African Music Library

Foster’s mission: 

• Our mission at Foster, a music education initiative of the African Music Library, is to raise a new generation of confident and resilient individuals who possess a deep appreciation for African music, as well as the skills and knowledge to pursue their artistic aspirations.

Our core values are:

• Inclusivity, 

• Advocacy, 

• Education, and 

• Preservation

Our primary objective of Foster is to address the significant music education inequality problem existing within African communities. Other key objectives include but are not limited to:

• Provide access to quality music education for all African children

• Encourage cultural awareness and appreciation of African music among children

• Improve self-confidence and creativity in African children

• Reduce learning anxiety caused by poor socioeconomic backgrounds

• Preserve knowledge of African music through generations

Anuoluwapo (Anu) Onasanya is the Program Lead for Foster (by African Music Library).

As the programs lead, Anu oversees the Foster program to ensure its set objectives are met, manages the volunteer engagement, suggests and implements improvements to the program, supports fundraising activities, analyzes report data to measure impact and program effectiveness, and leads the community engagement.

With several years of experience in the not-for-profit sector - children-focused, Anu is an experienced children teacher with a good understanding of age-appropriate curriculum development and implementation to ensure the social, emotional, physical and cognitive developmental needs of every child is met while learning.

Anu also doubles as the Director of Programs and a member of the Board of Trustees for the African Music Library. She oversees the strategic planning, implementation, and evaluation of programs and projects of the Library.

Our Team Lead, Anu Onasanya, has a proven track record of successfully managing complex projects like LEAP. Her years of experience managing various teams (remote & onsite) in different team leadership roles in project/program management and implementation of AGILE & SCRUM methodologies for team effectiveness will be invaluable in navigating any unforeseen challenges.

Our team comprises members with diverse skill sets in programs/project management tools, Early Years Learning Framework (EYLF), research & development, curriculum and lesson planning, flexibility & adaptability, and community & stakeholder management. These skill sets would allow us to tackle different aspects of the project efficiently.

Managing the LEAP project, we would implement AGILE methodologies to break the project into smaller manageable, trackable tasks that will allow us to handle increased workloads without sacrificing quality or turnaround times. Also, we would establish a clear-cut communication plan across functions relating to LEAP,  and having a detailed project plan shared and timely reviewed with all teams, we can deliver on both LEAP and our existing commitments. Nevertheless, we have a growing committed base of volunteers familiar with our work processes that we can quickly onboard into the core team to support the LEAP project to minimize any impact on other tasks.

Also, we have deployed and completed a team-wide project prioritization exercise, allowing us to delegate certain tasks to other teams with complementary skill sets. This reallocation exercise has been applied a couple of times and helped free up the key project/program leads’ time by 30% (about 12 hours out of a 40-hour work week) to take on the LEAP Project and allow supporting team members to take on the other roles. With the LEAP Project, the team lead can apply the same to help focus on LEAP without neglecting urgent priorities on the team.

Though the above-outlined steps have been executed, the team lead is constantly evaluating our workflow to identify and maximize further optimization opportunities, ensuring we maintain our ability to effectively support the LEAP Project alongside existing commitments.

We are a highly motivated team committed to the success of the LEAP Project. We are confident in our ability to prioritize effectively and that our team, led by Anu Onasanya, has the capacity, experience, and dedication to effectively support the LEAP Project, even with other ongoing priorities.

Foster by African Music Library brings free music education to underserved African children, empowering them to realize their artistic aspirations.

According to UNICEF, exposing a child to music ignites all areas of child development. Likewise, research has shown that children who actively learn and listen to music and play musical instruments have enhanced cognitive abilities such as listening and problem-solving skills, brain and behavioral development, strengthened emotional intelligence, self-discipline, and good memory. Music education is known to boost children’s concentration, reading comprehension, and ability to learn new languages. Most importantly, learning and listening to music makes children happy.

While the outlined benefits are profound, over 70% of school children in underprivileged African communities are yet to embrace these opportunities mostly due to a lack of access and awareness. The opportunity gap between the children of the rich and poor continues to widen across most African countries.

The Foster initiative is borne out of a deep understanding of this widening opportunity gap and the unique challenges faced by children growing up on the poor side of the divide. These challenges can have a profound impact on their development and well-being, hindering their potential and limiting their opportunities.

Disadvantaged communities often struggle with underfunded schools and limited resources. This can translate into a lack of access to quality education, including opportunities for arts education. Without exposure to creative outlets like music, children may miss out on vital opportunities for self-expression and exploration. This is particularly detrimental considering the positive impact arts education can have on cognitive development, social skills, and emotional intelligence.

Also, growing up in a disadvantaged environment can take a toll on a child's self-esteem. Poverty, limited resources, and a lack of opportunities can lead to feelings of discouragement and hopelessness. This can be further exacerbated by a lack of positive reinforcement and opportunities to excel outside of academics. Without a sense of self-worth and confidence, children struggle to reach their full potential.

Additionally, disadvantaged communities can sometimes be characterized by social isolation and a lack of strong social structures. This can be particularly challenging for children who may struggle to build positive relationships with peers. Limited access to extracurricular activities or social programs can further hinder their ability to develop vital social skills like teamwork, communication, and empathy. These challenges can be particularly acute for children who are part of marginalized groups, such as LGBTQ+ youth, who might face social isolation due to their sexual orientation. 

Another problem that directed us to this solution of music education is the fact that children from disadvantaged backgrounds often face a higher degree of stress and adversity than their peers. This can lead to emotional dysregulation, difficulty healthily expressing emotions, and an increased risk of developing mental health issues. Without access to healthy coping mechanisms, children might resort to negative behaviors to manage their emotions. Music education can be a powerful tool for emotional release and expression, providing children with a safe and healthy outlet to navigate their emotions.

The African Music Library is addressing this problem head-on by taking action with Foster. We are partnering with local primary schools and communities to deliver comprehensive music education and nurturing programs. Not just any music, but African music, to help reinforce, preserve, and continuously grow the knowledge and understanding of the African cultural heritage through music.

We are partnering with private and public local schools and education authorities to deliver a collection of relevant programs, aimed at bringing the transformative power of music education to these children.

Foster uses a well-researched and age-appropriate 3-part curriculum to deliver on its values. The program kicks off with music appreciation. At this stage, the focus is to spur every child’s interest and enhance understanding and love for African music. At the end of the music appreciation part, the children can relate to music as a form of emotional expression. Other impacts include enhanced musical understanding and sensory perception to promote emotional and cognitive development, cultural understanding, personal well-being, and social integration.

The second part of the program is majorly practical with more hands-on activities - such as musical instrument learning and vocal training. This part has been tailored to help find talents, enhance natural abilities, and encourage/sustain music participation amongst children. At this part, there’s a preliminary assessment of the children before they are assigned to various focus groups based on their abilities and interests.

Then the third part of the program is both practical and project-based. It is called the music application phase. This part helps children develop independence but not necessarily mastery. At the end of this part, there would be group presentations by the children to parents and other stakeholders.

However, the learning experience doesn’t end after the children complete the curriculum. The artistic ones are enrolled via a scholarship to music schools to continue their learning experience and further fine-tune their skills while a domiciled music club is established in the host school to  continue the learning experience for the pupils.

Our organization, the African Music Library (AML), has conducted foundational, formative, and summative research to demonstrate the effectiveness of the Foster program.

We conducted foundational research to establish the theoretical framework of Foster and evidence base supporting the effectiveness of this music program in promoting total child development and artistic well-being. This research draws upon existing literature from fields such as education, psychology, and neuroscience, which consistently highlight the cognitive, emotional, and social benefits of music learning for children. Bringing this knowledge within the African context, we have laid the groundwork for understanding how our music education program can address specific challenges faced by underserved children across African communities.

During the early stages of our program development, we conducted qualitative research that included focus groups, interviews, and observations. We did this to gain insights into the unique needs, preferences, and aspirations of the children and communities we aimed to serve. This research helped us customize our curriculum, instructional approaches, and program delivery methods to align with the cultural, social, and economic context of our target beneficiaries. By actively involving seasoned teachers and experienced music instructors in the design and implementation of our program, we ensured that it was relevant, engaging, and responsive to the diverse needs of our beneficiaries.

To assess the impact and effectiveness of our music education program, we have conducted summative research, mainly quantitative assessments. These evaluations have helped us measure a range of outcomes, such as academic improvement, socio-emotional development, self-confidence, and musical proficiency among the children who take part in our program. By gathering and analyzing our ongoing data, we have a better understanding of the short-term and immediate effects of our program on individual pupils. The summative research also enables us to identify areas where we can improve and refine our program interventions to ensure that we maximize the positive outcomes for our primary beneficiaries.

Our research and studies have provided us with valuable insights about the effectiveness of our music education program as a solution for underprivileged African communities.

Our research consistently shows that participation in our music education program results in significant improvements in the cognitive, emotional, and social development of our participating students. Our pupils have demonstrated improved academic performance, boosted self-confidence, and improved oral communication skills.

We discovered through formative research that tailoring our program to culturally relevant content and instructional approaches is crucial for engaging and involving students and gaining acceptance and support from families and communities. This promotes a sense of ownership and cultural connection for the children and other stakeholders. 

Our summative research has indicated that the benefits of our music education program extend beyond the duration of the program, with many students demonstrating enthusiasm for music learning, getting music school scholarships, and expressing a desire to pursue further education and career opportunities in the arts. 

Our research has highlighted the importance of community partnerships and collaboration in sustaining and expanding our program. By actively involving stakeholders in program planning and implementation, we have fostered a sense of collective responsibility for the success of our initiative. These insights have informed our work in several ways, such as reviewing our curriculum to ensure it remains relevant and meets the evolving needs of our students and the cultural setting of the host community.

We are leveraging the evidence of our program's effectiveness to advocate for increased funding and support from donors, governments, and other stakeholders, to scale our program and reach more children across Africa. We are committed to ongoing evaluation and assessment of our program, using data to identify areas for improvement and innovation.

We will continue to establish a system for collecting data on pupils’ participation, engagement, and potentially basic musical skills development. This data will be used to evaluate the Foster program's effectiveness and identify areas for improvement.

Our organization recognizes the importance of strengthening the evidence base of the Foster program to further validate its positive transformational impact.

We believe that by demonstrating a strong positive impact of our program on children across African communities through thorough research, careful data collation, and analysis, we can build more credibility and trust with educators, education regulatory bodies, country government, academic institutions, and the children themselves. By providing research-based evidence on the benefits of our music education program, we can assure stakeholders that our solution delivers on its promises and is worthy of their support and investment. 

Likewise, this data can help us make a stronger case that would help the African Music Library secure grants and other sources of funds to develop and implement the Foster program in other African communities. We believe strongly that by participating in initiatives like the LEAP Project and generating data-driven evidence of our impact, we can strengthen our grant applications and attract additional resources for further scaling and expansion.

Through research questions answered and documented within the LEAP Project, we have the opportunity to contribute to broader conversations about effective educational practices across African communities and the global community by extension. By sharing our findings and insights with policymakers, educators, and other stakeholders, we can advocate for the integration of music education into broader educational policies and practices, thereby advancing our mission of ensuring equitable access to high-quality music education for all children, irrespective of their socio-economic backgrounds.

• Does our education solution have a statistically significant impact on specific learner groups in our focused communities as compared to the general children population our program caters to?
• Are the skills learned in music education transferable to other areas of their development such as critical thinking, mathematical skills, problem-solving skills, emotional intelligence, self-confidence, and others)?
• Does music education have an impact on the children beyond the classroom, in their daily activities after school?

The desired output for the 12 weeks Leap project are collaboration and knowledge sharing, and fostered sustainability and innovation. With respect to the first output, African Music Library will work towards achieving partnership with fellow social entrepreneurs, peer mentors and joint advocacy efforts for the purpose of achieving effective collaboration. This will come by establishing a strong working relationship with the matched social entrepreneurs. This involves regular communication, knowledge exchange, and mutual support regarding challenges and best practices in the social entrepreneurship landscape. We will also gain valuable insights and guidance from the matched entrepreneur based on their experience navigating funding opportunities, program optimization, and scaling social impact initiatives. African Music Library looks forward to exploring opportunities to collaborate on advocacy campaigns, fundraising events, or public awareness initiatives that could benefit both the Foster Project and the matched social entrepreneur's venture.

With respect to fostering innovation and sustainability as an expected output, African Music Library will refine fundraising strategy and sustainability model enhancement will also be achieved through this. We will collaborate with the matched entrepreneur to refine the Foster Project's fundraising strategy. This might involve brainstorming new approaches, identifying potential funding sources, and developing compelling grant proposals that leverage the research findings obtained during the 12 weeks. African Music Library will also seek insights from the matched entrepreneur on strategies to strengthen the Foster Project's sustainability model, particularly regarding volunteer recruitment, community engagement, and establishing partnerships that ensure long-term program viability beyond initial funding. Thereafter, we will discuss potential innovations for the Foster Project, such as incorporating technology into music education delivery, developing online learning modules, or forging partnerships with music education institutions for curriculum development and teacher training. With respect to the research project, African Music Library aims to have achieved outputs such as research design and pilot testing, as well as preliminary data analysis and recommendations. These will be established in a finalized research plan document, a pilot test report, and a preliminary data analysis report from which recommendations for Foster project improvement will be made.

The finalized research plan document will serve as a blueprint for the full-scale research endeavor. We will integrate the researcher's expertise and feedback from the pilot test to refine the data collection instruments and methodology for optimal effectiveness.

The pilot test report will be a vital learning tool. We will analyze the findings to identify any areas where the program might benefit from adjustments during implementation. This ensures we capture the most accurate and meaningful data on the program's impact.

The preliminary data analysis report will provide crucial early insights. We will present these findings to our board of advisors, project staff, and potentially relevant stakeholders within the target community. Open discussions around the data will guide program improvements.

Based on the identified areas for improvement, we will develop and implement specific action plans. This might involve modifying lesson plans, incorporating additional support for teachers, or tailoring the curriculum to better address the children's learning styles.

Regular communication with the matched social entrepreneur(s) will be established. We will schedule weekly or bi-weekly meetings to discuss challenges, share resources, and learn from each other's experiences.

We will actively participate in knowledge-sharing opportunities facilitated by Leap Fund or organize joint workshops/webinars to share best practices with a wider network of social entrepreneurs.

We will leverage the expertise of the matched entrepreneur(s) to refine our fundraising strategy. This might involve identifying new funding sources aligned with our research findings and sustainability goals.

We will collaboratively develop a compelling grant proposal that showcases the Foster Project's impact on musical skills, social-emotional learning, and potential for long-term sustainability within the target community.

Insights gained from the social entrepreneur(s) on volunteer recruitment, community engagement, and partnership building will be incorporated to strengthen the Foster Project's long-term viability. We might establish community advisory boards or partner with local businesses for volunteer training and resource mobilization.

We will explore potential innovations for the program based on discussions with the social entrepreneur(s). This might involve incorporating technology (e.g., online learning modules) to enhance accessibility or forging partnerships with music education institutions to develop a standardized curriculum and train teachers effectively. We will utilize the research findings and refined program model to explore the possibility of piloting the Foster Project in additional disadvantaged communities. This could involve securing funding, identifying local partners, and adapting the program to the specific context of each new location.

By the end of the 12-week research period, the Foster Project aims to achieve strong research foundation. This will include well-defined research plan with refined research questions, validated data collection tools, and a pilot test completed. We also expect outcomes such as preliminary data analysis. Such initial data analysis providing a sense of the program's effectiveness on musical skills, social-emotional learning, and potential early indicators of program sustainability. We also want to use the preliminary data to identify potential areas for program refinement to enhance its impact during the remaining program duration and beyond. Such will also help to improve our grant proposals, considering that we will have a proposal built on the strength of research of the needs, target population and the organization, hence improving our capacity to compete for top funding successfully and achieve long term success.