Cornell students traveled to Kenya over winter break to provide consulting services to two local agricultural businesses as part of a program run through Cornell. The students assessed Dryland Seed Limited and Makamithi Enterprises Ltd. and provided recommendations on improving performance, marketing, and better serving smallholder farmers. The program is intended to be a learning experience for students while also providing a useful outside perspective to the businesses on how to address challenges and leverage opportunities.
Development Challenges, South-South Solutions is the monthly e-newsletter of the United Nations Office for South-South Cooperation in UNDP (www.southerninnovator.org). It has been published every month since 2006. Its sister publication, Southern Innovator magazine, has been published since 2011.
ISSN 2227-3905
Stories by David South
UN Office for South-South Cooperation
Contact the Office to receive a copy of the new global magazine Southern Innovator. Issues 1, 2, 3, 4 and 5 are out now and are about innovators in mobile phones and information technology, youth and entrepreneurship, agribusiness and food security, cities and urbanization and waste and recycling. Why not consider sponsoring or advertising in an issue of Southern Innovator? Or work with us on an insert or supplement of interest to our readers?
Follow @SouthSouth1.
In this issue:
Women Empowered by Fair Trade
Manufacturer
Global South Trade Boosted with
Increasing China-Africa Trade in 2013
India 2.0: Can the Country Make the
Move to the Next Level?
"Pocket-Friendly" Solution to Help
Farmers Go Organic
Cheap Farming Kit Hopes to Help
More Become Farmers
Harry Mwailengo, Sote Hub manager, prepared an annual report for Sote ICT clubs and Sote Hub and our achievements in 2017.
Sote ICT Club membership at 12 schools grew from 755 to over 1000 students.
43 teams competed in our Startup Idea Competition - we awarded 10 top ideas. We also helped teams to join StartUp Africa competition. Voi town became a place with most submissions.
Our mission is to grow startups from secondary schools in rural and small towns. We have assisted 21 startups in Sote Hub and supported 8 of them with seed funding.
We also scaled Sote Hub and Sote ICT to Kwale County.
Capturing Learning from Tech Innovation Hubs across sub-Saharan AfricaLoren Treisman
This report summarises discussions with staff from seven technology innovation hubs operating in five countries across Sub-Saharan Africa. It explores financial sustainability and how the hubs are overcoming key challenges that they encounter.
Development Challenges, South-South Solutions is the monthly e-newsletter of the United Nations Office for South-South Cooperation in UNDP (www.southerninnovator.org). It has been published every month since 2006. Its sister publication, Southern Innovator magazine, has been published since 2011.
ISSN 2227-3905
Stories by David South
UN Office for South-South Cooperation
Contact the Office to receive a copy of the new global magazine Southern Innovator. Issues 1, 2, 3, 4 and 5 are out now and are about innovators in mobile phones and information technology, youth and entrepreneurship, agribusiness and food security, cities and urbanization and waste and recycling. Why not consider sponsoring or advertising in an issue of Southern Innovator? Or work with us on an insert or supplement of interest to our readers?
Follow @SouthSouth1.
In this issue:
Women Empowered by Fair Trade
Manufacturer
Global South Trade Boosted with
Increasing China-Africa Trade in 2013
India 2.0: Can the Country Make the
Move to the Next Level?
"Pocket-Friendly" Solution to Help
Farmers Go Organic
Cheap Farming Kit Hopes to Help
More Become Farmers
Harry Mwailengo, Sote Hub manager, prepared an annual report for Sote ICT clubs and Sote Hub and our achievements in 2017.
Sote ICT Club membership at 12 schools grew from 755 to over 1000 students.
43 teams competed in our Startup Idea Competition - we awarded 10 top ideas. We also helped teams to join StartUp Africa competition. Voi town became a place with most submissions.
Our mission is to grow startups from secondary schools in rural and small towns. We have assisted 21 startups in Sote Hub and supported 8 of them with seed funding.
We also scaled Sote Hub and Sote ICT to Kwale County.
Capturing Learning from Tech Innovation Hubs across sub-Saharan AfricaLoren Treisman
This report summarises discussions with staff from seven technology innovation hubs operating in five countries across Sub-Saharan Africa. It explores financial sustainability and how the hubs are overcoming key challenges that they encounter.
A global perspective on societal values and perception of entrepreneurship through country profiles and data from across the world, by the Global Entrepreneurship Monitor (GEM)
Sote ICT and Sote Hub - Presidency Digest Sote ICT
The fifth issue of Presidency Digest focuses on our Sote ICT and Sote Hub programs in Kenya that help to "Grow startups from rural schools". The Presidency Digest is special magazine of Pontis Foundation dedicated to development cooperation in the context of The Slovak Presidency of the Council of the EU.
TRAINING NEEDS ANALYSIS AMONG GRASSROOTS ENTREPRENEURS: BASIS FOR THE IMPLEME...LIZARIVERA21
ABSTRACT
This scientific research determined the demographic, socio-economic profiles, and the training needs of Grassroots Entrepreneurs (GEs) in selected Barangays in Makati City, Philippines. The schematic diagram was originally designed by the researcher which establishes a tripartite partnership of the University of Makati-College of Business and Financial Science (UMak-CBFS), Barangay, and GEs. Gibb's (1993 in Kee, et. al n.d.) theoretical framework was adopted in the curriculum development. The purposive convenience sampling techniques and the Training Needs Analysis were utilized. A total of 200 survey questionnaires were sent to the respondents whereas 131 were retrieved. Thirty-three GEs signified to join the program. Similarly, interviews were conducted among the college officials, faculty, and Barangay Chairpersons to seek significant information. The findings revealed that most of the GEs have five (5) children and above, and earned a monthly income of PhP20,000.00 to Php40,000.00. Further, the proposed contents of Financial Literacy Modules are: Bookkeeping, Cost-Benefit Analysis, Business Planning, and Computer Literacy. Likewise, this paper recommends the adoption of the VUCA world which is volatility, uncertainty, complexity, and ambiguity in the instructions to mitigate the impact of the Covid-19. In addition, this study adds to the literature on Financial Literacy and Entrepreneurship among the entrepreneurs.
This scientific research determined the demographic, socio-economic profiles, and the training needs of Grassroots Entrepreneurs (GEs) in selected Barangays in Makati City, Philippines. The schematic diagram was originally designed by the researcher which establishes a tripartite partnership of the University of Makati-College of Business and Financial Science (UMak-CBFS), Barangays, and GEs. Gibb’s (1993 in Kee, et. al n.d.) theoretical framework was adopted in the curriculum development. The purposive convenience sampling techniques and the Training Needs Analysis were utilized. A total of 200 survey questionnaires were sent to the respondents whereas 131 were retrieved. Thirty-three GEs signified to join the program. Similarly, interviews were conducted among the college officials, faculty, and Barangay Chairpersons to seek significant information. The findings revealed that most of the GEs have five (5) children and above, and earned a monthly income of PhP20,001 to PhP40,000. Further, the proposed contents of Financial Literacy Modules are: Bookkeeping, Cost-Benefit Analysis, Business Planning, and Computer Literacy. Likewise, this paper recommends the adoption of the VUCA world which is volatility, uncertainty, complexity, and ambiguity in the instructions to mitigate the impact of the Covid-19. In addition, this study adds to the literature on Financial Literacy and Entrepreneurship among the entrepreneurs.
Forming a Tutor/Mentor Connection on a College CampusDaniel Bassill
The Tutor/Mentor Connection was formed in 1993 in Chicago to help well-organized, volunteer-based, tutor, mentor and learning programs reach k-12 youth in all high poverty areas, with support and learning opportunities, and social capital networks, that help more students through school and into jobs.
Over 20+ years the organization piloted an information-based problem solving strategy and a capacity-building communications strategy.
It now invites others to adopt, duplicate and improve on work it started.
This presentation invites universities in Chicago and around the world to learn from the history of the T/MC and create their own student/alumni led Tutor/Mentor Connections, focused on helping K-12 youth in high poverty areas surrounding each university.
Rethinking your supply chain process to make your business more profitableGA Circular
With increasing incidences of uncontrollable externalities like changing weather patterns and raw material shortages, companies in Asia and around the world are embracing resiliency and responsibility in their supply chain management to adapt, improve their impacts on the workforce, local communities, and the environment.
Supply Chain issues affect at least 8 of the 17 UN Sustainable Development Goals (SDGs) and SDG #12, ‘Responsible Consumption and Production’ provides a new benchmark for business supply chains.
Click through to learn more about how MNCs and startups are tackling these challenges while driving profit.
A global perspective on societal values and perception of entrepreneurship through country profiles and data from across the world, by the Global Entrepreneurship Monitor (GEM)
Sote ICT and Sote Hub - Presidency Digest Sote ICT
The fifth issue of Presidency Digest focuses on our Sote ICT and Sote Hub programs in Kenya that help to "Grow startups from rural schools". The Presidency Digest is special magazine of Pontis Foundation dedicated to development cooperation in the context of The Slovak Presidency of the Council of the EU.
TRAINING NEEDS ANALYSIS AMONG GRASSROOTS ENTREPRENEURS: BASIS FOR THE IMPLEME...LIZARIVERA21
ABSTRACT
This scientific research determined the demographic, socio-economic profiles, and the training needs of Grassroots Entrepreneurs (GEs) in selected Barangays in Makati City, Philippines. The schematic diagram was originally designed by the researcher which establishes a tripartite partnership of the University of Makati-College of Business and Financial Science (UMak-CBFS), Barangay, and GEs. Gibb's (1993 in Kee, et. al n.d.) theoretical framework was adopted in the curriculum development. The purposive convenience sampling techniques and the Training Needs Analysis were utilized. A total of 200 survey questionnaires were sent to the respondents whereas 131 were retrieved. Thirty-three GEs signified to join the program. Similarly, interviews were conducted among the college officials, faculty, and Barangay Chairpersons to seek significant information. The findings revealed that most of the GEs have five (5) children and above, and earned a monthly income of PhP20,000.00 to Php40,000.00. Further, the proposed contents of Financial Literacy Modules are: Bookkeeping, Cost-Benefit Analysis, Business Planning, and Computer Literacy. Likewise, this paper recommends the adoption of the VUCA world which is volatility, uncertainty, complexity, and ambiguity in the instructions to mitigate the impact of the Covid-19. In addition, this study adds to the literature on Financial Literacy and Entrepreneurship among the entrepreneurs.
This scientific research determined the demographic, socio-economic profiles, and the training needs of Grassroots Entrepreneurs (GEs) in selected Barangays in Makati City, Philippines. The schematic diagram was originally designed by the researcher which establishes a tripartite partnership of the University of Makati-College of Business and Financial Science (UMak-CBFS), Barangays, and GEs. Gibb’s (1993 in Kee, et. al n.d.) theoretical framework was adopted in the curriculum development. The purposive convenience sampling techniques and the Training Needs Analysis were utilized. A total of 200 survey questionnaires were sent to the respondents whereas 131 were retrieved. Thirty-three GEs signified to join the program. Similarly, interviews were conducted among the college officials, faculty, and Barangay Chairpersons to seek significant information. The findings revealed that most of the GEs have five (5) children and above, and earned a monthly income of PhP20,001 to PhP40,000. Further, the proposed contents of Financial Literacy Modules are: Bookkeeping, Cost-Benefit Analysis, Business Planning, and Computer Literacy. Likewise, this paper recommends the adoption of the VUCA world which is volatility, uncertainty, complexity, and ambiguity in the instructions to mitigate the impact of the Covid-19. In addition, this study adds to the literature on Financial Literacy and Entrepreneurship among the entrepreneurs.
Forming a Tutor/Mentor Connection on a College CampusDaniel Bassill
The Tutor/Mentor Connection was formed in 1993 in Chicago to help well-organized, volunteer-based, tutor, mentor and learning programs reach k-12 youth in all high poverty areas, with support and learning opportunities, and social capital networks, that help more students through school and into jobs.
Over 20+ years the organization piloted an information-based problem solving strategy and a capacity-building communications strategy.
It now invites others to adopt, duplicate and improve on work it started.
This presentation invites universities in Chicago and around the world to learn from the history of the T/MC and create their own student/alumni led Tutor/Mentor Connections, focused on helping K-12 youth in high poverty areas surrounding each university.
Rethinking your supply chain process to make your business more profitableGA Circular
With increasing incidences of uncontrollable externalities like changing weather patterns and raw material shortages, companies in Asia and around the world are embracing resiliency and responsibility in their supply chain management to adapt, improve their impacts on the workforce, local communities, and the environment.
Supply Chain issues affect at least 8 of the 17 UN Sustainable Development Goals (SDGs) and SDG #12, ‘Responsible Consumption and Production’ provides a new benchmark for business supply chains.
Click through to learn more about how MNCs and startups are tackling these challenges while driving profit.
Cornell students travel to Kenya, help agricultural businesses - The Ithaca Voice
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ITHACA, N.Y. -- Over winter break, a team of Cornell students traveled to
Machakos, Kenya, to provide free advice to two local businesses in the seed
industry.
Through the Student Multidisciplinary Applied Research Team program, the
students had the opportunity to learn from both businesses about the role of
small-medium enterprises that give agricultural inputs to smallholder
farmers in Kenya. They also got an in-depth look at issues of food insecurity,
government policy and climate change.
The program is run through the College of Agriculture and Life Sciences
(CALS) and the Cornell International Institute on Food, Agriculture, and
Development (CIIFAD). It was originally planned for 2014, but was cancelled
due to a terrorist attack in Kenya.
4. (http://ithacavoice.com/wp-content/uploads/2016/02/Cornell-3.jpg)
Photo provided by Ed Mabaya
A multidisciplinary team
“For the past twelve years I have led different groups of students to Africa,
working on agricultural development projects,” said Ed Mabaya, team leader
and associate director of CIIFAD.
According to Mabaya, the goal of the project is to pair students with either a
business or a community in a developing country that has a challenge or a
problem the students can help solve with a variety of skills.
What sets this program apart from others is that students are chosen from
different parts of campus and different backgrounds because the companies
usually need help involving IT and business, among other fields.
5. (http://ithacavoice.com/wp-content/uploads/2016/02/Cornell.jpg)
Photo provided by Ed Mabaya
Two promising companies in need of improved management
The students consulted with a seed producer, Dryland Seed Limited (DSL),
and a farm inputs distributor, Makamithi Enterprises Ltd (MEL).
“These were organizations I had previous engagement with through my work
on agribusiness development and The African Seed Access Index (TASAI).
Both companies were very keen on getting business advisory services from
Cornell students,” Mabaya said.
Mabaya explained that most of the smallholder farmers in Africa are using
seed that they save from previous planting season which often lacks new
features such as climate change adaptation, disease resistance and high yield.
6. They chose these two companies because they “are really serving
smallholder farmers with technology that is appropriate, that will increase
their productivity and hopefully enhance food security.” They hope the
companies can act as key players in making this technology accessible to
other smallholder farmers.
The students studied the companies and their key stakeholders and
recommended strategies to improve performance and deliver better service
to smallholder farmers.
According to Mabaya, the companies gave the students short and specific
assignments, such as: “Can you benchmark us against our competitors? How
can we better use information technologies to manage our inventories? Can
you segment our different customers and come up with an effective
marketing strategy for each group?”
The students provided “an outsider’s look at the companies” which can be
very useful because most of the managers are focused on the day-to-day
operations as opposed to the bigger picture.
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ANNOUNCEMENT
7. “They don’t know what’s out there, how their company fits within the big
agenda of food security in Africa, or climate change adaptation. Allowing
them to see that bigger picture often opens new windows of possibilities for
their businesses and customers,” Mabaya said.
According to Mabaya, one key issue is that improved seed has not been well
marketed in Africa, while it’s extremely important for food security. Farmers
only buy seeds when it rains, so companies only have a two-week window to
sell them to farmers. In that window, they need to sell almost eighty percent
of their products. The students helped them reflect on how to manage that
moment logistically, and how to be ready for that peak demand.
(http://ithacavoice.com/wp-content/uploads/2016/02/Cornell-2.jpg)
Photo provided by Ed Mabaya
A service-learning course with a long-term impact
8. Mabaya said this project is intended as a service-learning course, where the
students “should be learning, providing service and also having fun.”
“It was interesting to see Cornell students being thrust into a foreign
environment. As soon as we got there we went straight into action and the
students were very eager to help,” Mabaya said.
The students also spent a lot of time with the companies’ stakeholders.
According to Mabaya, the last day before departure, they invited the senior
management and board of directors of those particular companies to their
hotel and presented their recommendations on the next steps to take.
“That’s always a bit of a tense moment because you are never sure of how
they are going to receive this kind of information. I am proud to say that each
year and especially this year they were just amazed at how well our
recommendations addressed their problems,” Mabaya said.
Students are encouraged to keep in touch with the companies beyond their
years at Cornell.
“Most students have continued to engage with these companies way after
the assignments at Cornell. The companies ask the students if they can look
at particular problems and they continue to be involved,” Mabaya said.
According to Mabaya, in previous years students who participated in the
program were also inspired to pursue careers in international development.
“I think one of the key lessons for participating students is on how
entrepreneurship and innovation can be a key to alleviating poverty, and
promoting food security and advancing human development in general.
Seeing this in practice as opposed to learning it in class can be
transformative,” Mabaya said.
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