Mostafa Farahat

Ashoka Fellow
Egypt
Fellow Since 2015

Citation

This profile was prepared when Mostafa Farahat was elected to the Ashoka Fellowship in 2015.
The New Idea
Mostafa is democratizing access to education in the Arab world, starting with Egypt. He does this by mobilizing teachers, parents, and students to assume responsibility for the provision of innovative learning opportunities for Arab children. Mostafa is doing this through the creation of online technology tools that capitalize on technology’s popularity and viral nature amongst students, and by utilizing the concept of “crowd-teaching” for the first time in Egypt. He is complementing his online movement by engaging schools, as well as private and social sectors.

Through his online educational hub, Nafham – Arabic for “We Understand”, Mostafa creates, curates, and crowdsources 5-15 minute long educational videos that can be accessed online and via mobile and smart TV applications for free. The videos represent the official public school curricula (primary to Year 12) in different Arab countries through audio-visual formats. They are categorized by grade, subject, and academic schedule. It also includes interactive discussion forums that allow students to interact with their educators and peers. In addition to this are self-assessment tools that grant students the ability to track their own progress. Educational videos are created by a growing network of educators and parents. Mostafa empowers the educators through the knowledge needed to create such videos and incentivizes the work using monthly competitions conducted in partnership with the private sector.

Through Nafham, parents are able to help their children study at home, teachers have new tools to engage students with multiple intelligences, and Arab students themselves have increased access to free education, enabling them learn at their own pace. Students find numerous explanations for every lesson and are given the possibility to choose the pedagogical style that best suits their characters. Thus, they are able to shift their educational process from a uni-directional one-size-fits-all pedagogy focused on rote-memorization, to a multi-directional, interactive, dialogical and self-paced educational process that empowers them to be independent and assume responsibility for their own learning.
The Problem
The Strategy
The Person

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