experienced) are. Learning contributions of this kind reduce the need for subject matter experts and are both convincing and situated in real-life contexts. Complex cases demonstrate the problems at the center of the course. Group dialogue and the development of proposals to solve real problems build a shared knowledge base. Participants develop action plans of how they will address the problems that are in their workplace. Finally, peer critiquing and support enable everyone to improve their plans from whatever starting place.

Deliberate efforts are made to create a learning community using tools that are already embedded in daily practice (keeping in mind that these tools are constantly changing) and structured activities like randomized coffee trials (Soto, 2016) through which learners meet outside of class to get to know one another socially (i.e., ‘to be human together’). Learning is scaffolded by a human knowledge network (Watkins & Kim, 2018) with peer review, staff support, expert resources, and a unique Scholar alumni cadre of former students who volunteer as ‘accompanists’ to support new learners in navigating the technology and whatever else creates a barrier for novices. Peer review is based on an expert rubric and facilitated by the Scholar team. This approach is scalable, with more than 800 learners in each cohort and 400 alumni volunteering to serve as accompanists. A small project team manages multiple cohorts at a time, with a duration of six to 17 weeks, depending on the course.

Recently, the Scholar team developed the Impact Accelerator, an extension to the courses that supports the implementation of course projects and encourages participants to develop new initiatives through collaboration. The Accelerator combines weekly webinars and assemblies, regular check-ins on implementation status, and support for developing in-country teams. Participants share best practices and challenging problems, for which peers provide help, responding as a culture without requiring prompting or intervention to do so. Initial findings from an evaluation of the Accelerator indicated faster implementation of action plans and improved collaboration among participants.

Over 20 country groups formed. In a short time, alumni documented that, as a result of what they learned and implemented, immunization coverage in their region improved. Learning involves a unique blend of a traditional format – an e-learning delivery platform – and consistent and deliberate use of actual work challenges and plans to generate improved workplace performance through a combination of peer support, healthy peer competition, and mentoring and coaching.

Sadki’s approach has been called ‘magic’. He disagrees. He says: ‘Learners are transmuted into teachers, leaders, and facilitators. In some countries, learners are self-organizing to take on issues that matter to them, evolving course projects into a potentially transformative agenda.’ He says success comes ‘from modestly intersecting the science of learning with real, lived learning culture and from reframing education as philosophy for change in the Digital Age. That, and a lot of elbow grease’ (Sadki, 2019). Sadki believes that impact is possible – even tangible – when educators connect the dots among the course, the individuals, and their context. His approach combines informal and incidental learning with conscious restructuring of context. The goal of his courses is knowledge creation focused on creating change in the workplace. The approach has gained sufficient momentum that ‘Scholar’ is more a movement than a learning approach. Sadki, a lifelong social entrepreneur and activist, has invented a new approach to learning and changing individuals and organizations. Table 11.2 summarizes features of the initiative map against the framework of learning in terms of separation, coterminous, seamlessly integrated or learning based work.

Cope, B., Kalantzis, M., 2016. Conceptualizing e-Learning. Common Ground Publishing, Chicago.

Revans, R. (1984). The origins and growth of action learning. London, England: Chartwell- Bratt.

Sadki, R. (2018). Peer learning support capacity building with Scholar. Poster presented at the Teach to Reach Conference, Bill and Melinda Gates Foundation, Dar es Salaam, Tanzania.

Sadki, R. (2019). Magic. Retrieved from:

Siemens, G. (2007). Connectivism: Creating a learning ecology in distributed environments. In Hug, T. (Ed.). Didactics of micro- learning. Concepts, discourses and examples (pp. 53–68). Munster, Germany: Waxmann verlag GmbH.

Soto, M. (2016). A simple tool to help M&A integration: Randomized coffee trials. Retrieved from: msoto/2016/01/26/a-simple-tool-to-help-ma-integration-randomised-coffee-trials/

Watkins, K. & Kim, K. (2018). Current status and promising directions for research on the learning organization. Human Resource Development Quarterly29(1), 15–29. doi:10.1002/hrdq.21293

Saci in Defunking Grunter-small

Defunking Grunter

Reda Sadki Thinking aloud, Writing

Part 1: The Journey Begins

Suspended in the swirling galaxies beyond our own, the celestial stage of the Cat’s Eye Nebula shimmered. The nebula was a kaleidoscope of iridescent gases, dazzling cosmic dust, and radiant energy, an ideal sanctuary for the Astral Scholars. Their gathering place, the Obsidian Forum, was a levitating, jet-black platform, as if carved from a fragment of the universe itself. It was etched with constellations, celestial bodies, and navigational lines of ancient wormholes–an atlas of the universe under their feet.

The youngest among them, Saci, was a fledgling star, her eyes twinkling with raw curiosity and a deep yearning for acceptance. A cloud of unresolved excitement perpetually surrounded her, compelling yet subtle, a characteristic trait of many passionate seekers before her.

One day, during a session of interstellar navigation training, her enthusiasm came to the fore. Saci hurriedly approached the Grand Orrery, a celestial model showcasing real-time cosmic patterns and wormhole trajectories.

“Look, Sumé,” she called, her finger tracing the holographic routes swirling around the Orrery. “The quantum oscillations of the Thule wormhole – they’re anomalous, aren’t they? Do you think they might cause instability?”

Sumé, a gentle smile on his face, looked at the eager apprentice. “Saci,” he said, his voice as calm as a placid cosmic sea, “those oscillations are part of the natural rhythm of this Nebula. What makes you interpret them as signs of instability?”

She looked back at him, her eyes sparkling with conviction. “Because, aren’t these patterns identical to the Arcturian Singularity that collapsed last millennium? I’ve read about it in the chronicles.”

Sumé chuckled softly, “Your diligence is commendable, Saci. But remember, not every rhythm plays the same tune. Sometimes, young star, the cosmos dances just for the sake of it.”

As Sumé’s words trailed off, the other Astral Scholars watched from the corners, a twinkle of amusement and anticipation in their eyes. This was just the beginning of a long and winding journey.

Little did they know, it would prove transformative for them all.

Part 2: Cosmic symphony

In the grand theater of the cosmos, the Obsidian Forum remained a tranquil sanctuary nestled in the heart of the Cat’s Eye Nebula. The Astral Scholars, guardians of cosmic wisdom, convened here, each bringing their unique light to the stellar discourse. Amidst them, Saci, a fledgling star, was on a path of self-transformation.

It was Sumé, Saci’s mentor, who first perceived the subtle shift in the cosmic tide. Sumé, the guiding luminary appreciated for his wisdom and empathy, felt the ripples between Saci and the Astral Scholars. Sensing the need for a gentle intervention, he decided to foster a bridge of understanding between them.

Beneath the timeless gaze of the cosmos, Sumé approached Saci, his voice as soothing as a cosmic lullaby. “Saci,” he began, his words imbued with an age-old wisdom, “A journey towards knowledge often walks hand in hand with humility. It’s about engaging in a dance of giving and receiving, a cycle as old as the cosmos itself.”

Saci listened, her fiery spirit quieted by the softness of Sumé’s words. Part of her perceived his counsel as a reflection on her demeanor. The protective shell of her self-awareness hardened, a comet fortifying itself against the cosmic wind.

“I appreciate your guidance, Sumé,” Saci responded, her voice vibrating with a controlled energy. “But do I really need to dismiss my very own thoughts? After all, isn’t the cosmos itself a cacophony of countless stars, each shining in its unique way?”

The celestial silence that followed was palpable, a quiet pause before the eruption of a supernova. Sumé regarded Saci, her resolute spirit flickering like the pulsating rhythm of a quasar.

“Indeed, Saci,” Sumé replied gently, his gaze unblinking. “The cosmos is a symphony, each star adding its own note. But remember, the harmony is born from listening as much as from contributing. Only then does the cosmic dance truly take shape.”

His words echoed in the Obsidian Forum, a quiet place that embodied understanding and unity. Yet, Saci remained cocooned in her protective shell, her fledgling light dancing between self-doubt and self-affirmation. This spirited exchange between Sumé and Saci marked a key turning point, revealing a complex tapestry of cosmic interplay. It was an age-old dance of wisdom and perception, a dance that had only just begun.

Part 3: The Dance of Realization

In the expansive theater of the cosmos, the Obsidian Forum was alight with anticipation. The Astral Scholars convened once more, their collective wisdom creating a celestial symphony. At the heart of this cosmic orchestra, Saci stood, her spirit dancing on the precipice of understanding.

A cosmic day dawned when Saci once again took the floor. Her voice, now more tempered but still vibrant, filled the forum, “I’ve been thinking, revisiting my understanding of TGLF and Movement. Perhaps I’ve been viewing them through a narrow cosmic lens, my own.”

Sumé observed her, a quiet sense of anticipation glinting in his eyes. “That’s a brave admission, Saci,” he commented, his voice as serene as the cosmic sea, “It’s only through recognizing our constraints that we learn to perceive the boundless.”

This time, Saci didn’t bristle at the mentor’s words. Instead, she took a moment, absorbing his wisdom. There was no sharp retort, no defiant glare. Just a simple nod, signifying her acceptance and understanding.

The days passed like comets streaking across the cosmic sky, each bringing with it a new opportunity for Saci to learn and grow. She began to approach the Astral Scholars, engaging them in thoughtful conversations, exchanging ideas and exploring possibilities. The once ruffled cosmic energy was now smoothing into a harmonious flow.

“I’ve come to understand that the cosmic dance isn’t merely about contributing one’s rhythm but adapting to the music already playing,” Saci said one day, her voice echoing the newfound realization.

Sumé smiled, his eyes reflecting the pulsating lights of the Nebula. “And that, Saci, is the beauty of our cosmic symphony. It’s about playing our notes while also tuning in to the melody of the universe.”

Saci’s journey was far from complete, but she was learning. She was learning to question her understanding, to seek wisdom, and to adapt. Her fiery spirit had not dimmed; instead, it was glowing with a newfound brilliance, illuminating her path towards becoming a true Astral Scholar.

As the cosmic twilight descended, Sumé watched Saci. Her transformation was reminiscent of a celestial event, where a collapsing star forms a beautiful Nebula. It was a challenging process, as boundless as the galaxies themselves, but the outcome was worth the struggle.

Sumé knew that Saci’s journey was just beginning. There were galaxies of knowledge to explore, infinite cosmic mysteries to unravel. But for now, he was content. For now, Saci was dancing with the cosmos, and the cosmos was dancing back.

With her enthusiasm mildly tempered but not extinguished, Saci ventured further into the Astral Scholar’s realm of knowledge. She found herself engrossed in the study of the Trans-Galactic Light Flux (TGLF), a phenomenon as mesmerizing as it was complex. Her observations led her to draw parallels between it and Movement, an elevated state of consciousness understood and practiced by the Astral Scholars.

One evening, as the cosmic choir of distant stars filled the Obsidian Forum, she approached Sumé. “I believe I’ve found something significant, Sumé,” she said, a gleam of excitement in her eyes.

Sumé turned to her, his face illuminated by the myriad colors of the Cat’s Eye Nebula. “Go on, Saci. What discovery awaits us tonight?”

“I’ve been studying TGLF,” she started, her hands involuntarily weaving through the air as if molding her thoughts into tangible forms. “And I think… I think it’s a form of energy transport, you know? And there’s a parallel with Movement, an exchange of energy at a higher level of consciousness. They’re intertwined.”

There was a pregnant pause as Sumé absorbed her words. Then he replied, “An interesting perspective, Saci. Your innovative thinking keeps us on our toes. But remember, TGLF and Movement, though they might seem related, function on different planes. One is the heartbeat of the cosmos, while the other is the song of our souls.”

Later, Saci presented her ideas to the conclave. Her voice was firm, her gaze unwavering. She spoke with conviction, her words leaving ripples in the energy matrix of the Forum. Some Astral Scholars responded with applause, others with probing questions, and a few with skeptical silence.

As Saci navigated the nuances of cosmic academia, she began feeling the weight of differences in her viewpoints. She noticed her perspectives sometimes overlooked the tradition of ‘stellar contribution’, a fundamental part of the Astral Scholar’s social contract. It was like missing a star from a constellation, leading to incomplete celestial narratives.

“Saci,” Sumé began in a gentle tone, after one heated debate had dissolved into cosmic silence, “Your theories are like comets, bright and fascinating. But remember, each celestial body, each star and planet, contributes to the cosmic dance. This, too, is a part of our learning, our growth.”

Listening to Sumé’s words, Saci felt a twinge of isolation but also a spark of curiosity. The day’s lesson had been a tumultuous ride through cosmic wisdom, but she realized that her journey was only just beginning. The Astral Scholars watched her retreating figure, their eyes gleaming with unspoken thoughts. The journey was far from over, and there was still much to learn for everyone.

Throughout the cosmic days and celestial nights, Saci dove deeper into the intricacies of the cosmos. She brought forth radical theories and challenged age-old interpretations, her voice echoing throughout the Obsidian Forum. Her bright mind shone like a supernova, illuminating previously uncharted corners of cosmic understanding.

Yet, it was not without consequence. Her relentless drive to validate her theories sometimes made her miss out on the gentle wisdom carried by the cosmic winds. Her interactions started drifting towards a series of inquiries and statements that leaned more towards validation rather than mutual understanding.

One such day, during a meeting under the veil of a cosmic aurora, Saci brought forth a new framework about the behavior of Quantum Strings. “Isn’t it plausible,” she argued passionately, “that the Quantum Strings in the Sumé Belt oscillate at a higher frequency due to the influence of TGLF?”

The Forum fell silent, each Scholar processing her theory. After a moment, Cygnus, the oldest among them, replied, “Saci, your enthusiasm is a beacon of hope for all of us. Your thirst for knowledge, undeniable. But have you considered the universal harmony in your hypothesis, the subtle rhythm of the cosmos? And the ‘stellar contribution’ that each celestial body brings to this cosmic ballet?”

Saci met his gaze, her heart pounding with the intensity of a pulsar. “I… I have,” she said, “but the strings’ behavior is so compelling, it’s hard to ignore.”

Cygnus responded with a soft smile, “Indeed, it is. Yet, the cosmos is a grand orchestra, my dear. Not a single note out of place, not a single beat without purpose.”

That night, as the cosmic choir hushed and the Obsidian Forum basked under the soft glow of the Cat’s Eye Nebula, Saci found herself wrestling with a whirlwind of thoughts. Her conviction wavered, her theories began to seem flawed. Yet, she was adamant about standing her ground. The Astral Scholars watched her from the corner of their eyes, seeing a reflection of their own past in her passionate defiance. They realized that their newest member was beginning a transformative journey that was as much hers as it was theirs. It was only the beginning.

Beneath the brilliant display of the Cat’s Eye Nebula, Saci’s fervor continued to permeate the Obsidian Forum. She was a force, a cosmic storm that stirred the otherwise tranquil conclave. She was bold and innovative, pushing boundaries and invoking intense debates. Yet, underneath her confident exterior, the Astral Scholars observed subtle signs of a silent battle.

One cosmic twilight, Sumé found Saci gazing at the holographic star maps, her face bathed in a soft celestial glow. “Saci, your presence reminds me of a fledgling supernova, ready to explode and scatter your elements across the cosmos,” he said, his voice barely a whisper.

Saci turned towards Sumé, her mentor and her guiding star. “And what if the cosmos rejects my elements, Sumé?” she asked, her voice shaking, revealing a side she had often masked with her indomitable spirit.

Sumé took a moment to answer, his gaze soft. “The cosmos doesn’t reject, Saci. It transforms. Your elements, your ideas, they add to the cosmic soup. They cause reactions, start a chain of events that lead to new creations. This is the essence of ‘stellar contribution.’ Embrace the differences, the debates, and the questions.”

As Saci absorbed Sumé’s words, a realization dawned upon her. Her perception of acceptance had been rooted in agreement, while the cosmos and the Astral Scholars thrived on divergence, debates, and transformation.

While her confidence seemed unscathed, the Astral Scholars couldn’t miss the shadow of self-doubt that had subtly started to creep in. Sumé, the gentle mentor, understood this was a crucial turning point in Saci’s journey. He knew she was ready to embark on an introspective journey to revisit her beliefs, question her understanding, and transform her approach. As Sumé and the Astral Scholars looked on, Saci stood at the precipice of a great learning curve. This was her initiation into a deeper understanding of cosmic knowledge, a step towards becoming a true Astral Scholar.

And so, under the incandescent gaze of the Cat’s Eye Nebula, the first chapter of Saci’s journey among the Astral Scholars came to a close. It was a chapter of discovery, of challenging conventions, and of understanding the intricate dance of cosmic forces. But, most importantly, it was about the recognition of her own growth areas and the willingness to address them.

As the cosmic twilight gave way to the shimmering space-time fabric, the Obsidian Forum began to shimmer with the echoes of Saci’s thoughts. Her realization about her journey sparked a metamorphosis in her approach, a change as significant as the birth of a star.

Sumé and the Astral Scholars watched Saci’s retreating figure against the cosmic backdrop. They saw the uncertainty in her eyes, the self-doubt that threatened to overshadow her bright spirit. But they also saw a glimmer of hope, the promise of a new dawn, the beginning of a deeper understanding.

Yes, Saci had made mistakes. Yes, her ideas had stirred the cosmic pot. And yes, she had a long path ahead of her, a path fraught with learning and challenges. But she was just at the beginning of this path, and every path has its own wisdom to offer.

And so, as the Nebula watched silently, Saci left the Obsidian Forum, her mind full of thoughts, her heart filled with resolve. The first chapter of her journey had come to a close, but the story was far from over. In the grand cosmic dance, Saci was still finding her steps, still learning the rhythm, and the Astral Scholars were right beside her, guiding, watching, and learning alongside.

How do we shift our capacity to embrace a volatile, complex world?

Reda Sadki Thinking aloud

This week, the Geneva Learning Foundation (TGLF) is Devex’s “Presenting Partner”. We are proud to be sharing with Devex’s 170,000 NewsWire subscribers the remarkable progress and the results, outcomes, and impact we have achieved since the pandemic hit. Discover how we connect people, organizations, and communities to achieve collective impact better and fasterGet in touch

  • We stand ready to support any organization or network that needs to mobilize people at scale in support of meaningful change.
  • We are seeking partners that share our yearning for transformation, and that can bring their challenges, resources, and capabilities to make this yearning a reality.
  • We are actively fundraising to develop our global platform so we can support more partners tackling ‘wicked’ problems.

The need for change is evident.

Is your organization rethinking how it contributes to achieving global goals?

  • Humanitarian INGOs headquartered in Geneva, London, or Washington are striving to “localize aid”.
  • A growing concert of voices is calling for the decolonization of global health.
  • Some donors are trying to listen to feedback from communities, not just metrics.

How do we shift our capacity to embrace a volatile, complex world?

The Geneva Learning Foundation (TGLF) has developed a unique approach, grounded in learning science and a decade of research and practice, to nurture digital networks. Read Reda Sadki’s blog post: How we used this approach to support over 40,000 immunization staff facing the COVID-19 pandemic

We build collective capacity for transformation. Download a snapshot of our immunization programme

We do this in ways that motivate participants to connect and implement thousands of their own locally-designed projects, leading to measurable, lasting impact.

The COVID-19 pandemic has created an opportunity for a digital-first Renaissance.

The next 20 years of working for change are likely to be about harnessing digital transformation through hybrid networks fusing digital and physical.

Learning how to develop people is a vital investment for the promise of digital to be realized. Read more about the digital-first Renaissance

I hope that you will take the time to learn more about our work to determine if what we do might fit what you need.

To learn more about the Geneva Learning Foundation (TGLF), download our brochure, listen to our podcast, view our latest livestreams, subscribe to our insights, and follow us on Instagram, LinkedIn, Facebook, Twitter, and YouTube. Or introduce yourself to our Partnerships team.

Listen to the Ninth Dialogue for Learning, Leadership, and Impact

Reda Sadki Writing

The Geneva Learning foundation’s Dialogue connects a diverse group of learning leaders from all over the world who are tackling complex learning, leadership, and impact challenges. We explore the significance of leadership for the future of our societies, explore lessons learned and successes, and problem-solve real-world challenges and dilemmas submitted by Contributors of the Dialogue.

In the Geneva Learning Foundation’s Ninth Dialogue for Learning & Leadership, we start with Dr. Mai Abdalla. After studying global health security in at Yosei University South Korea and both public health and pharmaceutical science in her own country, Egypt. By the time she turned 30, Dr Abdalla had already worked with the Ministry of Health, UN agencies, and the African Union Commission. The accomplishments of her professional life are just the starting point, as we want to explore where and how did she learn to do what she does now? What has shaped her practice of leadership?

We are privileged to have Key Contributors Laura Bierema and Bill Gardner, together with Karen Watkins, three Scholars who have dedicated their life’s work to the study of leadership and learning. As we learn about Mai Abdalla’s leadership journey, they share their insights and reflections.

Here are a few of the questions we have explored in previous episodes of the Dialogue:

  • How do you define your leadership in relationship to learning?
  • Do you see yourself as a leader? Why or why not? If you do, who are your ‘followers’? Are you a ‘learning leader’ and, if so, what does that mean?
  • How do you define leadership in this Digital Age? How is it different from leadership in the past?
  • When and how did you realize the significance of the leadership question in your work and life? Who or what helped you come to consciousness? What difference did it make to have this new consciousness about the importance of leadership?
  • What is your own leadership practice now? Can you tell us about a time when you exercised ‘leadership’. What were the lessons learned? What would you do the same or differently if confronted with the same situation in the future?

In the second half of the Dialogue, we explored the leadership challenges of other other invited Contributors, including:

  • Sanusi Getso on leadership to establish antenatal care services for a neglected community.
  • Alève Mine shares her quandary about how to understand something for which no scaffold exists in one’s current view of the world.