Apps For Good Presentation


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This presentation summarises our current thinking, roadmap and design for the Apps for Good programme by CDI as of February 2010. Once we get in going we will update this over time...

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Apps For Good Presentation

  1. 1. Centre for Digital Inclusion Transforming lives through technology, education and citizenship Apps for Good
  2. 2. Agenda 1 Background Apps for Good 2
  3. 3. <ul><li>One of the leading social enterprises in the world </li></ul>Who we are <ul><li>Founded in 1995 by Rodrigo Baggio </li></ul><ul><li>Pioneer of digital inclusion in emerging economies </li></ul><ul><li>803 CDI Communities in 13 countries in Latin America & Middle East </li></ul><ul><li>1,250,000 youth and adults trained </li></ul><ul><li>2,000 educators trained </li></ul><ul><li>More than 60 international awards including Ashoka, Avina, Clinton Global Initiative, IDB, Schwab Foundation, Skoll Foundation, Time Magazine, Unicef, Unesco </li></ul>CDI global operations Full operations Institutional development
  4. 4. <ul><li>Large scale impact in deprived communities </li></ul>Our impact 1,250,000 youth and adults <ul><ul><li>Outcomes + </li></ul></ul><ul><ul><li>78% improved understanding of local community </li></ul></ul><ul><ul><li>75% improved reading and writing skills </li></ul></ul><ul><ul><li>47% found a new job </li></ul></ul><ul><ul><li>34% increased their income </li></ul></ul><ul><ul><li>23% re-enrolled in formal education </li></ul></ul><ul><ul><li>12% opened their own business </li></ul></ul>* Based on CDI impact monitoring system  All based on data by INGAP (2006 & 2007) and Fonte Institute (2007) <ul><ul><li>Profile * </li></ul></ul><ul><ul><li>65% between 10 and 18 years </li></ul></ul><ul><ul><li>56% are women </li></ul></ul><ul><ul><li>63% have no source of income </li></ul></ul>
  5. 5. <ul><li>3 core elements of success </li></ul>What we have <ul><li>Learn by solving social problems (informal education) </li></ul><ul><li>Develop agents of change in communities through 5-step methodology inspired by critical pedagogy (Paulo Freire) </li></ul><ul><li>Sustainable business model </li></ul><ul><li>CDI Community as a local point of reference (no hands-out approach, enterprise and services) </li></ul><ul><li>Work with local partners </li></ul><ul><li>Thorough due diligence process of partners </li></ul><ul><li>Local innovation and delivery; but central quality management, support and evaluation across network </li></ul>
  6. 6. <ul><li>Income through services </li></ul><ul><li>Up-to date skills </li></ul><ul><li>Valuable to community partners </li></ul><ul><li>Technology pull </li></ul><ul><li>Technology attractive to CDI students </li></ul><ul><li>CDI’s core target group: young people </li></ul>Criteria for expansion <ul><li>Clear benefits for partners to engage </li></ul><ul><li>Access to expensive technology </li></ul><ul><li>Contacts to companies or new resources </li></ul><ul><li>Offers students leading skills to leap-frog into education, employment, entrepreneurship </li></ul><ul><li>Community partners and students have potential to earn additional income </li></ul><ul><li>CDI’s success has always depended on 4 criteria: </li></ul>
  7. 7. <ul><li>% of population </li></ul><ul><li>Source: Internet World Stats 2009 </li></ul><ul><li>Internet penetration (2008) </li></ul>Internet penetration benchmark <ul><li>Technology adoption in developed countries is far ahead of CDI’s traditional operating countries </li></ul>
  8. 8. <ul><li>Unemployment is rising among young people </li></ul>Economic challenges in the UK Jobless aged 18-24 (02/09) Source: BBC 2009, UK government employment statistics June 2009 <ul><ul><li>A growing challenge: </li></ul></ul><ul><ul><ul><li>928,000 under-25s unemployed in 06/09 (700,000 in 02/08) </li></ul></ul></ul><ul><ul><ul><li>19.1% 16 -24 year olds seeking work compared to 7.8% adults </li></ul></ul></ul><ul><ul><ul><li>31.7% 16-17 year old school leavers officially unemployed </li></ul></ul></ul><ul><ul><ul><li>Autumn 2009: 300,000 new graduates & 400,000 school leavers need to find work </li></ul></ul></ul><ul><ul><li>Unemployment in early work years has important long-term effect on self-esteem and earnings </li></ul></ul>
  9. 9. <ul><li>Deprivation has an impact on aspirations of young people </li></ul>Education challenges <ul><ul><li>Communities and social context matter: </li></ul></ul><ul><ul><ul><li>Young people in deprived areas tend to have lower educational aspirations </li></ul></ul></ul><ul><ul><ul><li>Aspirations are linked to sources of inspiration – who you know and your knowledge of what’s out there </li></ul></ul></ul><ul><ul><ul><li>Lack of role models and opportunities </li></ul></ul></ul>Young people’s beliefs in abilities Source: Avon Longitudinal Study of Parents And Children by Indices of Multiple Deprivation published by Cabinet Office December 2008 Abilities belief scale measured at ages 8 / 13 Points
  10. 10. <ul><li>CDI’s learning plan about digital inclusion landscape supported by Esm ée Fairbairn Foundation and Unilever </li></ul>What did we do <ul><ul><li>45 interviews </li></ul></ul><ul><ul><li>experts in digital inclusion, youth, entrepreneurship, community & social media, community development & regeneration, informal learning and citizenship education </li></ul></ul><ul><ul><li>9 site visits </li></ul></ul><ul><ul><li>UK Online Centres and community organisations in London (Hackney, Lambeth, Victoria), Nottingham, Shipley, Manchester, Cambridgeshire, Black Country and Birmingham </li></ul></ul><ul><ul><li>2 informal discussion groups </li></ul></ul><ul><ul><li>young unemployed people in Hackney and Southampton </li></ul></ul>
  11. 11. <ul><li>CDI mobile addresses technology and social change gap in UK market </li></ul>Technology & Social Change Matrix Moving IT Forward <ul><ul><li>Mobile Internet skills </li></ul></ul><ul><ul><li>Social & digital media skills </li></ul></ul><ul><ul><li>IT & Internet skills </li></ul></ul><ul><ul><li>No explicit social focus </li></ul></ul><ul><ul><li>Document social issues </li></ul></ul><ul><ul><li>Support social entrepreneurs </li></ul></ul><ul><ul><li>Learn social entrepreneurship </li></ul></ul>Talk About Local Social by Social IT in schools Citizens Online People’s Voice Media We Share Stuff UK Villages CMA Podnosh Handheld learning in schools Fix My Street ELATT UK Online Centres Cambridge Archive Network CDI 1.0 CDI Mobile CDI 2.0
  12. 12. <ul><li>Expand from desktop computers to a hybrid model with smartphones </li></ul>Our vision “ Enable young people in low-income communities to use, design and develop mobile and web-based applications for social change and community action” Apps for Good
  13. 13. Agenda 1 Background Apps for Good 2
  14. 14. <ul><li>Three elements will be required for CDI’ s new operating model in the UK: </li></ul>Operating approach 1 <ul><li>People come to IT-experienced community partners in deprived areas </li></ul><ul><li>Community orgs select CDI students </li></ul>1 2 3 2 <ul><li>CDI students get smartphones as part of the programme (monthly fee or volunteering) </li></ul><ul><li>CDI community centres are provided with leading-edge IT equipment </li></ul>3 <ul><li>New 4-month CDI course working as a small team with educator on social issue while learning mobile & advanced digital media technology skills </li></ul><ul><li>Mobile and web-based apps for social change used, designed and developed </li></ul>
  15. 15. <ul><li>Upgrading CDI framework to UK education and skills context </li></ul>Beyond pure technical skills Community analysis Problem definition Solution design Solution delivery Impact assessment Step 1 Step 2 Step 3 Step 4 Step 5 “ Read the world” “ Research data” “ Plan action” “ Take action” “ Evaluate path taken” <ul><ul><li>Re-enrol in formal education </li></ul></ul><ul><ul><li>Increase chances to get a new/ better job </li></ul></ul><ul><ul><li>Found social or commercial enterprise </li></ul></ul>Creative & design, planning Analysis & research Technical (IT & mobile) Communication & mobilisation Evaluation Skills
  16. 16. <ul><li>CDI’s approach looks beyond narrow course outputs in order to create long-term value for students and alumni </li></ul>UK outcomes & Plug-ins Course Pre-Course * A plug-in consists of a program that interacts with a “host application” to provide a certain, usually very specific, function on demand. (Wikipedia) Employment Education Enterprise Partners Plug-ins* required <ul><li>Industry certification & accreditation of training programme </li></ul><ul><li>Apprenticeship programme with companies </li></ul><ul><li>Partnerships with further education institutions </li></ul><ul><li>Partnerships with social enterprise seed funders & support </li></ul><ul><li>Apps for Good Seed Fund in partnership with commercial seed funders </li></ul>
  17. 17. <ul><li>Plan of gradual learning in order to reduce the risk of failure </li></ul>Full pilot programme flow Launch Refinement & full-run Prototypes Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Start-up phase Prototype: Critical learning & App dev Train-the-trainer Full course Plug-in programme Fast prototype Critical learning course (full run) Admin & recruitment Develop critical learning course Test plug-ins Pilot Plug-in Programme
  18. 18. <ul><li>Programming language </li></ul><ul><li>Java and C/C++ common programming languages </li></ul><ul><li>Transferable skills for web-based apps </li></ul><ul><li>Mobile app market place </li></ul><ul><li>Handsets </li></ul><ul><li>Tutorials & tools for programming </li></ul>Mobile operating system choice <ul><li>Mobile OS market is fragmented but Android would fulfil many criteria: </li></ul><ul><li>Android Market 2 nd largest mobile app market </li></ul><ul><li>Openness, no barriers to entry </li></ul><ul><li>App Inventor for Android </li></ul><ul><li>Popular with individual developers </li></ul><ul><li>Large pipeline of Android-based handsets </li></ul><ul><li>Not yet highly attractive handsets in market today </li></ul><ul><li>Various reasons in favour of Android </li></ul><ul><li>But handset pull factor for Android limited </li></ul>
  19. 19. A learning plan <ul><li>A12-month programme to launch </li></ul>Launch Refinement Prototypes Timeline Month 1-5 Course & Curriculum <ul><li>Translation </li></ul><ul><li>Initial materials </li></ul><ul><li>Skills theory </li></ul><ul><li>First run </li></ul>Plug-in Programme <ul><li>Enthusiasts </li></ul><ul><li>Technical experts </li></ul>Size <ul><li>15-20 students </li></ul><ul><li>1-2 educators </li></ul><ul><li>1 partner org </li></ul>Month 6-12 <ul><li>Online learning </li></ul><ul><li>Evaluation </li></ul><ul><li>Full-run course </li></ul><ul><li>Marketing </li></ul><ul><li>Enterprise fund </li></ul><ul><li>Apprenticeships </li></ul><ul><li>Education links </li></ul><ul><li>30-35 students </li></ul><ul><li>5 educators </li></ul><ul><li>3 partners (+2) </li></ul>Month 12+ <ul><li>England launch </li></ul><ul><li>Advanced courses </li></ul><ul><li>Crowd-funding </li></ul><ul><li>Full partnerships </li></ul><ul><li>Accreditation </li></ul><ul><li>100-200 students </li></ul><ul><li>10-20 educators </li></ul><ul><li>8-15 partners </li></ul>
  20. 20. <ul><li>Million users </li></ul><ul><li>PC Internet growth 1995-2008 </li></ul>A global opportunity for growth <ul><li>In 5 years mobile Internet is forecast to be bigger than PC Internet today </li></ul><ul><li>Source: Internet World Stats, Ovum broadband forecasts 2009 </li></ul>Broadband Internet forecast Million users
  21. 21. <ul><li>A significant opportunity for social impact </li></ul>Strategy for global expansion <ul><ul><li>Mobile as the only universal infrastructure in many emerging countries </li></ul></ul><ul><ul><li>Many people will access Internet first time on mobile phones </li></ul></ul><ul><ul><li>Take learning outside the course room </li></ul></ul>
  22. 22. For more information Contact us: Iris Lapinski Director Pilot Programme UK [email_address] m: +44(0)7855681992