Girls' development

5 Young women would be trained to operate computers and photocopier every 6 months and on a rotational bisis. 1 would be the IT consultant(assisting with photocopying), 1 would be the volunteer peer counsellor together with the professional counsellor, another would be in-charge of the Information Library. The library will be made up of a Van, to ensure that the equipment and books are secure, it will be parked at a safe place during the night. The resource office will be a tent that is pitched during the day next to the van.It will provide basic counselling, pamphlets on many subjects affecting young people. and referrals of where one can get assistance. The van would have 3 computers, a printer and photocopier. This will be used to run the business of photocopying, printing and scanning.

This would make a difference to the community as a lot of agencies do not have any physical structures in the community. Hatcliffe community is a volatile community and can be difficult to work in during the times of by-elections. With a mobile unit, the organization is guaranteed of the security of the equipment and continuation of project after elections.

In terms of the beneficiaries, a lot of young people who end up engaging in cults, drug abuse and prostitution would have an alternative way of spending their afternoons. The project would also ensure that the young mothers are not discriminated against as they will receive advice and guidance from their peers. It is hoped that the community would embrace better family planning methods.

1. Recruitment of youth facilitators
• Lowers youth unemployment rate
• Ensures community buy-in

2. Training of youth facilitators
• Develops young women’s ICT skills
• Pro bono training lowers project expenses
• Hardware and software maintenance training eliminates need for technicians

3. Training of high school girls by youth facilitators
• Exposure to ICT for all girls regardless of whether CAT is chosen as a subject
• Intellectual stimulation means girls are less likely to engage in unproductive activities

4. “GirlsEye”
Youth facilitators will also train the girls to use basic video cameras nicknamed “GirlsEye”. These will record every aspect of the project and see it through the girls’ eyes! “GirlsEye” encourages digital storytelling, film-making and multi-media entrepreneurship

5. Ripple effects of youth facilitator stipends
• Financial independence for youth facilitators and their families boosts local economy

6. Personal support
• Academic enrichment from facilitators whom girls can relate to eliminates language and cultural barriers which make IT intimidating
• Women in IT will motivate senior girls about career options and build mentoring relationships
• Interest in technological careers will lead to long-term increase in girls’ enrolment for tech-related study programs post-grade 12

7. Youth entrepreneurship
Youth facilitators will be motivated to become community-orientated job creators through a direct and relevant utilization of their skills e.g designing websites for local businesses

The service will be provided in local languages with ranges of product
like
1.Call in services (Toll Free)- The services will provide a toll free
services that provides an avenue to answer questions ranging from
basic health queries by sending short codes to the network provider,
It will also help to address issues like gender base violence,
educational opportunities and family planning choices.
2. Keeping Doctors appointment- In most rural part of North Uganda,
health facilities are kilometers away and thereby making it
challenging for people in the rural areas to access basic health
needs, but with the support of the mobile phone service it will help
to keep doctor’s appointment with a short code and route such person
to the nearest health facility.
3.It will help eliminate wait in line – The current practice is
marred with long queues and long waiting time and list. The service
will also help in the process of elimination of waiting for long to
see a doctor, once enrolled with the service it will allow subscribers
to check in before coming to the hospital.
4. Data Generation- Our proposed methodology is to ask women attending
health facility in some selected rural community in North Uganda to
voluntary enroll with the service free of charge with respect to
confidentiality; this will help generate data to know the number of
women attending health facilities and what kind of service they are
receiving which could be used to advocate for policy formulations and
advocacy .

Primary activities for the IT Girls program will occur in-house at CITS' newly renovated atrium located at One Market Square in the center of downtown Roanoke. The newly designed atrium will be complete with an innovative integrated technology platform that supports web-iPad-3D video wall-networking and supplies wifi connectivity. Students will learn IT fundamentals from CITS' IT Coordinator, Jessica Alley. Ms. Alley has 5+ years of experience operating IT systems. Main activities will include:

-IT internship/training: Due to CITS' unique status as a supporter of eight separate arts and cultural partners, IT Girls participants will field IT calls from the Arts Council of the Blue Ridge, Harrison Museum of African American Culture, Roanoke Ballet Theatre, Mill Mountain Theatre, Opera Roanoke, the O. Winston Link Museum, the History Museum and Historical Society of Western Virginia and the Science Museum of Western Virginia. Students will learn how to troubleshoot and solve problems related to printer and personal computer operation,new user setup (including email functions and accessing shared servers) and laptop set-up.

-Using Apple in the workplace: Part of CITS' exciting new historic renovation is a complete restructuring of the ground floor atrium to include 20 iPad "kiosks", a 46" 3D video wall and multiple 32" LCD monitors. IT Girls will learn how to troubleshoot using mac applications and equipment.

-Certifications: IT Girls can earn up to four IT certifications including A+, Network +, MSCE, ASCP.

Each change agent team will register for the program, providing contact, demographic and project-specific information to a central database that can be mined to learn about the interests and ideas of vulnerable women and girls across the developing world. User teams will then navigate the curriculum’s 32 modules, each of which has the following structure:
1. A conscious leadership activity to support personal growth, trauma healing, and compassionate and ethical social change.
2. A case study of a social entrepreneur or conscious leader.
3. An interactive social change lesson with worksheets for completion offline if necessary.
4. A submission tool where the user will input the venture design work from each lesson (e.g., for a lesson on theory of change, the design work would be to submit your venture’s theory of change).
When the entire training course is complete, the design work submitted will in aggregate form a comprehensive project plan. Users can print for their own use or email a copy of their plan as a grant proposal to a foundation. Users may also submit their plans online for public viewing in an idea bank with a crowd-sourced funding mechanism like GlobalGiving. Change agents can also access the idea bank to obtain a solution’s plan for adoption or adaptation. Ongoing technical assistance will be provided by trained volunteers. Phase 2 features include an application for use on smart-phones and tablets, a mobile phone reference library and digital mentorship and collaboration networks for issue-specific or geographically located teams.

Technovation Challenge consists of a 12-week course in which 8th-12th grade girls around the world learn to create mobile phone apps using App Inventor, a beginner, blocks-based programming language and create a business plan. App Inventor was created at MIT as a way to hook non-programmers into computer science because it has a “low walls, high ceiling” design.

The girls work in teams and are paired with female mentors from the high-tech community, giving the girls strong female role models while also educating and enriching the mentors’ lives (some mentors have been inspired to start their own companies after participating!). Girls are also taken on field trips to high-tech companies, such as Google, to give them first-hand knowledge of what a career in computer science is like.

Through the online curriculum, girls learn to think like entrepreneurs, generate innovative ideas, do market research, learn about the engineering process, write business models, and validate their ideas. At the end of the program, the teams create videos of their pitches that are judged by a panel of tech and business experts. Regional winners compete in a high-visibility international pitch night in Silicon Valley, which challenges the girls by asking them to communicate their ideas, process, and final product to an audience and panel of experts (just like in the real world).

The entire curriculum, including lessons, tutorials, and video interviews with exceptional women from the high-tech and start-up world, will be posted on the website and accessible anytime:technovationchallenge.org

The Pacific Island Chapter of the Internet Society and the Secretariat of the Pacific Community (SPC) is working with a number of international organisations to address appropriate cybercrime policies and legislation. SPC is supporting its 22 Pacific member countries to strengthen their cybercrime legislation by building capacity to mitigate the risks that emerge from the use of internet and web 2.0 tools. If we all work together, collaborate and form alliances, we will be able to reach our goal of making the internet a safer place for internet users: development organisations, government departments, youths and leaders of today and tomorrow. We have been working with a number of organizations to provide training modules to school children. Save the Children's fund is also a good example of tackling such issues. In 2011, SPC, in collaboration with international organisations, organized a web 2.0 learning opportunity workshop for development organizations and government departments in Fiji. The workshop introduced online social interaction and share tools such as facebook, twitter, google docs, blogs, and wikis and showed the participants how these could be used in their workplace to create innovative ways to disseminate information and allow stakeholders to communicate. It also focussed on guidelines on the use of these tools and also the risks associated through the use of these tools. We are planning to have another workshop for Youths. We also need to target the young girls who are more vulnerable to cyber risks.

The Cross Stitch Project has served 36 girls in Kolkata and 20 girls in Atlanta over the course of the 2011-2012 school year. The girls in Cross Stitch follow a curriculum that includes peer-to peer communication with students in the U.S. via social media, spoken English tutoring, computer skills training, video camera operation and editing workshops and a shared sewing and design project.
Based on a social issues and self-expression curriculum, we assist girls to exchange ideas, information and tips and techniques over a private social network with girls in the U.S.
Our locally based tutor supervises and teaches that curriculum in an NGO in place. TCSP provides computer equipment, technical training and ongoing support. Short workshops reinforce and supplement the video, art, design skills.
While observing the benefits of this program over the past year, TCSP founders have realized that the path to higher education is not likely for most of our participants, and jobs outside of the slums are too difficult due to travel and social constraints. But, Traditional education is not entirely necessary when one can harness the power of the Internet and community: learning to learn and learning to teach. Our phase 2 is to create a portable computer center contained in a small suitcase filled with a wireless modem with a USB Internet key and some small laptops or tablets. Each suitcase will travel with a technocraft trainee who will take it to her local alternative school to train girls to use technology and connect with the CrossStitch community in the US for support.

A girl from a village in rural Kenya and a girl from Mexico City may not seem on the surface to have much in common, and will almost certainly never come into contact with each other. In our program they will be introduced and led through guided discussions moderated by highly skilled facilitators and designed to build empathic listening, understanding, and respect. The girls will encounter new ideas, while developing self-confidence, political acumen, and public speaking skills.

Our initial, simultaneous activities will be recruiting participants through our established network of over 100,000 women in 120 countries and our web of partners, selecting facilitators, and refining the curriculum, using existing materials and customizing them to fit our audience and our organizational learning culture.

We always recommend to every member of KEB routinely share the link of most recent posts on their blog on KEB’s facebook wall group. It turned out this way can inspire other members to write and update their blogs, even some members who have not been writing for several years wrote in a blog, start writing on the blog again because catch the spirit of the active members. Every time we hold a writing competition, our group members increases, as well as when we hold a meeting or workshop. Many female bloggers who previously felt unable to write and produce an inspirational writings, became excited and determined to change their way of thinking becomes more positive, that in spite of being a housewife, they can still exist and produce good work. Many of our members managed to get the money through their blogs, some are even getting a job based on a hobby that they write on blogs. Simple stories that they write in the blog is a source of inspiration for readers of their blog. When these women bloggers feel their writing be appreciated, his opinion be heared, it will have an impact on increasing the confidence and desire to be better than ever.

In Turkey, there are 968 Adult Education Centers (AEC), which are municipal institutions that provide 1st level and 2nd level literacy courses countrywide. Almost every large county has an AEC. First of all, every AEC will be informed about the learning portal via e-mail and post. The AECs will be asked to announce the learning portal in all of their literacy courses. In addition, local TV and radio channels will be asked to broadcast pro bono advertising spots of the learning portal. Regarding the actual learning portal itself, each user gets assigned an online-tutor. The online-tutors support and help the users and give them feedback on what they have done in the system. One module of the learning portal entitled ‘Preparation for School’ was specially made for the users who want to prepare themselves for the 2nd level literacy exam. The online-tutors will direct these users to this module in the system and give them guidance on how to apply for the exam at AEC. Through the exercises, the users will acquire the needed knowledge and skills for the exam. After that, the participants hopefully pass the exam and attend the open- school where they can complete their compulsory education!

Since 2010, Personal Spokesmen is changing already the lives of illiterate, blind and visual-impaired in Israel. Those people are using our application on a daily basis and cannot use the mobile without it.
The success which we achieved in Israel and a visit to India for a market research, made us understand the value of our application as a tool for women's education.
Most women there, do not have any approach to education, they stay at home, they cannot afford going to schools and don’t even have motivation to do it because it is too complex and difficult for them.
In order to make an effective and global educational impact on those women lives, the only way is to provide them an educational tool that is close to them, which they already use, that they are familiar with and feel comfortable with – is a MOBILE DEVICE.
Otherwise, they will simply never do it.
Personal Spokesman application allows women to learn letters, words and sentences with every action they do with the mobile device (with Our Text To Speech solution). In addition, with automatic text messages asking them to practice expressions in English and calls after to test the pronunciation and provide feedbacks(with our Speech Recognition IVR system), women will learn a new language too.
Personal Spokesman application empowering women in the developing world with new learning opportunities through the mobile device, becomes Personal Spokeswoman.

The model will entail establishing a solar powered digital learning space with desktop computers and digital cameras for training girls and women in ICT and citizen media tools for access to world news, information and sharing through online publishing, marketing, mapping, communication and networking. This will therefore, ensure ICT literacy among girls and women, strengthened capacity to educational information on various issues affecting them including health and nutrition, girl-child education and entrepreneurship skills among others and encourage online public participation in lobbying and advocacy on various ongoing discussions.
Activities will therefore include;
a) Formation of a project management team including representatives of girls' and women of Mageta Island and Ecofinder Kenya team.
b) Training of girls and women in ICT and citizen media tools.
c) Online publishing and sharing of information and stories about places, products services and the transformed girls and women of Mageta Island.
d) Provision of affordable internet services to visitors to visitors and other community members for income generation among girls and women.

The model is every girls will have access to technology that will allow them to do more research on ther own.

Our model is a young peer to peer mentorship group specifically designed for the young women about to graduate and enter college, that we have called our “girl’s group”. The model is a daily class period in a female “safe space” meeting in each of the grades of our partnering high schools, with overnight college trips and professional development trips. Each group is led by a “girls group” professionally trained alumni, who is a current college student, who addresses and has experienced the same issues the groups most at-risk young women face. Each alumni is monitored by and reports to our programs adult supervision staff.

A specific example is the girls group of a specific high school of ours in Brooklyn, NY which was led by Ashley A., Class of 2014 at Canisius College and high school graduate of this partnering high school. She addressed the safe sex needs of her 9th-12th grade girls at her high school and herself has overcome through sexual assault by high school police safety officers. These young girls mentored have a 80% college enrollment rate and a 70% college retention rate.