Ebrima Sall is the immediate past Executive Secretary of the Council for the Development of Social Science Research in Africa, CODESRIA, Africa's leading social research council that was ranked top think tank of Sub-Saharan Africa in the 2016 Goto-Global Think Tanks Report of the University of Pennsylvania.
Prior to becoming the Executive Secretary (April 2009 to June 2017), he was a Senior Programme Officer and Head of Research at CODESRIA for five years (2004-2009). He has also held senior positions in other institutions, including as Managing Director of the Center for the Promotion of Village Savings and Credit Associations (VISACA) in BrikamaBa, The Gambia, which was then under the Gambian Ministry of Agriculture (1992-1994); and Senior Research Fellow and Programme Coordinator at the Nordic Africa Institute in Uppsala, Sweden (2001-2004). He taught as an adjunct professor at the political science department of Gaston Berger University, in Saint-Louis, Senegal, from 1996 to 2000.
In 1992, he was promoted to the rank of ‘Maitre de Conferences’ (Associate Professor) in ‘sociology-demography’, by the National Commission of Universities of France.
He holds a ‘Maitrise’ (MA) degree in Economic and Social Administration from the University of Grenoble in France, a Diplome d’Etudes Approfondies (DEA) in the Socio-economics of development, and a doctorate in sociology from University of Paris I-Pantheon-Sorbonne.
He was a post-doctoral fellow of Yale University's Program in Agrarian Studies in 1997-98, and is currently a Senior Research Fellow of the Center for African Studies, Harvard University.
Ebrima is the (co-)author/editor of several publications on higher education, academic freedom, the social sciences, social movements, citizenship, governance, and post-conflict transitions in Africa. He is a citizen of The Gambia.
Dr Tendai Murisa2nd Executive Director of TrustAfrica
On behalf of the Board of Trustees of TrustAfrica, it is my great pleasure to announce that Dr. Tendai Murisa will become the Executive Director of TrustAfrica, starting from October 2014.
We are very delighted to have found a leader who brings considerable intellectual acumen, energy and deep commitment to the vision, mission, values and principles that undergird the work of TrustAfrica.
The selection of Dr. Murisa comes after a very broad international search, handled by the firm Perrett Laver and overseen by the Leadership Transition Committee of the TrustAfrica Board. He was selected from a pool of over 300 applicants from within and outside Africa. The search process also involved input from many of TrustAfrica’s partner organizations, and we are grateful to them for that.
Dr. Murisa is currently the Director of Programs at TrustAfrica and also coordinates TrustAfrica’s work on illicit financial flows from Africa and agriculture advocacy. He holds a BSc in Political Science and Administration from the University of Zimbabwe, an MA in Development Studies from the University of Leeds in the UK, and a PhD in Development Studies from Rhodes University. Dr Murisa began his career in 1998 with the University of Zimbabwe as a researcher at the Poverty Reduction Forum before moving to Africa 2000 as a Projects Manager, and subsequently to the African Institute for Agrarian Studies as Regional Program Manager in 2005. He has published widely in international journals on African development issues, and steered many partnership efforts for inclusive development in Africa.
Project title: Family Involvement in Children’s Literacy Development: A Reading Family, A Literate Offspring
Organization: Association of Reading of Kenya (ARK)
Description: This project seeks to enhance home-related literacy experiences of children in pre-primary and primary early years through promoting parental and sibling reading for and with the children in their first language.
- Project Title: Reading for Comprehension in Madrasa Resource Center Community
Pre-Schools in the Coast Province of Kenya
Organization: Madrasa Resource Center, Kenya (MRCK)
Description: This project seeks to integrate the Reading for Comprehension approach for children (aged 3-8) in Madrasa Resource Center (MRC) community Early Childhood Development (ECD) centers in Kwale, Kilifi, and Mombasa (Coast Province, Kenya). This will allow the community children to develop the reading skills necessary to successfully transition from madrasa schools to public schools.
- Project Title: BTL Tusome Project
Organization: Bible Translation and Literacy (BTL), Kenya
Description: The project will tackle low reading levels in 36 schools in Kwale County, Kenya, by developing and providing learner centered reading materials to be used in reading during class sessions as integrated into the primary school curriculum.
- Project Title: Buddy Reading
Organization: The National Book Development Council of Kenya (NBDCK)
Description: This project provides additional reading opportunities after school using language appropriate materials and reading tutors.. A pair of mentors from Class 6 (or 7) are trained to engage in reading-related activities with a group of Class 3.
- Project Title: Promoting Early Learning through Home-School Links
Organization: Literacy and Adult Basic Education (LABE), Uganda
Description: The project aims to improve early literacy and numeracy through the local production of language appropriate materials used in home learning centers. The home learning centers will also act as preparatory grounds for preschool aged children who cannot access preschools.
- Project Title: Improved Literacy through Orthography Training and Materials Production
Organization: Lango Language Board (LLB), Uganda
Description: This project seeks to train teachers in the proper use of the new Leblango orthography so that they can carry out quality language appropriate activities in public schools as mandated by the national education policy.
- Project Title: Transfer from L1 to L2 : Best Practices
Organization: Société Internationale de Linguistique (SIL), Sénégal
Description: This project is implemented in collaboration with Catholic Education Services and World Vision, and seeks to research, create, and implement a bilingual learning approach featuring reading skills transfer from L1 to L2 in the first three years of primary school (CI-CP and early CE1) levels in 12 public and private learning settings in the Fatick region of Senegal.
- Project Title: Support for the Improvement of Literacy and Numeracy Performance of Primary School Students through an Innovative Strategy in the Kati-Kita-Bafing-Kenieba-Famele area
Organization: Pôle des Actions D’Intégration des Droits Humains en Afrique (PACINDHA)
Description: This project seeks to improve children’s competencies in math and literacy through teacher trainings, the creation of academic management and reading committees, and the use of radio programs as training tools. The main objective of the project is to improve the performance in literacy and math for 2,500 primary school pupils in 25 schools on the Kati- Kita-Bafing- Kenieba-Falemé axis in Mali.
- Project Title: Pastoralist Early Grades Literacy and Numeracy in Kenya (PEGLINK) Project
Organization: International Institute for Rural Reconstruction (IIRR)
Description: The main goal of this project is to improve the literacy and numeracy competencies among early grade pastoralist children in Marsabit County, Northern Kenya, by establishing reading shades for after school reading activities with students and parents.
- Project Title: Literacy Development Scheme
Organization: ROY Nakhosi Foundation (ROYNF)
Description: The objective of this project is to implement the national policy of local language education by delivering a professional teacher development model that equips teachers with tools and techniques for effective teaching of literacy that enables children to read and write independently in local language and English. Complementary activities include providing opportunities for teachers continuous professional development, creating awareness among parents about their involvement in the education of children in general, raising awareness among parents, teachers and community leaders of the importance of using the local language as a medium of instruction.
- Project Title: Uganda Early Learning Enhancement Project (ELEP)
Organization: Link Community Development (LCD)
Description: Over a one-year period, ELEP seeks to develop and execute a procedure which holistically engages stakeholders to produce context-specific strategies, trainings and learning innovations to improve early learning outcomes for pupils in each of eight target primary schools in two neighbouring districts in Western Uganda, Buliisa and Hoima, on the shores of Lake Albert.
- Project Title: Promoting Learning in Young Children
Organization: Centre d’Etudes Sociales et d’Apprentissage Métiers (CESAM)
Description: This project provides after school tutoring, summer reading/math camps, and community reading rooms in the Mbour area.
- Project Title: Promotion of ICTs and Innovative Strategies for teaching/learning reading in elementary schools in Ziguinchor
Organization: Fédération Dimbaya Kagnalen (FDK)
Description: This project implements the SARENA teaching and learning approach, as well as the use of mobile phones to improve parent/teacher communication in 10 elementary schools in Ziguinchor, Senegal.
- Project Title: Improving reading skills for students in CI and CP at CFP/ADB,
through innovative training of teachers and intern teachers, and the development of a reading program based on oral proficiency in the second language (L2: French)
Organization: Centre de Formation Pédagogique Abbé David Boilat (CFP/ADB)
Description: This project addresses the need for students to first become proficient in the language of instruction (French) before that language is used as such in the classroom by developing a curriculum to improve French language acquisition in the first year of school.
Project Title: Promoting Early Literacy in Kumam Organization: The Bible Society of Uganda (BSU)
Description: This project supports the Government of Uganda’s literacy and local language instructional policies by fostering the development of early primary literacy and resource materials in the Kumam language; training education stakeholders, including teachers, head teachers, coordinating center tutors and district school inspectors, in effective literacy instruction, and promoting a culture of local language literacy in the Teso Sub-region through engaging parents in local primary schools.
Gerry Salole est le Directeur exécutif du European Foundation Centre(EFC) depuis 2005. L’EFC est une association composée de plus de 230 fondations d’utilité publique et bailleurs de fonds. Parmi les postes occupés précédemment par Salole, on compte : représentant du Bureau de l’Afrique australe de la Fondation Ford et Chef du Département Programme, Documentation et Communication de la Fondation Bernard van Leer. Il a également travaillé pour Save the Children Federation (USA) en Éthiopie et au Zimbabwe, pour la Fédération norvégienne de Save the Children, OXFAM et le HCR en Éthiopie.
Salole est titulaire d’un B.A. (Licence) de l’Université de Londres (SOAS), d’une maîtrise (M.A.) en économie et d’un Doctorat (Ph.D.) de l’Université de Manchester.
Il est Président du Global Fund for Community Foundations (Fonds mondial pour les Fondations communautaires) basé à Johannesburg, membre du Conseil consultatif de Open Society Fondations (Programmes d’appui à l’éducation) et siège au Comité consultatif stratégique de European Venture Philanthropy Association.