Korvi Rakshand, founder and executive director of the JAAGO Foundation, represented Bangladesh at the 20th anniversary celebration of the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of ICT in Education at the University of Bahrain, where she joined global leaders and prize laureates to mark two decades of using digital tools to expand learning. The event brought together royal hosts including King Hamad and HRH Prince Salman, UNESCO’s director general Audrey Azoulay, education ministers and innovators from many countries. As the only representative from Bangladesh among the laureates, Korvi highlighted how a small, driven team can use technology to reach children who lack local services. The JAAGO Foundation won the prize for using digital platforms to give class and support to underprivileged children, and the award first came to Korvi and her team in 2016 when it was presented at UNESCO headquarters by then director general Irina Bokova. That earlier win showed how projects that blend teaching with affordable digital tools can win global attention, and Korvi’s attendance at the anniversary event carried that message again. At the gathering, people spoke about lessons learned, about partnerships that helped scale projects, and about how simple but smart uses of technology can help teachers, parents and learners. For Bangladesh, Korvi’s role was both pride and proof that local ideas can join a global conversation about fair access to learning. Her work with JAAGO uses low-cost devices, online lessons and local volunteers to make sure children can study even when schools are hard to reach. The prize and the anniversary event also make room for new connections, which can lead to funding, training and shared tools that more classrooms can use. By showing how one organization turned a small idea into a tool that reaches many children, Korvi’s trip may inspire other groups in Bangladesh to try their own technology ideas. The mood at the event was hopeful, and the focus stayed on practical ways to help learners now and in the years ahead. For teachers and community groups who want to try digital programs, Korvi’s story offers a clear example: start with a real need, use simple tools well, involve local people, and keep measuring results. That approach helps projects grow and keeps the goal clear—better learning for every child.
