Education reform

 Here's a story about how members of the Changemakers community are promoting education reform in Latin America:

Ask Raúl Collazos about the fruits of Maestra Vida, his groundbreaking educational experiment in the villages of El Tambo, and he may tell you that one of his biggest successes is precisely that—the delicious fruits grown by school children and their families in an impoverished corner of southwest Colombia.

Read more about this solution, or discuss this topic below.


The Education Network-Edunet

Created on 05/25/2009 by tonymul

  Education is a process of imparting skills to individuals both young and old for a better living or improving their livelihoods.
Education  is  divided into both formal  and informal education.

About You

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Location

Project Street Address

plot 118 0ldportbell road

Project City

kampala

Project Province/State

nakawa

Project Postal/Zip Code

256

Project Country

Uganda

Your idea

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Country your work focuses on:

education reform in line with the millenium development goal on education.

Website URL

What stage is your project in?

Idea phase

YouTube Upload

What is the average monthly household income in your target community, in US Dollars?

>$100

Name Your Project

The Education Network-Edunet

Describe Your Idea

  Education is a process of imparting skills to individuals both young and old for a better living or improving their livelihoods. Education  is  divided into both formal  and informal education. Formal education has a price tag, informal education stems from cultures, tradition, or origins of descent of individuals from one setting to another. however in the vnew millenium, education can be improved in the following ways. Formal education being the main concern in all spheres Primary ,secondary,tertiary and higher institutions of learning. Education can be improved through the use of ict at all levels of education but encouraging computer and information literacy through the use of icts. FOR Example in primary education., IT projects can be integrated to cater for both needs of the disabled and well to do individuals that is compatible to the l;earning environment.Aplication software packages can be designed but customised and conducive to the learning environment and childrens abilities at all levels of both primary and secondary.Such restructuring  of the education systems using icts can improve education systems and enhance the learning environment through tailormade software applications.(E LlEARNING  SYSTMS, INTEGRATED DIGITAL LIBRARIES,) that are interlinked via sensitive data networks. Tertiary institutions need simulation software programmes tailored to their education system that is pragmatic.  E- library database networks that are tailored to meet the  education needs of all or both the disabled and the non handicapped. Lecture theatres should be interlinked with video conferencing systems and university departments too including the staff resource centres so that lecturers can flexibly coordinate lectures ON VIDEO CONFERENCING networks,have inter university fellwships along such networks.

Innovation

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Describe your idea in fewer than 50 words.

The idea is about an education network -EDUNET. This network is based on innovative Icts that are integrated into the education systens in relation to all study environments at all levels.it encompasses the core fundamentals of education.

What makes your idea unique?

Its unique because it has lots of innovations that are modern and aims at improving the quality of education.

What is your area of work? (Please check as many as apply.)

Education reform .

What impact have you had?

we have managed to upgrade substandard education systems to a standardised mode of education that integrates all the fundamentals.

Describe the primary problem(s) that your project is addressing.

substandard education systems
information illetracy.

Describe the steps that your organization is taking to make your project successful.

idea development, realisation, implementation.

Impact

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What will it take for your project to be successful over the next three years? Success in Year 1:

project appraisal

Success in Year 2:

project planning

Success in Year 3:

project implementation

Do you have a business plan or strategic plan? (yes/no)

yes

What are the three most important actions needed to grow your initiative or organization? STEP 1:

forming an appropriate organisational structure

What are the three most important actions needed to grow your initiative or organization? STEP 2:

evaluating strategies to be implemented inorder to get the best alternative.

What are the three most important actions needed to grow your initiative or organization? STEP 3:

implementing the best strategy for competenr results.

Describe the expected results of these actions.

they will promote rapid organisational growth.

What was the defining moment that led you to this innovation?

The passion for improving education through highly innovative and modern education reforms.

Tell us about the social innovator behind this idea.

the social innovator behind this idea are three university students at makerere university business school.

How did you first hear about Changemakers?

i first heard it from a friend on campus.

This Entry is about (Issues)

Sustainability

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What would prevent your project from being a success?

inadequate funding

Financing source

no

If yes, provide organization name.

How long has this organization been operating? (i.e. less than a year; 1-5 years; more than 5 years)

more than 5 years

Does your organization have a Board of Directors or an Advisory Board?

yes

Does your organization have any non-monetary partnerships with NGOs? (yes/no)

yes

Does your organization have any non-monetary partnerships with businesses? (yes/no)

no

The Story

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Does your organization have any non-monetary partnerships with government? (yes/no)

yes

Please tell us more about how these partnerships are critical to the success of your innovation.

they will help to promote cooperate strategies at advanced stages of implementing the project.

How many people will your project serve annually?

more than 10000

What is the total number of employees and total number of volunteers at your organization?

1000 employees 200 volunteers.

What is your organization's business classification?

For-profit

Have you received funding from any of the following groups? (Please check as many as apply.)

Design & (dis)Abilities Group

Created on 05/21/2009 by srains

Discussion on the conscious creation of places, policies, and products in light of the diversity of human abilities such as age, stature, and differences that are often referred to as disabilities.Keywords: Universal Design, Active Aging, Visitability, Development & Disability, Adaptive Technology  

YoungBiz Leaders: Changing Tomorrow for Youth Today

Created on 05/20/2009 by YoungBiz Foundation Sacramento

The purpose of the YoungBiz Leaders Group is to attract individuals, organizations, businesses, education innovators, teachers, business mentors, support groups and youth to become involved in the effort to make sure that the children and youth of today have access to innovative training programs and curricula to teach them the necessary life skills in financial literacy and business entrepreneurship education through real-world, hands-on experiences.

Breaking Barriers: Education Innovation and Reform in Africa

Created on 05/20/2009 by margiesanfran

Brainstorm, collaborate, and share innovative solutions in this group dedicated to breaking down barriers to education in Africa. Breaking Barriers provides a forum for an exchange of best practices, successful teaching and learning strategies, and creative approaches to education reform that will open educational opportunities for African students. VIDEO: http://www.youtube.com/watch?v=Ucq5iWNGkGk

Mobile Resource Center Initiative

Created on 05/19/2009 by Tait

About You

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Location

Project Street Address

Arusha Nairobi Road in Sakina section

Project City

Arusha

Project Province/State

Tanzania

Project Postal/Zip Code

None

Project Country

Tanzania

Your idea

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Country your work focuses on:

Tanzania

Website URL

What stage is your project in?

Operating for 1-5 years

YouTube Upload

What is the average monthly household income in your target community, in US Dollars?

<$50

Name Your Project

Mobile Resource Center Initiative

Describe Your Idea

The Mobile Resource Center combines an English library with donated school materials and volunteer educators who provide training to Tanzanian primary school English teachers. The goal is to increase English literacy so that more students will pass the entrance exam into secondary school. Currently, only about 30% of students do.

Innovation

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Describe your idea in fewer than 50 words.

The Mobile Resource Center includes an English library, school supplies and an education team that provides extended training to primary school English teachers. The goal is to help more students pass the English entrance exam into secondary school, where English is the medium of instruction. Currently, about 70% of students fail the exam, thereby ending their education in the 7th grade.

What makes your idea unique?

Responding to the plea by Tanzania’s Minister of Education and Vocational Training for help providing English books and teacher training in English instruction, the Mobile Resource Center takes the concept of a mobile library and combines it with a teacher education team. The Mobile Resource Center visits the public primary schools in the Arusha community of Tanzania.

The education team provides teacher training through classroom demonstrations and co-teaching support. Teaching children a second language requires a different set of skills than it does when children have spent their preschool years interacting with family and peers in a language.

It requires much more oral language development with a focus on listening and speaking; ample opportunities for children to hear and discriminate the words and sounds of English and to practice their oral English skills in the classroom. Our education team provides teachers with English literacy learning activities, lesson plans, and examples of effective classroom instruction.

We have available 3,000 early English readers, 60 for each classroom, for three primary schools. The books, complete with lesson plans, study guides and planned activities, created by a volunteer US education team, are rotated on a monthly basis.

Our education team and the local school English teacher make an initial overall evaluation of students’ reading abilities using vocabulary assessments and reevaluate their comprehension periodically.

What is your area of work? (Please check as many as apply.)

Children & Youth , At risk youth , Child care , Early childhood development , Education , Education reform , Youth development .

What impact have you had?

In October of 2007 we started with a pilot program that reached 76 students in two classrooms. After the first six months, there was a significant improvement in the students’ English vocabulary, as well as an excitement and eagerness to learn that hadn’t been there previously. In addition, the teachers in these classrooms were not only better able to teach the language, but were more enthusiastic about doing so.

Based on these results, and with the assistance of our US fund-raising source, The Jim Arden Foundation, we began expanding the program by securing additional books, classroom materials and volunteer educators to join the training team. Our volunteer educators began developing lesson plans and study guides for use with the English books to be used in the classroom.

With this preparatory work completed and four volunteer educators ready to go, we will begin working with Tanzanian English teachers and their students in three primary schools this July and August. With this expansion, the program has the ability to reach over 3,000 students.

With the commitment our volunteers have to this program, we expect to see an initial increase in the English vocabulary of the students, a more effective method of teaching English used by the local English teachers, and over time an increase in the number of primary school students who will be able to attend secondary school.

Describe the primary problem(s) that your project is addressing.

One of the biggest hurdles to climbing out of poverty in Tanzania is that higher paying jobs – those in the professions, government services, and tourism – go to individuals who are fluent in English. Those who are not are relegated to low-paying menial jobs.

Students must pass an English exam to enter secondary school where English is the medium of instruction. Unfortunately, the primary schools are ill-equipped to prepare students for it. As a result, nearly 70% of primary school students fail the exam, thereby ending their education in 7th grade.

The reason for this is that typically the only English book in the English classroom is a single copy for the teacher, who must write the story or text on the blackboard. In addition, few primary school teachers have been trained to teach English.

Describe the steps that your organization is taking to make your project successful.

To see if our idea had merit we established a pilot program in two primary school classrooms. We secured English books and a volunteer educator to assess students’ English fluency and provide teacher training through classroom demonstration and co-teaching support.

Following the success of the pilot program, we acquired 3,000 donated English books and raised funds, through a grant and private donations, to ship the books to Tanzania. We also obtained school supplies for use in the classrooms.

We recruited volunteer educators from the U.S. to become members of the teacher training team; four will travel, at their own expense, to Tanzania in July and August of this year. We’ve also developed lesson plans and study guides for the English books being utilized in the program.

We’ve made arrangements with three local primary schools to begin the program in July.

Impact

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What will it take for your project to be successful over the next three years? Success in Year 1:

We need to (1) recruit additional volunteer educators to continue the program throughout the school year; (2) obtain donations to make small stipends available for volunteer educators to offset some part of their travel and lodging costs; (3) ensure administration of follow-up evaluations of students by local English teachers; (4) expand the program to reach additional primary schools; (5) and raise money, through fundraisers, grants, and/or private donations, to obtain new English books for use in the classrooms.

Success in Year 2:

We need to (1) obtain an audit of our financial accounts to apply for grants; (2) expand our volunteer educator team; (3) develop study guides, lesson plans, and classroom activities for our new books; (4) arrange a training schedule for classroom teachers and undertake assessments of the English capability of students at the new schools; (5) provide teacher training, perform follow-up evaluations and obtain school supplies for use in the classrooms of all new schools through donation.

Success in Year 3:

We will need to (1) obtain a vehicle to transport the volunteers, books, school supplies and other materials to all participating schools; (2) form partnerships with additional schools; (3) obtain donations to purchase new English books; (4) find additional volunteer educators to join the teacher training unit and stipends to help offset some travel and accommodation costs; and (5) obtain computers, software and other related resources to introduce the students to technology.

Do you have a business plan or strategic plan? (yes/no)

Yes, with a 1 year, 3 year and 5 year horizon for this program as outlined above.

What are the three most important actions needed to grow your initiative or organization? STEP 1:

Recruit volunteer educators, with an expertise in teaching English, who are willing to join the team for periods of four weeks or longer over the course of 10 months each year; and provide each of the volunteer educators, whether they are active or retired, with a stipend to help defray the travel and accommodation costs they currently pay to participate in the program. We are presently attempting to identify potential new volunteer educators through school and retired educator associations in the US and elsewhere.

What are the three most important actions needed to grow your initiative or organization? STEP 2:

Obtain a financial statement audit of our accounts in order to apply for grants to help fund the costs of this program. This will be difficult because Tanzanian business is conducted almost entirely in cash with few organizations providing receipts or taking credit cards. We presently have an accounting volunteer working with a Tanzanian auditing firm to determine what documentation is necessary for a financial statement audit and establishing procedures to obtain this documentation for a year end audit.

What are the three most important actions needed to grow your initiative or organization? STEP 3:

Obtain the funds to acquire a large, multi-seat, van or bus-size vehicle, with a computer work station area which has both computer network connectivity and wireless internet capability. The van will offer more capacity then the small rented vehicle we now have available to us and will allow us to expand our educational offerings to include the teaching of basic computer skills. This will be done in the vehicle because of either the absence or unreliability of electricity in the local schools. Presently none of our partner schools offer any computer training to their students.

Describe the expected results of these actions.

Initially, our program will give students an expanded vocabulary of English words. As it progresses and the Tanzanian English teachers become comfortable with the new texts, materials and teaching skills, the students will begin to learn to read and write in English.

Long term, more of the primary school students will be able to pass the entrance exam into secondary school and have the English capability to actually complete secondary school. By giving these students the chance to further their education, they will have the opportunity to either participate in higher learning or find higher paying jobs than would otherwise be available to them. Additionally, with basic computer skills these students will be better prepared to function effectively and efficiently in the Tanzanian workplace.

What was the defining moment that led you to this innovation?

As the operators of the TACODA Children’s Center, where we give orphaned and abandoned children a home, medical care and access to education, we were concerned with our children’s’ ability to obtain an education that would allow them to avoid a life of poverty.

When we realized our children weren’t able to speak any English after three years at two government primary schools, it became clear to us that the English fluency they needed to get into secondary school was not going to be developed in the current education system. As a result, we examined the situation at the primary schools our children were attending and determined what the problem was.

What we discovered from our investigation was that there were no English texts in the classroom for the students, no English workbooks and study guides available for the teachers or students, and very little in the way of school supplies available for the students.

With such a lack of resources it was clear that most students' education would end at the 7th grade. Their futures would hold only the opportunity to live at the edge of poverty unless somehow they developed the ability to read, write and speak in English.

This was an unacceptable result for our children and we felt it was equally unacceptable for the other children at the school. So, with the aid of some volunteers who were teachers, we discussed what could be done. The result is our Mobile Resource Center.

Tell us about the social innovator behind this idea.

Donata Tarimo Arden was one of 7 children from an impoverished Tanzanian family. As a child, she labored for others in order to earn money to attend school. At a young age she decided she would someday help other children in her country.

In 2005, Jim Arden, a retired U.S. school teacher, whom she later married, offered to help her fulfill her dream. Mrs. Arden founded TACODA and gave 12 young orphaned and abandoned children a home in Arusha. Since then, she and her husband, who established The Jim Arden Foundation in 2002, have combined their efforts to help other homeless and at-risk children through other educational and recreational initiatives.

After Mrs. Arden’s marriage, her sister, Gema Tarimo, took over the operation of the orphanage and offered to lend some donated English books to one of the schools that our children were attending. That initial loan resulted in a monthly exchange of English books.

When volunteer educators arrived the next summer they visited the school. The local English teacher invited them to join her in teaching the class. The result was a group of enthusiastic children and a teacher who felt she had learned a lot about teaching English just from working side-by-side with our volunteers. Through this experience, the idea of how we might be able to help children learn English was born.

Together, TACODA and our volunteer educators developed the Mobile Resource Center imitative.

How did you first hear about Changemakers?

One of our volunteers told us about it.

This Entry is about (Issues)

Sustainability

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What would prevent your project from being a success?

The single most important impediment to our program’s success would be the inability of the local English teachers to continue using the skills that we will have taught them in July and August. In many other environments, two months of hands-on experience as well as seeing the use of those procedures and materials demonstrated would be enough to ensure the continuation of the teaching methods. However, high teacher turnover will undoubtedly make it necessary for us to reinforce the methodology.

That is why we believe it’s important to have volunteer educators in the classrooms with the local English teachers for as many months as possible in the school year. This presents us with the major challenge of identifying retired educators to fill this void during those months when practicing teachers are unavailable to volunteer. While we have sufficient experience with retired volunteers to know that we can access and recruit them to participate in the program, given today’s economic climate it is likely that we will have to provide small stipends to help defray some of the costs of travel and accommodation in Tanzania during their volunteer period.

If we receive a $5,000 Changemaker award, we would be able to offer stipends of $625 to 8 retired educators. This would cover approximately 40% of their costs while giving us a year to generate additional donations to provide future stipends.

Financing source

Yes

If yes, provide organization name.

Tanzanian Community Development Alliance (TACODA)

How long has this organization been operating? (i.e. less than a year; 1-5 years; more than 5 years)

Since early 2005; 4 years

Does your organization have a Board of Directors or an Advisory Board?

Yes, TACODA has a Board of Directors.

Does your organization have any non-monetary partnerships with NGOs? (yes/no)

Yes

Does your organization have any non-monetary partnerships with businesses? (yes/no)

Yes

The Story

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Does your organization have any non-monetary partnerships with government? (yes/no)

No

Please tell us more about how these partnerships are critical to the success of your innovation.

We work with other Tanzanian NGO’s in a variety of ways. With some, we provide food and supplies when we have extra. With others, we share information and experiences. And, with yet others, we share the expenses of shipping donated goods or provide recommendations and references for students in need of educational scholarships.

Our relationships with businesses are generally limited to obtaining donated goods and services that we would otherwise have to pay for. One organization prints all of our materials at no cost to us and provides us with computer equipment for use by the homeless children we care for. Others donate soccer equipment and clothing for our recreational football league. Still others donate scholarship money to help educate our TACODA orphans.

How many people will your project serve annually?

Approximately, 3,000 the first year; over 4,000 the second year.

What is the total number of employees and total number of volunteers at your organization?

We have 3 employees and 71 volunteers globally.

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

Have you received funding from any of the following groups? (Please check as many as apply.)

None of the above.

Pittsburgh Power Flowers

Created on 05/15/2009 by DavidEdwardsart

 

www.DavidEdwardsArt.com

www.PGHgalleries.com         

www.ArtEnergyDesign.com

About You

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Location

Project Street Address

Project City

Pittsburgh

Project Province/State

PA

Project Postal/Zip Code

15218

Project Country

United States

Your idea

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Name Your Project

Pittsburgh Power Flowers

Describe Your Idea

 www.DavidEdwardsArt.comwww.PGHgalleries.com         www.ArtEnergyDesign.com  Our team's public art proposal is the intersection of art, technology and learning. The end result of this project is the creation of five public sculptures that utilize and demonstrate sustainable energy technologies in bold new contexts. These giant kinetic works grab public attention and also provide a framework for innovative ways to incorporate solar, wind and water technology directly into the urban landscape. Youth are concerned with the future of their environment and we are advancing their own unique ideas, solutions and creativity using art as a universal catalyst. (see images link below for more youth inspired proof of concept sculpture pictures.) 

Innovation

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What is your idea? What makes your project innovative? Why is it important?

We are inspired by a 12 year old who said "If things worked like a flower, it would be great."

The Power Flower is a 12' wind driven kinetic sculpture in the form of a potted sunflower. Sun and wind energy are collected with a wind turbine driven by spinning flower petals and photo voltaic solar film leaf surfaces. A 55 gal. rainwater collector serves as base and ballast. The flower provides DC power for laptops, phones or water pump features. The sculpture also powers colored LED lighting for dynamic night illumination. A weather proof controller maintains safe power levels and timed programmable lighting. This is housed within ample signage for graphics and mission statements. The sculpture is transportable and sets up easily for events and exhibitions.

This working prototype serves students as a guide for creation of 5 new and different sculptures. They will have freedom to explore their own innovations but should incorporate solar, wind and water tech components in an organic design. Youth teams will generate ideas, draw plans, model templates, paint, assemble, install and demonstrate their renewable energy based public art at city wide event locations. These sculptures can be used by art festivals, gardening clubs, schools and institutions to support a variety of missions.

Including sustainable technology within mobile public art results in fun, approachable tools for youth to articulate their environmental ideas and their creativity. Beyond words, these sculptures are the focus for real actions that amplify students intense desire for a sustainable planet.

Impact

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What will be the impact of your idea?

We want our youth to stay, work and grow our communities. This project produces tangible evidence that innovative, youth generated ideas have prospects for financial and entrepreneurial support. It demonstrates our region is working on projects that are directly relevant to their artistic, technical and environmental aspirations. We are creating skilled leaders and the regional opportunities to employ their innovations.

This project provides for years of high visibility, multi-site symbols of Pittsburgh's artistic and technical vitality. Teams will quickly see their sculptures come to life. We can begin July, 09 and exhibit the first of the five sculptures in late August, 09.

PghGalleries.com and blog, will track all sculpture locations including sales, purchase and donation information. Requests for exhibitions and youth education team demonstrations will be scheduled.

The project impacts well beyond a 500,000 GMA audience in the first years. We see global impact as we change outdated perceptions of our city. Our art-tech mission is the first step to create a large permanent power generating sculpture that redefines Pittsburgh and public art. The flower will grow.

What will it take to launch your idea? How will you secure community support and youth participation?

We seek $25,000 to provide materials, technologies, artist fees and transport costs to design create and install five kinetic sculptures. In an event format we will donate two of the five sculptures to 501 c 3 organizations that best support the voices of youth. Periodic donations will generate community interest and philanthropic support for both our project and the recipient non profit organizations.

With a proactive marketing strategy we utilized $1,800 of self-funding to create a working "proof of concept" prototype sculpture. This is being used to inspire youth participation, secure event locations and stimulate media interest. On JUNE, 18 THE PITTSBURGH POWER FLOWER will be featured at the Pittsburgh Technology Council Art & Tech exhibit. At this event we are consolidating plans with invited educators, youth leaders and securing dates and times for project workshops.

Guests will include art and science educators, community green initiatives, civic leaders, including: Shady Side Academy, City Side Yard Program, CMU Robotics Workshops, Phipps Conservatory, Steel Valley Arts Council, Attack Theatre, Pittsburgh Tech Council and Pittsburgh Public School program leaders.

This Entry is about (Issues)

Sustainability

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We are looking for ideas from people who can make them happen. Tell us about yourself or your team.

We are a new team of five cross-disciplined change makers, with years of experience in engineering, education and large scale public art projects. Our team members have patents, museum purchases, historic public art commissions and have founded noted public installations such as the East End Event. We share a vision of youth generated eco solutions using art to voice the message. We can sustain and grow this project for many years with the following plan. We will donate two sculptures to 501 C-3 organizations that best express the voices of youth. The remaining three will be marketed for purchase. Profits from sales will be reinvested into a self-funded sustainable public art laboratory.

With our youth liaison we are engaging, forming teams and assessing task abilities by age, interests and enthusiasm. We have secured two idea workshop locations for design modeling and pre-fab assembly, and education meeting rooms.
Core Team:
Janine Cody MAT: ELA Curriculum Coach, Pgh. P. Schools, Youth Liaison-
M.L. Edwards: SW Engineer-
Rick Byerly: Artist, Vice Pres AAP, Marketing-
Dave Edwards: Artist, Public Art Chair Pgh. Tech Council-
Jan Van Linden: Phd., Recycling Tech. Consultant.

Soccer Opens Success

Created on 05/13/2009 by sosbilwi

 Soccer Opens Success provides positive enrichment of life skills to disadvantaged youth through the world’s game of Soccer.

About You

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Location

Project Street Address

180 Wakefield Street

Project City

Hardwick

Project Province/State

VT

Project Postal/Zip Code

05843

Project Country

United States

Your idea

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Name Your Project

Soccer Opens Success

Describe Your Idea

 Soccer Opens Success provides positive enrichment of life skills to disadvantaged youth through the world’s game of Soccer. While S.O.S. strives to make soccer a cornerstone of the educational process, it is but a mere strategy to build the foundation of positive mental outcomes in the lives of under served youth.S.O.S. will undertake its first global initiative in February 2010 by offering a soccer camp exchange in the northeast Atlantic coastal village of Bilwi (Puerto Cabeza), Nicaragua.The camp will focus on healthy decision-making, active lifestyles as an asset to keep the youth from the burgeoning drug trade and usage and to become vocal in the pursuit of their own happiness despite the poverty in which they live. As many have before and many more will in the future, S.O.S. is using soccer to make those changes.The long-term goal of S.O.S. is to foster a relationship, host coaching seminars and acquire equipment and resources to allow the program to become an annual event and become self-sustaining within the next five years.If you are interested in making a donation of equipment, services or making a financial commitment to the program, please feel free to contact S.O.S. at sosbilwi@yahoo.com

Innovation

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Are you a traveler or a travel company?

Traveler .

Tell us your idea. What makes your idea innovative?

Soccer Opens Success provides positive enrichment of life skills to disadvantaged youth through the world’s game of Soccer. While S.O.S. strives to make soccer a cornerstone of the educational process, it is but a mere strategy to build the foundation of positive mental outcomes in the lives of under served youth.

S.O.S. will undertake its first global initiative in February 2010 by offering a soccer camp exchange in the northeast Atlantic coastal village of Bilwi (Puerto Cabeza), Nicaragua.

The camp will focus on healthy decision-making, active lifestyles as an asset to keep the youth from the burgeoning drug trade and usage and to become vocal in the pursuit of their own happiness despite the poverty in which they live. As many have before and many more will in the future, S.O.S. is using soccer to make those changes.

The long-term goal of S.O.S. is to foster a relationship, host coaching seminars and acquire equipment and resources to allow the program to become an annual event and become self-sustaining within the next five years.

The innovation is in the bridging of the gap between the under-served youth of our community and the under-served youth of global villages, bound by their love of the world's game: soccer.

Impact

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What is the likely impact of your idea?

Almost half of the residents of Puerto Cabeza are under the age of 21. That means the potential to reach 45% of a population through some angle of the program is possible, and that equates to approximately 12,300 school-aged children.

The impact also focuses on local under-served youth in Vermont and the United States because of fundraising and donations. The impact is huge among school-aged children.

Overall, however, the impact deals with anti-drug messages, health education and pro-community activities that will reach children and adults of the area alike.

What would it take to launch or spread your idea?

Initially it would cost approximately $6,000 for the project and then a sustaining annual cost of $4,000. Beyond this financial need, we are looking for equipment donations from international companies as well as local schools.

For the first installment, there will be two S.O.S. ambassadors. In the following year we'd like to recruit some local volunteer coaches, as well as some youth exchange members to aid the camp's subsequent offerings. We'd like to offer a coaches clinic for Bilwi coaches and allow them to begin taking over the efforts of the soccer program.

This Entry is about (Issues)

Sustainability

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Describe yourself as a social innovator.

S.O.S. is way more then soccer with kids. It is a global yawn, allowing those who have never seen the light of a better day the opportunity to awake to it with the help of healthy alternatives and positive social and mental outcomes within there communities. Honestly, this is the first time I have moved beyond the local community to offer such an experience to youth. But in the respect, modeling good decision-making, positive role models and proactive steps toward the pursuit of happiness is a global connection.

The International Theatre and Literacy Project

Created on 05/13/2009 by ITLP

To bring theatre artists from the US to Tanzania to conduct community-based playwriting and theatre workshops for secondary school students and teachers, nurturing their creative voices and providing them with the tools they need to give form and structure to their ideas and stories and developing their English literacy skills.

About You

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Location

Project Street Address

Tengeru

Project City

Arusha

Project Province/State

Project Postal/Zip Code

Project Country

Tanzania

Your idea

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Country your work focuses on:

Tanzania

Website URL

What stage is your project in?

Operating for 1-5 years

YouTube Upload

What is the average monthly household income in your target community, in US Dollars?

<$10

Name Your Project

The International Theatre and Literacy Project

Describe Your Idea

To bring theatre artists from the US to Tanzania to conduct community-based playwriting and theatre workshops for secondary school students and teachers, nurturing their creative voices and providing them with the tools they need to give form and structure to their ideas and stories and developing their English literacy skills.

Innovation

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Describe your idea in fewer than 50 words.

To bring theatre artists from the US to Tanzania to conduct community-based playwriting and theatre workshops for secondary school students and teachers, nurturing their creative voices and providing them with the tools they need to give form and structure to their ideas and stories and developing their English literacy skills.

What makes your idea unique?

The use of the theatre arts to promote English literacy, nurture creative and imaginative thinking to promote self-empowerment makes ITLP unique in its approach toward furthering the education of secondary students in select regions of Tanzania. Additionally, ITLP offers scholarships to students of Tanzania to advance their education and allow them to grow and behave as individuals. Utilizing theater to explore their culture, ITLP teaching artists challenge students to look inside themselves and engage in open discussions related to current issues.

What is your area of work? (Please check as many as apply.)

Children & Youth , At risk youth , Behavioral issues , Boys' development , Education , Education reform , Girls' development , Mentorship , Play , Youth development , Youth leadership , Development & Prosperity , Adult education , Communications , Community development , Employment , Mentorship , Rural development , Scholarships and grants , Rural , HIV/AIDS , Mental health , Sexuality , Human Rights & Peace , Abuse and violence , Civil rights , Conflict resolution , Gender equity , Intercultural relations , Mediation , Men's issues , Racial equality , Tolerance , Women's issues , Public Participation & Engagement , Arts and culture , Citizen participation , Corruption , Cultural preservation , Democracy and voting , Ethics , Intergenerational relations , Media , Men's Issues , Mentoring , Spirituality , Volunteerism , Women's Issues , Youth leadership.

What impact have you had?

Each year The International Theatre and Literacy Project has been expanding the scope of its impact on the students of Tanzania. Starting with 21 students in Akeri Secondary School in Tengeru Village in 2005, ITLP is now able to reach over 120 students directly and are able to sustain the learning experience with a collaborative partnership with the Theatre Department at the University of Dar es Salaam. Beyond opening up the imaginations of the students, increasing their proficiency in English and changing their perceptions of themselves as young artists and citizens of the world, the work of ITLP has also had a profound impact upon their academic performance. After working with ITLP theatre artists the number of students that passed the Form 2 exam at Nshupu School doubled from 52 students to 103 – a success the Headmistress of Nshupu attributes to ITLP. Augustine Mahiga, The Tanzanian Ambassador to the United Nations, has said, “This kind of arts programming has the potential to revolutionize education in Tanzania. There is no better way to teach our young people than through the theatre and expressive arts. They learn English more effectively when they are having fun.” The impact of ITLP is not limited to English proficiency; one participating student wrote, “After my parents saw me in the play they were impressed with my English and we discussed things and even changed some of our work roles at home.”

Describe the primary problem(s) that your project is addressing.

ITLP Founder, Marianna Houston, after teaching English & literacy at Akeri Secondary School for a month to 90 Form III students, found that the capacity for original and imaginative thinking was alive and present but not fostered in the schoolroom education. Students were hungry to exercise independent thinking, democratic discussion and creative expression in the classroom to explore academic themes & issues and the topical issues challenging their daily lives. The introduction of creative thinking and "thinking out of the box" is key to finding solutions to the local problems & issues in this rural area of TZ. While fostering & encouraging independent thought through theater, ITLP also utilizes the theater to engage students in English literacy - an important skill in the global community and in the effort to become a global citizen.

Describe the steps that your organization is taking to make your project successful.

ITLP has developed partnerships with local educational institutions in order to successfully sustain the impact of this project. In 2007, ITLP forged a partnership with the University of Dar es Salaam to work alongside Tanzanian theatre artists to build a local capacity to sustain this programming. Partnerships have also been established with Urban Gateways of Chicago and Columbia University’s Teachers College. The union with Urban Gateways allows TZ theatre artists from University of Dar to teach in a youth arts program in Chicago this summer while teaching artists from Chicago will join ITLP in Tanzania. The partnership with Columbia University will allow for a doctoral student in International Education to also join the ITLP team with a focus on creating an arts-infused curriculum which will be left with participating Tanzanian schools in order to sustain future work.

Impact

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What will it take for your project to be successful over the next three years? Success in Year 1:

A greater ability to track the progress of the students involved with our programming will make the first year of this project a success. The progress of the students during the weeks ITLP is actively engaged in teaching is clear, however the ability to track the sustainability of this program is difficult. This year, thanks to a partnership with Columbia University, ITLP will be able to have a teacher remain in Tanzania after our work to see if the lessons learned stay with the students after ITLP has left.

Success in Year 2:

New partnerships and continued expansion of this program will be the key to success in the second year. We hope to expand our current partnership with the University of Dar es Salaam and are in the planning stages of an additional partnership with Makumira University. These partnerships should prove to be the cornerstones of sustaining ITLP's teachings in Tanzania and increase the resources at our disposal in order to give the students the greatest possible learning experience.

Success in Year 3:

The continued success of this project will be contingent on conducting a greater number of teacher training workshops. This will aid in the sustainability of ITLP's program by training teachers in techniques which they will be able to incorporate into their classroom throughout the year and will expand the reach of this project. During our time in Tanzania we are able to reach a large number of students however training teachers will allow those individuals to pass this knowledge on to their students for years to come ensuring a lasting and profound impact upon the students of Africa.

Do you have a business plan or strategic plan? (yes/no)

Yes

What are the three most important actions needed to grow your initiative or organization? STEP 1:

In order to continue the growth of ITLP our organization will require a larger field of expert Theater Artists, staff and volunteers to allow us to expand our reach and impact. With an ever expanding pool of highly qualified teachers in New York, ITLP will need to expand our staff and volunteers to expand our ability to fund raise in order to utilize the talents of these individuals. A greater capacity for fund raising will additionally allow ITLP to increase the number of scholarships offered to the much deserving students of Tanzania.

What are the three most important actions needed to grow your initiative or organization? STEP 2:

To expand the reach of ITLP we would like to extend this program into other African nations. Bringing this program to new countries will first require smaller pilot programs in each of the new nations. Utilizing the growth of our program in Tanzania as a model, ITLP will be able to reach students in other rural areas of Africa and quickly expand.

What are the three most important actions needed to grow your initiative or organization? STEP 3:

Finally, in order to work with new nations, ITLP will need to identify the groups that are most in need of this type of a program. ITLP Theater Artists will need to visit new African nations and experience the classroom education currently being received by the students in order to strategically plan the best methods of incorporating theater-based learning to aid in individual awareness and English literacy.

Describe the expected results of these actions.

The expected results of these actions will be the expansion of theater-based learning to rural areas across Africa. This will allow ITLP to work with a greater number of students and teachers across numerous nations allowing for a sustained impact and the continued growth of both students and teachers in the area of independent and creative thinking. The end result of which would be an empowerment of the students, giving them the knowledge and ability to creatively express themselves and gain a greater sense of who they are as individuals. More than just aiding in students English literacy, this program has the potential to change the lives of the students involved and open their eyes to new options and possibilities that will allow them to speak outloud and to create their greatest dreams for a respectful and healthy society.

What was the defining moment that led you to this innovation?

While teaching English & literacy at Akeri School in 2003, ITLP founder, Marianna Houston, was deeply moved by the level of commitment and deep appreciation for education in Tanzania and the absence of independent & imaginative thinking in the classroom. While teaching the students Langston Hughes' poem A Dream Deferred it became clear that the TZ studenst did not have a true sense of metaphor or poetry and had a difficult time with the concept of having dreams and being outraged when those dreams did not come true. Realizing that every child's birthright is to exercise their creative expression, Ms. Houston created a pilot play-making initiative to model a process for using theater to develop new ways of teaching and learning for children in rural communities in Africa that provided an opportunity for learning with pleasure, independent & imaginative thinking and creative self-expresison.

Tell us about the social innovator behind this idea.

Marianna Houston is currently the Director of Education at Theater Development Fund in New York City. As Education Director, she runs comprehensive student outreach programs that serve over 5,000 New York City high school students, allowing them to see top Broadway productions and to participate in classroom workshops with theater professionals. Ms. Houston received her undergraduate degree at Barnard College and her graduate degree in Theater at New York University. She was trained as an actress, has performed extensively in regional and off-Broadway theaters, and wrote a play, Mama Drama, which was performed off-Broadway and published by Samuel French. Ms. Houston has also been a teaching artist for Lincoln Center Institute, Manhattan Theater Club and the Westchester Arts Council. She has served on the Board of Directors for St. Christopher's Inc., The Rivertowns Arts Council, The Hudson Valley Writers Center, and No Strings USA. She also received awards for Excellence in Theatre Arts Education from The Broadway Theatre Institute and The New York State Theatre Education Association. She received the highest honor from The Shipley School, her secondary school, The Shipley School Alumni Award for Distinguished Service to Others. She has been published in the Teaching Theater Journal, Spring 1997 and Fall, 2001.

How did you first hear about Changemakers?

Through word of mouth from other organizations working in Africa.

This Entry is about (Issues)

Sustainability

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What would prevent your project from being a success?

The Tanzanian Ambassador has praised the International Theater and Literacy Project saying that this is exactly the type of education that the students of Tanzania desperately need. With such glowing recommendations and expanding partnerships with universities and organizations both in Tanzania and in America they only thing that stands in the way of ITLP's success is a lack of funding and resources. The work of ITLP has proven to have a great impact upon the students involved but it has also proven to be increasingly expensive. Given the current economic climate funding opportunities are becoming increasingly rare and necessary funding for scholarships and supplies difficult to come by. So long as ITLP is able to raise the money necessary to continue this program it will prove to have a measurable and profound impact.

Financing source

Yes

If yes, provide organization name.

Yes, The International Theater and Literacy Project

How long has this organization been operating? (i.e. less than a year; 1-5 years; more than 5 years)

1-5 years

Does your organization have a Board of Directors or an Advisory Board?

Yes, a Board of Directors and an Advisory Board

Does your organization have any non-monetary partnerships with NGOs? (yes/no)

Yes

Does your organization have any non-monetary partnerships with businesses? (yes/no)

No

The Story

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Does your organization have any non-monetary partnerships with government? (yes/no)

No

Please tell us more about how these partnerships are critical to the success of your innovation.

In today's difficult economic climate it is a necessity for ITLP to maintain partnerships with American organizations. These partnerships are also critical for the expansion of our programming. Partnering with Columbia University has allowed us to better track the sustainability of our programming and partnerships with African Universities has increased the support and resources available to our Theater Artists and the students with which they work. We plan to continue to partner with new organizations in order to ensure ITLP will grow and reach all of the very deserving students Tanzania and beyond.

How many people will your project serve annually?

100-1000

What is the total number of employees and total number of volunteers at your organization?

52

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

Have you received funding from any of the following groups? (Please check as many as apply.)

MacArthur Foundation/Grant .

Food for Thought

Created: 04/17/09 by Anonymous

Ask Raul Collazos about the fruits of Maestra Vida, his groundbreaking educational experiment in the villages of El Tambo, and he may tell you that one of his biggest successes is precisely that -- the delicious fruits grown by school children and their families in an impoverished corner of southwest Colombia.

Great Expectations: Encouraging Higher Education

Created: 04/17/09 by Anonymous

Our nation's brightest high school students shouldn't be denied a shot at a college education simply because they lack the necessary resources and support. With the proper guidance, a dose of high expectations, and a boost of confidence, one organization is proving that a little push goes a long way.

Fostering Peace, Starting with Youth

Created: 04/17/09 by Roshan Paul

Susheela Bhan has saved hundreds of young lives. 

Fueled by a passion to restore humanity and faith in her war-torn homeland of Kashmir, Bhan established the Institute of Peace Research and Action (IPRA). The IPRA implements a comprehensive curriculum that inculcates democracy, secularism, social justice, and human rights into the hearts and minds of Kashmiri youth. The program is active in more than 200 schools in six districts, and has helped keep kids off the battlefield since 1999.

Date Created: 3/27/2009
Champions of Quality Education in Africa
Competition Status:  Closed Competition Milestones Show:  Show [...]
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