พัฒนาการเด็กในช่วงปฐมวัย

MARIA MOTHER OF CHARITY RELIEF HOME

ALLEVIATING POVERTY IN MY COMMUNITY THROUGH EDUCATION EMPOWERMENT BY OFFERING FREE EDUCATION  AND INTRODUCING COMMUNITY SURVIVAL SKILLS FOR THE VULNERABLE.

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Mungwi Road

Project City

Kasama

Project Province/State

Northern Province

Project Postal/Zip Code

+260/10101

Project Country

Zambia

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

ZAMBIA

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

MARIA MOTHER OF CHARITY RELIEF HOME

Describe Your Idea

ALLEVIATING POVERTY IN MY COMMUNITY THROUGH EDUCATION EMPOWERMENT BY OFFERING FREE EDUCATION  AND INTRODUCING COMMUNITY SURVIVAL SKILLS FOR THE VULNERABLE.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

EMPOWER THE VULNERABLE SOCIALLY, ACADEMICALLY, ECONOMICALLY, POLITICALLY AND SPIRITUALLY SO THAT THEY COMPETE FREELY IN ALL LIFE CHALLENGES.

What makes your idea unique?

MY IDEA IS INDIGENOUS AND I AM DIRECTLY INVOLVED IN COMMUNITY PARTICIPATION.I AM PART OF MY COMMUNITY AND SO I AM ABLE TO INTERACT FREELY WITH THE TARGET GROUP AND GET THE FIRST FEEL OF WHAT AFFECTS THEM. I RELY ON WHAT I HAVE IN THE HANDS TO ACHIEVE WHAT I HOPE FOR.

I BELIEVE IN LOVE AND SELF CONVICTION WHEN DEALING WITH THESE SOULS AND I AM THEREFORE ABLE TO HELP THEM JOYOUSLY.

I HAVE MANAGED TO MAKE GROW THE CHARITY WITHOUT ANY KIND OF SUPPORT FROM EXTERNAL OR INDEED INTERNAL SOURCES. I HAVE MANAGED TO PRODUCE BREADWINNERS ALREADY WHO ARE AN ENCOURAGEMENT TO THIS NOBLE CAUSE.THIS IDEA HAS ACHIEVED ALOT.

THE SCHOOL HAS INTRODUCED AN ADULT LITERACY CENTER WHICH HAS SEEN A GOOD NUMBER OF PARENTS ENROLLED INTO DIFFERENT GRADES. THEY HAVE LIKED THE IDEA AND THEIR ACADEMIC RESPONSE IS POSITIVE.

WE ARE RUNNING OUR LESSONS USING AN EASY LEARNING TOOL CALLED"BREAKTHROUGH TO LITERACY". THIS IS A SYSTEM WHICH EMBRACES LEARNING IN A VERNACULAR LANGUAGE. THIS MAKES READING AND WRITING VERY EASY EVEN WHEN IT IS INTRODUCED IN AN OFFICIAL LANGUAGE.
BOTH ADULT PUPILS AND THE REGULAR PUPILS HAVE FOUND THIS TYPE OF LEARNING TO BE VERY INTERESTING.

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

เด็กและเยาวชน, เยาวชนกลุ่มเสี่ยง, ประเด็นด้านพฤติกรรม, พัฒนาการของเด็กชาย, การดูแลเด็ก, การแสวงหาประโยชน์โดยมิชอบจากเด็ก, แรงงานเด็ก, การคุ้มครองเด็ก, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, พัฒนาการของเด็กหญิง, Mentorship , การเล่น, การพัฒนาเยาวชน, ภาวะผู้นำของเยาวชน, การพัฒนาและความเจริญ, การศึกษาสำหรับผู้ใหญ่, ธุรกิจ, การติดต่อสื่อสาร, การพัฒนาชุมชน, การคุ้มครองผู้บริโภค, ความรับผิดชอบต่อสังคมของธุรกิจ, การพัฒนาทางเศรษฐกิจ, การจ้างงาน, พลังงาน, Fundraising , Globalization , Housing , Hunger , Income generation , Information technology , Infrastructure , Labor , Mentorship , Networking , Poverty alleviation , Rural development , Scholarships and grants , Social Enterprise , Sustainable development , Technology , Rural , Water , HIV/AIDS , Recreation , Sports , Substance abuse , Human Rights & Peace , Abuse and violence , การแสวงหาประโยชน์โดยมิชอบจากเด็ก, Civil rights , Conflict resolution , Gender equity , Human trafficking , Hunger , Indigenous cultures , ความสัมพันธ์ต่างวัฒนธรรม, Men's issues , Racial equality , Security , Tolerance , Vulnerable populations , Women's issues , การสร้างการมีส่วนร่วมกับสาธารณะ, Citizen participation , ภาคประชาชน, Corruption , การอนุรักษ์วัฒนธรรมประเพณี, Ethics , Intergenerational relations , Law , Mentoring , Public policy , Social work , Spirituality , Sports , Transparency , Volunteerism , Women's Issues , ภาวะผู้นำของเยาวชน.

What impact have you had?

GREAT IMPACT AS I SEE SOCIAL, SPIRITUAL AND ECONOMIC TRANSFORMATION IN THE LIVES OF MY TARGET GROUPS.

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

POVERTY ALLEVIATION

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

EMBARKED ON A SCHOOL PROJECT WHICH OFFERS FREE EDUCATION TO THE VULNERABLE CHILDREN AND ADULTS.
LINKING THE PROJECT WITH POSSIBLE FUNDING AGENCIES WHO SHALL HELP US GROW STABLE INCOME GENERATING ACTIVITIES.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

INTRODUCTION OF A MODERN BOARDING FACILITY ACCESSIBLE BY FEE-PAYING STUDENTS AS AN INCOME GENERATING ACTIVITY ALSO BENEFITING PUPILS WHO CAN NOT ACCESS THE SCHOOL DUE TO THE DISTANCE BETWEEN THE SCHOOL AND THEIR HOMES.

Success in Year 2:

INTRODUCTION OF A SKILLS TRAINING CENTER EQUIPPED WITH WOOD/METAL WORKSHOP MACHINERY, SEWING MACHINES, KNITTING MACHINES ETC.. FOR SERVICING THE VULNERABLE BUT INDIRECTLY ACTING AS AN INCOME GENERATING ACTIVITY.

Success in Year 3:

INTRODUCTION OF MODERN SOCIAL AMENITIES WHICH SHALL ATTRACT MANY FEE-PAYING PUPILS TO THE SCHOOL THEREBY BROADENING THE INCOME BASE FOR THE GOOD OF SELF-SUSTENANCE.

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

NO
THE DUTCH STUDENTS AT WORLD SCHOOL ARE DEVELOPING A BUSINESS PLAN AND A PROJECT PROPOSAL FOR US.

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

COMPLETE THE CONSTRUCTION AND FURNISHING OF THE SCHOOL INFRASTRUCTURE IN ORDER TO EXPAND THE SCHOOL INTO A FULL FLEDGED SCHOOL.

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

EQUIP THE SCHOOL WITH MODERN EQUIPMENT SUCH AS SCIENCE AND COMPUTER LABORATORIES IN ORDER TO EXPOSE OUR PUPILS TO FULL TECHNOLOGY AND ALSO ATTRACT MANY FEE-PAYERS WHO ARE THE MAIN SOURCE OF OUR INCOME.

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

ELECTRIFY THE SCHOOL SO THAT THE PUPILS WILL BE ABLE TO CONNECT TO THE GLOBAL NETWORK THROUGH INTERNET FACILITIES AND ALSO SEE THE PUPILS ACCESS MODERN EDUCATIONAL EQUIPMENTS WHICH NEED THE USE OF POWER(ELECTRICITY).

Describe the expected results of these actions.

EXTEND THE LEARNING OPPORTUNITY TO AS MANY VULNERABLE CHILDREN AND ADULTS THEREBY ERADICATING POVERTY IN MANY LIVELIHOODS.

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

I GREW UP IN THESE COMMUNITIES AND MY PARENTS STRUGGLED TO GIVE ME AND THE REST OF MY FAMILY MEMBERS THE HUMBLE EDUCATION THAT WE HAVE TODAY. I HAVE PERSONALLY TESTED POVERTY AND SO I KNOW ITS IMPACT IN UNEXPLAINABLE TERMS.

Tell us about the social innovator behind this idea.

THE SOCIAL INNOVATOR BEHIND THIS IDEA IS THAT POVERTY WHICH HAS STRICKEN MOST HOMES IN MY COMMUNITY CAUSING YOUTHS TO RESORT TO SOCIAL VICES SUCH PROMISCUITY, THEFT,DRUNKENNESS AND THEREBY BRINGING FORTH INCURABLE DISEASES SUCH AS HIV/AIDS, SHALL BE REDUCED.

How did you first hear about Changemakers?

I FIRST HEARD ABOUT CHANGE MAKERS THROUGH "TEACH A MAN TO FISH" WHO SENT ME AN INVITATION TO PARTICIPATE IN THIS COMPETITION.

โครงการนี้เกี่ยวกับ

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

LACK OF INCOME GENERATING ACTIVITIES AND LACK OF INFORMATION LEADING TO POSSIBLE FUNDING AGENCIES.

Financing source

N

If yes, provide organization name.

N/A

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

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

NO

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

NO

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

THE ZAMBIAN GOVERNMENT IS A STAKEHOLDER IN ALL EDUCATION RELATED BUSINESSES. IT ACTS AS A REGULATORY BOARD THROUGH THE MINISTRY OF EDUCATION AND IT INSPECTS ALL BUSINESSES TO MAKE SURE THAT THEY ARE IN CONFORMITY WITH THE SET RULES AND REGULATIONS.
GOVERNMENT ALSO SUPPORTS THE SCHOOLS BY ISSUANCE OF PRACTICING CERTIFICATES AND WHICH ARE AUDITED ANNUALLY. THEY ALSO PROVIDE US WITH TEACHING AIDS LIKE BOOKS(READERS) AND THEY INVITE US TO EDUCATIONAL WORKSHOPS AND SEMINARS.

How many people will your project serve annually?

100-1000

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

1 PRINCIPAL
1 SENIOR TEACHER
12 TEACHERS
5 CDEs

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

Scaling Best Practices from a High-Performing, Locally-Led Primary School in Arusha, Tanzania

Over the past 5 years, Shepherds Junior School, located in Arusha, Tanzania, has grown from a single classroom of just 6 pre-schoolers to become a high-quality pre- and primary school that now serves over 300 children at 8 grade levels (ages 2-12) in the villages of Moivaro and Kimandolu.  Last year, with investment by US nonprofit Epic Change, the school qualified to participate in national exams for the firs

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

PO Box 1888

Project City

Arusha

Project Province/State

N/A

Project Postal/Zip Code

N/A

Project Country

Tanzania

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Tanzania

What stage is your project in?

ดำเนินงานมานานกว่า 5 ปี

YouTube Upload

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

<$50

Name Your Project

Scaling Best Practices from a High-Performing, Locally-Led Primary School in Arusha, Tanzania

Describe Your Idea

Over the past 5 years, Shepherds Junior School, located in Arusha, Tanzania, has grown from a single classroom of just 6 pre-schoolers to become a high-quality pre- and primary school that now serves over 300 children at 8 grade levels (ages 2-12) in the villages of Moivaro and Kimandolu.  Last year, with investment by US nonprofit Epic Change, the school qualified to participate in national exams for the first time by expanding to include its first Class IV classroom, and students performed #1 out of 117 schools in the Arusha district.  The ideas presented below are the key factors that have led to the school's success:CURRICULUM

  • Primary English Language Immersion:  In Tanzania, government primary schools are taught in Swahili, while secondary schools are taught in English, which makes the transition to post-primary school extremely difficult.  In addition, language learning seems to be most effective when students are very young.  At Shepherds Junior, we begin teaching all subjects in English at age 2, though Swahili classes remain a core part of our curriculum.  All of our students are effectively bilingual, which we believe also improves their thinking and learning skills in other subjects.
  • Cultural Enrichment:  While our school is an English-medium environment, Swahili courses and clubs and coursework that celebrate our heritage are a core aspect of our curriculum.
  • Social Responsibility:  From the time students enter our school, as young as age 2, we make every effort to expose children to the social issues that confront our community.  Children regularly perform in the community to spread awareness through songs that focus on HIV/AIDS prevention, poems on poverty and child labor, and plays and debates that address the role of women and girls in our society. By cultivating this awareness in young people, we believe we are creating socially conscious young leaders with the skills and knowledge to lead Tanzania and Africa through significant social change.
  • Technology, Connection & Innovation:  In partnership with US nonprofit Epic Change, Shepherds Junior has begun to share our story with the world using social media tools:  our students have shared YouTube videos with peers in the US, and parents and I have blogged to share our story with a broader audience.  Most recently, we mobilized our community to vote online at local internet cafes to win a grant to implement a technology lab at Shepherds Junior school.  We believe that access to technology and participation in global conversations using social media will dramatically improve the quality of education we are able to offer at Shepherds Junior School.
  • Entrepreneurship:  In partnership with US nonprofit Epic Change, Shepherds Junior has begun to cultivate opportunities for our students to directly contribute to raising funds that support our school.  Through school performances, solicitation of auction donations from the community and contribution of artwork, photography and design for products that have been sold to raise funds, students have begun to understand their ability to generate income through their own efforts.

STUDENT BODY

  • Early Childhood Education:  We begin teaching children at age 2, and provide up to three years of schooling before children enter Class I of traditional Tanzanian primary instruction.  These years are instrumental in teaching students basic math, language and play skills that prepare them to effectively participate in our primary classrooms.
  • Diversity & Inclusion:  Many local private schools cater only to affluent students; other, especially charitable & government schools, segregate and serve only the "poorest of the poor." At Shepherds Junior, all children work and play together, learn from one another's diverse backgrounds and circumstances, and have equal access to a great education.  By charging tuition to those who can afford it, we are able to subsidize the costs of orphans and others who cannot.  In addition, we maintain a 50/50 ratio of girls and boys and our student body includes representation from many diverse local cultures and religions, including Masaai, Muslim and Christian students.   Our school is not religiously affiliated.

INFRASTRUCTURE

  • Sustainability:  A school may only provide services if it has the funds available to pay teachers, provide needed materials, and maintain facilities.  At Shepherds Junior, we offer a high-quality education at an affordable cost and, by doing so, are able to subsidize and offer scholarships and other support to orphans and other children who are unable to pay.
  • Local Leadership:  There are some schools in the Arusha area and beyond led by bright, well-intentioned "wazungu" (i.e., foreigners) who provide a valuable education to the youth of Tanzania.  Local leaders, however, have a natural advantage in that they teach children by example that they too may grow and develop into leaders of their communities.  In addition, shared language and cultural experience are very useful tools in developing an effective, engaging educational environment and curriculum.
  • Paid, Trained Teachers:  At Shepherds Junior, we are able to pay very little, but hire only paid teachers who are clearly dedicated to their profession.  By cultivating a sense of community, respect and love for the children, we ensure that teachers focus on teaching to the very best of their ability.
  • Community Support & Parental Involvement:  The parents and teachers of Shepherds Junior are a community that provides mutual support to further our shared goals of educating the children of Tanzania.  We have a parent/teachers committee that meets regularly to discuss issues facing the school.  It is not uncommon for the parents and teachers to volunteer their efforts to ensure the success of Shepherds school and all of our students.  For example, not too long ago, a teacher noticed that one of the orphans in her classroom was not being regularly bathed, nor were her clothes being washed.  To make sure the child wasn't ostracized by her peers, the teacher independently held a teachers' meeting, and among them they bought soap and made plans to share the duties of caring for the child's hygiene.  As a second example, a parent recently volunteered his time as a welder to build the windows of our new classroom.
  • Global Partnerships:  Through financial and non-financial partnerships with organizations like Epic Change, Cross Cultural Solutions, and others that provide volunteers, Shepherds Junior students and staff have been exposed to diverse people and ideas from across the globe.  In addition, by actively engaging in these partnerships, Shepherds Junior has been able to cultivate both volunteer and financial support, as well as knowledge sharing, that has accelerated our expansion.

The demand for the education we provide is constantly increasing, and by expanding our efforts to serve more students at more grade levels, we'll be able to scale the impact of these important lessons learned.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

Locally founded in 2003 by “Mama Lucy” Kamptoni, Shepherds Junior is a high-quality pre- and primary-school that aims to engender social responsibility and leadership in its socio-economically diverse student body of over 300 children in Arusha, Tanzania. Last year, Shepherds’ students performed #1 of 117 Arusha schools on national exams.

What makes your idea unique?

Our unique model combines many best practices from our five years of hands-on, locally-led experience building a primary school whose students recently ranked #1 out of 117 schools in the Arusha district on national exams.

Our curriculum immerses children in a second, global language from the outset of formal education, enriches students' understanding of their cultural heritage, teaches social responsibility, entrepreneurship and leadership, and, through a recent grant, we'll soon be able to provide access to technological tools that will add global context to their learning.

Our student body includes children as young as two as we are highly focused on early childhood education, and we foster a diverse learning environment in which students may learn from and grow with one another regardless of gender, culture, religion or socio-economic background.

Finally, we are able to sustain and scale our work through the support of a committed community of local leaders, trained teachers, engaged parents and active partners. Through their dedication, and the sustainable financial support generated through regular tuition payments from hundreds of students, Shepherds Junior is in a unique position to continue to grow and scale our innovative, high-quality pre- and primary-school.

Of course, substantive investment would enable us to scale more quickly and provide our unique, high-quality educational experience to even more children in the short-term.

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

เด็กและเยาวชน, เยาวชนกลุ่มเสี่ยง, พัฒนาการของเด็กชาย, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, พัฒนาการของเด็กหญิง, การพัฒนาเยาวชน, ภาวะผู้นำของเยาวชน, Vulnerable populations , ภาวะผู้นำของเยาวชน.

What impact have you had?

In five years, Shepherds Junior has grown from just 6 preschool students to over 300 students at 8 grade levels. Our students are recognized by the community as some of the best in the area and just last year, when we expanded to include Class IV and participated in national exams for the first time, our students performed #1 out of 117 participating schools in the Arusha District. Because we charge an affordable tuition to most students, we are able to subsidize costs and offer scholarships to several orphans and other children who could not otherwise afford a high-quality education.

As a secondary impact, over 30 jobs have been created for teachers, assistants, maintenance and cafeteria staff.

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

  • Socio-Economic Segregation: Many local private schools cater only to affluent students; other, especially charitable & government schools, segregate and serve only the "poorest of the poor." At Shepherds Junior, all children work and play together, learn from one another's diverse backgrounds and circumstances, and have equal access to a great education.
  • Inadequate Early Childhood Education: Educational facilities for pre-primary aged children are extremely limited, and we have found that students who attend pre-primary school seem to perform substantively better than their peers who did not attend preschool.
  • Difficult Transition to Secondary School: As mentioned, government primary schools are normally taught in Swahili, while secondary school is taught exclusively in English, making the transition to secondary school very difficult. While we continue formal Swahili lessons throughout primary school, our school is otherwise taught entirely in English.
  • Loss of Cultural Identity: Some, though certainly not all, local schools, are internationally-led and seem to focus on importing curricula and educational standards from other cultures. In some instances, this may result in the loss or de-emphasis of important aspects of our local, shared cultural mores and heritage.
  • Over-Emphasis on Rote Memorization: Over-emphasis on rote memorization for basic math and language skills may result in the under-development of important critical thinking skills for local students. While this is certainly an area in which our school may further improve, by including discussion of social issues and responsibility in our curriculum, we are beginning to encourage our students to move beyond memorization to develop leadership skills that will enable them to address the issues that impact their lives and our community.
  • Connectivity Gap: Web access in East Africa is notoriously limited, meaning that students in Tanzania have a disadvantage in mastering the tools and technologies that could serve them in learning and future careers. By incorporating technology into our curriculum, we hope to bridge this global gap, and to connect our students with their peers across the globe.
  • Culture of Dependency: By nurturing the seeds of entrepreneurship in even primary school students, and by demonstrating, through the role models of our school's founder, local teachers and our active, engaged parents committee, that local people have the power to lead our community, we implicitly combat a pervasive, insidious sense, propagated from years of colonialism, that Africans must depend on foreigners for resources and leadership.
  • Limited Focus on Girls' Education: Historically, education of young women has not been a priority for many local people. By designating at least 50% of our capacity for girls, we help to educate young women, who have been proven to use their education to build stronger, healthier families and communities.
  • Poor Teacher Pay/Quality: Teachers in our area, especially at government schools, are notoriously underpaid resulting in poor teacher quality. While we are still improving our own salaries, our teachers are paid enough to survive, and are deeply committed to their students' learning.
  • Unsustainable NGO & Education Programs that rely exclusively on Sponsors/Donors: Many schoolrooms and classrooms that operate without tuition fall into one of two traps: either they close due to lack of local commitment and resources or, by creating a model subsidized, sponsored and/or led entirely by foreigners, they cultivate a prolonged relationship of dependency in which students depend entirely on foreigners for basic needs. It is unclear what effect this may have on students' sense of independence and self-sufficiency over the long term.
  • Limited Parental Involvement: We have found that parental involvement leads to improved student achievement.
  • Isolation & Exclusion from Global Conversations: By collaborating with global partners, Shepherds Junior students are able to learn from and share with their peers across the globe, and we are able to share our learning with our peer social innovators and potential funders like you both in an effort to obtain funding and resources, of course, but perhaps more importantly to inform the way in which you invest in education and social change in Tanzania and throughout Africa.

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

After five years and with the majority of our over 300 students now paying tuition, we have created an infrastructure that is now growing organically. By reinvesting tuition dollars and through a partnership forged with US nonprofit Epic Change, we are able to expand annually to create a new classroom for our upper level students to advance to the next grade level.

Our next steps include implementation of a social media technology lab in partnership with Epic Change, using a $10,000 grant that was recently awarded by Ideablob. We also plan to build additional classrooms, a cafeteria, a library and a boarding facility/orphanage. As our longer-term vision, we may build a secondary school at this location and/or build additional locations to serve primary students in other areas.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

Launch Technology Lab & Build Classroom VI. (2009)

Success in Year 2:

Complete cafeteria, library, classroom VII & an orphanage/boarding facility. (2010)

Success in Year 3:

Scale to include secondary education and/or add additional locations to the Shepherds Junior system. (2011 & beyond)

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:

Launch Technology Lab & Build Classroom VI. (2009)

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

Complete cafeteria, library, classroom VII & an orphanage/boarding facility. (2010)

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

Scale to include secondary education and/or add additional locations to the Shepherds Junior system. (2011 & beyond)

Describe the expected results of these actions.

Shepherds Junior will expand to provide a higher-quality education to a greater number of students and, by increasing overall attendance, will be able to subsidize the educations of an even greater number of orphans and low-income students.

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

The innovations we've implemented at Shepherds Junior were inspired by:

  • My great love for children and my community.
  • A lack of adequate schools in my area offering a high-quality standard of education.
  • My commitment to my community and my loving country Tanzania.
  • The many orphans in my community who have been left behind with no one to pay for their education.
  • Five years of learning and improving our efforts at Shepherds Junior School.

In addition, when I attended secondary school, I was lucky to study with the children of different Ministers who led our country at that time. My family was not well off, but my school mixed children from both rich and poor families. It was really a very good experience, and I decided to adopt the model at my school, Shepherds Junior.

Tell us about the social innovator behind this idea.

"Mama Lucy" Kamptoni was an entrepreneur who sold chickens and eggs until she saved her income to rent land next door to her home in Arusha, Tanzania, where she launched Shepherds Junior School in 2003. Since then, she has grown Shepherds Junior from a single classroom with just 6 preschool students to a school that serves over 300 children at 8 grade levels, all while furthering her own education at a a local university. In 2008, in the first year her school was certified to participate in national exams, Mama Lucy's students scored #1 out of 117 schools in the Arusha District.

How did you first hear about Changemakers?

Through Stacey Monk at Epic Change (stacey@EpicChange.org).

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

Inability to scale quickly enough to keep pace with demand for services.

Financing source

Yes

If yes, provide organization name.

Shepherds Foundation & Shepherds Junior School |
Epic Change

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

More than 5 years (Shepherds Foundation & Shepherds Junior School)|
About 2 years (Epic Change)

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

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

Our partnerships have granted volunteers, in-kind donations and financial resources that have enabled us to scale more quickly than we may have organically.

Our most significant partnership, with US nonprofit Epic Change, has not only resulted in substantial capital investment in our expansion, but has also helped us to create an online presence to share our story, to cultivate an engaged global audience for our efforts, to improve our local fundraising activities, and to discover opportunities, like this one, to connect with potential resources and to share our ideas about education and social change in Tanzania and Africa.

How many people will your project serve annually?

100-1000

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

Employees: 31
Volunteers: 4

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

None of the above.

Mobile Schools: Basic Education for Pastoralist Communities in North Eastern Province, Kenya

 

This mobile school initiative aims to increase access to education for children over 7 years old through the provision of culturally and religiously appropriate basic education to children who would otherwise find it difficult to access formal education. Structures are temporary and materials portable so they can be easily transported by camel as communities travel in search of water and pasture.

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Project City

Garissa

Project Province/State

North Eastern Province

Project Postal/Zip Code

Project Country

Kenya

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Kenya

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 Schools: Basic Education for Pastoralist Communities in North Eastern Province, Kenya

Describe Your Idea

 This mobile school initiative aims to increase access to education for children over 7 years old through the provision of culturally and religiously appropriate basic education to children who would otherwise find it difficult to access formal education. Structures are temporary and materials portable so they can be easily transported by camel as communities travel in search of water and pasture.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

This mobile school initiative aims to increase access to education for children over 7 years old through the provision of culturally and religiously appropriate basic education to children who would otherwise find it difficult to access formal education. Structures are temporary and materials portable so they can be easily transported by camel as communities travel in search of water and pasture.

What makes your idea unique?

The education system in Kenya is structured and demand driven. Classrooms are fixed and timings and locations are inflexible. The mobile school initiative, however, takes into consideration the mobile lifestyle of nomadic communities. Schools are provided with a camel to transport portable chalkboards, tin of books and materials as communities move. Teaching is multi-grade to ensure all children in the community benefit. The established mobile schools, while focused on basic literacy and numeracy skills, equally cater to the Muslim religious traditions of the communities. The schools also house two teachers, a ‘dugsi’- traditional Qu’ranic teacher and a mobile school teacher who is selected by the community and trained by EMACK and NOHA. These teachers continue to live and move with the community and provide continuous education for pastoralist children. As a result, children can attend secular lessons for two hours in the morning and two hours in the evening.

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

เด็กและเยาวชน, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, พัฒนาการของเด็กหญิง, การพัฒนาชุมชน.

What impact have you had?

The success of the mobile school initiative is evident. Mobile schools have been well received by beneficiary communities who are happy that their children are receiving basic education which is suited to their nomadic lifestyles and integrated with their cultural values. To date, over 80 children, including 28 girls have benefited from the three mobile schools in Wajir. For many, this has been the first time ever they have ever had access to basic education. In addition, 14 children have transitioned to the nearby Abakore Boarding School in order to complete primary education. The mobile schools mark a significant step forward in providing culturally appropriate education to those who are marginalized because of traditional lifestyles. The chairman of the Rabai Mobile School, Abudhllai Sheikh Ahmed, states, “Communities have been yearning for education and today the community’s children are going to school”.

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

North Eastern Province of Kenya is primarily inhabited by nomadic pastoralist communities, making up 80% of the population. These communities live a lifestyle which involves frequent resettlement in search of fresh water and pasture for their livestock. Due to the pastoralists' constant resettlement, children from these communities have found it difficult to formally access the Kenyan stationary and secular education system. Enrollment of children from these communities stands at only 2% and drop-out rates are high. Girls are particularly affected by early marriages as opposed to be sent to school. Most attempts to provide formal education to nomadic pastoralist communities and children have experienced limited success. This is mainly attributed to the limitation of the formal education sector to respond to the unique and diverse circumstances and needs of these groups. Another problem the mobile school initiative aims to address is the inadequate capacity at national and district levels to conceptualize alternative approaches for hard-to-reach children.

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

Step 1: In order to ensure success in establishing mobile schools, we engage communities through participatory rural appraisal (PRA) exercises to ensure proper needs analysis and ownership.

Step 2: mobilize leaders through meetings with potential host villages of mobile schools. It also involves educating the villages on the importance of education and the need to support the initiative as well as remove fear and suspicion of secular education.

Step 3: training of community teacher and ‘dugsi’ by government Teacher Training College in Garissa, particularly on multi-grade and follow up with teachers on learning conditions and use of training materials.

Step 4: establish linkages with primary schools if children want to transition to formal education sector.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

In order for mobile schools to be successful, we must continuously engage with the Ministry of Education to ensure mobile schools are mainstreamed as an alternative education option. Our focus will also be on cross-learning between communities themselves so that schools can be replicated and less dependence on the organization. Finally, interventions have to go beyond education to respond to the environment, drought and poverty prevalent in the region. New partnerships need to be explored that intervene in health, agriculture and livelihoods.

Year 1
• Seed capital for purchase of start up material
• Continuous community mobilisation and sensitisation
• Identification and training of paraprofessional teachers
• Monetary support through stipend for the paraprofessional teachers
• Provision of teaching and learning materials on termly basis

Success in Year 2:

Year 2
• Follow-up and mentoring for primary school and paraprofessional teachers
• Refresher training
• Upgrading boarding schools of nearby primary schools to enhance transition
- physical facilities
- Sanitation facilities
- Provision of meals (sustainability communities are mobilised and sensitised to supplement the GoK support)
- Provision Bedding facilities
- Coordination of other to provide integrated multi-pronged approach
• Coordination meeting stakeholders to enhance integrated service provision
• Transitional activities with teachers to help children fit into the boarding schools

Success in Year 3:

Year 3
• Mentoring of teachers
• Provision of teaching and learning materials
• Transition activities for teachers to support transition of children to boarding
• Linkage and hand over to district education officials for support and sustainability
• End of project evaluation

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:

1. Teacher and Dugsi training on teacher pedagogy

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

2. Collaborate with other development agencies in sectors of health and livelihoods integrated service provision

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

3. Replication of mobile schools and roll out to other districts

Describe the expected results of these actions.

-Increased access, retention and transition among children from nomadic communities
-Improved quality of teaching and learning in mobile schools
-Enhanced parental and community participation and support to education initiatives
-Enhanced community adult literacy normally provided by mobile school teacher

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

Persistent low enrolment rates have been recorded among the Nomadic communities in the North Eastern Province. This is often attributed to the limitations of the mainstream education system to respond to the unique and diverse needs of the nomadic pastoralist community. For the Somali, one of the nomadic communities in NEP, it is mandatory for children to attend the Quranic school (duksi), for religious instructions for a period of 2 – 3 years. The communities put more emphasis on the Quran education when compared to the formal secular education. While the demand of for fundamental religious instruction is not met in the mainstream education the Mobile school provides both forms of education without compromising the other. In addition, the nomadic pastoralist lifestyle is labour intensive by nature; as such children contribute to the household labour needs by tending to the animals and caring for younger siblings children. The flexible nature of the mobile school timetable allows for children to acquire basic education and still contribute to the survival of their families.

Tell us about the social innovator behind this idea.

The first pilot mobile school was started in Wajir by a group called Nomadic Primary Health Care in and this was improved by Oxfam GB in 1995. Our initiative has taken this and expanded to involve government, introduction of basic life skills and the provision of a camel which can transport the school materials when the community moves.

How did you first hear about Changemakers?

through a colleague

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

Nomadic communities’ lifestyles are increasingly getting sedentary as government is deliberately working towards this for ease of service provision. Programmes like the Arid Lands Resource Management Programme (ALRMP) and devolved funds, Constituency Development Fund, (CDF) have been successful in some areas resulting to some mobile schools being weaned off to sedentary schools.

Persistent and prolonged droughts and famine as well as inability to follow-up with teachers because of the distances are other challenges.

Financing source

Yes

If yes, provide organization name.

Aga Khan Foundation

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

+10 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)

Yes

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

Partnerships with Government of Kenya (GoK) ministry at national for policy discussions and negotiation and sustainability at the end of the three year period will be critical. At local level the partnerships are necessary for community entry, quality assurance and school based support. AKF relies on existing structures like the Mobile school regulatory framework - mobile school Mobile coordination committee chaired by the local Ministry of education leader, the Provincial Director of Education and attended by District Education Officials and other stakeholder.

The multi-sectoral approach brings all service providers across the sectors together because nomadic communities’ issues cut across all the sectors.
Partnership with community Based Organisations for mobilisation, awareness and advocacy and also for sustainability and community entry will be critical.

How many people will your project serve annually?

100-200

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

+100

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

CIDA (Canada) , DFID (United Kingdom) , Ford Foundation , Hewlett Foundation , United Nations Development Progam (UNDP) , USAID (United States) .

The SmartKids Foundation

สถานที่

main Meppel
Netherlands
52° 41' 53.6352" N, 6° 12' 0.8136" E

This is a foundation that identifies needy, but brilliant  Ghanaian (African) kids who need financial and other kinds of support, to pursue quality education.The foundation's directors are mostly based in The Netherlands , but source funds for  scholarships from Netherlands, Ghana and all over the world for to support its students. The SmartKids Foundation has had a lot of success locally in Ghana, and have succeeded in providing unique educational opportunities for several bright, but under privileged kids in Ghana.

Msolwa "St.Gaspare Bertoni"Sec. School

สถานที่

Kilosa, Morogoro
50 km from Mikumi, at Kisanga
Tanzania
5° 51' 45.0576" S, 35° 56' 49.65" E

Msolwa Secondary School was established to educate the residennts of rural KIlosa district , in the Yovi valley. In its 15 years of operations it has gone beyond just a secondary school. The organization has built a chain of nursery schools in the villages in the Yovi valley and gives funding to educate youth who can't get a place in the school to another secondary school. Msolwa was ranked number one in Mathematics perfomance on the National O-level exams  2007. And usually ranks among the best 5 schools in the o-level National exams.

Ethiopia Reads

สถานที่

main Addis Ababa
Ethiopia
9° 1' 28.5528" N, 38° 45' 26.0928" E

 Ethiopia Reads’ mission is to develop a reading culture in Ethiopia by connecting children with books.

EXPANSION OF ECD TO THE CENTRAL RIVER REGION NORTH OF THE GAMBIA

สถานที่

main Banjul
Gambia
13° 27' 12.1284" N, 16° 34' 32.304" W

this project is community based early learning and care for children in the rural Gambia, it involves the construction of 3 ECD centers and the rehabilation of 1 old cener in the village of Maka Ali Sarr, the project will be able to employ atleast 10 youth, there will be an imcome gennerating facility for the mothers, the project will cater for almost 60, 0000 people (children and mothers), it will provide education for this merginalised groups of people who do not have any means to get this facilities.

Elizabeth Mbogoh's Queens Nursery School

สถานที่

main Embu
Kenya
0° 32' 31.2468" S, 37° 27' 29.9736" E

Ms Elizabeth Mbogoh started a nursery in a disadvantaged part of Embu Town where many children attend.

The nursery has about 15 fee-paying children(they pay very little fee) and she was able to use the money to cater for about 25 children.

Teaching in Action (TIA) teacher training program

The purpose of the Teaching in Action Program is to provide the venue for Tanzanian teachers to modify their teaching methods from techniques that involve rote memorization to the more participatory and student-centered methods now required by the Tanzanian government. In addition to intensive, week-long experiential teacher training workshops, the project includes a rigorous evaluation component that will ensure that the approach AfricAid is taking is effective, and that will also provide sound empirical data to the Tanzanian Ministry of Education.

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Mwenge University College of Education

Project City

Moshi

Project Province/State

Kilimanjaro Region

Project Postal/Zip Code

---

Project Country

Tanzania

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Tanzania

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?

<$100

Name Your Project

Teaching in Action (TIA) teacher training program

Describe Your Idea

The purpose of the Teaching in Action Program is to provide the venue for Tanzanian teachers to modify their teaching methods from techniques that involve rote memorization to the more participatory and student-centered methods now required by the Tanzanian government. In addition to intensive, week-long experiential teacher training workshops, the project includes a rigorous evaluation component that will ensure that the approach AfricAid is taking is effective, and that will also provide sound empirical data to the Tanzanian Ministry of Education. Because each participating teacher will be expected to train 2-3 of their home school colleagues in the techniques learned at the workshop, hundreds of teachers and thousands of students will be reached by the 2009 program alone. The primary anticipated outcome of the program is that these new teaching methods will lead to better learning outcomes and increased critical thinking capacities among students, which will in turn allow them to matriculate to higher levels of education and more effectively participate in the workforce. Additionally, it is expected that the Teaching in Action program will ultimately become the model for a national teacher training program carried out by the Tanzanian Ministry of Education.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

TIA aims to improve the educational outcome for the 75% of Tanzanian students who fail their national examinations by conducting an annual professional development workshop for secondary school teachers in which they concretely learn how to utilize more student-centered, participatory teaching methods that engage students’ critical thinking abilities.

What makes your idea unique?

Tanzania has long had one of the world’s lowest transition rates from primary to secondary school—below 20%—and one of the most outmoded teacher education programs. Teachers have generally not been taught how to use active, student-centered methods, but rather are prepared to teach primarily through lecturing. As a result, most students learn strictly through rote memorization, rarely taught critical thinking skills or truly understanding the material. But, the past five years have witnessed two radical changes: first, a secondary education program was initiated in 2004 by the Tanzanian government to address the low transition rates between primary and secondary school. Since then, over 1,000 new secondary schools have been built across Tanzania, with 50% of eligible children now able to attend high school. Second, the national syllabi were revised to require the use of participatory, student-centered teaching methods. However, there is a huge deficit in the number of teachers qualified to teach in this significantly-expanded secondary sector, and few current teachers understand the new teaching methods now required of them. Through basic, short “crash course” programs, the government is trying to expand the teaching pool by training new teachers, but there is no accompanying program to train these, or current, teachers in the use of the new, student-centered methods. The TIA program is, thus, the only country-wide program in Tanzania offering training to secondary school teachers in these methods, and preparing them to become mentor teachers for their colleagues and heads of school back at their home schools.

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

เด็กและเยาวชน, พัฒนาการของเด็กชาย, การศึกษา, การปฏิรูปการศึกษา, พัฒนาการของเด็กหญิง, Mentorship , การพัฒนาเยาวชน, ภาวะผู้นำของเยาวชน, การศึกษาสำหรับผู้ใหญ่, Mentorship , Women's issues , ภาวะผู้นำของเยาวชน.

What impact have you had?

The TIA program builds upon a successful two-year pilot project carried out in June 2007 and June 2008 at Tanzania’s Mwenge University College of Education (MWUCE). During the first two years of the pilot project, MWUCE faculty members worked closely with the program’s author to successfully design and implement a week-long workshop for secondary school teachers across the country. The third year of the program will be held in July 2009, with teachers drawn from as many as 21 regions of Tanzania. By the conclusion of the third workshop, as many as 600 teachers will have been directly trained through the TIA program or will have been mentored by graduates of the course. As a result, this effort could ultimately impact as many as 20,000 Tanzanian secondary schools students in 2009 alone. The program’s positive impact was underscored by a recently-concluded on-site evaluation of the pilot project, including classroom observations, that provided evidence of noteworthy differences between TIA and non-TIA participants in both teaching methods and behavior management techniques. In focus group discussions during the evaluation, TIA participants described how these new teaching techniques were contributing to better student performance. One participant proudly shared that, on the recent national exam, his students performed second in the country in English and that, over the course of the year, all of the students had improved their English by at least a full letter grade -- all because he was challenging them to participate in a greater way in their own educations.

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

Tanzania requires all fourth-year secondary school students to take a rigorous national examination before being allowed to go on to higher learning. But 75% of students fail the exam, in part due to the outmoded, rote-teaching techniques used by their teachers. Unable to continue their schooling, and without specific skills or vocational training, they then face an economy with an unemployment rate of up to 40 percent. The goal of the program is, thus, to train secondary school teachers in student-centered, participatory methods of teaching that will help students to improve their critical thinking abilities. With greater capacity to think analytically, students will be better prepared for success on their national examinations and will be better equipped to compete in a scarce job market. Likewise, those that cannot continue their education after secondary school will have been equipped with the critical thinking skills that will, importantly, help them become self-sufficient.

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

In 2009, AfricAid conducted an in-depth evaluation of the 2007 and 2008 TIA workshops, which included classroom observations of TIA and non-TIA participants, interviews with teachers and heads of school, and focus group discussions with students. Based on the findings of this evaluation, improvements have been made to the 2009 workshop. In July of 2009, MWUCE faculty will lead this third TIA workshop, instructing approximately 60 teachers from around Tanzania, who will return to their home schools to mentor their colleagues in the student-centered teaching techniques learned during the workshop. Based upon a 2010 evaluation of this modified workshop, the program will again be improved for expanded, regionally-based workshops. It is expected that these regional workshops will eventually serve as the model for student-centered teacher instruction in Tanzania, with the Ministry of Education incorporating the program into its teacher training initiatives by 2013.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

In 2009, the TIA project will be successful when the improvements suggested by the recent evaluation are incorporated and implemented into the July workshop, as measured by a subsequent evaluation planned for 2010. An essential criteria for success is that TIA participants mentor at least two colleagues in their home schools, in order that AfricAid’s investment in the workshop creates a multiplier effect. To achieve this end, modifications have been made to the 2009 workshop which will effectively equip teachers with the tools they need to train other teachers, and which will empower heads of school to oversee this mentorship.

Success in Year 2:

In 2010, the success of TIA project will be defined by the extent to which it expands to reach a greater number of teachers. In 2010, AfricAid plans to seek funding for two 60-person workshops, effectively doubling the total number of participants and teachers mentored at home schools. Additionally, AfricAid will train 10 TIA “master teachers” in 2010, who will be the individuals empowered to carry out regionally based workshops starting in 2011. To achieve these ends, AfricAid plans to demonstrate the success of the program through a second, in-depth evaluation planned for early 2010 and to apply for foundation funding.

Success in Year 3:

In 2011, AfricAid will seek funding for an expanded, regionally based series of workshops which are organized and led by the 10 TIA “master teachers” trained in 2010. These workshops will be informed by the 2007-2010 workshops, but will be designed with the goal that they become the model for the Ministry of Education’s teacher training initiatives by 2013. In this way, the TIA program will ultimately be taken on by the Tanzanian Ministry of Education and incorporated into its larger efforts to encourage student-centered instruction in the country’s secondary schools.

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

Yes, we have a TIA business plan and an AfricAid strategic plan.

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

First, AfricAid will conduct a successful third year of the TIA workshop, based upon the outcomes and lessons learned through the first two pilot years of the program. Through a 2010 evaluation, AfricAid will demonstrate that the model is continuing to improve student learning outcomes, and that teachers have been equipped to share what they learn in the workshop with colleagues in their home schools.

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

Second, AfricAid will seek funding for an expanded TIA workshop in 2010, which will double the number of teachers trained and mentors, and will provide training for 10 TIA “master teachers.” AfricAid will continue to seek funding from individual donors in order to fund the basic costs of the workshop, but it will seek foundation funding in order to cover the costs of the expanded workshop and subsequent evaluation.

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

Third, AfricAid will conduct rigorous evaluation of each TIA workshop, so that the success and effectiveness of the model is demonstrated. The evaluations will present findings on the impact of TIA on teaching techniques in Tanzanian classrooms, and also on student outcomes and critical thinking capacities. It is expected that, based upon these evaluations, the Tanzanian Ministry of Education will take on the program by 2013 and incorporate it into its own teacher training initiatives.

Describe the expected results of these actions.

It is expected that, in 2009, approximately 60 teachers from across Tanzania will participate in TIA, and will return to their home schools to mentor at least two of their colleagues. As a result, up to 20,000 Tanzanian students will be reached through the 2009 workshop alone. Through an expanded TIA program, and through an expanded and rigorous evaluation process, the relative success of the program will be demonstrated. This success will be measured both in terms of improved teaching techniques, and improved student learning outcomes and enhanced critical thinking skills. Ultimately, it is expected that, based upon these evaluations, the Tanzanian Ministry of Education will take on the program and incorporate it into its own teacher training initiatives. In this way, the TIA program will eventually impact the teaching techniques of every single teacher trained in Tanzanian colleges, and the hundreds of thousands of students they teach every year.

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

AfricAid founder, Ashley Shuyler, has lived and taught in Tanzania for months at a time since 2005. Through focus group discussions with students and teachers, it became clear to her that Tanzanian students were learning primarily through rote memorization in the classroom, and that most of what they learned was not applicable to their future professional efforts. As a result, Ms. Shuyler initiated conversations with Professor Frances Vavrus from Columbia Teachers College, who had spent years conducting research in Tanzania, and who spent the 2006-2007 year as a Fulbright Scholar there. Dr. Vavrus’ extensive research with Tanzanian educators had led her to believe that reform within the Tanzanian education system must start with teachers. Dr. Vavrus therefore partnered with the faculty at Mwenge University College of Education, Tanzania’s most progressive teacher training college, in order to develop the materials needed to instruct Tanzanian teachers in the use of student-centered methods – methods that would ultimately lead students to develop vital critical thinking skills. Together, they developed concrete case studies, activities, and methods that would help teachers understand how to use a balance of student-centered and lecture-based methods in the context of Tanzanian classrooms – classrooms that are often overcrowded and without teaching and learning resources. Through a subsequent partnership with AfricAid, Dr. Vavrus and the Mwenge facultly were able to successfully implement the first year of the TIA program in 2007.

Tell us about the social innovator behind this idea.

There are three true social innovators behind this idea. The first is Professor Frances Vavrus, who served as a faculty member at Teachers College, Columbia University for eight years and recently joined the faculty at the University of Minnesota in the Department of Educational Policy and Administration. Dr. Vavrus’ longitudinal ethnographic research focuses on the Kilimanjaro Region of northern Tanzania, where she has intermittently lived, taught, and studied since 1992. During the 2006-2007 school year, Dr. Vavrus was a Fulbright Scholar at Mwenge University College of Education (MWUCE) in Tanzania. She has written dozens of articles and chapters, and is the author of the book, Desire and Decline: Schooling amid crisis in Tanzania.

The second social innovator behind TIA is Joachim Msaki, former Principal of MWUCE. While at MWUCE, Dr. Msaki expanded the student body from just a few dozen students to over 200 students, while maintaining MWUCE’s reputation as a center for excellence in teacher training. Dr. Msaki worked with Dr. Vavrus to design and implement the first TIA workshop, and has ensured the program’s continuation at MWUCE in subsequent years.

The third social innovator in this project is Ashley Shuyler, founder of AfricAid. After a trip to Tanzania in 1996 at age 11, Ms. Shuyler founded AfricAid five years later in order to support girls’ education there. Because of her extensive research in Tanzania, Ms. Shuyler has led AfricAid to support those educational initiatives such as TIA that work to improve the quality of education offered to students on the continent.

How did you first hear about Changemakers?

Through a meeting with Ken Weil, who was formerly involved with Ashoka and Youth Venture.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

The TIA program will not be able to successfully expand without a sizeable grant with which to take it to the next level and train a corps of “master teachers” to conduct workshops at the regional level. Without such expansion – and without the associated opportunity to demonstrate the model’s success – it is unlikely that the Tanzanian Ministry of Education will take on the program. Likewise, the Ministry of Education will not incorporate the program into its own teacher training initiatives unless thorough evaluations are conducted, demonstrating the program’s relative success and effectiveness in improving student learning outcomes. For these reasons, AfricAid will work hard to identify additional funding for TIA’s expansion, and will ensure that proper and thorough evaluations are conducted on an ongoing basis.

Financing source

Yes

If yes, provide organization name.

TIA is being conducted in partnership with AfricAid, Inc. and Mwenge University College of Education in Tanzania, and through faculty members and graduate students from Columbia University and the University of Minnesota.

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

Over five years

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

AfricAid has a 14-person 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

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

AfricAid works with several NGO partners as part of its ongoing work to support educational efforts in East Africa; these partnerships are vital in helping us to leverage our work and minimize service redundancy and overhead expenses. In order to support the TIA program, specifically, AfricAid has partnered with Mwenge University college of Education (MWUCE) in Moshi, Tanzania, and with the University of Minnesota. Mwenge has provided the venue in which the workshop can occur but, more importantly, the Mwenge faculty work to develop and lead the workshop, helping to tailor the program to best fit the Tanzanian context. Finally, the faculty and graduate teams from the University of Minnesota help to ground the program in the body of research about teacher training in the developing world, assist in evaluation design and analysis, and partner with Mwenge faculty in order to design and modify the workshop each year.

How many people will your project serve annually?

More than 10,000

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

Two contract employees and four interns at AfricAid

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

None of the above.

Leadership Beyond Boundaries and the Youth Leadership Toolkit

While it is important for developing minds to learn hard skills like reading, writing, and arithmetic, we at the Center for Creative Leadership (CCL) believe that it is equally important to provide them with the critical thinking skills needed to develop a learning mindset - a growth mindset as opposed to a fixed mindset.  By training youth to work together and opening their minds to new ways to learn and lead, CCL's innovative leadership training methods begin the process of unlocking human potential.  In order to achieve this goal, we have combined two unique appr

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Center for Transformational Leadership

Project City

Nakuru

Project Province/State

Rift Valley

Project Postal/Zip Code

Project Country

Kenya

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Kenya

What stage is your project in?

Operating for 1-5 years

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

<$50

Name Your Project

Leadership Beyond Boundaries and the Youth Leadership Toolkit

Describe Your Idea

While it is important for developing minds to learn hard skills like reading, writing, and arithmetic, we at the Center for Creative Leadership (CCL) believe that it is equally important to provide them with the critical thinking skills needed to develop a learning mindset - a growth mindset as opposed to a fixed mindset.  By training youth to work together and opening their minds to new ways to learn and lead, CCL's innovative leadership training methods begin the process of unlocking human potential.  In order to achieve this goal, we have combined two unique approaches to create an effective, sustainable menas of democratizing youth leadership training and making it widely available to everyone.Leadership Beyond Boundaries, a train-the-trainer program developed by CCL's Global Voice of Leadership, is the first part of CCL's approach to educating youth.  A group of teachers will be given 3 days of in-depth training in the leadership skills that they will be passing along to their students.  It is important that the teachers understand the content that they will be teaching the youth and how to create a safe learning environment where young leaders can explore and reflect.  The more familiar teachers are with the content, tools and leadership toolkit, the greater the overall impact in the classroom and on society, as a whole.The second component of this method addresses the need for sustainability.  Once the teachers are familiar with basic leadership skills (having experienced a 2-day Leadership Essentials course crafted for them as part of the ramp up), they need a method to transfer their knowledge to the children.  CCL has developed the Youth Leadership Toolkit for this  purpose.  This simple, yet comprehensive tool contains easy-to-use lesson plans covering 20 different leadership concepts.  The format is flexible enough to accommodate any length of class time, from an hour to a week per topic, and the content is presented in a fun, interactive way that is compelling for both teacher and student.  Students will gain the skills they need to know how to give and receive feedback, know themselves, and create a vision for a better world.  The toolkit was designed to function across cultural and language barriers.  The 4 focus areas include understanding self, understanding others, leading self, and leading others.  The toolkit covers both leadership skills such as communication and listening as well as life skills such as time management and money matters.This approach to youth leadership is innovative.  It has potential for widespread impact.  We have shown the approach to be highly sustainable.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

We propose to train teachers to use the Youth Leadership Toolkit, which is a simple, yet effective, avenue to teach youths basic leadership skills. The Youth Leadership Toolkit, as presented by trained facilitators, will enhance students' critical thinking skills and will be a valuable supplement to the existing curriculum.

What makes your idea unique?

Our proposal accounts for everything needed to teach students the basics of leadership: trained teachers and a fun way to pass these skills to students. Leadership Beyond Boundaries, the train-the-trainer portion of this proposal, is trademarked intellectual property of the Center for Creative Leadership and is therefore a one-of-a-kind program. The teachers who complete this training will be fully capable of passing their learning on to students. The Youth Leadership Toolkit, also patented, is a fun, easy-to-use curriculum for passing on basic leadership skills to the youth audience.

Making leadership training an integral part of education is also a relatively new and unique concept. Teaching children new ways to learn, new ways to view themselves and the world around them is a valuable addition to the existing curriculum. Today's youth need to learn how to lead as well as how to read. Teaching soft skills in school in addition to hard facts results in a well-rounded, fully developed member of society instead of a student who only knows the technical skills in the few books they have studied. The skills contained in the Youth Leadership toolkit will help empower youth to change the world for the better - which is not exactly a unique concept, but our comprehensive approach is one-of-a-kind.

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

เด็กและเยาวชน, เยาวชนกลุ่มเสี่ยง, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, Mentorship , การพัฒนาเยาวชน, ภาวะผู้นำของเยาวชน, การพัฒนาและความเจริญ, Mentorship , Citizen participation , Mentoring .

What impact have you had?

Leadership Beyond Boundaries and the Youth Leadership Toolkit have positively impacted hundreds of people in multiple test populations. We hope to continue this trend and help thousands, if not millions, more. This material and training technique has been used to teach leadership skills to youth through YMCA programs in America. Also, at the request of employers who demand more than just technical knowledge, this program has been used in India to provide college students with the soft skills necessary to develop a learning mindset and succeed in the real business world. In addition, this curriculum has been used to train African leaders to be more effective leaders within their own countries and how to work with others to increase international successes.

Our techniques address learning gaps in the current curriculums and life itself, helping teach people how to help themselves and others. The direct effects of our program are hard to quantify through objective tests, but the impact of effective leaders is much bigger than any one person. We aim to have greater impact through greater distribution of the Youth Leadership Toolkit.

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

The primary problem addressed by Leadership Beyond Boundaries and the Youth Leadership Toolkit is the gap in education. Hard knowledge/facts like history, math, science, reading, and writing are taught everywhere. However, it is increasingly apparent that what is lacking at all levels of society is effective leadership. Leadership and the soft skills it requires are not included in the current curriculums. The addition of leadership training in schools will change the world of tomorrow for the better by introducing critical thinking skills and helping our youth to develop an open, learning mindset.

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

The content of Leadership Beyond Boundaries, the teacher training program, has been proven and refined over the past 30 years of use at the Center for Creative Leadership (CCL), a nonprofit leadership development organization. The organization's experience in leadership development is this initiative's greatest asset. CCL, through associations such as the proposed one with you, Ashoka Changemakers, has been testing the Youth Leadership Toolkit around the world. We have been making improvements according to the feedback received and plan to continue refining the format as we receive more feedback from more test populations. We have already dedicated a lot of time and money developing the Youth Leadership Toolkit, but need additional funding to finalize the design and get this educational tool in the hands of as many educators as possible.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

Continued testing of the Youth Leadership Toolkit in a variety of cultures and nationalities and across varied age ranges.

Success in Year 2:

Establishment of "final" version of Youth Leadership Toolkit. Increased awareness of necessity of leadership development in youth education.

Success in Year 3:

Widespread distribution of Youth Leadership Toolkit. High level of demand for Leadership Beyond Boundaries training of the trainer program to enhance teacher/facilitator effectiveness.

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

Yes. We have created a business plan for the Global Voice of Leadership, which is the umbrella under which Leadership Beyond Boundaries and the Youth Leadership Toolkit reside. The business plan can be provided upon request.

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

Funding to continue testing Youth Leadership Toolkit and to increase its presence across the globe (our parent organization is a nonprofit and we depend on grants and other third-party funding to move forward).

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

Finding willing test populations across the globe so that we can gain the maximum amount of input toward refining the final format.

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

Gaining support for youth leadership from National and International organizations committed to education and improving living conditions of the "bottom of the pyramid", socioeconomically speaking.

Describe the expected results of these actions.

Teachers around the world will have access to an exciting, useful way to teach basic leadership skills to their students, the Youth Leadership Toolkit. Students will learn the soft skills needed to be a successful leader, thinker, and doer, and will be more successful on both a personal level and a societal level. They will lead more meaningful lives and will know how to work with others to execute a vision of a better tomorrow, today.

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

The need for widespread leadership development at all levels of society has been apparent for some time. CCL has the leadership knowledge that the public needs, but has not had the capacity to serve large populations. Realizing that this gap could and should be filled signalled the beginning of this innovative idea. The most obvious starting place for democratizing leadership training is youth education. Leadership Beyond Boundaries and the Youth Leadership Toolkit were developed to fulfill this goal of widespread leadership development, starting with youth.

Tell us about the social innovator behind this idea.

We, as a global society, will benefit from widespread leadership development. All levels of society need good leaders, from NGOs and small businesses to community outreach programs and large MNCs. The sooner citizens learn leadership techniques, the sooner people will start working together, effectively, to make their world a better place.

How did you first hear about Changemakers?

The Center for Creative Leadership and Ashoka have had multiple points of contact in recent years. Charlie Brown is currently an advisory board member for the Global Voice of Leadership initiative.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

Circumstances in Kenya that contribute to civil unrest can hinder progress. However, we are committed to advancing leadership development for the benefit of the Kenyan society over the coming years.

Financing source

Yes, both the Center for Creative Leadership and the Centre for Transformational Leadership

If yes, provide organization name.

The Center for Creative Leadership (nonprofit) / Centre for Transformational Leadership in Kenya

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

39 years (estab. 1970)

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. We have existing memorandums of understanding (MOUs) with a number of multinational NGOs.

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

Yes. We are currently members of a number of business groups including ANDE and multiple organizations have joined us as members of our own advisory group and the Creative Leadership Council.

สื่อ

read more↑ ซ่อน↑ ซ่อน

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

Yes. The Center for Creative Leadership is currently listed as an approved provider of leadership for the US government and Women's Empowerment for the Liberian government.

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

From an organizational standpoint, our President and faculty realize that in order to fulfill our mission "to advance the understanding, practice and development of leadership for the benefit of society worldwide", it is essential to have strategic partnerships and cooperatives with organizations at all levels. These partnerships with NGOs, MNCs, governments, and other nonprofits are critical to the Youth Leadership Toolkit because they help provide funding, test populations, and avenues for the distribution of the Toolkit itself. The more entities that are involved with the Youth Leadership Toolkit, the quicker leadership training can be available to everyone, globally.

How many people will your project serve annually?

For the initial phase of this project in Kenya, it is our intent to reach a first cohort of 60 teachers and 3600 students by the end of the first year.
The Leadership Beyond Boundaries project, used as proposed in conjunction with the Youth Leadership Toolkit will ultimately affect hundreds of thousands, if not millions, of people around the world. Our aim is to have leadership development skills as a permanent addition to education curriculums worldwide.

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

Employees: 500
Volunteers: 70

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

Ford Foundation , Hewlett Foundation , Packard Foundation , Robert Wood Johnson Foundation , United Nations (UN) .

Teen Reading Outreach and Mentoring Program, Ibadan (TROMP-I)

 

 

 

 

Teen Reading Outreach and Mentoring Program-Ibadan (TROMP-I) was created in 2009, in the Ibadan, Nigeria community. The purpose of this tutoring program is two-fold, as a trained senior secondary student (tutor) is connected with one primary school student (tutee) for a weekly, one-on-one tutoring session that shows that reading is fun:  

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

11 Oluyole Way (Near Favos busstop)

Project City

New Bodija, Ibadan

Project Province/State

Oyo State, Nigeria

Project Postal/Zip Code

Nigeria

Project Country

Nigeria

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

The pilot was undertaken in Nigeria, however the proposal aims to replicate the program in Ghana with one of CEDAR’s possible contact organizations

What stage is your project in?

Operating for less than a year

YouTube Upload

N/A

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

<$100

Name Your Project

Teen Reading Outreach and Mentoring Program, Ibadan (TROMP-I)

Describe Your Idea

    Teen Reading Outreach and Mentoring Program-Ibadan (TROMP-I) was created in 2009, in the Ibadan, Nigeria community. The purpose of this tutoring program is two-fold, as a trained senior secondary student (tutor) is connected with one primary school student (tutee) for a weekly, one-on-one tutoring session that shows that reading is fun:  1) To teach teenage, senior secondary aged youth the importance of serving and giving back to their immediate community by participating in their community’s development2) To help younger, primary-aged students improve their literacy skills (reading, writing, speaking, and hearing) by the additional work they do with literacy material that is of interest to them as students.  

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

CEDAR has developed the Teen Reading Outreach and Mentoring Program, Ibadan (TROMP-I), a “peer” tutoring program that pairs senior secondary pupils with primary school students for one-on-one tutoring and mentoring. TROMP-I increases the literacy skills of primary students while teaching secondary students how to practically participate in community service.

What makes your idea unique?

TROMP-I is a unique approach to aiding developing education systems in West Africa in that it provides free tutoring to underprivileged students: Weekly, after school learning via tutoring that happens in an unconventional way. TROMP-I trains secondary students to be literacy tutors to younger students, focusing on integrating the interest of the younger student (tutee) into literacy-building activities. In this way, younger students are able to see that the literacy experience can be fun because they are learning about topics and activities that are of their interest. At the same time, senior secondary students learn how to do community service through the work they do with primary school students. Thus, this program is aiding to bridge the gap of the under-provision of quality education in Nigeria by providing additional tutoring to primary-aged students. Finally, the partnership between the senior secondary and primary-aged students is a way of overcoming the disconnect between the public and private sectors of education.

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

เด็กและเยาวชน, ประเด็นด้านพฤติกรรม, การแสวงหาประโยชน์โดยมิชอบจากเด็ก, แรงงานเด็ก, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, Mentorship , การพัฒนาเยาวชน, ภาวะผู้นำของเยาวชน.

What impact have you had?

In starting TROMP-I in February 2009, program coordinators decided that implementing a six-week pilot program would be best for program development and sustainability. In this short period, we have seen changes in both tutors and tutees of the program. Briefly, here are some program outcomes (please note that this is an annotated list of program outcomes):

Senior Secondary Students (Tutors)
1) Students liked most about the program that they were able to be in a teaching position, where they were responsible for conveying knowledge to and working with younger students. Other areas important to note: TROMP-I allowed them to serve their communities specifically, but also improve the Nigerian nation; Learn about both their own privileged status within society and literacy knowledge gained from working with their tutee(s); The tutees were attentive and ready to learn, which makes the tutoring process run better
2) When students were asked “Since participating in TROMP-I, I think my thoughts about community service have positively changed,” 76% agreed of TROMP-I’s positive effects. Similarly, when students were asked whether their participation in TROMP-I helped them to better understand the importance of serving their community, 94% of the population (16 students) had positive responses: 10 agreed and 6 strongly agreed. Only one student neither agreed nor disagreed. Finally, in terms of future participation, 12 students (71%) said they would like to continue as a tutor in TROMP-I.

Primary and Junior Secondary Students (Tutees)
1) Five of the seven students (71%) improved in their vocabulary recognition from the grade level in which they were assessed. The lowest improvement was by one point, whereas the highest improvement was by six points. Two students remained unchanged in their vocabulary recognition assessment, although both of their baseline data information was already at 19 (out of 20).
2) Two students made improvement in their reading comprehension over the course of the six-week period. The rest of the students had no change in their reading comprehension, although two of the students were at the maximum level of comprehension during baseline in their grade level.

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

The primary problem that TROMP-I started out to address is the lack of adequate quality education, particularly in the public sector, in Nigeria specifically, but throughout the West Africa sub region in general. It is well known throughout the country that public education is suffering from lack of resources (e.g., teaching materials) and qualified teachers, amongst other things, which results in low literacy rates and helps to feed the cycle of poverty. TROMP-I, then, provides additional work with literacy material in a one-on-one setting, where the tutee is able to get individualized help in their literacy skills. Finally, TROMP-I is addressing the issue of community involvement and responsible citizenry by teaching senior secondary students how to serve their communities through volunteer work. It is hoped that such service given at a young age will instill the values of community involvement and responsible leadership.

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

The success of TROMP-I relies heavily on the training in which senior secondary students receive. In order to be a tutor, one must participate in a three-day, 6-hour training that teaches senior secondary students how to interact and work with literacy activities for young students. The program is structured to have tutors come with prepared materials that are specific to their tutee in order to ensure that the tutoring session is productive. The program pilot showed that more involvement in helping tutors to create more interactive tutoring sessions is needed. This feedback has been integrated into the next phase of the project.

Next, TROMP-I relies heavily on program evaluation. Thus, at the end of each academic term in which the program runs, an evaluation will be given, both to tutors and tutees, on how they have experienced the program, what they enjoyed about TROMP-I and what improvements they would like to see made in the next phase of the program.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

Success in Year 1: Program replication in rural areas especially and in neighboring countries. This would require some funding for resources and logistics. Although TROMP-I can continue at a modest level without much funding (as it did for the pilot project), many tutors have stated that they would want to continue in the program if some areas of the implementation could improve. The primary issue that tutors (and tutees) mentioned in this regard is in relation to a more conducive teaching environment. We had to make do with a small and uncomfortable donated space and we could not afford refreshments for the participants.

Success in Year 2:

Success in Year 2: The program would require more teaching materials for tutors to teach from. Although tutors have creative ideas for literacy development, they would like to know how to develop more interactive activities for their students to get them more involved in tutoring sessions. This can be sustained through program volunteers that are able to do more context-related activities to make the literacy skills-building activities relevant.

Success in Year 3:

Success in Year 3: Continued strength in partnerships amongst the institutions providing the tutors/tutees and CEDAR. Also, on-going communication amongst the stakeholders, via meetings, on how to improve the program is needed for success. By the third year the model would have been perfected and the involvement of governments and international partners would be important for it to generate multiplier effects and contribute to the attainment of the Millennium Development Goals (MDGs)

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:

STEP 1: Increased publicity and marketing about the importance of the work to the Ibadan community, Nigeria and West Africa. The media and the private sector will constitute important allies in this regard. The more the program is talked about, the more people will want to participate in it - tutors in particular.

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

STEP 2: As the program grows and is replicated, there is need to have qualified people to oversee the programs in different communities. Hence volunteers, especially amongst the retired community, are needed. This is necessary to ensure that the program tracks and reports its progress and so that all the responsibility of individualized oversight of the program does not fall solely on CEDAR.

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

STEP 3: Securing multiple donors to provide appropriate funding that makes the program able to successfully carry out its goals.

Describe the expected results of these actions.

Result of Step 1: To show community members that there are easy ways to serve and enhance their own communities. At the same time, it will shed light on the fact that the government is not providing quality education and this is one avenue in which the community is taking matters into their own hands. It will facilitate the formation of strategic alliances among all relevant stakeholders.

Result of Step 2: To ensure that burnout is not experienced by CEDAR staff in overseeing the operations of the program sites. It will also allow for CEDAR to focus more specifically on reporting the results the of program to the research community and national as well as regional policy makers.

Result of Step 3: Appropriate materials and the environment that would allow for the highest outcomes to the program would be enhanced if there is adequate funding.

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

Coming to the realization that education, all over the world, is in need of reform. Specifically, the fact that African children, especially those who have no option but to use the public education system, were unable to get the basics and quality of education they need and deserve.

More specifically, it became clearer how important literacy development is for children: Literacy skills are necessary for getting through life. The ability to read, write, listen, and speak effectively are important aspects of basic communication. Thus, if children, because of the poor quality of education, are unable to get such skills, then it means a nation is fostering an environment that does not have productive or educated citizens.

Tell us about the social innovator behind this idea.

Haley M. A-bel is currently fulfilling her final internship as a Masters of Social Work candidate (Washington University – St. Louis, Missouri, USA, 2009) at the Centre for Enterprise Development and Action Research (CEDAR), located in Ibadan, Nigeria. With a dual concentration in Social and Economic Development and Children, Youth, and Family, Haley has focused her Masters career on learning about education reform and volunteerism, both in domestic and international contexts. Her specific academic interests are as follows: Increased youth engagement and academic achievement via community service, international development through the provision of enough quality education systems, and community development via volunteerism and asset building for disadvantaged populations.

Ms. Haley A-bel is a graduate of the University of Michigan, Ann Arbor, receiving her Bachelors of Arts in Sociology and minor in African American and African Studies (2006). After receiving her Masters of Social Work (May 2009), Haley plans to enter the Peace Corps of Central or South America, with an assignment of working with children and community development or find employment working on program development in an urban area of the U.S. She is a homegrown giant of the northern part of the United States (Kalamazoo, Michigan), but a southern belle at heart, who loves to read, write, and relax with mother-nature and God.

How did you first hear about Changemakers?

The Centre for Enterprise Development and Action Research receives a regular Request for Proposals Newsletter from the Foundation Centre and the announcement for this particular grant was received and CEDAR responded accordingly.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

Funding that is able to primarily support resources, logistics and the venue of the tutoring environment that is conducive to student learning and tutor teaching in the new locations. The pilot program showed that both tutors and tutees wanted to have a change in venue that would help them to focus more on the learning and teaching of the weekly sessions, as well as a snack for sustenance (given the heat of the environment).

Financing source

Yes

If yes, provide organization name.

Centre for Enterprise Development and Action Research (CEDAR)

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. We have an Advisory Board of four women and three men.

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

Yes. Examples include the following organizations: Civil Society Coalition for Poverty Eradication, Coalition for Change (C4C), Association for Development Communication and Environment (ADCOME) Cameroon, Educare Trust Nigeria, Health Matters International

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

Yes. We have partnered with the Manufacturers Association of Nigeria before to run a capacity development workshop.

สื่อ

read more↑ ซ่อน↑ ซ่อน

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

Yes. CEDAR is a partner to the University of Ibadan, Nigeria Distance Learning Center for developing and administering a certificate course in Entrepreneurship Development. The Centre is also an accredited Vocational Enterprise Institute of the Federal Ministry of Education Nigeria.

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

The issue of basic education is a major concern to all stakeholders because it is a major determinant of national development. Hence if all the partners are sensitized to share in the vision and they buy into the process, the outcome will contribute to the achievement of a participatory and sustainable pro-MDG program.

How many people will your project serve annually?

Only the pilot of this project was undertaken at the beginning of 2009. It is hoped that near 75 youth total of the Ibadan community would serve as tutors or receive help from tutors.

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

Full Time Employees (5); Volunteers (~25, depending on the number of projects at the agency)

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

None of the above.

Marshi Improvement Information Technology Education and Cyber School Project.

“The idea is to accelerate sustainable quality through a digitally technological inclusiveness for the poor , marginalized and vulnerable school children as  a fundamental human rights for a sustained human development and equity, poverty reduction, HIV/Aids reduction, self reliance and timely global connectivity”

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Bweri Area, Musoma Nyere road

Project City

Musoma

Project Province/State

Mara

Project Postal/Zip Code

+255

Project Country

Tanzania

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

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

Marshi Improvement Information Technology Education and Cyber School Project.

Describe Your Idea

“The idea is to accelerate sustainable quality through a digitally technological inclusiveness for the poor , marginalized and vulnerable school children as  a fundamental human rights for a sustained human development and equity, poverty reduction, HIV/Aids reduction, self reliance and timely global connectivity”

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

“The idea is to accelerate sustainable quality through a digitally technological inclusiveness for the poor , marginalized and vulnerable school children as a fundamental human rights for a sustained human development and equity, poverty reduction, HIV/Aids reduction, self reliance and timely global connectivity”

What makes your idea unique?

Marshi idea is not only unique but also relevant and appropriate. School children are sensitive to new ideas and have the capacity to grasp and absorb user and reader friendly ideas which they deem or perceive as closet to their hearts and mind. “bringing a live mouse into a classroom will often tease children and more often than not will raise several questions from the children”, remember, there is a semblance between a “live mouse and a microchip mouse”. At Marshi Academy, we want all pupils to differentiate between a mouse and a mouse”. The introduction of digital technological education as a mass -catch- up learning component will significantly transform the schools’ quest for quality learning environment hyperbolically relevant and appropriate.
➢ The pupils will start learning Information communication technology from nursery (age 4) up to the ladder, will access and surf the internet skills as well this an ability them to connect to the rest of globe in this fast trendy globe of super highway technology age. The concept’s reality will be witnessed where the small beds starts exchanging correspondences with newly acquired global peer friends, will improve their learning skills through self – study e-learning while taking all the advantages of e-library.
➢ The pupils will also be able to access HIV/AIDS information resources vide free access to e-resources, this will help build and improver the children’s human development equity and economics vis – a – vis self reliance preparedness, not withstanding extreme pertly reduction. This explains why the project in unique.

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

เด็กและเยาวชน, เยาวชนกลุ่มเสี่ยง, ประเด็นด้านพฤติกรรม, พัฒนาการของเด็กชาย, การดูแลเด็ก, การแสวงหาประโยชน์โดยมิชอบจากเด็ก, การคุ้มครองเด็ก, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, พัฒนาการของเด็กหญิง, การเล่น, ภาวะผู้นำของเยาวชน, การติดต่อสื่อสาร, การออกแบบ, การจ้างงาน, Food security , Income generation , Information technology , Networking , Poverty alleviation , Social Enterprise , Sustainable development , สิ่งแวดล้อมและความยั่งยืน, Environmental justice , Sustainable design , Waste and recycling , Health care , Health education , HIV/AIDS , Reproductive and maternal health , Sanitation , Sports , Wellness , Disability rights , Gender equity , Security , Tolerance , Vulnerable populations , Citizen participation , Ethics , Social work , Volunteerism .

What impact have you had?

Since the inception of information communication technology education and Cyber School project ,the applications skills associated with information technology for the few and have been limited to pupils in class 6 and 7 receptively. There have been a sustainable parents and guidance support network increasing local communities and local authorities’ awareness of ICT education and Cyber School and leading to improved access to quality education, social support for these poor and vulnerable children not withstanding.
It is noteworthy that the pupils have begun comparing the mathematical calculations inachiries like calculators, mathematical tables, and manual calculators with the ones in the software tools. Many pupils who have leant basic excel and foundation data base expressly state that with the comprises and internet access at Marshi Academy, they are able to quickly solve mathematical problems without any reference the foremen tined traditional methods. Many parents within the Marshi community have since made applications to enroll their children for information communication technology education and cyber school lessons, this in spite of the very limited opportunities and have formed parents peer support groups of tens with a view to enable them contribute membership fees for their children.

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

The marginalized poor children, vulnerable children, street children and
Deaf children in our community have community have been excluded from access to quality education, refection and completion; this is due to their lowest socio-economic status and recurring injustice. The situation is accentuated with food poverty, lack of fees to pay for tuition and procurements of school text books required by public schools, provable learning institutions is not within their imagination to access due to astronomically high fees charged by private owners and or investors.

The greatest problem which the project is addressing is the total exclusion of the poor children, vulnerable children street children and the deaf children in the digital technological worlds this is a fundamental human rights violations for these children, it is a deliberate attempt to permanently subject them to extreme vicious cycle of poverty; because of their poor background and law – socio-economic status, the educational regulatory authorities in Tanzania have never come up with a policy of prodding free ICT education to these target population. Whereas children from upper class income families and average income earning families continues to enjoy access to schools equipped with ICT education families thus making them relevant to info age of this dynamic globe, the reverse happens to children from the lowest income earning families, this notwithstanding the children from zero income earning families; this is the hide gap! The project is therefore an earliest entry point for Marshi Academy to help Improve access, retention and completion of digital technological education and cyber school services for the poor marginalized children, vulnerable children, street children and the deaf children who are enrolled at our education institution, so as to narrow the hide gap, to allow these poor population to maximize their quality learning opportunities which will make them complete with other peer children from able families, it will help enhance and restore human rights for these targeted population.

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

Marshi Academy is currently undertaking a situational analyst and needs assessment study about the feasibility and viability of Information Communication technology education and cyber schools for Mara Region in Tanzania. The study invited participation of 13 primary school heads, 16 Secondary should heads, 8 representatives from parents association,3 representatives from the civil society groups and 2 education officers from the ministry of education and vocational training in Mara region in Tanzania

The participants are activity hooding group focused participatory meetings and awareness creative for the project with our institution taking a lead in ICT and cyber school resource’s mobilization. The institution has had series of pre-planned meeting with officials, teachers and sub-ordinate staffs, school children are constantly briefed about the impending project, arrangements for class room renovations are taking shape while ICT furniture and fittings is in progress in readiness for mass catch up ICT education and cyber school lessons for immediate take off, differential peer committee levels with well defined roles have been set up to ensure effective and efficient implementation of the project. The organization is identifying ICT tools, internet tools and other needed resources and levels of personnel to take charge of training of our pupils.

The project implementation officials will hold focused and pre-planned meetings; will recruit project staffs i.e. project coordinator, ICT trainers, project accountant, project admin secretary; 2 project support assistants; project cyber café administrator and 3 cyber school assistants.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

This year will see procurement of ICT fools stationers, training manuals furniture and fittings, internet facilities; recruitment of project staff i.e coordinator, accountant and IT trainers, cyber school administrators and support staffs; designing of policies, rules and regulations governing the project running; there will be pre-planned meetings for officials and staff: followed by organized quarterly seminars and workshops; there will be publicity, awareness and advocacy for the project launch using flyers, banners, brochures and posters so the public and community be informed about the project; enrollment of students/other trances and learning process to continue including organized practical’s and theory examinations and certificates issued after every three mouth: there will be two learning sessions i.e normal (from 8.00 a.m to 4.00 p.m ) and 5.00 p.m to 7.00 p.m) from Monday to Friday; while cyber school services and other series will be pronsed as from 7.00a.m to 10.00 p.m everyday; inclusive project stakeholders and reporter submitted to all parties; these will be annual project and it in order to ensure transparency

Success in Year 2:

The project marketing and publications will continue more aggressively in years 2 with new product range introduced; the latest Microsoft windows will also be introduced to students, trainees; there will be more research to students, trainees; there will be more research and development conducted by the project staffs in order to keep pace with innovations and diversified products for customers retention and new ones, satisfaction not withstanding; there will be increased enrollments of new students, trainees and additional customers attracted to diversified project services; will ensure attractive and affordable prices which are completive to all and second to non of our competitors; students will be offered free ICT education training while school leavers will be offered free stage 1 Microsoft office training packages but will pay fees as from stage 2; will introduce bonuses to customers; entry prize a ward competitions eligible to pupils and different prize awards to commercial customers. We will procure more desktop computers and laptop for education, training and cyber case use so as to student computer ratio; this will engrave quality access to ICT for students and to others; regular monitoring and evaluation and annual and it will be upheld; all these will be our success in year 2.

Success in Year 3:

The year will begin with review of the 1st two years project development using swot analysis; we will continue to enroll more pupils and other trainees; adopt new customer retention strategies while attracting new clients; we’ll continue with introduction of new product range; latest Microsoft windows also to put on offer; this year will see many pupils gaining excellent training of trainers skills and thus becoming peer ICT (TOTS) and used by the Institution as very resourceful persons; more entry competition price awards for pupils and customers will maintained; all will be winners in different categories this will entice our project beneficiaries; there will be more community support; more collaborating partners and networks invited thus helping strengthen our organization/project.

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

We have both a business plan and strategic plan.

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

The most important actions needed to grow our initiative will be ensure the following activities.
• Pre-planned meetings (officials)
• Seminars for officials and staffs (quarterly)
• Seminars for community leaders (quietly)
• Procurement of ITC tools, coevals
• Recruitment of ICT trainers and other staffs
• Advertising and social marketing of the Initiative
• Enrolling pupils, retaining and ensuring completion of studies; learning and examinations
• Daily monitoring and evaluation involving teachers, pupils and officials

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

More regular meeting and seminars to be up hold; ensuring all enrolled pupils have adequate ICT tools and learning materials; sponsoring trainers for further in-house training in order to continued offering quality services; more research and development activities to be up hold;
• Practical and theory lessons will be conducted weekly to all pupils
• Introduction of a one- stop – stop at the Cyber School will more instinctive more lively; this will be a 24 hour service with staffs waking in shifts.
• We will indent to attract more clients compounded with our new entrant diversified product range in the market is while maintaining market leadership.
• Mandatory annual and it to ensure.

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

• Review of the activities of the 1st and 2nd step.
• Increased enrolment for pupils and to introduce ICT education that pays for itself.
• Pupils to be actively involved in training their peers that’s those who had been identified as (TOT’s), this will make other new pupils to learn faster.
• More pupils will also be used as peer cyber school administrators at the cyber café
• Enrollment of new local and international collaborating partners
• Ensure consistent and regular examinations to the pupils.
• Uphold mandatory crudités to help enhances greater accountability and transparently.
• Constant research and development to continue
• Release of newsletters for the schools highlighting the project activities and successes
• Develop web and hosting
• Introduce partnerships and networking

Describe the expected results of these actions.

The expected results of those actions are stated as hereunder
The poor needy orphans and vulnerable
➢ Pupils will have increased access to information communication technology education and training skills thus enhancing their digitally technological inclusiveness vis-à-vis increasing human nights for these marginalized population
➢ These children’s increased access to the cyber school services will help info we their global digital connectively thus enhances accelerated quality learning i.e e-learning; e-health recourses e-sports, e-children relevant in their sustainable child development and global knowledge sharing
➢ There will be increased institutions sustainability due to more diversified product range associated with ICT education and cyber school
➢ Increased community support through groups

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

. Our school administration some pupils had a one week tour to Kenya; to visit venin’s schools to see how fellow peer pupils learn; we visited 4 schools in 2 schools, we fund agricultural school enterprise introduced and pupils here themselves actively involved in groaning of tomatoes, vegetables and passions which they sell; these kids financed their education without compromising their quality learning. In the other 2 schools, we found school children learning computers and browsing the internet, the kinds were as small as 4 years, more interesting was the fact that these 2 schools were located in rural villages; the pupils in these schools share one computer for 20 pupils and it learning was going on with pupils very happy, we noticed these judging from their faces, questions and answers our pupils and teachers were lost for words; we could see sadness on the face of our poor pupils who felt something missing and or lost; on our return journey to Tanzania, many pupils asked us many questions then we could answer; this worked the beginning of our plans to start up this initiative; we commissioned a need assessment study lasting 21 days; prepared of business plan and a strategic plan.

Tell us about the social innovator behind this idea.

There is need to keep pace and to maintain relevance in the society we live. The globe has become rapidly trendy. Complex and intuitive, while population keeps growing daily, the resources a mind the population growth gets strained, depleted and scores; the environmental situation is even getting more challenging due to HIV/AIDS epidemic not sparing even school children, poor orphans and the like is the children across the globe is constantly subjected to neglect, Isolation child slavery, abuse and other forms of ills, malnutrition etc. Many helpless children have been denied access to quality education; excluded in the digital technology while also facing diverse forms of poverty and other economic injustice
➢ Our project envision a just and equitable society where the level ground for children irrespective of their social and economic status and background; to narrow the wide gap and to increase inclusiveness in the provision of qualitative and qualitative learning; we see our idea as the most relevant, appropriate, feasible and viable and the single innovator with multiplier benefits to this once forgotten population; the idea will help overcome all odds and create a level playing field all the pupils and other stakeholders if replicated to other schools in Tanzania

How did you first hear about Changemakers?

First heard about the change makers through the Tanzania representative

โครงการนี้เกี่ยวกับ

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

If you fail to plan then you must plan to fall our project is founded on a carefully
thought out plan with set goals, mission, objectives strategies and measurable indicators; our project success is pegged around the following;
➢ Financial sustainability:
We levy fees to various customized trainer clients; charge fees for diversified product range i.e. business cards, posters, flyers secretarial services’; Internet braising services; while offer tree training to our students. The prices we charge are competitive, affordable and help increase our volume of sales thus posting expected surplus to father improve the financial base of the project
➢ Market and Research development
We adopt aggressive marketing; advertisement for our many production, adopt a customer retention strategy; offer law prices and maintain high quality ICT education and cyber café services so as to concavity increase volume of trade; more enrollments for trainees/pupils and new customers; new innovation to attract more customers; this boost our sustainability so we continue with our leadership

➢ Institution capacity building training
Organized in –house training and seminars to our officials, staffs and project staffs ensure guaranteed quality service delivery this will make sure mountain relevance and appropriateness .We will train school children on ICT technical aid to become peer ICT technical aid TOTs so that we maintain our local ICT technicians as school pupils, this will technically sustain our project
Community support and Partnerships.
We enjoy optimum support from the community due to our participatory approaches in initial project design planning and implementation; the communities see this project as their 5 they have vowed to support it to the later. We endeavor to increase national and global partnerships to help improve our sustainability base. We plan to establish Marshi Community ICT Schools Trust Fund, an independent entity which will draw her leadership within this community and will manage and lobby for ICT tools, will conduct research and development and will formulate policies for ICT for schools and petition various software providers to help improve access to ICT education for school children We however see poor economic performance by our government which may farce it to introduce taxation to ITC tools; this may make procurement of ICT for schools expensive; the new software vials may also success of our project

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)

1-5 years

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

Yes, functional 12 members

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

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

Our organization is founded on the following principle tenets’, partnerships,
Networking, collaboration, volunteerism, equity among others. Our belief is that, together as one we stood, we build ourselves, streghten and maximize our diverse potentials. Partnership enhances increased sustainability, through shared experiences and efforts; there are needed resources beyond our means and through expanded partnerships, we are able to acquire these resources at a considerably faster and convenient means; so it is critically significant that we continue to build on partnership for continued accelerated sustainable development and to optimize our achievement

How many people will your project serve annually?

1001-10,000

What is your organization's business classification?

For-profit

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

30 employees, 25 volunteers

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

None of the above.

Trading Corporal Punishment for Positive Reinforcement in School

Instructing teachers on the benefits of positive reinforcement over corporal punishment in the classrooms, mentoring teachers through the implementation of positive reinforcement strategies, and providing teachers with tangible rewards that can be given to the students to acknowledge exceptional successes and performance.

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

N/A

Project City

Kiwangala

Project Province/State

Masaka District

Project Postal/Zip Code

N/A

Project Country

Uganda

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Uganda

What stage is your project in?

Operating for less than a year

YouTube Upload

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

<$50

Name Your Project

Trading Corporal Punishment for Positive Reinforcement in School

Describe Your Idea

Instructing teachers on the benefits of positive reinforcement over corporal punishment in the classrooms, mentoring teachers through the implementation of positive reinforcement strategies, and providing teachers with tangible rewards that can be given to the students to acknowledge exceptional successes and performance.Caning is the most common form of corporal punishment and can be witnessed throughout the day at nearly all schools throughout Uganda. It is a cultural norm to discipline a child with the use of a stick. There is even a saying in the central region of Uganda that, “The ears of an African child are on his buttocks.” It is an often-unquestioned part of life both in and out of school. In a part of the world where resources are extremely scarce, caning serves as a cheap and easy pedagogical tool. Used in the extreme, however, caning can have severe negative effects on a child’s learning experience and mental health.According to behavioral psychology, there are three types of changes to a person’s environment that will change their behavior: positive reinforcement, negative reinforcement, and punishment. Positive reinforcement is the introduction of a stimulus, which has the desired effect of increasing a certain behavior. An example of positive reinforcement in the classroom is giving a piece of candy for scoring a certain percentage on a test. The candy is the stimulus and scoring well on the test is the target behavior. The stimulus serves to increase the desire in the child to perform well on future tests. Another example of positive reinforcement is the simple use of verbal praise, such as saying “well done” or “good job” when the child performs well. Also, the drawing of positive symbols on homework assignments, such as smiley faces or stars. Negative reinforcement is the withdrawal of a stimulus, which has the desired effect of increasing a certain behavior. Punishment can be defined as the introduction of a stimulus, with the effect of decreasing a certain behavior. There are several advantages to using positive reinforcement instead of punishment in the classroom. The first is a marked increase in interest in the subject matter at hand. When the cane is used to punish incorrect responses, the child lives in fear of being called out in class. When praise or tangible items are used to reward correct responses, the child desires to engage in the lesson. Juxtapose a classroom where no child wants to raise her or his hand out of fear of the cane with a classroom where all are excited to raise her or his hand because they will be recognized in a special way. When the child is recognized with praise or reward there is a marked increase in self-esteem. For vulnerable children living in such adverse circumstances, self-esteem cannot afford to be eroded even further through the excessive use of the cane.  

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

Eliminate corporal (caning) and emotional punishment in the schools by training and equipping teachers to use positive reinforcement as a behavioral and educational motivator in primary and secondary classrooms in Uganda.

What makes your idea unique?

The strategies being implemented through this program are not new to Western educators, but the use of positive reinforcement in lieu of corporal and other punitive methods are new in Uganda and unique to the Good Samaritan Schools. The social benefits to be realized from positive reinforcement are numerous and include improved self-esteem, better problem-solving skills, greater academic performance and creates a healthy spirit of competition, just to name a few.

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

ประเด็นด้านพฤติกรรม, พัฒนาการของเด็กชาย, การคุ้มครองเด็ก, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, พัฒนาการของเด็กหญิง, การพัฒนาเยาวชน, Wellness , Abuse and violence , Vulnerable populations , Intergenerational relations .

What impact have you had?

Example 1:

A secondary teacher of Political Education at Good Samaritan Secondary School recently assigned a 20-paragraph essay to all of the Secondary Three and Secondary Four classes on the topic “The Political History of Uganda.” Normally such an assignment would be met with disdain, avoidance, and even unsatisfactory effort on the part of students. However, the teacher offered a much-coveted textbook as a prize for the most well written essay. Pupils worked diligently for weeks on the assignment. They asked questions, inquired on the best way to write a composition, and were motivated not only by the prize at hand but also the feeling they must create a better product than their competition. This was the spirit of competition that the secondary headmaster has been working so diligently to instill in his pupils, and is so needed in this country.

Example 2:

A math teacher of Primary Seven recently took advantage of the lower student morale that exists during holiday studies by creating a game based on the popular U.S. television show Jeopardy. Students in the classroom were divided into five teams. Each team was competing with the others for candy prizes. Each team was given the freedom to choose a math topic with a corresponding level of difficulty. For example, a team could have chosen “Inequalities” for “Challenging” or “Brackets” for “Easy.” At the end of the game, the team with the highest score was awarded a bar of chocolate. The team with the second highest score was awarded a cheaper piece of candy, and so forth so that all participants were awarded with something. This game had three identifiable effects. The first was that the children’s morale was lifted. They were smiling, laughing, and engaged in the educational experience. The second effect was the children were working together productively within their teams. The third effect was that the children were feeling the need to compete with the other teams. So the game not only encouraged competition, but also co-operation.

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

1. Long term physical and emotional ramifications of corporal punishment in the school -- stop associated physical and emotional abuse and protect the well being of the students.

2. Developmental and educational progress is hindered by fear of punishment and embarrassment -- improve social development, education and behavior.

3. Positive competitive, social and reasoning skills are not learned in a punitive education model -- education reform is essential for the healthy development of all the children in the school.

4. Self-esteem and confidence are shattered by punitive educational techniques -- self-worth can be substantially improved into adulthood with a classroom atmosphere of positive reinforcement.

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

1. Development of a strategic plan for the introduction and initiation of a positive reinforcement education model is complete.

2. Two volunteer certified teachers from the United States have been at the school for more than a year to begin the transition to a positive reinforcement model.

3. Other volunteer educators and supporters will be at the school periodically to assist with the initiation and to encourage use of the positive behavior reinforcement model.

4. Fundraising is ongoing to supply the teachers with tangible rewards that can be provided as incentive for exceptional performance.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

Initiate training and implement programs that institute positive reinforcement in lieu of punitive model of behavior management in the classrooms (in process now).

Success in Year 2:

Total elimination of corporal and other punitive behavioral management techniques and advancement of positive reinforcement initiatives.

Success in Year 3:

Maintain and enhance the positive reinforcement initiatives in the primary and secondary school.

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

Yes; Strategic Plan

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

Fully implement the transition from corporal punishment to positive reinforcement. This includes convincing the teachers of the potential benefits of a positive reinforcement strategy immediately followed by assisting the teachers in instituting positive reinforcement techniques.

This requires an initial commitment of qualified volunteer resources in Uganda for an extended period of time. (This process has started with great success, but now needs to be implemented in all classrooms in the schools.

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

Continue mentoring and monitoring of the staff as well as ongoing analysis and adjustment to the plan, as necessary.

This requires periodic follow up involving on-site visits. Interest in the unique program already expressed by other educators in Uganda suggests that part of the follow up needs to include instructions to the teachers on how to present and implement the program in other schools.

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

Supply small rewards and tangible benefits for exceptional performance.

Competitions and games bring us face to face with a significant challenge to implementing positive reinforcement using tangible rewards. It is impossible to regularly reward students with prizes such as books and even cheap sweets when the school is located in a country where a large percentage of the population earns less than one U.S. dollar per day in income.

These low incomes correlate with an inability to pay school fees, which leads to a very low school budget. When malaria, lack of electricity, and lack of food and water plague a school’s budget, providing tangible rewards as part of the positive reinforcement initiative necessarily takes a back seat to life-sustaining necessities. The aforementioned rewards, games, and competitions have been conducted through the donations of individual teachers but not the school itself.

Providing tangible rewards is reserved for special situations and is not the primary positive reinforcement vehicle. Good Samaritan Primary and Secondary School have instituted non-tangible methods of positive reinforcement reflecting the economic reality of East Africa. These non-tangible methods include verbal praise and the reduction of domestic work for good behavior and academic performance.

Describe the expected results of these actions.

1. Increased self esteem in students
2. Improved academic motivation and performance
3. Instilled spirit of competition combined with cooperation amongst students
4. Better student morale
5. Improved behavior in the classroom
6. Equipped students with a valuable life skill

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

The caning and ridicule of a primary student who wet himself in the classroom when he was denied a bathroom break.

Tell us about the social innovator behind this idea.

Few people can be found who would deny the advantages to the individual child inherent in positive reinforcement, but what about the advantages to society? Competition is the cornerstone of a viable industrialized economy. Businesses improve through trying to create a better, faster, more efficient good or service than their competition. The spirit of competition so needed to invigorate the stagnant economies of Africa must be firmly instilled during childhood in order to generalize into adulthood. Positive reinforcement not only increases engagement in the classroom, increases self-esteem in the individual, but also encourages such a needed spirit of competition.

Those Ugandan citizens who have been fortunate enough to receive an education recognize its capability to transform the society from a depressed agricultural state into a successful industrialized state. There are many aspects of the educational system that must change, however, before this institution can be a true catalyst for the needed social and economic upswing. One of these aspects is the movement away from punishment towards positive reinforcement. Good Samaritan Primary and Secondary School in the district of Masaka, Uganda, is a noteworthy pioneer in the use of positive reinforcement.

How did you first hear about Changemakers?

Through an associate within our organization.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

1. A poorly developed and/or executed plan (the plan has already proven to be successful).
2. Resistance from teachers to learn and demonstrate positive reinforcement (the plan has thus far been well received, endorsed and executed by the teachers).
3. Our inability to participate in the execution and monitoring of the plan, to encourage the staff and to make periodic adjustments and refinements to the plan as it is introduced to all classrooms in the schools.
4. Our inability to provide small tangible rewards for special occasions and exceptional performance.

Financing source

Yes

If yes, provide organization name.

Good Samaritan Ministries

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

More than 5 (30+) years

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

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

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

Good Samaritan Ministries is blessed with the prayerful, administrative and operational support of several churches, community organizations, businesses and other NGOs. Several members and representatives of these organizations have partnered with GSM Uganda to help define and document the plan as well as help execute it in the schools. These fine and respected partners will continue to work with and counsel our U.S. and native Ugandan staffs on the final implementation and refinement of the program.

How many people will your project serve annually?

1,001-10,000

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

Seven full- and part-time employees at the International Headquarters in Beaverton, OR, Twenty one full- and part time Ugandan nationals at the schools. Over 300 volunteers in the community

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

None of the above.

Christ Followers School Complex

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

MANHEAN

Project City

ACCRA

Project Province/State

GREATER ACCRA

Project Postal/Zip Code

KN

Project Country

Ghana

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

GHANA, WEST AFRICA

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?

<$10

Name Your Project

Christ Followers School Complex

Describe Your Idea

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

A BABY OF TWO(2)YEARS WHO ENROLLS IN THE SCHOOL FROM NURSERY THROUGH TO THE VOCATIONAL SKILLS AND JOB SKILLS PROGRAM WILL WITHIN SEVENTEEN(17) YEARS COMPLETE THE SCHOOL WITH GAINFUL EMPLOYMENT. (AFTER THE SKILLS TRAINING PROGRAMS THE STUDENTS ARE LINKED TO THE EMPLOYING COMPANIES).

What makes your idea unique?

WITH GHANA'S PRESENT UNEMPLOYMENT PROBLEMS AND LOW STANDARDS OF EDUCATION, STUDENTS FROM CHRIST FOLLOWERS COMPLEX SCHOOL WITHIN FIFTEEN(15) YEARS ARE ABLE TO GET THE APPROPRIATE SKILL AND TRAINING NEEDED FOR EMPLOYMENT WHILST EVEN UNIVERSITY STUDENTS DO NOT HAVE SUCH FACILITIES AND TRAINING PROGRAMS

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

เด็กและเยาวชน, พัฒนาการของเด็กชาย, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, พัฒนาการของเด็กหญิง, Mentorship , การพัฒนาเยาวชน, ภาวะผู้นำของเยาวชน, การพัฒนาและความเจริญ, การพัฒนาชุมชน, ความรับผิดชอบต่อสังคมของธุรกิจ, การพัฒนาทางเศรษฐกิจ, การจ้างงาน, Hunger , Income generation , Labor , Mentorship , Poverty alleviation , Social Enterprise , Sustainable development , Wellness , Ethics , Mentoring , ภาวะผู้นำของเยาวชน.

What impact have you had?

THERE HAS NOT BEEN ANY MAJOR IMPACT, EVEN THOUGH LAND AND OTHER INFRASTRUCTURE HAS BEEN SET IN PLACE

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

HIGH EDUCATIONAL STANDARDS IN GHANA COUPLED WITH RISE IN EMPLOYMENT, LEADING TO SELF-RELIANCE AND POVERTY REDUCTION

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

LAND AND OTHER BASIC INFRASTRUCTURE HAS BEEN PROCURED WHILE STEPS ARE BEING MADE TO GET PARTNERS AND SPONSORS ACROSS THE GLOBE WHO WILL BUY INTO THE VISION AND JOIN HANDS

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

GET PARTNERS OR SPONSORS WHO WILL BUY INTO THE IDEA AND AGREE TO SUPPORT, SO THAT WHEN FUNDS ARE READY, ALL NECESSARY STRUCTURES AND OTHER LOGISTICS WILL KICK-START

Success in Year 2:

WHEN ALL STRUCTURES HAVE BEEN PUT IN PLACE, STAFF TO HANDLE VARIOUS DISCIPLINES ARE ROLLED ON BOARD, WHILST CURRICULUM FOR ALL CLASSES ARE BEING WORKED OUT AND STUDENTS ARE BEING PREPARED FOR ENROLLMENT

Success in Year 3:

THE PROGRAM WILL BE IN MOTION BY NOW AND A MONITORING AND EVALUATION PROGRAM WILL BE CONDUCTED AT THE END OF THE THIRD YEAR

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

YES, A BUSINESS PLAN

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

GET PARTNERS OR A SPONSORSHIP BY WINNING THIS COMPETITION WHICH WILL PROVIDE FUNDS NEEDED TO COMPLETE THE PROJECT

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

GET THE NECESSARY EXPERTISE TO HELP FINE-TUNE THE WHOLE IDEA OR VISION

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

GET ALL THE HELP AND GUIDANCE TO SEE THE IDEA IN MOTION

Describe the expected results of these actions.

SEE EVERY CHILD OF SCHOOL-GOING AGE ENJOY QUALITY EDUCATION AND THE END BE SELF-RELIANT BY GETTING A BE-FITTING CAREER OR EMPLOYMENT

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

THE LOW STANDARDS OF EDUCATION AND HIGH RATES OF UNEMPLOYMENT OF TODAY

Tell us about the social innovator behind this idea.

THE SOCIAL INNOVATOR IS ISAAC KING AIDOO A RETIRED PUBLIC SERVANT AND AN ENTERPRENUER IN GHANA, WEST AFRICA WHO SEEKS TO CONTRIBUTE HIS QUOTA TO REDUCING POVERTY AND DEPENDENCE IN OUR WORLD

How did you first hear about Changemakers?

THROUGH AN EMPLOYEE OF TECHNOSERVE, GHANA

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

FINANCIAL SUPPORT

Financing source

YES

If yes, provide organization name.

CHRIST FOLLOWERS FELLOWSHIP CENTRE

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?

AN ADVISORY BOARD

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

NO

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

NO

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

THERE IS NO PARTNERSHIP YET

How many people will your project serve annually?

MORE THAN 10,000 PEOPLE ANNUALLY, WHEN ALL IS SET

What is your organization's business classification?

For-profit

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

40, BUT WILL INCREASE AS PROJECT GROWS

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

None of the above.

BUILDING TEACHERS’ CAPACITY TO MAKE A DIFFERENCE IN KALABANKORO COMMUNITY

For more than one decade, the quality of education and educational infrastrucutures have been decreasing in Mali. As a result, le level of students is boming very low thus influencing negatively the quality of human resources. Moreover, children from underprivileged groups or poor households seem to be excluded from the educational system.

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Rue 400 Porte 810

Project City

Kalabankoro-Nerekoro/Bamako

Project Province/State

Koulikoro

Project Postal/Zip Code

Project Country

Mali

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

My work focuses on Mali and mainly the community of Kalabankoro

What stage is your project in?

ดำเนินงานมานานกว่า 5 ปี

YouTube Upload

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

<$10

Name Your Project

BUILDING TEACHERS’ CAPACITY TO MAKE A DIFFERENCE IN KALABANKORO COMMUNITY

Describe Your Idea

For more than one decade, the quality of education and educational infrastrucutures have been decreasing in Mali. As a result, le level of students is boming very low thus influencing negatively the quality of human resources. Moreover, children from underprivileged groups or poor households seem to be excluded from the educational system. Therefore,

Normal
0

21

false
false
false

FR
X-NONE
X-NONE

MicrosoftInternetExplorer4

/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Tableau Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-qformat:yes;
mso-style-parent:"";
mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
mso-para-margin:0cm;
mso-para-margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:"Calibri","sans-serif";
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:"Times New Roman";
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:"Times New Roman";
mso-bidi-theme-font:minor-bidi;}

Ecole Privee Youchaou strongly believes that education is the key to development. To do so we need to promote quality teaching and quality education; and involve all the children no matter what their social status is. To achieve this it is essential to provide teachers with innovative and participatory teaching techniques and improve school curricula.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

Ecole Privee Youchaou strongly believes that education is the key to development. To do so we need to promote quality teaching and quality education; and involve all the children no matter what their social status is. To achieve this it is essential to provide teachers with innovative and participatory teaching techniques and improve school curricula

What makes your idea unique?

The ongoing training of teachers, regular staff meetings, outreach monitoring and evaluation of teachers and their lessson plans,the implementation of participatory and innovative teaching techniques, the sponsorship program; and the immersion, etc make my idea unique.

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

เยาวชนกลุ่มเสี่ยง, ประเด็นด้านพฤติกรรม, การคุ้มครองเด็ก, การศึกษา, พัฒนาการของเด็กหญิง, การพัฒนาเยาวชน, การพัฒนาชุมชน, Income generation , Social Enterprise , Gender equity , Vulnerable populations .

What impact have you had?

Whereas most students cannot read, write or speak French properly from grades 1 to 6, all my students can read, write and speak French even in grade 1.

Moreover, my school has been selected in both to participate in both editions of the GLL Dictation competition organised every year by the Canadian Embassy because of its performance.

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

When this school opened its doors in Kalabankoro-Nerekoro in October 2000, there were almost no other schools around in the community. People wanted to send their children to school but there was no way of educating them. Moreover, only few parents could afford sending their kids to the nearest public school (3 km) which had 100 to 120 students in the same classroom. Most people living in the area at that time were daily workers, watchmen, street vendors, mason aids, housewives, etc. living with $ 2 a day. I remember my students of grade 3 could not read or write their names. Thus, my first objective was to raise students’ reading and writing ability, improve the overall level of education and give a chance to poor households to send their children to the best school in their community.

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

To make our project successful, we need to be more committed and stick to the items which made us make the difference i.e the staff meetings, teacher training, immersion at school, limited class size, the use of ITCs and ongoing coaching of staff.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

I neeed some funding to do more advertisements, cover some deficit of the operation costs of this year; purchase more school supplies and textbooks as most students do not have books; and conduct 2 teacher training.

Success in Year 2:

Conduct 2 teacher training and purchase more school supplies and textbooks. Build the capacity of the admin staff; and get more school supplies and textbooks.

Success in Year 3:

Conduct 1 teacher training and staff development.

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

no

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

Get moore funding to raise the salary of staff in order to be able to hire and maintain more qualified teachers and staff.

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

Develop the capacity of teachers to get more qualified and committed teachers.

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

Get at least one text book for each student in different levels (grade 1- 9)

Describe the expected results of these actions.

The level of all the students is increased
They can all read, write and speak French fluently;
All my students have reached the vocational or high school level.

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

The defining moment that led me to this innovation is that when i came to build my house in this community, I found out that most children of school aged were staying home because their parent could not afford it; and those 'fortunate' attending the only publci school with 120 students in one class room could not read and write their names in grade 3 or 4.

Tell us about the social innovator behind this idea.

The social innovation is that children involved in my school are mostly from very poor families where the head of the family and mothers are not educated and live below the line of poverty. There is no way for them to make it nor for their children. But once their child/children have the chance to attend the best school in the community and get a better education from grade 1 to 9, they are likely to finish vocational school or high school and get a job to take care of themselves and their parents; thus breaking this vicious circle of poverty.

How did you first hear about Changemakers?

I heard about changemakers through some of my freinds, supporters and partners who are studing of working in the US now.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

lack of financial support and competent human resources

Financing source

yes,

If yes, provide organization name.

My school is mainly supported by the Mali Initiatve from Germany and Australia, Better Place, the Reach Foundation/Australia, the RDIC/NGO, Orange Foundation,the Unitarian Universalist Society of Oneonta; and many good will individuals around the world.

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)

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

These partnerships helped me build the school facilities, give supplies and pay for the fees of sponsored children and even cover some deficits.

How many people will your project serve annually?

250 people

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

20 employees and 2 volunteers

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

None of the above.

Innovative and self-sustaining computer classroom; scholarship program to keep poorest girls in school

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Project City

Guéoul

Project Province/State

Project Postal/Zip Code

Project Country

Senegal

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Senegal

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

Innovative and self-sustaining computer classroom; scholarship program to keep poorest girls in school

Describe Your Idea

Normal
0

false
false
false

MicrosoftInternetExplorer4

st1\:*{behavior:url(#ieooui) }

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

The government of Senegal does not provide funding for computer classrooms. This self-sustaining and innovative classroom and computer teacher makes computer training and internet available to 5000 people a) To students to expand their access to global information
b) To students to train them in skills that will make them competitive for employment

----
Project: Establish a computer classroom with internet access that will reach as many students and as many other people in the community as possible. Create an extraordinarily innovative model that will make it sustainable long term, since no Senegal governmental assistance available for computer classrooms.

Needs Addressed and Intended beneficiaries: Gueoul is a poverty-stricken remote sandy feisty village out at the edge of the ever-expanding Sahara Desert. In another age, we would call this project a miracle. The infinite information on the internet is now available:
a) To students to expand their access to global information
b) To students to train them in skills that will make them competitive for employment
c) To teachers and school administrators, to enhance their access to information and to give them tools to strengthen their skills
d) To health care workers, to enhance their access to information and to give them tools to strengthen their skills
e) To all the people of the community, to enhance their access to information and to give them tools to strengthen their skills. This includes farmers, re-forestation workers, small business entrepreneurs, etc.

The beneficiaries are the 2,300 students in the village: 160 students in the 3-year Lyceé/high school, about 670 students in the 5-year middle school, and more than 1,500 in the five 5-year elementary schools. The beneficiaries include 80 teachers and the entire population of Gueoul, estimated at 5000 people.

Community Benefit. People in all types of work and of all ages will have access to global information, which then benefit the health, education, welfare, and income-producing ability throughout the entire community population.

Time to Complete the Project: It is expected to be completed by December 31, 2010.

Describe how the benefiting community will maintain this project after grant funding has been fully expended.

Oversight. The Gueoul Conseil D’administration (Board of Directors) provides financial and project management. This Conseil was seated specifically to provide this oversight. It is composed of nine members, including all Guéoul school directors and key community leaders.

Sustainability A classroom is inherently not income producing and is available only to students. The classroom has been situated in the center of the town. Affordable computer access will be provided to the entire community 7 days a week and about 12 hours a day. Classes will be taught year-round because the classroom is in a public place and not limited to the school year or school hours. There will be classes for adults. The income will provide a source of income to replace worn out equipment, to maintain the room, and to pay an employee to maintain and supervise. The classroom opened May 7, 2009, with a supervisor and a computer teacher. The income from the first two weeks is enough to pay for one of the employee’s salary for one month, a promising indicator of the coming financial success and sustainability.

Describe specific activities of the host and international partners in implementing the project. What will the Rotarians who are members of the partner clubs do during the project? Please note that financial support is not considered active involvement. (See the Matching Grant application instructions for suggestions.)

This project’s new approach has received the enthusiastic approval of key organizations intimately familiar with the Senegalese culture. This project is a collaboration among the following:
1) The International Partner (Englewood Rotary Club, Colorado), in collaboration with Friends of Gueoul, is creating the seed project: donation of 24 laptop computers, scanners and printers; establishment of a classroom; creation of a Conseil d’administration (Board of Directors) of Gueoul community and school leaders; hiring of consultants; creation of publicity.
2) Members of several Rotary clubs of District 5450 (Denver Region) have become involved with these activities and will continue to be involved. The author of this application has been to Guéoul, Senegal four times since 2003. She now goes annually to create, manage and spearhead this project and to assure accountability and sustainability.

3) The International Partner will spearhead a drive in Denver, Colorado for donation of used and refurbished computers and supporting equipment to be shipped to Gueoul. It is anticipated that the container will arrive in early 2010.
4) The Host Partner (St. Louis Rotary in Senegal) has met with the Conseil d’administration (described above) in Guéoul. They participated in the interview and hiring decision of the supervisor. They make periodic visits to provide leadership and oversight in grant fund disbursement and accounting, in maintenance of classroom, in hiring and training of appropriate employees, in development of sound business practices.
5) A Peace Corps Volunteer stationed in a nearby town is assigned to the project in an advisory capacity, and the Associate Peace Corps Country director and others are providing orientation and training to the Volunteer. The Volunteer is in Small Enterprise Development (SED) and, in addition, has a great interest in using computers and the internet as a teaching tool. The Peace Corps’ Small Enterprise Development expert in Senegal confirms that the project is culturally appropriate, and he enthusiastically approved this new approach as being soundly envisioned. Because a Volunteer is involved, the initial computers (laptops) are being sent via Peace Corps Senegal by embassy pouch, which avoids theft of small shipments. The Associate Peace Corps Director likes this project so much that he is considering placing another SED Volunteer in Gueoul itself at the end of the first Volunteer’s tour.

6) World Vision (Vision Mondial), one of the largest non-governmental organizations in Senegal, has agreed to be available for consultation and collaboration, especially in management of the container shipment as it arrives in country.
c) To teachers and school administrators, to enhance their access to information and to give them tools to strengthen their skills
d) To health care workers, to enhance their access to information and to give them tools to strengthen their skills
e) To all the people of the community, to enhance their access to information and to give them tools to strengthen their skills. This includes farmers, re-forestation workers, small business entrepreneurs, etc.

What makes your idea unique?

A typical school computer class is inherently not self sustaining, but must be paid for by the government or an outside funding agency so long as it is open, for years. This classroom is also a cyber cafe. A typical classroom is only open during school hours. This classroom, however, is open 12 hours a day, 7 days a week and when not being used as a classroom, is available for the community at an affordable rate. This model is a wonderful innovation and is being studied carefully by other organizations.

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

เด็กและเยาวชน, พัฒนาการของเด็กชาย, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, พัฒนาการของเด็กหญิง, การพัฒนาเยาวชน, การศึกษาสำหรับผู้ใหญ่, การพัฒนาชุมชน, Globalization , Information technology , Sustainable development , ความสัมพันธ์ต่างวัฒนธรรม, Citizen participation .

What impact have you had?

1) We've created a classroom and internet access to an entire population of 5,000. We've created two jobs in the village (rather than in urban areas). We've provided access to global information to all sectors of the population.
2) We've reached 12 of the poorest girls in each incoming 1st grade class and given annual scholarships so long as they stay in school. We've reached 62 girls and have only lost 1 in five years to early marriage.

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

Ignorance, cultural isolation, globel connection, employment opportunities, education enhancement, girls' education, ongoing education of teachers, health care workers, and others in the village setting.

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

See the previous description. A governing board of local school directors and community leaders are providing oversight. Several other NGOs are participating and providing oversight, education, and accountability: Rotary, Peace Corps, World Vision. Rotary is providing partial funding for initial set up expenses.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

A container shipment of additional computers and supporting equipment. Continuation of current efforts to involve the school and community leaders. Active promotion of classes and internet access. Additional funding to set up a second classroom. Continuation of current efforts to train the local Board of Directors and the classroom employees in all aspects of managing and developing the project.

Success in Year 2:

Continuation of current efforts to involve the school and community leaders. Active promotion of classes and internet access. Additional funding to set up a second classroom. Continuation of current efforts to train the local Board of Directors and the classroom employees in all aspects of managing and developing the project.

Success in Year 3:

Continuation of current efforts to involve the school and community leaders. Active promotion of classes and internet access. Additional funding to set up a second classroom. Continuation of current efforts to train the local Board of Directors and the classroom employees in all aspects of managing and developing the project.

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:

Additional computers and equipment to be sent to village
Training and development of business and education skills of all involved.
"Marketing" of the classroom for classes and for internet access
Additional funding to develop a second classroom.

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

Additional computers and equipment to be sent to village
Training and development of business and education skills of all involved.
Additional funding to develop a second classroom.
"Marketing" of the classroom for classes and for internet access

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

Additional computers and equipment to be sent to village
Training and development of business and education skills of all involved.
Additional funding to develop a second classroom.
"Marketing" of the classroom for classes and for internet access

Describe the expected results of these actions.

An ever growing population of students with internet skills, which gives them access to global information and which prepares them for employment. An ever growing population with knowledge and experience in turning to the internet for information.

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

Donation of the start-up laptops.

Tell us about the social innovator behind this idea.

An accounting firm promises us 25 laptops. An educator in Guéoul and I have a five year history of collaborating with our scholarship program, and it was an easy step for us to grow the innovating idea of combining a classroom and a cyber cafe to create a financially sustainable project and to reach a much broader population than just students

How did you first hear about Changemakers?

referral

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

Failure of oversight and management. A country-wide meltdown of internet access. Global economic meltdown so that the project isn't firmly and well established.

Financing source

yes

If yes, provide organization name.

Friends of Guéoul, Inc.
Saint Louis Rotary, Senegal
Englewood Rotary, Colorado
World Vision, Senegal
Peace Corps, Senegal

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

Friends of Guéoul, Inc. - five years
Saint Louis Rotary, Senegal - unknown, but a long time
Englewood Rotary, Colorado - 70 years
World Vision, Senegal - unknown, but a long time
Peace Corps, Senegal - approximately 40 years

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

Friends of Guéoul has a Board of Directors. The computer classroom/Cyber cafe has a Board of Directors. These are the two organizations providing oversight and leadership. All others have established international business.

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

Yes, as described above

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

no

สื่อ

read more↑ ซ่อน↑ ซ่อน

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

no, except for collaboration at village level with school administrators

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

See description above of how the collaborations among these entities have created this innovating and sustainable success.

How many people will your project serve annually?

5000 in the village

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

No employees. Ten significant volunteers including all staff and Board.

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

Education for poorest girls and computer classroom for community

สถานที่

main 3120 South Race, Englewood, Colorado 80113
Senegal

Normal
0

false
false

Mountain View Christian Academy at Bondo, Kenya

สถานที่

main Sherwood, OR
United States
45° 21' 13.8672" N, 122° 50' 15.0072" W

.

The schools’ music challenge for individual and group performers.

Starting this year, myself with my students are organising to hold an annual music challenge , for students only, which will involve both individual and group performers. In this, using flstudio8 software, we are composing five tracks in different styles i,e.

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Project City

Kampala

Project Province/State

Buganda

Project Postal/Zip Code

256

Project Country

Uganda

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Uganda

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?

<$50

Name Your Project

The schools’ music challenge for individual and group performers.

Describe Your Idea

Starting this year, myself with my students are organising to hold an annual music challenge , for students only, which will involve both individual and group performers. In this, using flstudio8 software, we are composing five tracks in different styles i,e. RnB, reggae, hiphop, dancehall and afrobeat.We shall then send a copy of thesel tracks to each of the participating schools.The participants will then have to create their own song alongside one of these tracks.They will practice their song and are to present it on a concert where there will be a big audience and judges.On the competition day all the music will be played live by a band.Thereafter the winners will be announced and will recleive big prizes.Most important of these will be a chance to record their music in a good recording studio.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

Me and my music students are going to organize an annual music challenge for teenage music students in high school. Participants will be provided with five tracks(which we are going to create with my students using flstudio8 software) of different styles of music and are to select one and compose a song alongside the track. They will have to present this song on the competition day to the judges and an audience.

What makes your idea unique?

For many decades now in my country, their have been music competitions but these have not really benefited the students who offer music as a subject and those young talented musicians. All competitions held have aimed at schools as choirs but the individual participants have not gained much.In these competitions participants have had to select one song by a famous music star and prctice and present it for adjudication.As a result the competitions have always ended and the participants end up just like that with no realistic benefit.Their talents have ended there in vain.More to that the young performers especially high school students have been scared to take part in these competitions because they are scared to compete against more experienced and older performers. In this music challenge we are aiming at giving our young music students plus others an opportunity to develop their music ideas to the fullest until they make it to big stages. We now also believe that a student who has completed high school education must be able to sustain themselves using the skills and knowledge they have acquired in school and be of use to the society. Both the learners and the community must benefit from our education and music is well known to send the loudest message. We want to give our students an ability to change their lives and those of others by the time they leave our schools.

Most important here is that I teach in a purely girls school comprising always over1000 girls and I want to make girls believe that they to can make it just like their male counterparts.There is obvious need to fight an inferiority complex developed by female learners themselves and their seniors as well. This will motivate many other girls out there if they see their colleagues tussling it out competitively with the male counterparts.

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

เด็กและเยาวชน, เยาวชนกลุ่มเสี่ยง, ประเด็นด้านพฤติกรรม, การดูแลเด็ก, การแสวงหาประโยชน์โดยมิชอบจากเด็ก, แรงงานเด็ก, การคุ้มครองเด็ก, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, พัฒนาการของเด็กหญิง, Mentorship , การเล่น, การพัฒนาเยาวชน, ภาวะผู้นำของเยาวชน, การพัฒนาและความเจริญ, การพัฒนาชุมชน, ความรับผิดชอบต่อสังคมของธุรกิจ, การออกแบบ, การพัฒนาทางเศรษฐกิจ, การจ้างงาน, Income generation , Information technology , Mentorship , Networking , Poverty alleviation , Scholarships and grants , Sustainable development , Technology , Recreation , สุขภาพทางเพศ, Abuse and violence , การแสวงหาประโยชน์โดยมิชอบจากเด็ก, Civil rights , Conflict resolution , Crime prevention , Indigenous cultures , ความสัมพันธ์ต่างวัฒนธรรม, การอนุรักษ์วัฒนธรรมประเพณี, Ethics , Intergenerational relations , Spirituality , Women's Issues .

What impact have you had?

The impact I have had so far can greatly be witnessed in my school. My senior five students can now all create a simple track with out words using flstudio8 and this has had them believe that they too can be great music producers. I have also been able to convince five schools to join this competition with each school promising to take part in each category. Many of my students can now capture, edit and make a simple music video using simple home cameras and simple video editing software like pinnacle and adobe. Within my own school we have started staging simple performances to the students.We are also creatiing tracks now for variious hymns in the protestant hymn book and this has made praise and worship more interesting. We have also started teaching our students various stage instruments like the keyboards and guitars.

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

•Many youth are currently unemployed in Uganda yet they have got certain skills they could apply to earn a living.
•The moral behavior of our young youth starts deteriorating during the teenage age and they need to be put to activities that make good use of their time.
•Us as high school teachers spend six years with the students and send them to world practically with no basic skills to sustain them and their immediate community.
•Female learners are often left behind in many important activities with a backward mind that these activities are meant for male learners.

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

•My school has offered to host the competitions at the school theatre.
•I have been able to teach many girls the various software using the school’s computer center.
•My school has consistently held an annual inter house music, dance and drama competition which gives an opportunity to over 1000 girls to get to stage and present something. This has greatly erased stage fright from them.
•The school has at many occasions allowed students to present musical plays in different theatres which have gradually increased the students levels of performance.
•The students have also been taken out on numerous occasions to watch operas, jazz shows, concertos, and many other musical performances.
•At many occasions my school invites different local musicians to come and perform and talk to the girl as well about different issues concerning teenagers.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

•Being able to hold the first competition show and having at least 50 performers both boys and girls.
•Having the show recorded and broadcast on TV by various local TV stations for the whole public to watch and appreciate.

Success in Year 2:

•Being able to find the necessary sponsorship for this competition so as to market it among more schools and the whole community at large.
•Being able to record the songs of the winners in a real music studio.

Success in Year 3:

•Enlarging the competition to cover other parts of the country with regional competitions held before the final competition.
•Having the competition to be done in a public place where anyone can join the audience for the performers to perform for a mixed crowd other than fellow students only.

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

•Yes we have got a strategic plan for the whole project but no business plan yet. We are hoping to work with schools around Kampala city for the first competition and expand the competition to other regions in subsequent years. We are going to send our proposals to the different companies that are potential sponsors right away and link up with the media houses to market the idea. We are also aiming at pairing up the winners to work with each other after the competition for even better songs and get then work with a professional music producer.

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

•Convince the schools on the practical benefits of such a project to their learners and have them send their learners onto the competition.

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

•Obtaining different software and hardware to teach the different students and teachers on how to create their own simple music just with a computer, a microphone and a pair of headphones.A number of computers, microphones, speakers and headphones will need to be given to the different music departments in the schools.

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

• Enough financial ability to involve more schools and participants in the competition. Equipment like video cameras, a good public address system and simple music recording gadgets to enable easy production of the songs at no cost to the owners.In short to set up a schools' recording center.

Describe the expected results of these actions.

•After the schools have been convinced to send their students the competition will be held and this will definitely attract companies and media to sponsor the event and make bigger to attract a wider attention from the society. Hence more people will be reached.
•When there is acquisition of both soft and hardware many more students wont have to wait to receive finished tracks but instead will create their own and entirely own the song. The preceding performances will have more variety and this will give the performer liberty to discover their best potentials.
•Recording a song in a good studio in my country today costs over $50.This is too much money for a beginning musician and they might remember these are school children who even don’t have jobs to earn. So a studio to record the winners music for free would be of great benefit to them since they would be guaranteed of having a copy of their music on CD.

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

•Six and a half years when I left high school I got to accept that I have not got a song of my own yet I studied music and passed with excellent grades. As if not enough most of the famous local musicians in my country have all made their plight in the past eight years and are now earning big yet they had no music education. I meant a former music classmate in high school and as we chatted about music we were forced to believe that out of 17 of us who completed high school as music students, only 2 were active in music. What happened to the remaining 15? We sat back and enjoyed our moments. WE used perform for an audience of 1500 students every week and leave them commenting and from that we are supposed to have taken on audiences outside the school. We remembered that despite all that ability we had, our music teacher never took us an extra step to turn us into real musicians while he still had control of us. On leaving high school we all went for different field and up to now non of us has succeeded yet we had been already succeeded in music and its now that we are gathering ourselves to start performing again and we are all thinking about the time we lost elsewhere.

Tell us about the social innovator behind this idea.

•Richard Bukenya is a Ugandan aged 29 years and works for Gayaza High School as a teacher of music. I had my secondary studies at Makerere College School in 2002 from where I joined Makerere University in 2003-2007. After sitting my senior six exams I was called at Gayaza High school to train the choir in various areas from which later I was able to start teaching music as a subject as well. During this time I have kept a very strong and active choir that it has gone for numerous music competitions and had a number of musical plays in different theatres.

How did you first hear about Changemakers?

•I first heard about changemakers at a workshop organized in Kampala led by Victoria Nyakundi,an ashoka staff.

โครงการนี้เกี่ยวกับ

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

Such a kind of project could only fail if:
•the schools are not convinced enough to send their students to participate in the competitions.
•there was alleged unfairness in judgment.
•There was not enough equipment to play the music and record it for both video and audio.
•There is no awareness from the public about the whole competition and hence commanding a small fan base. All performers would like attract great recognition among the fans.
•If many schools keep not having computer centers which prevents the students to lean the different technologies in music production.
.Also if the winners are not rightly followed up to ensure that their music is recorded and put out to the public.

Financing source

Yes

If yes, provide organization name.

my initiative is connected to Gayaza High School.

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?

•It has got 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)

No

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

•The different NGOs have at various occasions donated computers to the school which computers have greatly aide the quick learning of simple music productions I teach my students.
•Some of these organizations at times have called on to the choir to perform hence aiding their ability to perform.
•A number of organizations have come to my school to hold seminars for students about different social morals.

How many people will your project serve annually?

1001-10,000

What is your organization's business classification?

Government

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

155 employees and no volunteers

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

None of the above.

The Garden Spot

C.A.R.E.S. has taken on the motto, "CARES Goes Green", where we plan to educate children between the ages of 6 through 18 about nature, health, environment, and the benefits of the going green movement.

The children will work hand in hand with community volunteers, church members and Bidwell Training Center staff to develop a flower and vegetable garden that will enhance their lives and the community.

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

511 Morgan Street

Project City

Pittsburgh

Project Province/State

PA

Project Postal/Zip Code

15219

Project Country

United States

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Name Your Project

The Garden Spot

Describe Your Idea

C.A.R.E.S. has taken on the motto, "CARES Goes Green", where we plan to educate children between the ages of 6 through 18 about nature, health, environment, and the benefits of the going green movement.The children will work hand in hand with community volunteers, church members and Bidwell Training Center staff to develop a flower and vegetable garden that will enhance their lives and the community.It is important for our children and youth to understand the important of nature, recycling, exercise, and the benefits producing nature vegetables and caring for each other and nature.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

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

C.A.R.E.S. has taken on the motto, "CARES Goes Green", where we plan to educate children between the ages of 6 through 18 about nature, health, environment, and the benefits of the going green movement.

The children will work hand in hand with community volunteers, church members and Bidwell Training Center staff to develop a flower and vegetable garden that will enhance their lives and the community.

It is important for our children and youth to understand the important of nature, recycling, exercise, and the benefits producing nature vegetables and caring for each other and nature.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

What will be the impact of your idea?

We have made a three year commitment with Bidwell Horticulture to educate and enhance this garden through community staff, children and C.A.R.E.S. youth involvement.

We also plan to build a Gazebo in memory of Amon Harris who passed away unexpectedly this year and who was part of our program. With all the violence around us, we hope to create a place of peace where people can come to meditate, to pray and reflect on life in this garden.

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

We have estimated the cost of the Gazebo, fountain, mural, equipment, land preparation, planting and maintenance to cost $15,00.00.

Again we have already have partnered with the Bidwell Training Center's Horticulture Department and volunteers/students of C.A.R.E.S. to make this dream a reality.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

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

C.A.R.E.S. Mission is to create a networking system with step by step programming to prepare each child and young adult to achieve their life plans and goals in a safe, dependable nurturing environment.

CARES promises to every child who enters its doors that they are to be met personally where they are in their diverse levels of personal, social and academic levels of development and to be given a hand to climb step by step to meet adulthood with strength and courage to be able to reach their life's plans and goals.

Batwa Development Program

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Buhoma, Bwindi

Project City

Kanungu

Project Province/State

Project Postal/Zip Code

Project Country

Uganda

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Uganda

What stage is your project in?

Operating for 1-5 years

YouTube Upload

Batwa video, Scott Kellermann

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

<$10

Name Your Project

Batwa Development Program

Describe Your Idea

Normal
0

false
false
false

MicrosoftInternetExplorer4

st1\:*{behavior:url(#ieooui) }

/* Style Definitions */
table.MsoNormalTable
{mso-style-name:"Table Normal";
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-parent:"";
mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
mso-para-margin:0cm;
mso-para-margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:10.0pt;
font-family:"Times New Roman";
mso-ansi-language:#0400;
mso-fareast-language:#0400;
mso-bidi-language:#0400;}

Having evicted the Batwa Pygmies from their centuries-old homeland in the Bwindi forest in south western Uganda and being one of the marginalized and impoverished people in the world, Batwa Development Program shall strive to build a new life for the Batwa through provision of basic education and agriculture.  

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

Having evicted the Batwa Pygmies from their centuries-old homeland in the Bwindi forest in south western Uganda and being one of the marginalized and impoverished people in the world, Batwa Development Program shall strive to build a new life for the Batwa through provision of basic education and agriculture.

What makes your idea unique?

The Batwa being the original ancient dwellers of the forest who survived only by hunting small game and gathering various plants and fruit that the forest naturally supplied, the Batwa lost their natural habitat in 1991 when Bwindi forest was gazzated a national park. The Batwa then became homeless with no title and no compensation. They started dying of diseases and hunger in 2000 a medical needs survey ascertained that the Batwa had an under five mortality of 38% compared a Uganda average of 18% and USA statistics of 0.8%. Four in ten Batwa would not live to see their fifth birthday, with a life expecting of only 28 an annual income of $50, their very existence was threatened. It was recognized that in order to address their grinding poverty, multiple areas of intervention were necessary. In 2005 Dr Scott and Carol Kellermann formed BDP and they have worked to buy land, build homes, construct a hospital and several clinics, build and encouraged indigenous rights. All these activities are now being assumed by the Batwa themselves under this organization (BDP). The BDP is a not for profit corporate organization that is run entirely by the Batwa Pygmies. The BDP is now responsible for over 200 Batwa students, home building at a rate of 1to 2 houses monthly, oversight of over 250 acres of land and numerous agricultural water and sanitation projects.

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

การศึกษา, การปฏิรูปการศึกษา, การศึกษาสำหรับผู้ใหญ่, การพัฒนาชุมชน, การพัฒนาทางเศรษฐกิจ, Food security , Fundraising , Housing , Income generation , Poverty alleviation , Scholarships and grants , Sustainable development , สิ่งแวดล้อมและความยั่งยืน, Conservation , Sustainable agriculture , Health care , Health education , Sanitation , Food security , Indigenous cultures , Land rights , Racial equality , Vulnerable populations , การสร้างการมีส่วนร่วมกับสาธารณะ, การอนุรักษ์วัฒนธรรมประเพณี, Spirituality .

What impact have you had?

BDP has sponsored more than 200 students to primary of these four students are in high school and 2 students will join University education next year 2010. They will be the 1st Batwa to join University education in the history of Uganda. BDP has employed a trained teacher responsible to take care of students’ sponsorship and to ensure that Batwa students are encouraged to stay in school, to promote adult literacy and village based trainers at Batwa settlements, and to provide spiritual guidance and counseling to all Batwa communities.
BDP has initiated vocational programs within Batwa communities. Adult literacy have been encouraged and made easily accessible. The Batwa children who are given access to educational opportunities have performed well. The Bishops Primary School at Kanungu where BDP is sponsoring 40 children has been a centre of excellence proving quality education to the Batwa. BDP have built 44 homes for the Batwa and secured over 280 acres of land. BDP have set up a Batwa craft Banda and now hand crafts are being exported to America. BDP has put up a Batwa cultural preservation centre where the Batwa will be able to demonstrate to their children how they used to live in the forest. It will also act as education centre.

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

BDP is addressing the problem of poverty among the Batwa communities by supporting Batwa Pygmy education to all their children in Kanungu district. BDP also resettles the landless Batwa by buying them land and build houses such that they could have permanent settlement unlike before when they just lived in the forest hunting small game and gathering various plants and fruits that the forest naturally supplied. BDP also addresses the problem of diseases and malnutrition by providing medical care and meals to Batwa patients when they are hospitalized at Bwindi Community Hospital.

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

BDP has trained the Batwa in handcraft making and Batwa craft Banda has been put up. Batwa are selling their handcrafts to visitors who come to Bwindi National Park and some are shipped to America. Funds got from these handcrafts are used to pay school fees and other scholastic materials to Batwa students, and pay medical bills. BDP is also building a Batwa cultural preservation centre adjacent to the Bwindi National park. Batwa will be able to demonstrate to their children how they used to live in the forest, treat diseases with medicinal plants and make fire with sticks. They will also pass on their legends and songs to their children. Tourists will be coming to visit this cultural centre and pay money which will be used to pay school fees, buy land for resettling land less Batwa and pay medical bills and food for patients.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

In year 1, BDP will start reaping profits got from sell of Batwa hand crafts. However, there is need for a stable market for these handcrafts locally and internationally. Money got from sell of handcrafts will pay for medical care.

Success in Year 2:

In year 2, Batwa cultural preservation centre will be fully sponsoring students at all levels of education.

Success in Year 3:

In year 3, Poultry and rabbit project will be in take off stage. All Batwa families will be provided with chicken and rabbits as source of food thus solving the problem of malnutrition among the Batwa children.

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:

Batwa Development Program shall provide spiritual guidance and counseling to all Batwa students and Batwa communities at large.

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

Batwa Development Program shall take care of all Batwa students’ sponsorships and ensure that students are encouraged to stay in school.

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

BDP shall promote adult literacy, train more Village Based Trainers; and support at least 20 Batwa in vocational training.

Describe the expected results of these actions.

• When basic education is fully provided to all Batwa children their life and pride will be rediscovered and thus they will emerge from a life of poverty with an improved and sustainable status of life.
• More than 50 Batwa will be employed having acquired different educational skills.
• BDP will enroll more 60 Batwa students in school and 2 students will be enrolled to university next year.
• Mukongoro community school would be built and twelve Batwa homes will be set up.
• It is expected that 10 more Batwa students will join high school education next year 2010.
• Adult literacy classes will be supported in all Batwa communities and made easily accessible. And consequently more than 30 batwa will acquire skills such carpentry, weaving and masonry.
• More than 50 Batwa will have learnt how to read and write.

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

The Batwa have lived in the forest for centuries. They were driven out of the forest in 1991 when Bwindi was gazzatted as a national park and there was no compensation by the government. BDP is one of the organizations that are resettling the Batwa especially in Kanungu District. Therefore going to school is a new experience for the Batwa. Batwa students are new to their Bakiga classmates, the teachers and even the headmaster. Therefore BDP is making sure that the Batwa are in school with all the school necessities such that they are not discriminated. We hope that in future after they have attained quality education, these people will become leaders in their communities and perhaps the nation at large.
In 2000 a medical needs survey ascertained that the Batwa had an under five mortality of 38% compared with a Uganda average of 18% and USA statistics of 0.8%. Four in ten Batwa would not live to see their fifth birth day. With the life expectancy of only 28 and an annual income of$50, their very existence was threatened. It was recognized that in order to address their grinding poverty, that multiple areas of intervention were necessary. That is why BDP was formed.
BDP shall make sure that Batwa literacy rate is increased from 0% to 70% with in 10 years time. Our goal is to make nursery, primary, secondary and higher education as well as vocational training available at all Batwa. We know that without improving the literacy rate, it will remain difficult for them to conceive the importance of better health and development.

Tell us about the social innovator behind this idea.

Dr. Scott and Carol Kellermann the founders of the Batwa ministry and BDP advisory committee have worked hard to see that BDP is in place and operational. Funds are raise through appealing for sponsorships for each individual student.
Their ancestors lived in the forested mountains of southwest Uganda. They used trees for their hunting, nourishment and shelter. The plants, flowers and waters for their medicines. The children are naturally inquisitive because nature germinates the seeds of curiosity. They have honed the tools that God has given them and with the help of good schools, colleges and universities, from caring and involved teachers and professors and with lots of books, paper, pencils and midnight oil these children will become leaders in their communities and perhaps the nation.

Going to school, usually a boarding school, is a new experience for the Batwa and they do not accept it as easily as one would think. I am speaking of both children and parents. The children have been fairly isolated in the settlement. They do not know the children from around the area, the Bakiga, the dominant tribe. Batwa students are new to their Bakiga classmates, the teachers and even, the head master. They all have to learn how to treat each other, their limitations and boundaries. This is never easy.
On the other hand, the parents have not been to school, in most cases, so they do not know the real importance of an education. Their children have been home helping with chores and African children do many chores around the house and in the fields. Now the child is gone at school and this puts more of a strain on Mom and Dad, if both parents are even still alive or around. So I think you can see that sending a Batwa child to school is more than just coming up with the school fees.
If the Batwa are treated too harshly by fellow students, their teachers or the head master, they will run away, back to the settlement. In many instances, teachers may be more malicious to the Batwa students because of their lowly status. Due to the potential unfair treatment of the Batwa by students and teachers alike, combined with the timidness of the Batwa children, education can become a challenge. The good thing is that the Batwa Development Program being made up of only Batwa and their advisory committee, non-Batwa, but who have been sending the children to school and bringing them back to school for over eight years now, know how to handle just about any situation that will and does arise. Love and understanding are critical components in creating a positive, learning experience for the Batwa students, their fellow students and their families.

How did you first hear about Changemakers?

BDP heard about change makers through our friend Terry Lowe Terry Lowe is a potential supporter of BDP. He and his friends intend to support the BDP’s home building program.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

• Lack of funds to sustain tuition fees and other scholastic materials.
• It is difficult to convince parents of Batwa children to allow their children go to school; some demand a lot of money so as to accept their children to be taken to school.

Financing source

Yes.

If yes, provide organization name.

We have a strong partnership with the Diocese of Kinkizi particularly for their continued oversight on the running of Bishops Primary School. BDP supports 39 Batwa students at this school which has been constructed to provide excellent education for the Batwa community.
BDP works in partnership with the Bwindi Community Hospital for purposes of providing medical care to all Batwa communities.

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. It has both a board of Direcotrs 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)

Yes.

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

BDP has a strong partnership with the Diocese of Kinkizi particularly for their continued oversight on the running of Bishops Primary School. BDP supports 39 Batwa students at this school which has been constructed to provide excellent education for the Batwa community.
BDP works in partnership with the Bwindi Community Hospital for purposes of providing medical care to all Batwa communities.

How many people will your project serve annually?

BDP will serve about one thousand five hundred members (1500) of the Batwa in Kanungu District.

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

Number of employees are:24
Number of volunteers are:3
Total:27

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

None of the above.

Entrepreneurs for Africa's Future: Blue Kitabu

The main idea behind Entrepreneurs for Africa's Future is that students need a valuable and sustainable learning experience that allows them to apply their skills outside of the classroom.  Students also need to employ themselves in places that have very few jobs for thousands of graduates.  Thus, Blue Kitabu is focusing on entrepreneurial learning that teaches our students how to apply their business, science, math, art, health, language, reading and writing education to their daily lives.  Through learning these skills at school, the students will be able to generate produc

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Road to Kumasi

Project City

Asebu

Project Province/State

Central Region

Project Postal/Zip Code

N/A

Project Country

Ghana

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Ghana (also have had projects in Rwanda and currently have prospects in Kenya)

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

Entrepreneurs for Africa's Future: Blue Kitabu

Describe Your Idea

The main idea behind Entrepreneurs for Africa's Future is that students need a valuable and sustainable learning experience that allows them to apply their skills outside of the classroom.  Students also need to employ themselves in places that have very few jobs for thousands of graduates.  Thus, Blue Kitabu is focusing on entrepreneurial learning that teaches our students how to apply their business, science, math, art, health, language, reading and writing education to their daily lives.  Through learning these skills at school, the students will be able to generate products and income to cover the costs of their education such as art, produce, livestock, etc.  Through this method, they will be able to thoughtfully problem solve based on what they learn inside the classroom.  This makes the project and the students self sustained without having to worry about the flow of international aid. The application of math, reading, writing, science and art skills outside of the classroom is the proven method to student success as it provides a meaningful learning experience as opposed to rote memorization which happens in so many of the world's classrooms.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

Our main idea is to foster sustainable educational development by providing free entrepreneurial schooling to the most needy students. Blue Kitabu has utilized this idea in Rwanda and Ghana, and now we are building an entire school facility based around this principle. Our students will utilize critical thinking in farming, vocational work, hands-on projects and more.

What makes your idea unique?

The unique idea is to have a first rate education in all subjects that the Ghanaian school system requires. Then we add the element of vocational, entrepreneurial training that will not only utilize practical math and critical thinking, but also lay the foundation for the school. The school will be the first of its kind in Ghana. Before, students never got to utilize what they learned in the classroom OUTSIDE of the classroom, and the Ghana school will focus on teaching the necessary skills to use their education to the fullest. The main skills that will be taught are in agriculture, livestock rearing, pottery, art and batik-making (Ghanaian tie-dye!). Knowledge is best learned through application and meaningful experiences, which is what we provide. The project also focuses on local communities and their own resources to achieve sustainability and escape aid dependence. We go beyond importing our own teachers and teaching methods. We train local teachers in entrepreneurial methods so that they can apply it to business that is relevant to community needs. We have a team who is developing and optimizing our entrepreneurial teacher professional development curriculum. They are doing this with local teachers as well as former Ghanaian teachers residing in the US. The curriculum utilizes the best methods from around the world, such as the Singapore Method for math and science. The team consults Ghanaian standards to ensure that students meet the requirements to be admitted to college in their country or abroad. The school also has a strong environmental focus. The school will utilize all-natural pesticides and chemical-free fertilizers and will harvest rainwater for bathing and drinking, as wells deplete the natural ground water resources. Last, but most important, our model is unique because we do not focus on "saving" but on "empowering".

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

เด็กและเยาวชน, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, การพัฒนาเยาวชน, ภาวะผู้นำของเยาวชน, การพัฒนาและความเจริญ, การพัฒนาชุมชน, การพัฒนาทางเศรษฐกิจ, Food security , Poverty alleviation , Sustainable development , สิ่งแวดล้อมและความยั่งยืน, Sustainable agriculture , Sustainable design , Water , Food , Health education , Vulnerable populations .

What impact have you had?

In Rwanda, 70 orphans have benefited from our entrepreneurial methods, as they are 100% supported from the sales of a local bakery that Blue Kitabu refurbished. The bakery is providing vocational training for students and the community members who wish to one day start their own businesses. In Ghana, 200 students in Accra have had photography classes since 2007 and many of them have decided to sell their photos to support their education and the continuance of the classes. Hands-on learning is at the root of our impact. The impact we have had on our current project is that we have begun vocational training in batiks and have also begun to sell the products in Ghanaian and US stores. A percentage of the profits benefit the women and students who make the batiks and the remainder goes back into the school project. We have already begun to generate income in the Asebu community and the students have already begun vocational training. The school is currently being constructed, and we will be able to provide our training and year-round schooling in full force when it is completed. Blue Kitabu has also mapped out all of the teachers unions in the Central Region, so when our training is complete we plan on holding a region-wide training.

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

The first problem that our project is addressing is the lack of a usable education in Ghana. Students have few resources or opportunities to apply their education outside of the classroom and therefore leave school without any skills to support themselves. 60% of JSS (middle school) graduates have no craft or technical skills to enter the job market. The second problem is aid dependence - short term aid does not provide skills for sustainability. The third problem is the growing disconnect from our environment. Farmers in Ghana and throughout the world use chemical fertilizers and pesticides that poison our earth. The project teachers students easy, environmentally friendly methods to produce better crops with organic fertilizer and natural pesticides. We already have this curriculum developed. Art classes also will use recycled materials such as plastic bottles, tin cans and old newspapers which often line the streets.

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

1. The organization is developing and optimizing a teacher training that focuses on hands-on learning methods. This is being created from the best sources globally, and we are only using proven learning methods. 2. We are constantly in contact with our project team on the ground in Ghana to provide updates and have developed a time line and accounting system to ensure that everything is on schedule and that all expenses are accounted for. 3. We are raising money - we have already had one very successful fundraiser and are having two more in the upcoming months. 4. We are connecting with the local community and with the Ministry of Education to ensure that we do not alienate our students from the existing education system. Although our teaching methods are different, we still want students to be able to obtain high scores to be admitted into the high school and university system in Ghana.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

1. A finished school, functioning and producing goods to cover at least 15% of their operating costs, 2. A responsive, eager teaching staff, 3. An effective bookkeeping system, 4. Students that are happy with new teaching methods and hands-on learning (which will be monitored through a quarterly evaluation system), 5. Vocational training will be fully operating in batiks, 6. Students will produce enough crops from their farming classes to provide lunch for everyone at the school, 7. Farming will produce crops to sell at the market, 7. Begin expanding school boarding facilities (which currently houses 20 students) to house 50 students.

Success in Year 2:

1. A fully functional school producing goods to cover 50% of their operating costs, 2. Vocational training and sales will be fully operating in batiks and pottery, 3. Students, in addition to producing all of their crops for their lunches, will produce crops to sell at the market as well as secondary products such as jams, chutneys, and cooked meals out of the school kitchen, 4. Begin construction of shop adjacent to school where products will be sold, 5. Teacher retention rate for the year at least 80%, 6. Expand school boarding facilities to house 100 students.

Success in Year 3:

1. A fully functional school producing goods to cover 100% of their operating costs, 2. Vocational training and sales will be fully operating in batiks, pottery and various recycled art forms demonstrated in the classroom, 3. Students will produce the above-mentioned crops and products as well as have a fully functional shop adjacent to the school where they sell everything they produce to cut out any middle men, 4. Teacher retention rate for the year at 100%, 5. Expand school boarding facilities to house all student in attendance at the school.

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:

We need to find and employ educators who are willing to dedicate themselves full-time to the teacher training panel to optimize and update training materials. Right now everyone is working on a voluntary, part-time basis. Although we have made wonderful strides, full-time panel members would optimize the work.

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

Blue Kitabu is seeking and applying for renewable grants to keep our work consistent. Everyone on our staff is working on a voluntary basis, which runs us the risk of losing people to paid positions. We also want to apply our entrepreneurial, sustainable school model elsewhere and cannot apply this model in other places until we have larger project grants as well.

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

We need to expand our teams on the ground. Although we have a team prospect in Kenya and teams in Ghana and Rwanda, in order for our model to be influential we need to expand our local, on the ground members. Blue Kitabu is constantly networking here in the US, but travel to other African countries is ultimately the best way to cultivate project and country teams.

Describe the expected results of these actions.

When we are able to employ or find volunteer educators to work on our teacher training full time, the training would be tailored to each individual country, their languages and their standards. We also plan to "train teacher trainers" who will spread our work to our project sites. This will expand the entrepreneurial school model across the developing world and spread the word of sustainability in poor communities. When we receive renewable grants and expand our teams, Blue Kitabu will be able to secure a full-time (and hopefully lifetime!) staff and our vision and work will stay consistent. We will also be able to build and foster more entrepreneurial schools across Africa, which will speed up the move toward sustainable development and environmentally friendly farming. We would be able to finish our project in Ghana as well as our current prospect in Kenya and begin others.

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

A school in Accra, Ghana sparked this innovation - the school ran month to month and relied on school fees and volunteer donations to function, and often could not pay their teachers. If sustainable practices had been instituted from the beginning, it could have functioned independently without worrying about paying salaries and about whether or not children and their parents would be able to pay their school fees to keep the school open. Instead of this, the school could have focused on providing a quality education. Samuel, a student from this school said in response to not being able to pay his school fees, "Madam, the money is just not there." It is that simple. If the money doesn't come, the system breaks down. Some foundations and organizations think that throwing money and food at developing countries is the way to help them escape poverty. Many times this money and food does not reach the most impoverished people and often widens the poverty gap. Aid undercuts local markets. Seeing this in Africa, the board of directors decided to take a sustainable approach to development, and education in particular. Alex (CDO) and Elizabeth (CEO) have spent considerable time in East and West Africa, respectively, observing these practices, and seeing the damage that endless aid causes. Without ownership and influence over development projects, developing countries and their communities do not develop any necessary skills or jobs to improve their future in the long run.

Tell us about the social innovator behind this idea.

Elizabeth Barreras, CEO, has a strong connection to innovative education and minority education specifically. Part of a unique educational structure from 3rd grade through high school, and also of a mixed ethnic background, Elizabeth experienced the benefits of a non-conventional education and benefited greatly. The program she was selected for was only available to 20 students in each grade level, thus shutting out the large majority of students from experiencing a hands-on, rich curriculum. This inspired Elizabeth to work with low performing and minority students in the Los Angeles Unified School District, which is severely lacking in resources, and she realized that adapting education to a student’s specific needs and making education fun and interesting yielded fantastic results. While working in West Africa, she utilized these methods in place of rote, disengaged learning that happens in the majority of schools because, like schools in LA Unified, they lacked the resources and teacher training necessary to make learning valuable and meaningful. She realized that the value of education everywhere was lost in the goal of meeting standards and good test scores. Elizabeth went on to receive her Master’s degree in African Studies and focused on minority language education in Africa. The insight gained from research, work and travel made her dedicate her time and resources to improving the quality and sustainability of education globally.

How did you first hear about Changemakers?

Blue Kitabu came across Changemakers by following Ashoka - since they believe in similar development concepts, Blue Kitabu kept up with Ashoka in the news for new ideas and innovations.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

Blue Kitabu has an excellent project team in Ghana, but if the local team were to decide to abandon the project, this would stand in the way of our project being successful. Of course we could replace them, but since we handpick our projects based on local leadership and on trust, this would set the project back immensely. At the end of the day we would still be successful, but it would take a longer period of time. The Blue Kitabu team is very confident that we will be able to secure the funds to finish our Ghana project by the end of 2009, but if we were not able to secure funding beyond this project, we would not be successful in replicating the project. Our success has to be replicated in order to reform education in developing countries. The success of the Ghana project (and the funds we expect to receive after demonstrating this success) is vital to us continuing our work in sustainable educational development. Thus far, we have laid the groundwork for the Ghana project to be a complete success. We anticipate that there will be problems along the way, but have preempted many potential issues by a rigorous application and screening process before we committed to this project.

Financing source

Yes

If yes, provide organization name.

Blue Kitabu

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

2 years

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

We have a board of three 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

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

Our partnerships have been critical to the success of our innovation because we have received invaluable advice and input from our partners. We believe in learning from others and always avoid reinventing the wheel! We have partnered with and utilized information from NGOs here in the US and in the UK for information on utilizing and funding volunteers as well as on how to optimize our entrepreneurial school model. We are also working with the USC Keck School of Medicine to form our health curriculum. Our partnerships with NGOs on the ground in Africa are vital for us to work directly with communities and with our students. These partnerships ensure that we are serving them in the ways they need, and not just in the ways we think they need. They provide us with valuable insight into the work we need to do, and how to customize work we have already done to fit their needs. Our business partnerships have enhanced our exposure to a larger donor base.

How many people will your project serve annually?

1001 - 10,000

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

Everyone is a volunteer, but we have three full time employees and ten part time volunteers.

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

None of the above.

Play Centre

Lively Minds empowers communities in Africa to give young children the chance to play and learn – developing children’s ‘lively minds’ so they have a good start in life and the best possible chances for the future. We work with women and youth from deprived rural communities in Ghana and Uganda to help them set up and run their own play centres for children aged 3-6 years old. In the play centres children develop through play and learn about good health and hygiene.

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Bukaya Village

Project City

Jinja

Project Province/State

Bukaya

Project Postal/Zip Code

n/a

Project Country

Uganda

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Uganda and Ghana

What stage is your project in?

Operating for 1-5 years

YouTube Upload

n/a

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

<$50

Name Your Project

Play Centre

Describe Your Idea

Lively Minds empowers communities in Africa to give young children the chance to play and learn – developing children’s ‘lively minds’ so they have a good start in life and the best possible chances for the future. We work with women and youth from deprived rural communities in Ghana and Uganda to help them set up and run their own play centres for children aged 3-6 years old. In the play centres children develop through play and learn about good health and hygiene. The play centres give the children a unique opportunity to play practical, stimulating and interactive educational games that are made from locally sourced and commonplace objects.   Rather than make the centres dependent on external resources, our idea is to enable communities to build their own capacities so that they can use local resources and talents to sustain the project. The children achieve their fullest potential and the volunteers become empowered through the skills they learn and come together to promote their children’s wellbeing and find ways out of poverty.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

We train volunteers from deprived rural villages to run self-sustaining centres for pre-school children. The centres help children learn through play, promote good hygiene, and empower the volunteers who run them.

What makes your idea unique?

We set up community-run Play Centres, which provide a free educational and recreational resource for hundreds of children. Our project is unique because it is self-sustaining, cost-effective, community-run and extremely scalable.

Firt, rather than make the centres dependent on external assistance, our idea is to enable communities to build their own capacities so that they can use local resources and talents to sustain the project. We work with volunteers - women and youth - from deprived rural communities in Ghana and Uganda to help them set up and run their own play centres for children aged 3-6 years old. This demonstrates to the volunteers, that even if they have not been educated themselves, they still have an important role to play in their child's education.

In the play centres children develop through play and learn about good health and hygiene. The play centres are free of charge and give the children a unique opportunity to play practical, stimulating and interactive educational games.The children achieve their fullest potential and the volunteers gain the skills and confidence to promote their children’s wellbeing and find ways out of poverty.

The games are made from locally sourced and commonplace objects. This again helps the centres to be sustainable.

The project has a large and quick impact. Each play centre benefits at least 120 children and 30 volunteers.

Our programme is designed to be cost-effective and to demonstrate that there are practical ways to make improvements without the need for large sums of money. Our annual budget is just $20,000. The capital cost for each centre is approximately US$300

The project is extremely scalable. It is very cost-effective to roll this project out on a wider basis and across many communities.

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

เด็กและเยาวชน, การดูแลเด็ก, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การเล่น, การพัฒนาเยาวชน, ภาวะผู้นำของเยาวชน, การพัฒนาชุมชน, Health education , Sanitation , Volunteerism , ภาวะผู้นำของเยาวชน.

What impact have you had?

We have been operating this project since March 2008. In that time we have set up 10 play centres in Uganda and 5 in Ghana. These have provided a free and sustainable resource for over 2000 children. We have trained over 400 volunteers.

The centres help the children achieve school readiness. The activities are designed to be interactive, educational and enjoyable and allow the children to learn through play.

Our volunteers have gained leadership, teamwork skills and confidence in their own abilities. Volunteers are now making their own games out of local resources. Volunteers have also requested that we provide further interventions and training courses to continue to build upon the skills they have developed.

The centres promote good health and sanitation practices. The children have to handwash with soap before using the Centre. Handwashing with soap is one of the most effective ways of reducing life-threatening diarrhoeal and respiratory diseases. Introducing this practice in the play centres is an effective method of sensitising children to this vital practice as handwashing becomes associated with an enjoyable activity. We also introduce “tippy taps” in the villages where we work. These are foot-operated water dispensers. Each volunteer is given a tippy-tap for their households. Volunteers have reported a reduction in diahorrea.

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

Children are the world’s most important resource and are entitled to the best possible start in life. However there are a number of problems impeding universal access to quality education.

School attendance, particularly amongst girls, is frequently delayed or disrupted as children are expected to assist with household tasks, such as fetching water or income-generating activities. Costs associated with schooling, such as uniforms, transportation and stationery, are often prohibitively high.

Schools are plagued by large class sizes, lack of resources and lack of teachers. Low literacy levels and rote-style teaching methods combined with a lack of toys, books and other stimulating resources means that children are deprived of the opportunity to develop critical learning skills.

Parents often believe that they lack the skills to help educate their children.

We believe that many of these problems can be effectively tackled with small-scale and cost-effective interventions. We also believe that parents have an important role to play in educating their children, even if they have not been educated themselves.

Our Play Centres provide children with a unique opportunity to learn and experiment with practical, stimulating and interactive educational games. Play enables children to acquire information, ideas and skills. The components of play – curiosity, discovery, novelty, risk-taking, trial and error, social etiquette– are the same as the components of learning. When children are playing they are building a strong foundation for all future learning.

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

We adopt a fully participatory approach to ensure that the project is community-owned. We work closely with the communities where we work to explain the objectives and aims of the project. We spend 2 months training volunteers to give them the skills and confidence to run the play centres.

We have a rigorous monitoring strategy. Our volunteers are organised into committees and each centre holds monthly committee meetings. Lively Minds staff provide ongoing support and further training activities to continue to educate and develop our volunteers.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

Ability to mobilise communities and volunteers to participate in the training and project

Success in Year 2:

We need the funds and resources to continue to support the volunteers. We do not pay volunteers. But we want to support them by providing opportunities for ongoing training and activities.

We also need funds to roll-out the project on a wider basis, reaching more communities.

Success in Year 3:

We need the funds and resources to continue to support the volunteers. We do not pay volunteers. But we want to support them by providing opportunities for ongoing training and activities.

We also need funds to roll-out the project on a wider basis, reaching more communities.

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

We are developing ways to ensure we have a sustainable source of funds. We have a strategic plan, which develops ways to roll-out the project on a wider basis. We also have a fundraising strategy to help us ensure that we have a sustainable source of income

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

We need to raise funds to allow us to roll-out the project on a wider basis

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

We need to build up new projects, to help us reach older children

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

We need to raise the profile of Lively Minds, both in communities across Ghana and Uganda and also among our fundraising base in the UK

Describe the expected results of these actions.

Succesfully achieving these actions will allow us to set up 12 play centres a year and to arrange monthly activities for our volunteers. It will also allow us to develop new projects to reach older children.

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

I was volunteering in a primary school in Ghana. I realised that children were not encouraged to question or to think creatively. Instead schools were focusing on "chewing" which is where children memorise and repeat. I wanted to give children the opportunity to play and experiment when they were young, to help them develop creative thinking and analytical skills.

Tell us about the social innovator behind this idea.

Alison Naftalin is a lawyer from the UK. She spent 2 months volunteering in Ghana and observed the complex challenges impeding access to quality education. She decided to give up her job and returned to Africa where she founded Lively Minds.

Lively Minds is now a team effort. We have 2 Ghanaian staff and 2 Ugandan staff running the projects in their respective countries.

How did you first hear about Changemakers?

Teach a Man to Fish

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

The main challenge is obtaining a sustainable source of income. However, we have safeguarded ourselves against this risk by ensuring that the project is extremely cost-effective.

Financing source

Yes

If yes, provide organization name.

Lively Minds

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

1 year.

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

Yes - Board of Trustees

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

yes - with Christian Children's Fund, Uganda

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

no

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

These partnerships are not critical to the success of our innovation. However the partnerships help us access new communities in more remote regions.

How many people will your project serve annually?

2000

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

4 employees (2 in Ghana, 2 in Uganda). The director and board of trustee work on a voluntary basis. The projects themselves are run by volunteers from the individual communities. We have over 400 volunteers.

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

None of the above.

Tamani Africa

สถานที่

main Rural Southern
Sudan

Maria Mother of Charity Relief Home

สถานที่

main Kasama
Zambia
10° 12' 4.4964" S, 31° 11' 28.788" E

An indeginous charity which is innovative and supportive to its local communities. It is self-sustaining and selfless. it is dependant on its local ideas and involves the communities in all its dealings. This charity has no dependancy on donor funds and it has been helping the needy since 2003 out of its own funds, very rare of today's charity organisation.

Intercontinental Education Community Center (ICEC2)

One Village Coffee has partnered with Emenike and Chidi Ukazim from Living Water and Bread Ministries (LWBM)  to improve the quality of life in Otampa, Nigeria.  It will accomplish this through increasing the number of educated children and adults in Otampa and surrounding communities. 

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Project City

Otampa

Project Province/State

Abia State

Project Postal/Zip Code

Project Country

Nigeria

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Nigeria

What stage is your project in?

Idea phase

YouTube Upload

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

Please select one

Name Your Project

Intercontinental Education Community Center (ICEC2)

Describe Your Idea

One Village Coffee has partnered with Emenike and Chidi Ukazim from Living Water and Bread Ministries (LWBM)  to improve the quality of life in Otampa, Nigeria.  It will accomplish this through increasing the number of educated children and adults in Otampa and surrounding communities. LWBM will build an educational center entitled Intercontinental Education Community Center (ICEC2) to educate children from K-12 grade, as well as develop training and seminars for the adult community.  ICEC2 will also be powered by solar energy, drill a 700ft fresh water well, and contain a fruit garden to increase access to food in Otampa.We chose Otampa as the launch of the replicable community center model because adult illiteracy rate is extremely high and the income levels are extremely low.  In addition, living conditions and a lack of power prevent the indigenous people from overcoming their current situation. ICEC2 will help change their situation by providing solar energy that will enable Otampa to have a consistent and reliable source of energy.  The water well and community garden will cut down on travel for the women in the community to get their food and water.  As a result, they will have more time to attend training/seminars offered by ICEC2.  The training and seminars will not only increase the adult literacy rate, but also provide ways to obtain additional income through entrepreneurial opportunities.  Lastly, the education for grades K-12 will provide an opportunity for children to attend school who would have not been given the opportunity and will help cut down on the illiteracy rate within the region in the long-run. The goal of the project is to increase the number of educated children and adults in Otampa and surrounding communities through ICEC2.  The various results that stem from this goal include the following:•    Constructing ICEC2  •    Providing education from grades K-12 •    Developing and executing training and seminars for the adult communities     The activities that will take place in order to accomplish ICEC2’s goal to construct the school is to build a security wall to protect the school resources and children who attend, land preparation including laying the foundation and constructing the frame, roofing, setting up the solar energy system, installing electricity, lighting and plumbing, putting the finishing touches on the interior and exterior, drilling the water well and maintaining the fruit garden. The activities that will take place in order to accomplish ICEC2’s goal to provide education from grades K-12 include obtaining the correct licenses and registration for the school, identifying transportation for its students, hiring the staff and enrolling the students. The activities that will take place in order to accomplish ICEC2’s goal to develop and execute training and seminars for the adult community include conducting a community-wide survey for training/seminar interest, finalizing the training and seminars offered to the community, identifying facilitators for the training and seminars, and enrolling adults to attend. The staff at LWBM that will carry out the proposed program are Dr. Emenike Ukazim and Chidi Ukazim.  Emenike Ukazim (PhD) is a Professor of Mathematics at Montgomery County Community College in Montgomery County, PA.  Chidi Ukazim (MA) is Assistant Professor of English As Second Language at Montgomery County Community College.  Emenike and Chidi are currently based outside of Philadelphia and have 40 years of combined experience in public and private sector education.  They are from Nigeria and work closely with a 20-member team in Otampa. This is a new program that fits into LWBM mission, as ICEC2 will be the first launch of a community center that could be replicated in other parts of Africa.  The school and the training/seminars will continue to evolve year after year.  The school will begin with Kindergarten and First Grade.  Each class will have 25 students.  Every year, a new class of 25 students will be added and the previous years students will advance to the next grade until they complete 12th grade. The indicators for the building of ICEC2 will be the completion of the construction, passing all building inspection codes, receiving the necessary licenses and obtaining occupancy approval.  The licenses, registration and building approval will be conducted by the National Education Board, the State School Board Registration and the County Building Authorization. The indicators for providing education in this community are two-fold.  First, ICEC2 aims to increase the amount of children attending school within the region by 25% in five years.  It also seeks to increase the illiteracy rate within the region by 15% within five years.  The indicators of success for trainings and seminars are to see malnutrition decrease in the region by 25% over five years.  The decrease will not only come from additional access to clean water, but also through the health and hygiene techniques taught in the training and seminars.  Moreover, ICEC2 seeks to increase entrepreneurial activity within the region by 10% over five years.  The statistics for the measurable indicators listed above will be gathered by LWBM over the course of five years.  They will gather the data using community wide surveys.   

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

The Intercontinental Education Community Center (ICEC2) is being built to improve the lives of the people in Otampa Nigeria. It will do this through educating children grades K-12, educating adults through training and seminars and providing other services to the community that will affect their standard of living, such as a 700ft clean water well, a reliable source of energy through solar power and a community garden that provides greater access to food.

What makes your idea unique?

This school does not just focus on the education of children, but the transformation of the entire community. Moreover, it is using sustainable practices such as solar energy and organic gardening. The impact that ICEC2 will have will be holistic in nature and one that will remain in the community for generations to come.

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

เด็กและเยาวชน, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, การศึกษาสำหรับผู้ใหญ่, การพัฒนาชุมชน, การพัฒนาทางเศรษฐกิจ, Infrastructure , Poverty alleviation , Sustainable development , สิ่งแวดล้อมและความยั่งยืน, Renewable energy , Waste and recycling , Food , Health care , Health education , Hunger , Indigenous cultures , การอนุรักษ์วัฒนธรรมประเพณี, Spirituality .

What impact have you had?

So far, ICEC2 has been able to build community support through community-wide surveys and interviews regarding the education and trainings and seminars ICEC2 will offer. Most importantly, this project has brought hope to the community that they have the possibility to partner with ICEC2 to change their current situation.

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

This project is addressing the lack of education, poor adult literacy rates, lack of a reliable source of energy and a lack of fresh water within the community of Otampa, Nigeria. Ultimately, it is aimed at improving the quality of life for those living in Otampa.

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

One Village Coffee and LWBM have taken several steps to make this project successful. First, LWBM has worked with solar specialist to develop architectural drawings of ICEC2. Blueprints for the school are now complete. LWBM has also worked with the community to purchase a total of 10 acres of land for the school. One Village Coffee and LWBM has also partnered with Colombia University's International Develop Club to develop a presentation and time line for the school. Funding for the 700ft water well has been granted by the World Bank and construction for the security wall has begun.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

Over the next year, success will be receiving additional funding for ICEC2, completing the security wall and drilling the 700ft water well, as well as complete the distribution system for the well.

Success in Year 2:

Success within two years will be for the school infrastructure to be complete, the first class of nursery and first graders will have begun, trainings and seminars for adults will have begun and the installation of the solar energy system will have begun.

Success in Year 3:

Success in the third year will be for the students in the first nursery and first grade class to move ahead to the next grade and a new students will be enrolled. Adult training and seminars will continue to take place with results of the trainings starting to be reflected within the community (i.e. composting, entrepreneurship, and gardening). The solar energy installation will be complete.

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

We are in the process of completing the business plan, but do not currently have one.

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

The first action is construct ICEC2.

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

The second action is to provide education for grades K-12.

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

The last important action is to develop and execute training and seminars for the adult community.

Describe the expected results of these actions.

The expected results for the building of ICEC2 will be the completion of the construction, passing all building inspection codes, receiving the necessary licenses and obtaining occupancy approval. The licenses, registration and building approval will be conducted by the National Education Board, the State School Board Registration and the County Building Authorization.

The expected results for providing education in this community are two-fold. First, ICEC2 aims to increase the amount of children attending school within the region by 25% in five years. It also seeks to increase the illiteracy rate within the region by 15% within five years.

The indicators of success for trainings and seminars are to see malnutrition decrease in the region by 25% over five years. The decrease will not only come from additional access to clean water, but also through the health and hygiene techniques taught in the training and seminars. Moreover, ICEC2 seeks to increase entrepreneurial activity within the region by 10% over five years.

The statistics for the measurable results listed above will be gathered by LWBM over the course of five years. They will gather the data using community wide surveys.

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

This has been a working vision of Emenike and Chidi Ukazim for the past 30 years that is starting to become a reality. The defining moment for myself to be involved in this project is when I visited Otampa and realized that we could work together to help make a difference within the community.

Tell us about the social innovator behind this idea.

Emenike and Chidi Ukazim are both professors at Montgomery County Community College in Pennsylvania. Emenike (Ph.D) is a Professor of Mathematics and Chidi (MA) is the Assistant Professor of English as a Second Language. They have 40 years of combined experience in public and private sector education. Born and raised in Nigeria, they developed LWBM and began their vision to make an impact within the community of Otampa.

How did you first hear about Changemakers?

My husband, Scott, spoke to Yuting Beverly Lien from Changemakers.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

The biggest obstacle to prevent the project from becoming successful is a lack of funding. Plans and other resources (such as volunteers or workers) have already been identified and are waiting for additional funding.

Financing source

Yes

If yes, provide organization name.

Living Water and Bread Ministries (LWBM)

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, LWBM has 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)

Yes.

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

Partnering with these organizations has allowed ICEC2 to move further along in the process of launching ICEC2. For example, partnering with the architectural firm has allowed ICEC2 to have professional quality blue prints for the building at no cost. Without this partnership, ICEC2 would have needed to raise the money prior to beginning the process of the blueprints. Moreover, these NGOs and businesses and helped spread the word about ICEC2 in order to build further relationships or identify possible funders.

How many people will your project serve annually?

Initially, the project will serve anywhere from 100-10,000 people, depending on how many adults attend training and seminars and how far the distribution of the fresh water well and solar energy can reach. However, since this educational model is meant to be replicated, it has the potential to serve well over 10,000 people.

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

One Village Coffee is a for-profit business and LWBM is an NGO. One Village Coffee has eight employees and 5-10 volunteers. Living Water and Bread Ministries is run by Emenike and Chidi Ukazim and has anywhere from 5-20 volunteers at a given time.

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

World Bank .

Ahazaza Independent School

To promote first class nursery, primary and eventually secondary education to a previously tribally divided, war-torn area and to recruit children from every background, living in the countryside (rather than those in townships) particularly the poorest and the orphaned, in order to provide them with the opportunity for top quality education.

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

City-center Gitarama (Muhanga)

Project City

Gitarama (Muhanga)

Project Province/State

South

Project Postal/Zip Code

non available

Project Country

Rwanda

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Rwanda

What stage is your project in?

Operating for 1-5 years

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

<$50

Name Your Project

Ahazaza Independent School

Describe Your Idea

To promote first class nursery, primary and eventually secondary education to a previously tribally divided, war-torn area and to recruit children from every background, living in the countryside (rather than those in townships) particularly the poorest and the orphaned, in order to provide them with the opportunity for top quality education.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

To promote first class nursery, primary and eventually secondary education to a previously tribally divided, war-torn area and to recruit children from every background, living in the countryside (rather than those in townships) particularly the poorest and the orphaned, in order to provide them with the opportunity for top quality education.

What makes your idea unique?

Teaching is in total immersion in English and French across the curriculum from kindergarten upwards. The Kinyarwanda language is taught as a subject in the primary years. Classes follow a child-centred approach with the extra-curricula drama, music and art based on the Rwandan culture. A small farm attached to the school allows children to pass on the knowledge acquired to better their parents’ agricultural techniques and so improve the standard of living to an impoverished community. The teacher/pupil ratio is 25/1, whilst the norm is 50-80/1, with teaching mostly by rote.

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

เด็กและเยาวชน, การดูแลเด็ก, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การอนุรักษ์วัฒนธรรมประเพณี.

What impact have you had?

Children are rapidly becoming fluent in three languages and accept our more modern method of education. Ministry officials and other officials in the capital Kigali are now eager for the founder to open a model school there and, in the future, in other parts of the country. Already it is recognised locally that our pupils are more advanced than the others of the town and the School receives frequent requests from local teachers and schools for visits.

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

Ahazaza, being a totally independent lay institution is finding local financing difficult and is therefore not yet self-sufficient but still mainly reliant on charitable donations raised from its Belgium association of friends (les Amis de Ahazaza) and grants from other people. For that reason the required premises have not been completed. Moreover, running costs are relatively high and quality staff difficult to find.

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

Three of the teachers have been sent to Belgium for training in a Belgian school (De Croly), whilst others had training at Kigali's Institute of Technology (KIST) and at Kigali's Belgian School. Voluntary pedagogical experts have been recruited, bringing with them advice from abroad. The building of a multipurpose hall has begun: it will be used for school activities as well as functioning as a source of income from renting out the hall for public performances –cinema, theatre, marriages, etc.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

Year 1
Our teachers will benefit from the opportunity to improve their teaching methods under guidance of experienced trainers, as well as from the addition of modern teaching materials. We require an experienced director to eventually take over from the present director and founder. The projected buildings need to be completed and fully equipped.

Success in Year 2:

Year 2
Teacher training needs to continue and two additional teachers recruited for P5 who would assist in the training of the existing teachers and pupils in computer skills. P4 and P5 require a library in the corner of each class, and there is a demand for a school central library as well. The Building of P6 is planned to be completed and furnished by the year’s end. Work on the gymnasium should be under way and activities devised for the multipurpose hall.

Success in Year 3:

Year 3
Further staff needs to be engaged to develop the cross-curricular activities for the multipurpose hall and to implement an ICT program. Building work for P7 to be completed and furbished and more teachers recruited. The gymnasium is due for completion and furbishing; this demands a fully integrated PE curriculum to be designed, and prospect ion for its activities put into practice.

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

Yes, a strategic plan has been prepared by an expert from “Ex-Change” (a non profit organisation that provides voluntary experts), who stayed at Muhanga for a few weeks. It covers the years 2009 to 2013. A copy of it will be attached to this form.

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

STEP 1 [2009] - The training of teachers by experienced volunteers; the acquisition of teaching materials, lap-tops and books for teachers and pupils; the building of a play ground; the building of Primary 4 and 5 (currently P4 occupies the kindergarten teacher’s room due to lack of space); the building of a multipurpose hall, completely furbished; the purchase of a photocopier and projector; the installation of added solar panels.

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

STEP2 [2010] - Building of one classroom (P6 to be added to the existing classes) with its furniture; building of a gymnasium; the purchase of extra solar panels; an increase in books and teaching materials as well as computers; the hiring of two teachers for P5 and ICT training; further teacher training; employment of a replacement accountant, assistance from an expert in management and marketing.

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

STEP 3 [2011] - Building of P7; equipment for the gymnasium; the development of cultural and sporting activities; extra furbishing of the hall to provide self-financing (e.g. cinema, theatre, meetings, conferences, marriages); additional support from a marketing and finance expert, as well as other volunteers.

Describe the expected results of these actions.

Teachers to be trained and to perform to a requisite standard. The necessary premises will have been built to respect the best technical criteria. The appropriate books and teaching material to be in each classroom. All children to be educated according to the project’s philosophy and high expectation from an early age to secondary school level.

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

After 11 years of teaching at Rwandan universities, Raina Luff concluded that, because of the system of rote learning at all levels of ‘education’ throughout the country, students were unable to think for themselves but only repeat quoted notes copied from a blackboard, and then simply repeat them verbatim at examinations.

The defining moment was when Ms. Luff, when returning one day from university, was dismayed when her students could not understand why she was upset by the fact that no one could grasp the absurdity of comparing the size of any African country with that of France instead of Rwanda (it was so written in their book obviously edited in France). Moreover, there was a suggestion that there was no African civilization before the arrival of the White Fathers.

Somewhat later, two of Ms. Luff’s friends visited her and told her that they wanted to send their daughters to Kigali as there were no good primary schools in Muhanga. That is how, on that day of October 2005, it was decided to create a model school in the countryside where they live.

Tell us about the social innovator behind this idea.

The social innovator behind Ahazaza is Raina Luff, the founder of the school. born of a Bulgarian father and an Italian mother, and who became British by marriage. She has three children, two of them lawyers and a business controller, and 10 grand children. After living in various European countries she settled in Belgium. She is a lawyer with two university degrees obtained in Italy and in Belgium.

In 1995 Ms. Luff was sent by the United Nations to Rwanda, where she worked with the public prosecution department, training local judicial police, theoretically and practically in the field of making enquiries etc., and advising the public prosecutor.

Following a request by the Ministry of Justice, she also started teaching law at the National University of Rwanda. At the age of retirement she carried on living in Rwanda and teaching in different universities of the country until she realized that the best way to help the country would be to improve its principal richness – i.e. its human resources. The struggle against poverty and conflict is based on education, for knowledge is the only capital of those who have nothing.

How did you first hear about Changemakers?

An email from Nik Kafka of ‘Teach a Man to Fish’.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

It would be extremely difficult to implement this project if we had insufficient funds to build premises and acquire the necessary furniture. A shortage of trained staff equipped effectively to attract a new, well qualified future director. Only attractive salaries can encourage staff away from the capital Kigali.

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)

1-5 years

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

Yes, provided for in our statutes with a board of directors, two financial controllers and independent auditing of accounts. There is also a vibrant parent/teachers association.

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

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

The partnership with KIST (Kigaly Institute of Technology) helps provide early training in computer skills. The Belgian School of Kigali and the Decroly School in Brussels provide the necessary teacher training.

How many people will your project serve annually?

100-1000

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

Employees: 15
Volonteers: 0.5/year

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

None of the above.

Educational Development Center

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Block 4 Berekusu Road

Project City

Kitase, Akwapim

Project Province/State

Eastern Region

Project Postal/Zip Code

Project Country

Ghana

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Ghana

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

Educational Development Center

Describe Your Idea

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Describe your idea in fewer than 50 words.

The idea is to build an educational and development center for daily after-school programs. This center would serve the full spectrum of children, both in and out of school, providing a safe, loving, and clean environment. Additionally, the center will have a teacher resource section that will encourage professional growth. Teachers will be invited to learn from and observe our methods of teaching. The children will be encouraged in spiritual growth, creativity, environmental care, academics, and recreation.

What makes your idea unique?

Our unique teaching style emphasizes all forms of creativity. Through bible teachings, dance, drama, songs, special projects and programs our students thrive in learning in a comfortable and non-threatening environment. Children here are physically and emotionally supported. They are motivated to learn through positive reinforcement. Character building and moral education is a cornerstone to developing healthy families. Additionally, our students will learn to love and care for their environment through composting, alternate forms of energy, and an awareness of the living world around them. The unique location of our future center, in the Aburi Mountains, will allow ample opportunity for exploration and conservation. Children of the Light is for all children, not strictly the underprivileged or wealthy. “Children helping children, children teaching children”

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

เด็กและเยาวชน, เยาวชนกลุ่มเสี่ยง, ประเด็นด้านพฤติกรรม, พัฒนาการของเด็กชาย, การดูแลเด็ก, การแสวงหาประโยชน์โดยมิชอบจากเด็ก, แรงงานเด็ก, การคุ้มครองเด็ก, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, พัฒนาการของเด็กหญิง, Mentorship , การเล่น, การพัฒนาเยาวชน, การศึกษาสำหรับผู้ใหญ่, การพัฒนาชุมชน, ความรับผิดชอบต่อสังคมของธุรกิจ, การจ้างงาน, Mentorship , Animal rights , Energy conservation , Waste and recycling , Water , Wildlife conservation , สุขภาพและความแข็งแรง, Disability , Health education , HIV/AIDS , Recreation , สุขภาพทางเพศ, Sports , Substance abuse , Arts and culture , Social work , Spirituality , Sports , Volunteerism , ภาวะผู้นำของเยาวชน.

What impact have you had?

The Children of the Light ministry has had a profound impact on the community. Through a partnership with a children’s home in Bolgatanga, children are encouraged to see outside of their own lives and reach out to help others. Parcels are designed and sent to underprivileged children in the Northern Region. Since its inception, we have seen children learn how to read, greatly improve their penmanship, grasp English as a second language and develop their art, spelling, and math abilities while fostering creativity. In addition to our weekly programs, we have an annual research project presentation, reading month activities, several competitions, and a Christmas concert. This year’s project consists of studying the seven continents, learning the flags of various countries, and individual country study including a related bible verse. Reading month is a fun time with many volunteers coming to do one-on-one reading with the students. Academic competitions help to excite the students about learning. The Christmas concert is an opportunity for drama and dance in a creative presentation. Through this concert, the local community sees the full potential of the students. We have seen exponential growth in our children’s self confidence through the performances, competitions, and presentations.

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

Children of the Light addresses the grave problem of inadequate education in the lives of Ghanaian children. This is the root of other serious problems such as poverty, crumbling family structures, low self-esteem, and neglect. For various reasons, students in the Ghanaian schools slip through the cracks without fully developing their academic skills. As a result, these students are hindered from advancing to higher education and reaching their career goals. Children of the Light seeks to break the harsh cycle of inadequate education. Parents who attended school, but didn’t actually learn anything, don’t understand the purpose of sending their children to school. Parents of children attending our program see that education can transform their lives.

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

Over the past four years, the program has grown and expanded. A 20-foot container has been transformed into a bright, ever-growing library with a collection of learning resources. The purchase of tables and benches has enhanced learning and promoted one-on-one and small group instruction. Children of the Light is in the final stages of purchasing land for the education and developmental center. The land is now officially registered in the name of Children of the Light.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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

Complete final stages of our land purchase. There is USD2,200.00 left to pay. Clear and grass a portion of the 1.316 acres of land (funding recently given to complete this task). Create a road to the land along with a car park. Begin construction on the pavilion which will be used as a basketball court and assembly hall. Build a standpipe and toilet facilities. Plant an orchard, set up a compost pile and incinerating unit. Move the container to the new land. Continue multi-weekly programs, activities and projects. Create a Children of the Light webpage.

Success in Year 2:

Build summer huts to be used for learning centers. Build volunteer quarters. Build a library and office building. Purchase two vehicles to assist in transporting children and supplies.

Success in Year 3:

Build dorms for camps complete with kitchens and toilets. Branches of Children of the Light established throughout Ghana. The center in Kitase will be the headquarters for all other branches.

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

Our business plan is to continue raising funds through prayer, strategic partnerships, website, newsletters, advertizing in local businesses and churches, maintaining current relationships with donors, and winning the Changemakers competition. Sufficient funding will allow our dream of an education and developmental center to be realized.

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

Publicizing our dream and encouraging people to catch the vision and partner with Children of the Light. Boldly moving forward with our dream will impact the children of today.

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

Maintaining the academic quality of the program so that children can move to the next level in their education and local teacher development. Draw teachers from international schools in Accra, Ghana, to volunteer.

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

Growth in three ways: the number of committed children, the facilities and programs offered, and the growth of quality and carefully-screened staff

Describe the expected results of these actions.

The education and developmental center will allow for growth and expansion of all programs. The after-school programs will be increased from three times a week to a daily program. With larger facilities, more children from surrounding areas will be able to come and be positively impacted. At-risk children will continue their education at our center instead of dropping out. There will be more outdoor space for the children to learn and engage in physical activities. We will teach hands-on environmental care and conservation, which will inspire them to love the Earth. Our outdoor facility will benefit the children’s overall learning experiences. It will be more conducive to both large and small group learning. Additionally, this site will encourage children to have personal ownership for the center.

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

After coming back to Ghana from New Zealand in 2004, I realized the dire need for educational programs. Children I met here were not reading even though they were attending schools. In my local neighborhood, there is a high drop-out rate with children leaving school and becoming street sellers. The first meeting was at a school in August 2005 with a handful of children present. In January 2007, we moved the ministry to my home. We are currently using a container which is in front of our house to serve as a library, office, and storeroom. However, books and other resources are quickly piling up inside of the house. With increased support, we plan to continue to the vision at a better location.

Tell us about the social innovator behind this idea.

I was born and raised in New Zealand and migrated to Ghana in 1994, a day before I turned 30. I have three children ages 12, 9, and 6. I am a full time Pre-K4 teacher at the American International School in Accra, Ghana. I am actively involved in my church, leading the children’s Sunday school program. Additionally, I am a full time administrator and part-time teacher at Children of the Light. At the end of the day, my heart’s desire is for children to have a fulfilled and happy childhood.

How did you first hear about Changemakers?

I first heard about Changemakers through a mother of one of my students.

โครงการนี้เกี่ยวกับ

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

What would prevent your project from being a success?

Nothing will prevent our success. Against all odds, the ministry has grown and a solid foundation has already been laid. God has been faithful in this ministry and has provided every step of the way. However, our efforts will be greatly hindered without adequate funding.

Financing source

No

If yes, provide organization name.

Not Applicable

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

Not Applicable

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

Yes, there is an Advisory Board

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

No

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

No

สื่อ

read more↑ ซ่อน↑ ซ่อน

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.

Not Applicable

How many people will your project serve annually?

100-1000

What is your organization's business classification?

Non-profit/NGO/citizen sector organization

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

Employees: 3
Volunteers: 7

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

None of the above.

Global Art Expeditions

สถานที่

main san francisco
United States
37° 45' 31.1868" N, 122° 30' 47.916" W

Best idea to spread imaginative creative constructive community developement around the world, not just in developing nations but at home where we have similar social issues and poverty.

great work.

good luck

The Miracle Foundation

สถานที่

main
United States
37° 59' 6.864" N, 92° 52' 22.4076" W

Working to improve the lives of children/orphans in India.

Community Activism Travel by Art Aids Art

เกี่ยวกับตัวคุณ

Visit websitemore ↓↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

6 Gaba Street

Project City

Khayelitsha

Project Province/State

Western Cape

Project Postal/Zip Code

Project Country

South Africa

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Name Your Project

Community Activism Travel by Art Aids Art

Describe Your Idea

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Are you a traveler or a travel company?

Travel company.

Tell us your idea. What makes your idea innovative?

While the demand for socially conscious tourism is growing, existing programs don’t take full advantage of experiences before, during and afterward. Art Aids Art’s sustainable tourism model – Community Activism Travel – is unique in engaging travelers and their home communities from the moment a trip is planned, transforming an individual’s excursion into a shared experience benefiting a network of active learners.

Meet our traveler, Ella. Instead of traveling solo to South Africa, Ella takes her community “with her.” Before departure, Ella reads her assigned learning materials. She shares insights, solicits questions and receives input from her Travel Team, a supportive group of friends, family and local school children (recruited with Art Aids Art’s help).

Once she departs, Ella stays in touch through video blog entries, creating a “virtual travel” experience for the Travel Team. Ella takes part in education and small business projects at Home in the ‘Hood, a thriving community center, working side by side with residents of Khayelitsha, and gaining a deep understanding of their entrepreneurial efforts to alleviate poverty. Returning home, she now acts as a Global Advocate.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

What is the likely impact of your idea?

Art Aids Art is transforming travel into a catalytic experience for economic development, community education, and international exchange. Travelers become Global Advocates by engaging deeply with a particular community during their visit and return home as social entrepreneurism ambassadors.

As a Global Advocate, Ella represents Khayelitsha with understanding and vision. She shares her experience with the Travel Team at a homecoming fundraiser party, introducing them to Khayelitsha’s handmade art (shipped by Art Aids Art). The group brainstorms about local venues at which to market the products. Ella visits the school classes that followed her trip and brings letters from their sister school in Khayelitsha. With her return, Ella has generated income for and deepened relationships with the Khayelitsha community, while creating opportunities for ongoing communication and collaboration.

What would it take to launch or spread your idea?

Art Aids Art has been developing Community Activism Travel since 2003, building relationships with schools, collectives and tourism operations. In 2008, after 3 years of fundraising and collaboration, Art Aids Art opened Home in the ‘Hood Community Center in Khayelitsha, the first such American-led project in the Western Cape. Four microbusinesses (Finalists in Intuit’s Small Business Competition), including a tea shop, art boutique, tour service and bed and breakfast, will launch by year’s end.

A multimedia South Africa curriculum is being created for elementary and high schools, to be utilized by Global Advocates. With the exception of a website and second tour van, all elements are in place. Cost: $15,000.

Given demand for responsible tourism, and the relational nature (word of mouth marketing) of the U.S. portion of the program, we plan for sustainability and expansion.

โครงการนี้เกี่ยวกับ

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

Describe yourself as a social innovator.

On our last day in South Africa in 2002, my colleague and I met remarkable teachers at a center for malnourished children and, being educators, provided them with literacy training. Inspired by the teachers’ responsiveness, we returned to Khayelitsha township to collaborate further, bringing luggage filled with their requests: children’s books and black dolls.

Upon leaving, our luggage was again full: this time with beaded dolls purchased to support Khayelitsha parents earning a living through beadwork. We hosted a party, selling the dolls and sending profits to secure the artists a workspace -- a shipping container, which they converted into a studio.

Now we travel through our non-profit, Art Aids Art, not only to teach, but to promote economic development. In the U.S., we sell at private homes (no overhead!) and from our website, earning thousands of dollars for Khayelitsha artists.

Design & (dis)Abilities Group

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  

Young Men at Risk

Young men are increasingly at risk of suffering from societal problems. This group is an open and collaborative space that explores new approaches to helping young men overcome pressures and challenges, build on their assets and succeed in life. Join us by contributing to the dialogue and sharing models, best practices, solutions, opportunities and resources.

"Pieces of Me"

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

420 Boulevard of the Allies

Project City

Pittsburgh

Project Province/State

PA

Project Postal/Zip Code

15219

Project Country

United States

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Name Your Project

"Pieces of Me"

Describe Your Idea

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

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

Our project is to incorporate artistic creativity through elementary level students into a three-dimensional art installation. Lightworks, a photography club at the Art Institute of Pittsburgh, would like to have students from around Allegheny County, take their own pictures and use them to create a wall or “floor” that expresses who they are in relation to their communities. This project will incorporate other forms of medium like trinkets and personal objects that can express again, who they are. This is important because in 25 years time, these students can revisit the wall or floor and remember who they were at that age of innocence, but will also allow them to leave their own little mark on the world.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

What will be the impact of your idea?

The impact of this project will have the greatest role in the project's intention. We hope that many people, child and adult alike, will come visit the piece and see that when many individuals come together, the voices of all become a voice of one. We hope that the children involved in the project will discover their talents, creativity, and uniqueness. The creation of this piece will involve the youth for each part of the process. They would help in the creation of the photograph to the actual assistance in the installation. This would be a lasting piece that could be viewed by the community as a whole. And the permanence of the piece would allow revisiting or addition to the work for an “evolutionary” effect.

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

To get this project going, we would ask elementary schools in and around Pittsburgh to participate through their art classes, after school programs, etc. Our organization would come in to the school , demonstrate the project, and then leave them with disposable cameras for up to three weeks. Afterwards, we will pick up the cameras and process the images onto tiles of varying shapes and sizes. We will then invite all the students to participate in the process of creating the wall. To do several walls, the cost of each one would include about 100 disposable cameras each (including the processing) ranging from $1,200-1,500 and the supplies for the wall ranging up to $2,500. The wall(s) will be installed in a section of their playground, other local parks, child hospitals or museums. When the wall(s) are complete, we will hold a community “unveiling” where family, friends, and neighbors can come see the finished piece. We encourage local media to come and be involved in the process.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

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

Our organization is a photography club called 'Lightworks'. We consist of approx. 20 students from The Art Institute of Pittsburgh all majoring in Photography. We also have the assistance of alumni and instructors, many of which have experience in installations of this kind. Our club participates in local exhibitions and organizes workshops for members and other students. As a brand new club, we are in the process of reaching out to Pittsburgh and offering our services as emerging photographers. We are excited to carry out this project with a desire to not only expand the artistic vision of our club, but make a positive impact in the community through public services of this kind.

Mobile Resource Center Initiative

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Arusha Nairobi Road in Sakina section

Project City

Arusha

Project Province/State

Tanzania

Project Postal/Zip Code

None

Project Country

Tanzania

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Country your work focuses on:

Tanzania

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.

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

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.)

เด็กและเยาวชน, เยาวชนกลุ่มเสี่ยง, การดูแลเด็ก, พัฒนาการเด็กในช่วงปฐมวัย, การศึกษา, การปฏิรูปการศึกษา, การพัฒนาเยาวชน.

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.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

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.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

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

สื่อ

read more↑ ซ่อน↑ ซ่อน

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 your organization's business classification?

Non-profit/NGO/citizen sector organization

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

We have 3 employees and 71 volunteers globally.

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

None of the above.

A Spark Enables Factory Owners to See the Light

Suraiya Haque was a well-to-do woman in Dhaka, Bangladesh looking for domestic help. When an applicant came to her door with a child in tow, she turned the young woman away. But the experience ignited a spark in her mind. She began to investigate the sorry state of childcare in Dhaka and came up with a great idea.

Date Created: 3/27/2009
Competition Status:  Closed Competition Milestones ค้นหา:  Show [...]
412
โครงการที่เข้าร่วม
58
การเสนอชื่อ
509
แสดงความคิดเห็น

Employability of the disabled person -people suffering from mental illness

 

Providing employment & rehabilitation to people suffering from mental illness throughout India with the help of available human resource that is utilizing the hidden potentialities of the sufferers & their family members to run low cost centers through a central teleconferencing center

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

27 Jadavpur East Road

Project City

Kolkata

Project Province/State

West Bengal

Project Postal/Zip Code

700032

Project Country

India

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Year initiative/program began:

1997

Field of work

Health

If Field of Work is "Other" please define in 1-2 words below (and explain in detail in the entry form):

Rehabilitation, employability of people suffering from mental illness

Service / Activity focus (If "other" please explain in entry form)

Technology

Year organization founded (yyyy)

1997

YouTube Upload

Positioning of your initiative on the Mosaic of Solutions™ diagram:

Which of these barriers is the primary focus of your work?

Social benefit businesses not deemed investment worthy

Which of the principles is the primary focus of your work?

Prove that social return doesn’t preclude financial gain

If you believe some other barrier or principle should be included in the mosaic, please describe it and how it would affect the positioning of your initiative in the mosaic

Discrimination & Stigma regarding mental illness
ü Abuse & Violation of basic Human rights
ü Differentiation amongst different sectors of disability as a mentally ill person is included in PWD Act but do not get equal facility like other disabilities
ü Lack of initiative to issue disability card & job reservation
ü Lack of facilities like National Trust
ü Lack of professionals compared to the magnitude of the problem
ü Lack of funds available
Lack of employment facilities for people suffering from illness
Lack of community involvement

Name Your Project

Employability of the disabled person -people suffering from mental illness

Describe Your Idea

 Providing employment & rehabilitation to people suffering from mental illness throughout India with the help of available human resource that is utilizing the hidden potentialities of the sufferers & their family members to run low cost centers through a central teleconferencing center

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

What is your signature innovation, your new idea, in one sentence?

ü Transforming non performers in to performers & reinitiating life through employment & earning.

Describe what makes your idea unique—different from all others in the field.

Mental Health has so far been grossly neglected in India because of the blind belief that once an illness is always an illness. Compared to the magnitude of the problem the number of professionals available is far less. The person suffering from mental illness lacks the initiative & the mental strength to fight for their own human rights, proper treatment facilities & right to continue their career.. This asocialisation alone is sufficient enough to make them pathologically involved with uncreative & unrealistic thinking.

My specific programme would be utilizing the human resource of people suffering from mental illness & their family members to run the rehabilitation centers. The rehabilitated people( once suffering from illness) would be the leaders & resource person & would be able to run many such rehabilitation centers at low cost enabling many people suffering from mental illness to opt for this facility. We could run centers throughout India, which would be controlled centrally through Teleconferencing facility.

How do you implement your innovation and apply it to the challenge/problem you are addressing?

In this bleak background a mentally ill person is discriminated & they fail to get adequate support, treatment & training to sustain their livelihood. They remain burden on the society. Involving community, training them the rehabilitation modules, training the suffers to learn appropriate coping strategies as well as skills to earn their livelihood can be made possible through the help of Information & communication Technology (ICT).

Compared to the magnitude of the problem the number of professionals is far less. So maximum utilisation of human resource can be the needed solution
Successful engagement & Individual centric vocational trainings to make them adequate to earn their livelihood is needed to improve their quality of life
The rehabilitation services of the persons suffering from mental illness do not need a special educator like MR, but individuals trained to understand their problems is needed. So community involvement focusing on Prevention, treatment & rehabilitation is needed. Contact for Consultation of Psychiatrist & professionals are to be maintained through teleconferencing facilities.

Do you have any existing partnerships, and if so, how did you create them?

We do not have partnership but we have networking with a number of NGO’s in mental health field working all over India

In which sector do these partners work? (Check all that apply)

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

Provide one sentence describing your impact/intended impact.

Inclusion & Mainstreaming people suffering from mental illness & making them a productive member of the society enabling their optimum growth, employment & development

Please list any other measures of the impact of your innovation.

This initiative would help to reach maximum number of people in minimum time & resource. This programme would not only enable to serve more people but also the mental health care system would be of the people, by the people & for the people. The sufferers after completion of any training would be the trainers of the programme who would help other sufferers in the process of recovery. The recovery story of others would inspire the unfortunate victims of mental illness to believe that once an illness is not always an illness & it would instill hope for development & growth .In this health care system every people can have access to health care, access to professional guidance without any hindrance caused by distance. Community can make participation the inclusion of the disabled in to the society. This would also transform & change the old myths prevalent in the society on mental illness & wipe away the stigma associated with mental illness

Does your innovation address and/or change banking regulations?

Banks also have some initiative now to help the NGO’s or developmental projects like swanirvar Joyona or schemes for entrepreneurship project to help people start their earning opportunities in life.

How many people does your innovation serve or plan to serve? Exactly who will benefit from your innovation?

There are 40-50 million people in India who are the victims of some form of Mental Illness (ACMI).
My innovation would target to serve this population from a centralized training center & a number of branches all over India

Project Details

No. of mentally challenged people in each batch 25
No.of people selected for the entrepreneurship project from each batch 5 Ratio of 1:5
No.of batches in a span of 2 years @ 3 months for each batch 7
Total number of persons enroled in the project in year 1 35 (both Primary and Secondary enrolement)
Total number of persons enroled in the project by the end of year 2 295 ( Primary, Secondary and tertiary enrolement)
Total number of mentally challenged people enrolled for rehab end 1st year 450 (Primary Phase 100, secondary phase150, tertiary phase 200)
Total number of mentally challenged people enrolled for rehab end 2nd year 1150 (Primary Phase 200, secondary phase350, tertiary phase 600)

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

Financing source

Fixed Cost/Investment

Items Qty Unit Price Total Amount
Rent Advance 6 10000 60000
Machine Computer 5 15000 75000
Printer 2 5000 10000
UPS 1 50000 50000
Furniture Computer Table/Table 5 1500 7500
Chairs 6 1500 9000
Almirah/Cupboard 2 2500 5000
Interiors (sq ft) 1000 0 0
Air conditioners 2 25000 50000
Start up Support 40 10000 400000
Total Fixed Cost 666500

Revenue/Month

Items Qty Unit Price Total Amount
Cyber Café DTP 220 10 2200
Net surfing 660 10 6600
Training fees 5 3500 17500
Rehab Fees 25 1000 25000
Franchise fees 2500 0
51300

Total revenue 4051200

2 year calculation
Costs 1926500
Revenue 4051200
Total Profit in 2 years 2124700

Variable Cost

Items Qty Unit Price Total Amount/month
Manpower
Trainer 0 15000 0
Counsellor 1 5000 5000
Office Boy 1 1000 1000
Cleaner 1 1000 1000
Manager 1 15000 15000
Electric 1 4000 4000
Broadband Internet 1 2000 2000
Advertisement 1 10000 10000
Misc 1 1000 1000
Maintenance 1 1000 1000
Activity cost music 1 0 0
art and creativity 1 0 0
sports and games 1 0 0
annual functions 1 0 0
Rent 1 10000 10000
Total Variable Cost 50000

Per Annum Cost 1st Year 2nd year
Fixed Exp 666500
Variable Exp 600000 660000

1st year 2nd year
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total revenue
No of new Entr 0 0 0 0 5 5 5 10 10 10 15 15 15 20 20 20 25 25 25 30 30 30 35 35
Royalty fees/entr 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000 3000
Revenue/month 0 0 0 0 15000 15000 15000 30000 30000 30000 45000 45000 45000 60000 60000 60000 75000 75000 75000 90000 90000 90000 105000 105000 1155000
2nd line new entr 10 10 10 20 20 20 30 30 30 40 40 40 50 50 50 60
Royalty fees/entr 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500
Revenue/month 15000 15000 15000 30000 30000 30000 45000 45000 45000 60000 60000 60000 75000 75000 75000 90000 765000
3rd line new entr 20 20 20 40 40 40 60 60 60 80 80 80
Royalty fees/entr 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000
Revenue/month 20000 20000 20000 40000 40000 40000 60000 60000 60000 80000 80000 80000 600000
4th line new entr 40 40 40 80 80 80 120 120
Royalty fees/entr 500 500 500 500 500 500 500 500
Revenue/month 20000 20000 20000 40000 40000 40000 60000 60000 300000
Total Beneficiaries 35 295 2820000

Total Patients under Rehabilitation Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
No.Mentally challenged people treated Primary Phase 25 25 25 50 50 50 75 75 75 100 100 100 125 125 125 150 150 150 175 175 175 200 200 200
No.Mentally challenged people treated Secondary Phase 50 50 50 100 100 100 150 150 150 200 200 200 250 250 250 300 300 300 350 350
No.Mentally challenged people treatedTertiary Phase 100 100 100 200 200 200 300 300 300 400 400 400 500 500 500 600
450 1150

Fixed Cost/Investment

Items Qty Unit Price Total Amount
Rent Advance 6 2000 12000
Machine Computer 2 10000 20000
Printer 1 3500 3500
UPS 2 2500 5000
Furniture Computer Table/Table 2 1500 3000
Chairs 3 1500 4500
Almirah/Cupboard 1 2500 2500
Interiors (sq ft) 0
Air conditioners 0
Start up Support 0
Total Fixed Cost 50500

Revenue

Items Qty Unit Price Total Amount
Cyber Café DTP 88 10 880
Net surfing 264 10 2640
Training fees 2 3500 7000
Rehab Fees 10 1000 10000
0
20520

Total revenue 701320

2 year calculation
Costs 290500
Revenue 701320
Total Profit in 2 years 410820

Variable Cost

Items Qty Unit Price Total Amount/month
Manpower
Trainer 0 15000 0
Counsellor 0 8000 0
Office Boy 0 1500 0
Cleaner 1 1000 1000
Manager 0 30000 0
Electric 1 1500 1500
Broadband Internet 1 1000 1000
Advertisement 1 0 0
Misc 1 500 500
Maintenance 1 1000 1000
Activity cost music 1 0 0
art and creativity 1 0 0
sports and games 1 0 0
annual functions 1 0 0
Rent 1 2000 2000
Franchise Royalty 1 3000 3000
Total Variable Cost 10000

Per Annum Cost 1st Year 2nd year $
Fixed Exp 50500
Variable Exp 120000 132000

1st year 2nd year
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total revenue
1st line new entr 2 2 2 4 4 4 6 6 6 8 8 8 10 10 10 12
Royalty fees/entr 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500 1500
Revenue/month 3000 3000 3000 6000 6000 6000 9000 9000 9000 12000 12000 12000 15000 15000 15000 18000 153000
2nd line new entr 4 4 4 8 8 8 12 12 12 16 16 16
Royalty fees/entr 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000
Revenue/month 4000 4000 4000 8000 8000 8000 12000 12000 12000 16000 16000 16000 120000
3rd line new entr 8 8 8 16 16 16 24 24
Royalty fees/entr 500 500 500 500 500 500 500 500
Revenue/month 4000 4000 4000 8000 8000 8000 12000 12000 60000
4th line new entr 16 16 16 32
Royalty fees/entr 500 500 500 500
Revenue/month 8000 8000 8000 16000 40000
Total Beneficiaries
373000
Project Details

No. of mentally challenged people in each batch 25
No.of people selected for the entrepreneurship project from each batch 5 Ratio of 1:5
No.of batches in a span of 2 years @ 3 months for each batch 7
Total number of persons enroled in the project in year 1 35 (both Primary and Secondary enrolement)
Total number of persons enroled in the project by the end of year 2 295 ( Primary, Secondary and tertiary enrolement)
Total number of mentally challenged people enrolled for rehab end 1st year 450 (Primary Phase 100, secondary phase150, tertiary phase 200)
Total number of mentally challenged people enrolled for rehab end 2nd year 1150 (Primary Phase 200, secondary phase350, tertiary phase 600)

How is your initiative financed (or how do you expect your initiative will be financed)?

We expect to get some initial funding from Ashoka to start up this enterprenurship project which would later be a self sustaining project & help to give employment & provide rehabilitation to millions of individuals suffering from mental illness.

If known, provide information on your finances and organization:

The finances that are required for this project is given above.

The annual budget of Turning Point is now 2-3 lakhs rupees. But for the financial constraints we have to do the work in a very small group & we fail to provide rehabilitation to the larger population, which is needed..
·
The project that we have described would be a replicated model of what we do at Truning Point but it would help us to reach out thousands of individuals living in far flung areas whom we fail to provide the service now. It would be an enterpreneurship project which would provide rehabilitation & employment opportunities to people suffering from mental illness.

What are the main financial barriers and how do you plan to address them?

We need to open a chain of centers & provide training to large number of individuals. For this we need a bigger infrastructure, few more computers & other gadgets, conveyance to reach the remote part & other needed accessories. We need some initial support to start our chain of centers.

Aside from financial sustainability, how do you plan to grow the initiative?

1)There would be a Central Training institute where we would have Social & economic rehabilitation facilities for people suffering from mental illness
2)This center would enable the care givers, the community, the professionals learn about this unique rehabilitation module .After getting this training these individuals would be the future leaders to open such centers in other parts of India
3)After traing the trainees would open such centers with the support & guidance of this central training center.
4)The new centers opened by this trainees would again impart training to other care givers & community people so that apart from providing rehabilitation to people suffering from illness they can train more people in to leaders who would do similar such works

6)The Central training center would earn direct revenue & the chain of centers would also pay a part of their revenue earned for the support & expertise that would be provided to them on their need.

สื่อ

read more↑ ซ่อน↑ ซ่อน

Please select one

What was the motivation or defining moment that led to the creation of this innovation? Tell us the story.

Years back my brother started suffering from Schizophrenia. As a psychologist it was painful to be a mere spectator of the agony. The restlessness, the search for complete recovery, the drive to get proper treatment facilities were not very easy one as at that time. Many of the people suffering from Schizophrenia are highly intelligent person but none of the vocational training centers used to provide training according to the needs of these people & so failed to motivate them to complete such trainings. I took the initiative to start a rehabilitation center & introduced a number of vocational trainings according to the potentialities of the candidates’. Gradually their motivation, concentration level starts increasing & they started coping with their symptoms of illness. I want to start this project, which could enable Social inclusion of mentally ill person in to the mainstream of life along with economic rehabilitation. This project could enable me to serve a large number of people who till now remain a burden to the society. The rehabilitation work started by me has been recognized by World fellowship of Schizophrenia & Associated disorder as the ideal rehabilitation model & was taught in a number of countries worldwide.

Please provide a personal bio of the social innovator behind this initiative.

Ishita Sanyal is consultant Psychologist, Founder Secretary of Turning Point, a rehabilitation centre, Eastern regional Director of NAMI, India. Her rehabilitation module has been accepted by World Fellowship of Schizophrenia & allied disorder as the ideal rehabilitation module for all developing countries (www.turningpoint.org.in)
She has received David Feinsilver Award in 2003 as best research, UGC-CEC Award as subject expert & also Manthan Award in 2007.She has received Barbo Sandin Award from Copenhegen & selected for receiving Rashtriya Gaurav Award.She has completed Social Therapy From New York. She has written few chapters in International books. She is also a regular columnist on mental health in Telegraph
.

a) Please identify the individuals that your innovation benefits (Please check all that apply)

Producers , Consumers .

b) Do you help the people you serve to buy goods or services using financial innovation? If so, how?

ü I shall motivate family members, community people to take training in rehabilitation programme & then serve the community.
ü The people suffering from mental illness would take the training & rehabilitation for their development & growth
ü Exhibitions & outlets would enable us to sell the handicrafts products made by beneficiaries

c) Do you help the people you serve to sell goods or services using financial innovation? If so, how?

ü People in rural areas want some suitable & meaningful job. Training in rehabilitation would enable them to serve the community, earn for themselves & be of help to the society
ü Rehabilitated people who have undergobe rehabilitation programme would be the leaders of new centers & this would also enable them to start earning money I a sheltered atmosphere
ü Selling handicrafts products of different localities made by the sufferers would enable us to promote Indian handicraft as well as culture all over India

Youth Movement

Innovation

เกี่ยวกับตัวคุณ

read more↑ ซ่อน↑ ซ่อน

สถานที่

Project Street Address

Project City

Project Province/State

Project Postal/Zip Code

Project Country

n/a

แนวความคิดของคุณ

read more↑ ซ่อน↑ ซ่อน

Field of Work

education

If Field of Work is “other” please define in 1-2 words below

Year project started (or projected start date) (yyyy)

20010

YouTube Upload

Project URL (or link to any media coverage)

What is the primary problem your venture is trying to address and how are you addressing it (or planning to address it)?

Poverty Stricken areas are uneducated not by choice, but by force. No money, no schooling, no tools to learn, no hope for children of the future

Name Your Project

Youth Movement

Describe Your Idea

Innovation

นวัตกรรม

read more↑ ซ่อน↑ ซ่อน

Project Description

Give Children hope for a better educated future

Unique and different

Young adults (college age) will venture out to areas either within thier community or globally if given the opportunity to actually meet with children of school age and interact with them by putting on a puppet show focusing on education and the rewards of achieving one. This innovative approach will help young children to easily understand, encourage them to interact with the characters, ask questions, and more so possibly smile; something children of poverty may not do very often.

Project plan

Volunteer programs will reach out to College students who may be interested in assisting in this program, reach out to businesses for donations needed - transportaion, school supplies for children, create a presentaion including a portable stage, puppets characters, etc.

Partnerships

I do not have any partnerships, however I was inspired to include my idea because the class I am currently taking in college is Socilogy and the focus in on poverty stricken areas. In my opinion, it begins within the home and there must be intervention with young children in order to break the cycle. Children need to be instilled as young as possible to know the importance of an education and need to be influenced the importance of staying in school and earning an education. With that said, the conclusion of the puppet show will be about the benefits of earning an education, good paying job, better home, car, clothes, vacation, ect.

ผลกระทบ

read more↑ ซ่อน↑ ซ่อน

ผลกระทบ

Striving to influence young children the advantage of earning an education for a better life.

Effectiveness

I have not served anyone with my "project". This is just an idea that amy be something for volunteer service(s) to try. Reaching out to children in any possible way to get their attention is worth trying.

How do you engage and impact the community?

Children will be motivated stay in school instead of dropping out. This will prevent less delinquency and possibly less crime from juveniles who cut class just to sell drugs, join gangs, commit crimetyo earn money.

How do you measure this impact?

If volunteers can visit children in poverty stricken neighborhoods, initially to provide a puppet show influenceing children the importance of staying in school and earning an education, and then visit every several months as a follow up - bascailly for the puppets to interact with children to find out how they are doing in school, what they are learning, and still conclude with possitive, motivated words, it may have a very beneficial impact.

Obstacles

Finding the transportation, volunteers who will visit these poverty stricken areas where crime rate is high.

ความยั่งยืน

read more↑ ซ่อน↑ ซ่อน

Financing source

(or how do you expect your initiative will be financed)

I do not have any financing resources. However, if a volunteer service were interested in this program I would think they have resources. Possibly send an e-mail, or mail to businesses about the new program asking for donations

Aside from financial sustainability, how do you plan to grow and sustain your project?

More volunteers from more colleges, would mean being able to visit more poverty stricken communities and possibly influence volunteer services around the world to use this approach.

Finance details

This field has not been completed. (166 words or less)

Creative funding

As mentioned above.

Other non finance needs

Cooperation with the schools. This field has not been completed. (83 words or less)

สื่อ

read more↑ ซ่อน↑ ซ่อน

Motivation

As mentioned above, Taking a sociology class was a wake up call as to how many people who oare living below poverty levels. It is sad that children are being born in this environment and basically growing up only to know one way, the poor way. This effected me as a new mom, knowing how helpless and child is and totally dependent on their parents to teach, give, motivate, encourage, etc. Unfortunatley, living in a poor environment there is not much hope.

Awards

This field has not been completed. (83 words or less)

Broader context

Children living in poor social environments will know of another way of living through learning from earning an education. This in turn will lessen the poverty level in society starting from the roots - children. Children can make/break this cycle, given the education, the opportunity to learn a different way. Someone must intercept to break this cycle.

Ongoing

Poverty is something that is not going away tomorrow or the next day. With that said, my idea will continue generations after. It will become part of an ongoing program in schools each year.

What is your age?

Please select one

How did you hear about this competition?

This field has not been completed. (166 words or less)

Date Created: 9/18/2007
Competition Status:  Closed Competition Milestones ค้นหา:  Show [...]
72
โครงการที่เข้าร่วม
1
การเสนอชื่อ
92
แสดงความคิดเห็น
Syndicate content