When Sindia urges youth in her homecommunity of Siminka in the BOSAWAS to stay in school, it is fair to say that she herself speaks from experience. When she equips teachers with the knowhow to incorporate technology into their classrooms, it is fair to say that she knows its value. When the teachers and students alike look to her for guidance and support, it is fair to say that she has come fullcircle.
The sixth of eight siblings in her Miskito indigenous family, Sindia left home at the age of 15. There was no secondary school in the region when she finished primary school fifteen years ago. She travelled to the City, without knowing how to speak Spanish, to seek secondary school education while also working as a care-giver.
With encouragement from kind mentors, she enrolled in post-secondary courses. With hard-earned scholarship support, she attended classes on Saturdays so she could work for room and board during the week. With a curiosity, she dedicated her time and interest to computers — though she had never before sat before one. With her family’s belief in her, despite poverty, despite distance, despite circumstance, she persevered.
Fifteen years later, young women in Siminka now continue their studies beyond primary school without leaving home. At the local secondary school, constructed in 2018-19, students have recently begun to learn how to use computers. And it is Sindia, now a Change for Children tech-education facilitator, who provides support. It is Sindia’s voice that provides encouragement. It is Sindia’s knowledge that curates curiosity. It is Sindia who believes that the future of the BOSAWAS will benefit as the quality of education increases.
It is Sindia who sees technology in the Bosawas as an opportunity. And it is one she is determined to share as the Technology and Training for Quality and Equality in the BOSAWAS project enters its second phase, transitioning from teacher training to student learning.