“Education is the most powerful weapon which you can use to change the world”
Danielle has joined several campaigns and has advocated, presented youth declarations and actions plans from the Canadian Parliament to the United Nations, for inclusive and rights-based education frameworks, enabling access to young women and girls, to quality, disability-inclusive, and gender-transformative education from an early age. This includes comprehensive sexuality education that ensures they can make informed choices about their bodies, lives, and futures.
In Canada, Danielle is very involved in water education and youth capacity building, as a valued board member and Director of the Blue Water School Network (BWSN). A very well known organization across Canada, impacting thousands of future young leaders, and working with schools, teachers, and stakeholders, to support educators as they teach about water and the water crisis, by providing a variety of low prep, ready to use, free, engaging, and age appropriate lessons across the curriculum for students of all ages.
Advocacy and Promotion of Intergenerational Dialogue is also crucial to achieving SDG 4, and to create an inclusive and sustainable future. Danielle has led multiple workshops across the world and in Canada whereshe educated and fostered elders' comprehension of the SDGs and of youth’ place in the process. Educating everyone including elders on these thematics is crucial for building intergenerational understanding and trust, and to also involve them in the 2030 agenda.
From 2022 to 2024, Danielle also collaborated with the Kofi Annan foundation through their changemakers initiative: an intergenerational dialogue for impact, aiming to Elevating and supporting youth leadership through skills and capacity building, and a space to dialogue with world leaders.
She has also advised and made research for the National Entrepreneurship and Innovation Programme (NEIP) in Ghana, on their Youth NEET (Not in Employment, Education or Training) Rate. The goal of this unique project that she had the opportunity to advise and lead on across Ghana, was to provide a measure of youth who are outside the educational system, not in training and not in employment, and therefore serve as a broader measure of potential youth labour market entrants than youth unemployment, since it also includes young persons outside the labour force not in education or training. She has contributed to conversations and implementations of projects with policy makers, on youth not gaining professional experience in employment and not furthering their skills in education, fostering SDG4.
