Who We Are

About SAMI

There are huge divides in terms of access and quality of education across Africa. Mathematics in particular proves problematic for students and teachers alike, falling far short of global standards. There is however no shortage of passionate, enthusiastic and talented individuals in these countries with powerful ideas to improve the current state of education. SAMI was founded in 2013 as a means to support these local initiatives, and provide the expertise and funding necessary to implement, sustain and scale these ideas. By working directly with local people and organisations that have support and contacts within mathematics education, SAMI is well positioned to help deliver high impact solutions where they are needed most. All projects live by the following principles:

  • WORKING WITH PARTNERS: Supporting charities and NGOs to implement local and pan-African Maths Initiatives
  • MATHEMATICAL EDUCATION: Scaling projects in African countries at primary, secondary and university levels
  • EMPOWERMENT: Providing support for grass-root initiatives to develop into sustainable solutions
  • RESEARCH AND DEVELOPMENT: Assist research and development projects to access mathematics and statistical expertise
  • LEAPFROGGING: Creating awareness of cutting edge technology, methodologies and ideas that provide the opportunity for local initiatives to become world leaders
  • USE OF TECHNOLOGY: Assisting in the provision and effective evaluation of the use of new technologies in the classroom to motivate and engage learners for improved outcomes

Members and Volunteers

SAMI is extremely thankful to have a fantastic team of members and volunteers that support in the UK and Africa. Here are a few of the people that make everything possible day-to-day:

Emily Fleming
Emily Fleming

About Emily

Emily Fleming has been a teacher since 2003, after gaining a BSc in Mathematics from Edinburgh and a PGCE from Oxford. She has taught at Edinburgh Academy, Bexley Grammar School and is currently working at the LyceeFrancais Charles de Gaulle. Emily had a three year break from teaching to travel and study for an MA in Mathematics Education at King's College London. During this time she became heavily involved in educational projects in Kenya and this is the reason for her involvement in the set up of SAMI. Emily is currently acting as a SAMI trustee.
Zach Mbasu
Zach Mbasu

About Zach

Zach Mbasu is a founding board member of African Maths Initiative (AMI) and the first acting CEO. He is an experienced maths teacher and very passionate about Technology Integration in Education especially in mathematics. He has turned his passion into helping teachers as well as delivering exciting learning opportunities for students. He loves building capacity for schools and instructors to become not only consumers but producers of high quality learning resources. He also enjoys sharing practical classroom and out of classroom ideas and helping teachers and students build a positive mindset so that they can truly enjoy what they are doing. He has a bachelor's degree in Education Science and a Master's degree in Applied Statistics.
Chris Clarke
Chris Clarke

About Chris

Chris is an app developer, maths teacher, and trainer from the UK. He first became involved with projects in Africa whilst studying mathematics at the University of Warwick, through their Warwick in Africa scheme. Since then he has spent time working in education in South Africa and Kenya, as well as the in the UK. He completed his Master's in Mathematics Education, specializing in the use of games and technology for learning, and is a keen mobile app developer. Since then he has worked as part of the University of Reading Statistical Services Centre to use technology for development.
David Stern
David Stern

About David

David Stern grew up in Niger, in Francophone West Africa, returning to the UK and Germany for his university studies. For six years he worked as a lecturer in the School of Mathematics, Statistics and Actuarial Sciences at Maseno University in Kenya. He is also coordinator of content development for the new e-campus of the University. Maseno University is in western Kenya with the claim to fame that the main campus straddles the equator.

David's PhD was in pure mathematics but his interests encompass mathematics and statistics from the very applied to the purely abstract. A large part of the attraction of working in Kenya is the immense variety of challenges that need mathematical or statistical support. His postgraduate students have worked or are working on problems in climate change, road building, descriptive statistics and mathematics education as well as pure mathematics. Underlying these opportunities is the fact that the current education system is not producing enough people with the skills needed for the country's development.
Franca Hoffmann
Franca Hoffmann

About Franca

Having lived in Cologne, Montreal, Lyon, Cambridge and London, Franca Hoffmann is currently a PhD student in Applied Mathematics working on Partial Differential Equations based at the University of Cambridge and Imperial College London. She is passionate about sharing mathematics and ideas with people of all levels and all backgrounds and has been to 6 maths camps in Ghana, Kenya, and the UK. Franca is currently acting as a SAMI Trustee.
Danny Parsons
Danny Parsons

About Danny

Danny completed his Masters in Mathematics at the University of Warwick, UK. During his undergraduate degree, Danny also had a keen interest in Mathematics education and spent two summers teaching in Primary and High Schools in the Kibera slums of Nairobi, Kenya. After graduating he went to AIMS-South Africa to work with their Schools Enrichment Centre.
Jeff Goodman
Jeff Goodman

About Jeff

Kelly Pickerill
Kelly Pickerill

About Kelly

Balázs Szendroi
Balázs Szendroi

About Balázs

Rose Teague
Rose Teague

About Balázs

SAMI Theory of Change

At SAMI we’ve been working to build our thoughts on how everything we do can fit into a larger picture to create real change across Africa. We hope to use this section to communicate some of these ideas when they are slightly further developed. In the meantime you can see our current working document here

Annual Report

Find below links to our annual report and other relevant documents:

annual-report-2016

Annual Report 2016