The course report summarizes an online professional development course on youth employment in Africa delivered by Ashoka in partnership with MasterCard Foundation. Over 1,200 applicants from 83 countries applied for the course, of which 85 participants from 35 countries were selected. Participants engaged through 6 learning modules, weekly guest expert sessions, and online forums. Impact assessment found high levels of engagement as measured by comments, posts, and points earned in the online platform. Participants reported gaining new skills and connections to support youth employment initiatives in their work. The report concludes with plans to continue the course in 2016 and opportunities to further strengthen its impact.
The document summarizes the first 5 years of the Akilah Institute for Women, a college in Rwanda and Burundi that provides market-relevant education. It has experienced tremendous growth, including opening a campus in Burundi in 2014. The Institute aims to empower women graduates for careers and leadership through its unique model of active and tech-integrated learning, English immersion, leadership development, community service, and career preparation. In its first 5 years, over 95 alumnae have been placed in jobs with 90% earning 5 times the average national income.
Leadership Deficit And The Future Of Executive And Leadership Development In ...milemadinah
This presentation highlights the immense leadership deficit that our region suffers from. It also demonstrates how our educational and training institutions, both at corporate and government levels, fall short in catering for the enormous leadership development requirements in the region. The presentation sheds light on a new strategic initiative to establish a world-class executive and leadership development institution which aims at bridging this gap. The initiative aims at building local intellectual capital and is based on a business model that ensures sustainability and provision of high quality, affordable and relevant life-long development opportunities to our future business leaders. The Madinah Institute for Leadership and Entrepreneurship (MILE) was initiated as one of Savola Group’s CSR programs. MILE is a non-profit organization and will be established at the heart of the Arab and Muslim World at the Madinah Knowledge Economic City. MILE’s first pilot program which attracted more than 150 senior executives from 16 countries has provided strong evidence of the viability of the proposed model.
In 2013, in response to the opportunities presented by Africa’s rapidly growing youth population and the ubiquity of information and communications technologies across the continent, The Rockefeller Foundation launched its Digital Jobs Africa initiative. The initiative aims to enable young people to access jobs by providing them with in-demand technology-related and other employability skills. Now just past its two-year mark, the Foundation is taking stock of the rich learning that has emerged from the initiative.
Knowledge Management in the UAE’s Public Sector: The Case of Dubai1 Wael Sharba
This paper examines knowledge management in Dubai's public sector. It assesses how clearly the concept of knowledge management is understood, and the ability to capture and store knowledge. The study finds that while Dubai and other UAE entities have invested in developing human capital and knowledge resources, there is low return due to underutilization of knowledge and skills, and knowledge walking out the door when employees leave. It recommends that in addition to knowledge development, Dubai and other UAE public sector organizations must focus on effective knowledge management through strategies to capture, document and disseminate employees' knowledge to improve performance and ensure expertise is retained.
This report highlights four critical elements of training models that lead to positive employment outcomes for trainees. First, training models should be demand-driven, meaning they are responsive to employer needs by teaching the specific skills required by industry.
The document summarizes the key findings from a roundtable discussion on strengthening the ecosystem for edupreneurs in South Africa. Regarding access to finance, it was found that funding availability depends on a venture's growth phase, with most funding requiring proof of revenue/profits. There is little early-stage venture capital. Government has a role to play in seed funding and piloting programs. Legal structures like hybrid non-profit/for-profit models add complexity. Edupreneurs in townships face higher perceived risk. Recommendations include mapping funding opportunities and having grantmakers provide early-stage capital.
One of the main challenges of globalisation for TVET in Africa is the tension it has created between developing skills for poverty eradication and skills for global economic competitiveness......
The document summarizes the first 5 years of the Akilah Institute for Women, a college in Rwanda and Burundi that provides market-relevant education. It has experienced tremendous growth, including opening a campus in Burundi in 2014. The Institute aims to empower women graduates for careers and leadership through its unique model of active and tech-integrated learning, English immersion, leadership development, community service, and career preparation. In its first 5 years, over 95 alumnae have been placed in jobs with 90% earning 5 times the average national income.
Leadership Deficit And The Future Of Executive And Leadership Development In ...milemadinah
This presentation highlights the immense leadership deficit that our region suffers from. It also demonstrates how our educational and training institutions, both at corporate and government levels, fall short in catering for the enormous leadership development requirements in the region. The presentation sheds light on a new strategic initiative to establish a world-class executive and leadership development institution which aims at bridging this gap. The initiative aims at building local intellectual capital and is based on a business model that ensures sustainability and provision of high quality, affordable and relevant life-long development opportunities to our future business leaders. The Madinah Institute for Leadership and Entrepreneurship (MILE) was initiated as one of Savola Group’s CSR programs. MILE is a non-profit organization and will be established at the heart of the Arab and Muslim World at the Madinah Knowledge Economic City. MILE’s first pilot program which attracted more than 150 senior executives from 16 countries has provided strong evidence of the viability of the proposed model.
In 2013, in response to the opportunities presented by Africa’s rapidly growing youth population and the ubiquity of information and communications technologies across the continent, The Rockefeller Foundation launched its Digital Jobs Africa initiative. The initiative aims to enable young people to access jobs by providing them with in-demand technology-related and other employability skills. Now just past its two-year mark, the Foundation is taking stock of the rich learning that has emerged from the initiative.
Knowledge Management in the UAE’s Public Sector: The Case of Dubai1 Wael Sharba
This paper examines knowledge management in Dubai's public sector. It assesses how clearly the concept of knowledge management is understood, and the ability to capture and store knowledge. The study finds that while Dubai and other UAE entities have invested in developing human capital and knowledge resources, there is low return due to underutilization of knowledge and skills, and knowledge walking out the door when employees leave. It recommends that in addition to knowledge development, Dubai and other UAE public sector organizations must focus on effective knowledge management through strategies to capture, document and disseminate employees' knowledge to improve performance and ensure expertise is retained.
This report highlights four critical elements of training models that lead to positive employment outcomes for trainees. First, training models should be demand-driven, meaning they are responsive to employer needs by teaching the specific skills required by industry.
The document summarizes the key findings from a roundtable discussion on strengthening the ecosystem for edupreneurs in South Africa. Regarding access to finance, it was found that funding availability depends on a venture's growth phase, with most funding requiring proof of revenue/profits. There is little early-stage venture capital. Government has a role to play in seed funding and piloting programs. Legal structures like hybrid non-profit/for-profit models add complexity. Edupreneurs in townships face higher perceived risk. Recommendations include mapping funding opportunities and having grantmakers provide early-stage capital.
One of the main challenges of globalisation for TVET in Africa is the tension it has created between developing skills for poverty eradication and skills for global economic competitiveness......
I Entreprenership Forum, Initiatives in the Mediterranean by Nickilas Neibaue...ASCAME
INJAZ Al-Arab is a non-profit organization that promotes entrepreneurship education among Arab youth through hands-on training programs. It has reached over 1.8 million students across 14 countries in the Middle East and North Africa. INJAZ's signature program is the JA Company Program, where high school and university students gain real-world business experience by creating and operating their own companies over an academic year with guidance from local business volunteers. Evaluations show INJAZ alumni have higher employment rates and are more likely to start their own businesses compared to peers without this training.
FET Professional Development Strategy 2017-2019Paul Malone
This document outlines a professional development strategy for the further education and training (FET) sector in Ireland from 2017-2019. It was developed through extensive consultation and research. The strategy aims to build a coordinated approach to professional development across the FET sector to support the changing needs of learners, employers, and communities. It sets out three goals: 1) creating infrastructure and delivery systems for high-quality professional development, 2) increasing FET sector capabilities through targeted development, and 3) sustainable funding and resourcing of professional development. The strategy is intended to formalize and improve the existing culture of professional development in the FET sector.
Women Wanted: Attracting Women to Technical Fields in QatarWesley Schwalje
Over the past several decades Qatar has dramatically reformed its education and training system to align it with macroeconomic policies aimed at advancing towards a knowledge-based economy. However, technical vocational education and training (TVET) has not been a significant focus of educational reform. Though the need for a technically trained labor force was recognized by policy makers in Qatar as early as the 1940s when Qatar began exporting oil, dedicated TVET institutions began to emerge only in the late 1990s with establishment of several postsecondary institutions, two secondary institutions for boys, government-run training academies, and the emergence of a private training market.
The View from Overseas - Creating Venture Ecosystems by Utilizing Kansai's St...Joshua Flannery
A view from overseas on the strengths, weaknesses and opportunities for the Osaka and Kansai ecosystems in Japan.
This was presented at the 58th Economics and Management Summit in Kyoto, Japan.
Acknowledgements:
The GEDI Rankings www.thegedi.org
Startup Genome Survey https://startupgenome.com/reports
Higher education system – the weakest link of mena's entrepreneurial ecosystemteam-abr
Education & training, and the role of universities in developing entrepreneurs – both key pillars of an effective entrepreneurial ecosystem – are the least developed in the Middle East & Africa, as per entrepreneurs trying to grow their companies in the region.
The higher education system in the region is public and controlled by the political class, thereby denying universities the necessary academic freedom to breed next generation entrepreneurs.
Courses specific to developing communication and presentation skills of young graduates and future entrepreneurs are missing, and the brain drain following the Arab Spring has further depleted the quality of the region’s graduating workforce.
Does the Islamic finance industry value its people? Joy Abdullah
Islamic finance is on the cusp of a golden opportunity to influence and implement its efficacy globally. Yet this opportunity can only be capitalized on if the industry is willing to embrace innovative ideas and take cognizance of the socio-economic changes that have come about in the past decade.
My article on this published in the IFN Education Jan 2016 issue.
Awareness Session at Bahria Foundation CollegeSania Ahsan
The document summarizes an awareness session held at Bahria Foundation College to promote the Pakistan Institute of Public Finance Accountants (PIPFA). The session provided information on career opportunities in accounting, introduced PIPFA and its mission/values, and highlighted benefits of PIPFA certification. Over 30 students attended and most had not previously heard of PIPFA. Feedback was positive, with participants engaging well and sharing ideas. In conclusion, it was noted that more effective information dissemination is needed given rising market competition.
The document proposes a volunteer-driven skills training model to address India's shortage of skilled workers. Unemployed individuals would be recruited as volunteer trainers and provide skills training to students on weekends using local government schools and offices. A central management team would map skills needs, recruit trainers, design curriculum, and provide implementation support through an online platform and regional offices. The goal is to train 5 million students annually across 100 cities through 500,000 volunteer trainers, imparting skills like English, computers, mathematics, and life skills. Key challenges include securing funding, integrating with formal education, and ensuring placement opportunities for students.
Strategies to revitalize TVET in AfricaHerbert Wenk
This document presents a draft strategy to revitalize technical and vocational education and training (TVET) in Africa. It begins with an executive summary that highlights the following key points:
1) The current status of TVET in Africa is characterized by weaknesses like low quality, fragmentation, and inadequate financing, but some countries are undergoing promising reforms.
2) International best practices emphasize competency-based training, national qualifications frameworks, and linkages between training and employment.
3) Priority TVET areas identified include agriculture, health, water resources, ICT, and entrepreneurship.
4) The strategic framework aims to promote skills acquisition for employment through competency-based training, addressing issues like poor
This document discusses increasing youth employability in India. It identifies gaps between education and practical skills, poor teaching quality, and economic barriers to education. It proposes solutions like aptitude testing, workshops on trends, practical learning, entrepreneurship training, and public-private partnerships to upgrade schools. Key implementation strategies include increasing education spending, more scholarships, job training institutes, and improving teacher quality to build employable skills and close the gap between education and employment. Challenges include funding requirements, though investing in education is seen as long-term investment in the economy and growth.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
This document outlines the objectives, methodology, and background context of a study on analyzing TVET and its contribution to job creation in The Gambia. The study aims to evaluate TVET services and labor market needs, review TVET policies, and analyze public attitudes towards TVET. A nationwide survey was conducted interviewing over 3,000 youths, parents, and other stakeholders to understand opportunities and challenges with TVET and inform recommendations.
The document discusses the relevance of vocational skill acquisition programmes for employment in Bauchi, Nigeria amid a declining economy. It finds that the main objectives of such programmes are to enable youth to acquire vocational skills to gain employment and raise living standards. Trainees perceive the programmes as important for imparting practical, marketable skills to address unemployment in the current economic climate. The study recommends that training courses match sector needs and provide employment through entrepreneurship opportunities given scarce government resources in the declining economy.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Edu21 is an ed tech incubator founded by Loulwa Bakr and Yasar Jarrar in the Gulf region. Bakr previously worked in investment banking but wanted a more purposeful career, while Jarrar has experience in education. They founded Edu21 to provide funding and support to education startups through an initial $25k investment, strategic advice, networking and helping startups develop prototypes. Once products are launched, Edu21 seeks $1-2m in co-funding to help startups grow. They currently support two portfolio companies, including one creating an app to teach children a second language. The ed tech scene in Gulf countries remains underdeveloped due to lack of funding and challenges accessing government school
Wollongong City Council has a strong influence on its local community, and uses its Civil Engineering Cadet Program as one of many tools to not only produce high quality engineers, both technically and professionally, but to enhance the skills and empower the youth of Wollongong, helping to reduce the high unemployment rates of this community. This paper looks at the benefits of this program, outlines difficulties and hopefully sets a platform for other councils to implement similar programs.less
The document discusses modernizing education and training systems. It notes the importance of lifelong learning and addressing skills gaps. Vocational education is highlighted as helping to reduce dropout rates. However, funding remains a challenge for reforms. While higher education collaboration with industry is recognized as important for innovation, few countries have comprehensive strategies. The demand for tertiary education is rising but there are issues that need collective solutions to ensure 40% of the global workforce having qualifications by 2020. National reforms are progressing but not enough against benchmarks and this could lead to social exclusion if not addressed.
Mulla Salman Khudbuddin has booked a round trip flight from Kazan, Russia to Mumbai, India with a layover in Istanbul, Turkey. The itinerary includes a flight from Kazan to Istanbul on July 5th, and a connecting flight from Istanbul to Mumbai on July 6th. The booking information provides details on the passenger, flights, important documents required for travel, baggage allowance, cancellation policies, and customer service contact information.
I Entreprenership Forum, Initiatives in the Mediterranean by Nickilas Neibaue...ASCAME
INJAZ Al-Arab is a non-profit organization that promotes entrepreneurship education among Arab youth through hands-on training programs. It has reached over 1.8 million students across 14 countries in the Middle East and North Africa. INJAZ's signature program is the JA Company Program, where high school and university students gain real-world business experience by creating and operating their own companies over an academic year with guidance from local business volunteers. Evaluations show INJAZ alumni have higher employment rates and are more likely to start their own businesses compared to peers without this training.
FET Professional Development Strategy 2017-2019Paul Malone
This document outlines a professional development strategy for the further education and training (FET) sector in Ireland from 2017-2019. It was developed through extensive consultation and research. The strategy aims to build a coordinated approach to professional development across the FET sector to support the changing needs of learners, employers, and communities. It sets out three goals: 1) creating infrastructure and delivery systems for high-quality professional development, 2) increasing FET sector capabilities through targeted development, and 3) sustainable funding and resourcing of professional development. The strategy is intended to formalize and improve the existing culture of professional development in the FET sector.
Women Wanted: Attracting Women to Technical Fields in QatarWesley Schwalje
Over the past several decades Qatar has dramatically reformed its education and training system to align it with macroeconomic policies aimed at advancing towards a knowledge-based economy. However, technical vocational education and training (TVET) has not been a significant focus of educational reform. Though the need for a technically trained labor force was recognized by policy makers in Qatar as early as the 1940s when Qatar began exporting oil, dedicated TVET institutions began to emerge only in the late 1990s with establishment of several postsecondary institutions, two secondary institutions for boys, government-run training academies, and the emergence of a private training market.
The View from Overseas - Creating Venture Ecosystems by Utilizing Kansai's St...Joshua Flannery
A view from overseas on the strengths, weaknesses and opportunities for the Osaka and Kansai ecosystems in Japan.
This was presented at the 58th Economics and Management Summit in Kyoto, Japan.
Acknowledgements:
The GEDI Rankings www.thegedi.org
Startup Genome Survey https://startupgenome.com/reports
Higher education system – the weakest link of mena's entrepreneurial ecosystemteam-abr
Education & training, and the role of universities in developing entrepreneurs – both key pillars of an effective entrepreneurial ecosystem – are the least developed in the Middle East & Africa, as per entrepreneurs trying to grow their companies in the region.
The higher education system in the region is public and controlled by the political class, thereby denying universities the necessary academic freedom to breed next generation entrepreneurs.
Courses specific to developing communication and presentation skills of young graduates and future entrepreneurs are missing, and the brain drain following the Arab Spring has further depleted the quality of the region’s graduating workforce.
Does the Islamic finance industry value its people? Joy Abdullah
Islamic finance is on the cusp of a golden opportunity to influence and implement its efficacy globally. Yet this opportunity can only be capitalized on if the industry is willing to embrace innovative ideas and take cognizance of the socio-economic changes that have come about in the past decade.
My article on this published in the IFN Education Jan 2016 issue.
Awareness Session at Bahria Foundation CollegeSania Ahsan
The document summarizes an awareness session held at Bahria Foundation College to promote the Pakistan Institute of Public Finance Accountants (PIPFA). The session provided information on career opportunities in accounting, introduced PIPFA and its mission/values, and highlighted benefits of PIPFA certification. Over 30 students attended and most had not previously heard of PIPFA. Feedback was positive, with participants engaging well and sharing ideas. In conclusion, it was noted that more effective information dissemination is needed given rising market competition.
The document proposes a volunteer-driven skills training model to address India's shortage of skilled workers. Unemployed individuals would be recruited as volunteer trainers and provide skills training to students on weekends using local government schools and offices. A central management team would map skills needs, recruit trainers, design curriculum, and provide implementation support through an online platform and regional offices. The goal is to train 5 million students annually across 100 cities through 500,000 volunteer trainers, imparting skills like English, computers, mathematics, and life skills. Key challenges include securing funding, integrating with formal education, and ensuring placement opportunities for students.
Strategies to revitalize TVET in AfricaHerbert Wenk
This document presents a draft strategy to revitalize technical and vocational education and training (TVET) in Africa. It begins with an executive summary that highlights the following key points:
1) The current status of TVET in Africa is characterized by weaknesses like low quality, fragmentation, and inadequate financing, but some countries are undergoing promising reforms.
2) International best practices emphasize competency-based training, national qualifications frameworks, and linkages between training and employment.
3) Priority TVET areas identified include agriculture, health, water resources, ICT, and entrepreneurship.
4) The strategic framework aims to promote skills acquisition for employment through competency-based training, addressing issues like poor
This document discusses increasing youth employability in India. It identifies gaps between education and practical skills, poor teaching quality, and economic barriers to education. It proposes solutions like aptitude testing, workshops on trends, practical learning, entrepreneurship training, and public-private partnerships to upgrade schools. Key implementation strategies include increasing education spending, more scholarships, job training institutes, and improving teacher quality to build employable skills and close the gap between education and employment. Challenges include funding requirements, though investing in education is seen as long-term investment in the economy and growth.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
This document outlines the objectives, methodology, and background context of a study on analyzing TVET and its contribution to job creation in The Gambia. The study aims to evaluate TVET services and labor market needs, review TVET policies, and analyze public attitudes towards TVET. A nationwide survey was conducted interviewing over 3,000 youths, parents, and other stakeholders to understand opportunities and challenges with TVET and inform recommendations.
The document discusses the relevance of vocational skill acquisition programmes for employment in Bauchi, Nigeria amid a declining economy. It finds that the main objectives of such programmes are to enable youth to acquire vocational skills to gain employment and raise living standards. Trainees perceive the programmes as important for imparting practical, marketable skills to address unemployment in the current economic climate. The study recommends that training courses match sector needs and provide employment through entrepreneurship opportunities given scarce government resources in the declining economy.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Edu21 is an ed tech incubator founded by Loulwa Bakr and Yasar Jarrar in the Gulf region. Bakr previously worked in investment banking but wanted a more purposeful career, while Jarrar has experience in education. They founded Edu21 to provide funding and support to education startups through an initial $25k investment, strategic advice, networking and helping startups develop prototypes. Once products are launched, Edu21 seeks $1-2m in co-funding to help startups grow. They currently support two portfolio companies, including one creating an app to teach children a second language. The ed tech scene in Gulf countries remains underdeveloped due to lack of funding and challenges accessing government school
Wollongong City Council has a strong influence on its local community, and uses its Civil Engineering Cadet Program as one of many tools to not only produce high quality engineers, both technically and professionally, but to enhance the skills and empower the youth of Wollongong, helping to reduce the high unemployment rates of this community. This paper looks at the benefits of this program, outlines difficulties and hopefully sets a platform for other councils to implement similar programs.less
The document discusses modernizing education and training systems. It notes the importance of lifelong learning and addressing skills gaps. Vocational education is highlighted as helping to reduce dropout rates. However, funding remains a challenge for reforms. While higher education collaboration with industry is recognized as important for innovation, few countries have comprehensive strategies. The demand for tertiary education is rising but there are issues that need collective solutions to ensure 40% of the global workforce having qualifications by 2020. National reforms are progressing but not enough against benchmarks and this could lead to social exclusion if not addressed.
Mulla Salman Khudbuddin has booked a round trip flight from Kazan, Russia to Mumbai, India with a layover in Istanbul, Turkey. The itinerary includes a flight from Kazan to Istanbul on July 5th, and a connecting flight from Istanbul to Mumbai on July 6th. The booking information provides details on the passenger, flights, important documents required for travel, baggage allowance, cancellation policies, and customer service contact information.
Este documento discute el uso de redes sociales entre los jóvenes. Menciona que las redes sociales ofrecen una forma práctica de comunicación a distancia que permite a los jóvenes mantenerse conectados con amigos y familiares. También destaca algunos riesgos como el ciberacoso y estafas. Finalmente, señala que el uso frecuente de redes sociales como Facebook está aumentando entre los adolescentes debido a la ubicuidad de los smartphones.
O documento apresenta dois projetos imobiliários: 1) Projeto Parque Catarina São Roque em São Paulo com informações sobre o empreendimento; 2) Projeto Las Piedras em Punta Del Este no Uruguai com detalhes sobre o empreendimento.
This document contains a list of 11 references to various Japanese websites about kimonos, wedding kimonos, and traditional Japanese clothing. The references provide links to blogs, shops, and information pages about kimonos, their history, and cultural significance in Japan. The list gives an overview of online resources for learning about and purchasing kimonos from different parts of Japan.
The document describes an annual pan-African leadership program called the Africa Venture that brings together emerging leaders from across Africa. The program aims to develop participants' cultural intelligence to lead effectively across the continent by exposing them to diverse leaders and approaches through online and in-person sessions. Participants work on challenges facing Africa and strengthen their leadership, analytical, and influencing skills.
The document summarizes the Africa Venture leadership program, which develops emerging leaders from across Africa. The program includes an annual selection of exceptional leaders from government, business, and non-profits in Africa. Participants engage in applied leadership learning around an annual challenge. They develop cultural intelligence and networks through online and in-person program phases in different African cities. The 2018 program addressed increasing access to education through technology and took place in Nairobi, Kenya and Lagos, Nigeria.
Ethics and Leadership: Developing a Universal Code for an Evolving AfricaAnthony Rippon
The document discusses ethics and leadership in Africa and innovative approaches to teaching these topics. It notes that Africa currently faces challenges of eroding ethical leadership that has deterred citizens' trust in governments. It aims to develop ethical leadership models and innovative educational approaches to address this issue. This includes considering integrated, triple-bottom line reporting; stakeholder-centered corporate governance; and teaching ethics throughout higher education curricula. It also suggests flipped classroom, virtual gaming, business simulations, apprenticeships and live case studies as potential teaching methods. The goal is to cultivate dynamic, strategic African leaders who can address sustainable development challenges facing the continent.
The Future of Work: Preparing for DisruptionTrudi Smit
This assignment forms part of a MOOC on the future of work offered by the World Bank. The author is a development economist in South Africa who works researching skills and enterprise development, primarily for Sector Education and Training Authorities. Through the MOOC, the author learned about factors changing the nature of work, new required skillsets, measures of human capital like the Human Capital Index, and appropriate policy responses. The author's work is directly related to developing human capital by researching sector trends, skills needs, and the impact of learning programs. To address changing work, the author believes South Africa must focus on early childhood development, lifelong learning, social security, and reskilling displaced workers for jobs not automatable.
The African Higher Education and Research Observatory (AFRIHERO) is Africa's first virtual repository of higher education and research ideas. It aims to recreate Africa through innovations in education and research to help achieve key Millennium Development Goals such as poverty alleviation and effective leadership. AFRIHERO conducts internationally leading research programs and capacity building activities to enable African countries to attain standards of excellence in learning, teaching, and research.
This document reports on four projects implemented between 2015-2016 that aimed to catalyze small business development among youth and women in Africa. The projects were in Uganda, Nigeria, Cote d'Ivoire, and South Africa. Key lessons learned include the importance of selecting enthusiastic participants with the right attitude, providing a validated market opportunity along with the skills to identify other opportunities, and implementing projects through a combination of group training and individual follow up to effectively transfer skills. Overall, the projects demonstrated that catalyzing small business development for vulnerable groups can significantly empower participants and reduce unemployment.
YEPI Poster: Mobilizing Universities to Address the Global Crisis in Youth Un...Talloires Network
The document summarizes the Youth Economic Participation Initiative (YEPI) which aims to address youth unemployment by awarding grants to universities to develop programs that prepare students for the job market through entrepreneurship and civic engagement. YEPI received over 68 applications from 27 countries and will award 6-8 demonstration grants of $350,000-$465,000 each to universities in Africa, Asia, and Latin America to test models for linking students to jobs or self-employment through community-engaged learning. A global community of practice among Talloires Network universities will share lessons learned to strengthen university support for students' transition from education to productive economic participation.
UBC Sauder Social Entrepreneurship 101 Degree In A Day PresentationLes Robertson
The Sauder School of Business has been developing programs in Nairobi, Kenya since 2006. The main program, Social Entrepreneurship 101 (SE101), is a three-week course where students from UBC and Strathmore University (Nairobi) teach young people how to write business plans. Participants are mentored, sources of funding for the projects are identified, and businesses have been launched as a result of the program.
This presentation was created for incoming UBC students and their families. To learn about the project, and read more about the overall initiative, please visit our website: www.africa.sauder.ubc.ca
Gateway Entrep Case Study Individual Final (2) (1)Robin Hoke
This document summarizes a partnership between Gateway Technical College in Wisconsin and École Supérieure de Technologie in Morocco to develop entrepreneurship and business skills. With initial funding from USAID, the schools replicated Gateway's "Biz Squad" course at ESTO to have student teams work with local businesses. The program aimed to increase entrepreneurial skills, provide technical assistance to small businesses, offer experiential learning, and connect students to regional industry. It aligned with Moroccan government goals but faced challenges adapting the American model due to cultural and gender differences in Morocco. The project concluded after achieving its objectives of developing individual and institutional capacity for entrepreneurship education.
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1. Fall 2015 Changemakers Course Final Report
THE FUTURE OF WORK IN AFRICA:
INNOVATIONS IN YOUTH EMPLOYMENT
2. REPORT INTRODUCTION
Dear Reader,
This report explores the outcomes of “The Future of Work in Africa: Innovations for Youth Employment”, a six-week online professional
development course implemented in partnership between Ashoka and the MasterCard Foundation through their joint Future Forward
initiative. The course was produced by a ‘team of teams’, including staff from the two implementing organizations, as well as platform
partner TechChange.org.
Out of over 1,200 applicants received, 85 participants were enrolled into the course, representing a diverse mix of public and private sector
professionals from 35 different countries. Through course surveys and interviews, course participants reported making new critical connections,
acquiring new skills for supporting and advancing social innovation in youth employment, and building strong new understanding of the trends
and pressing youth issues that cut across the continent. The quantitative and qualitative data captured by the course team supports the impact
assessment, with extremely high levels of engagement by participants. Along with looking at the most important impact aspects of the course’s
results, the report will also highlight areas for improvement and planned changes for the next version of the course.
The Ashoka course experience demonstrated we have discovered a new and meaningful pathway for Pan African network building around youth
development, engaging a diverse cross section of program managers, policy makers, corporate staff, leaders of youth serving organizations and
more to share ideas and challenges. The report closes with the plans for a Future Forward course in 2016, and we look forward to continued
engagement and learning on the topic of youth employment in Africa.
Sincerely,
The Ashoka Course Team
02
3. REPORT SECTIONS
01/ Course Overview
02/ Impact Assessment
03/ 2016 Timeline Planning
a) Course Details
b) Learning Modules
c) Guest Experts
d) Applicants
e) Participant Details
f ) Participant Forum
g) Responses
a) Impact Summary
b) Engagement Metrics
c) Participant Impact Statements
d) Other Impact
a) Areas for Improvement
b) 2016 Timeline
03
5. COURSE DETAILS
Ashoka’s Future Forward Course Team produced an online professional development course comprised of a select group of
program managers, policy makers, fellows and innovators chosen based on their background and work in the sector to discuss
both the obstacles and challenges of African Youth employment with a focus on innovative solutions and promising new initiatives.
October 26, 2015 - December 04, 2015
(6 weeks)
Six unique self-paced, time flexible learning
modules with weekly live guest sessions with
industry experts
83 enrolled participants, representing 35
different countries,from both public and
private sectors
Dynamic online learning environment utilized,
catalyzing collaboration between social and
corporate sectors (and Ashoka Fellows)
Facilitated by two Future Forward staff members
with youth development backgrounds
End-of-course certification for participants
completing course
“THE FUTURE OF WORK IN AFRICA: INNOVATIONS IN YOUTH EMPLOYMENT”
05
6. LEARNING MODULES
MODULE 1: MODULE 2:
MODULE 5:
MODULE 3:
MODULE 6:
MODULE 4:
Each week, participants gained access to a new learning module which contained readings, videos, interactive exercises and
discussion questions. The first half was spent on theory while the second half included practical, implementation-focused learning.
The first week of the course is spent understanding the
barriers to employment that young people in Africa face. We
specifically focus on what keeps young people “stuck” between
childhood and adulthood -- a situation that adversely affects
their ability to get jobs, get married and become productive
contributing members of society.
This module focuses on the definition of work and how
different interpretations have impacted job sector landscapes.
Depending on the definition, whole parts of the youth
population can be excluded from society and not recognized
as building pathways to livelihoods.
The greatest success stories out of Africa are often connected
to a growing recognition that we need to unlock young
Africans’ innate entrepreneurial talents. In this module
we learn about innovative approaches that help to grow
integrated, collaborative and holistic ecosystems for youth
development and discuss how to co-create action across
divided sectors.
This module explores innovations in education and skills
training and discuss new ways to prepare young Africans for
lifelong success. New models for education and training, like
those practiced by the Maharishi Institute or Young Africa, are
breaking the mold. Additionally, these programs recognized
that skills of hand are needed alongside skills of heart and
mind--life skills are not just a nice to have, but a must have.
The final week of the course serves as a reflection exercise for
participants and focuses on reviewing all the content that was
covered during the course. It is an opportunity to crystallize
the network and critical connections created through the
course and allows for participants to catch-up on coursework.
The demographic statistics about youth employment are
so alarming that an abundant number of governments in
Africa, 48 so far, have instituted national youth policies to
set priorities for engaging, employing and alleviating the
stresses of youth. During this week’s module we explore the
work of social entrepreneurs who are effectively engaging
governments and influencing policies to build bridges and
create enabling environments.
Youth and Employment in Africa Defining Work and Sector Opportunities
Entrepreneurship and Employment Ecosystems
Skills Training and Education
Final Review & Wrap-up
Youth Employment Policy and
Government Engagement
06
7. GUEST EXPERTS
Self-paced learning modules were complemented each week with a one hour live guest expert session, led by the Ashoka course
facilitators. Participants were able to ask questions of the guest experts in real time. All sessions were recorded and archived for
later viewing.
Ellen is the Founder and Director of Tiwale,
a community based organization which uplifts
Malawian women through opportunities such as
leadership workshops, micro-loans, vocational skills
training and school grants.
Dr. Lantum is the Director of MicroClinic
Technologies, a company specialized Rural Health
Systems Management with operations in Africa, he
oversees business development with government,
multilateral institutions and NGOs.
Taddy is founder and CEO of The Maharishi Institute
located in South Africa, which provides the financing,
educational access, skills development, personal
development tools, and supportive campus
environment for students to create a life of success.
Ndidi is the founder of LEAP Africa, a leading non-
profit organization focused on leadership and ethics.
Ann is the Director of Programs for Financial
Inclusion & Youth Livelihoods at The MasterCard
Foundation. Ann is a seasoned leader in
microfinance with many years of experience in
financial services.
Marlon is the founder of Reconstructed Living Labs
– a South African social entrepreneur who uses
information communications technology (ICT) to
empower communities.
Dr. Taddy Blecher
Maharishi Institute
Ellen Chilemba
Tiwale Community Based
Organization
Dr. Moka Lantum
Ndidi Nwuneli
MicroClinic
Technologies
LEAP Africa
Ann MilesMarlon Parker
The MasterCard FoundationRLabs
07
8. APPLICANTS
The course received over 1,200 total applications from 83 countries, representing a mix of the public and private sector, ranging
from grassroots community innovators to international program managers. From the over 1,200 applicants, 85 participants were
chosen after careful vetting to establish a balance of geography, gender and expertise.
WHERE WERE THE APPLICANTS FROM? APPLICANTS BY ROLE
Nigeria
Kenya
Ghana
Tanzania
USA
Zimbabwe
South Africa
Uganda
Cameroon
Rwanda
Morocco
India
Tunisia
Liberia
100
20
21
22
23
29
34
34
38
41
107
338
Number of
Participants
NUMBER OF PARTICIPANTS
Country
Top 5 Applicants
Nigeria, Kenya, Ghana,
USA, Tanzania
54
43
42
200 300 4000
Program Manager
Entrepreneur
Researcher
Educator/Teacher
Policymaker
Government R...
Funder/ Grant...
Academic Professor
Other
Unspecified
100
12
1
245
5
21
207
347
NUMBER OF APPLICANTS
Number of Applicants by Role
Whatbestdescribesyourrole?
189
137
51
200 3000
08
9. APPLICANTS
APPLICANT’S YEARS OF PROFESSIONAL EXPERIENCE
WHAT DO YOU WANT TO TAKE AWAY FROM THIS COURSE THAT WOULD MAKE THE EXPERIENCE VALUABLE TO YOU?
APPLICANT’S YEARS OF PROFESSIONAL DEVELOPMENT
IN YOUTH DEVELOPMENT
1 to 3
3 to 5
5 to 10
10+
25+
Unspecified
150
12
261
573
NUMBER OF APPLICANTS
Number of Applicants by Years of Work Experience
Social Entrepreneur
(Lilongwe, Malawi)
University Educator
(Kigali, Rwanda)
Community Based
Organization
Program Manager
(Lusaka, Zambia)
Years
239
131
6
300 450 6000
1 to 3
3 to 5
5 to 10
10+
25+
Unspecified
250
26
237
773
NUMBER OF APPLICANTS BY YEAR FOCUSED
Number of Applicants by Years Focused on Youth Development
YearsFocusedonYouthDevelopment
139
41
7
500 750 10000
“In Rwanda, less than a quarter of university
graduates are salaried employees. Considering
the high rates of unemployment, and
underemployment, it is important for educators to
learn more about how to solve these problems.
I would be heartbroken, if at the end of their
degree programs, my students end up joining the
ranks of the unemployed. As such, I am interested
in learning as much as I can about employment
across the continent, so I can use that knowledge
to inform my university’s program design.”
“Africa and Zambia where I am based
is strongly hit by youth unemployment.
A problem supported by a culture of
the mind. Long are the days we used to
go to school, study so that we could be
employed. The experience in this course
will help and equip me fully with the
traits of a creator and not seeker.”
“I am a young African who wants
to learn and give back to my
continent. Learning the different
dynamics at play to empower
youth of all ages and gender
would be of great importance.
I look forward to engaging with
others on the program who
have a shared vision of turning
observations into obligations.”
09
10. NUMBER OF PARTICIPANTS BY YEARS
OF WORK EXPERIENCE
NUMBER OF PARTICIPANTS BY
YEARS FOCUSED ON YOUTH DEVELOPMENT
PARTICIPANT DETAILS
AFRICAN COUNTRIES REPRESENTED IN THE COURSE NUMBER OF PARTICIPANTS BY ROLE
SAMPLE OF ORGANIZATIONAL AFFILIATIONS
ALGERIA
ANGOLA
CAMEROON
EGYPT
COTE D’IVOIRE
CENTRAL AFRICAN
REPUBLIC
DEMOCRATIC
REPUBLIC OF CONGO
NIGERIA
NAMIBIA
ZAMBIA
TUNASIA
NIGER
ETHIOPIA
KENYA
UGANDA
RWANDA
MALAWI
MOZAMBIQUE
TANZANIA
MAURITIUS
LESOTHO
ZIMBABWE
SOUTH AFRICA
LIBERIA
SIERRA LEONE
SENEGAL
THE GAMBIA
MOROCCO
GHANA
40
30
30
10
0
WHAT BEST DESCRIBES YOUR ROLE?
Program
Ma...
Educator/Te..
Researcher...
Entrepreneur
Policymaker
Government...
Other (explain)
26
26
19 19
21
24
22
20
18
YEARS OF WORK EXPERIENCE
NumberofParticipants
1to3 3to5 5to10 10+
50
26
23
11
7
0
37.5
25
12.5
0
YEARS FOCUSED ON YOUTH DEVELOPMENT
NumberofParticipants
1to3 3to5 5to10 10+ 25+
UNFPA South Sudan
Peace Corp
Kepler
National Environmental Trust Fund
Devex
World Bank
The Gambia Ministry of Agriculture
Vita Centre for Capacity Development
USAID Rwanda
Nutri-Fresh Farm and AgriHub
Youth Parliament of Mozambique
Siemens
10
11. PARTICIPANT FORUMS
POPULAR DISCUSSION TOPICS:
FORUM
FORUM
FORUM
What are the consequences of Waithood?
Ideas for transforming African youth into Agri-preneurs
Ideas for transforming our education system for more jobs
Where have you seen incidences of youth “Waithood” in your work?
Is this an acknowledged problem in your organization and in your interventions for youth?
How does “waithood” affect youths’ access to and creation of livelihoods?
Agribusiness is no doubt one of Africa’s Potential sectors with Solutions to Africa’s Current Economic and Social Challenges. in most
African Settings, Agriculture has nonetheless been looked at as a career option for old people and the uneducated. But on the contrary,
this is One of Africa’s potential sectors that need proper attention and investment. This forum will Look at Ideas, Strategies and Policies
that could be used to help Transform African Youth into Agri-preneurs.
I believe our general system of education in Africa has being the core cause for the less productive nature and joblessness of our young
graduates. This eventually pushes them into the waiting hands of the Almighty “Waithood” which we have been preaching all along.
Therefore if we professionalize our educational system and provide more of vocational options, then i believe youths will be able to work
even while going to school because i realized that even the few that are employed after graduation still have to be trained thoroughly
before they can work properly. Lets contribute ideas on how to drive this educational system to create jobs.
TOPIC:
TOPIC:
TOPIC:
11
13. ENGAGEMENT METRICS
TechPoints are earned when participants engage with the course platform. Participants must complete 60 TechPoints to receive a
certificate. Points are distributed as follows:
Return to course platform - 1 TechPoint RSVP for a guest expert session - 2 TechPoints
Attend a guest expert session - 10 TechPoints Post a comment on the message board - 4 TechPoints
Post an article or comment on the news feed - 2 TechPoints
13
Average number of TechPoints Graduation Rate148 66%
14. ENGAGEMENT METRICS
NPS
Total Number
of Comments
Changemakers
Course NPS
Average number
of comments
per participant
1,98686 25
TOP 5 SCORERS
Sierra Leone
Communications Lead at BRAC
1070 TechPoints
Botswana
Founder, My Smile Foundation and
MA student Gender and Education
701 TechPoints
Cameroon
Environmental Geo-Science
Engineer
897 TechPoints
Zambia
Founder- Youth Employment
Creation Initiative-YECI Zambia
497 TechPoints
Kenya
Founder & Director at
Nutri-Fresh Farm & AgriHub
730 TechPoints
14
On a scale from 0-10, how
likely are you to recommend an
Ashoka Changemakers course
to a friend or colleague?
15. SAMPLE PARTICIPANT IMPACT STATEMENTS
“Wow, this is a mind-blowing and one of a kind course training on youth. The course training was very insightful and gave me more in-
depth knowledge into Africa youth unemployment problems and innovative ways to tackle the the social issues in my community. The high
level of participant discussion in the forum was unprecedented and everyone was willing to share their knowledge. This course gave me
more validation with my work in youth development. A big thank you to Ashoka, Mastercard Foundation, FutureForward for this unique
opportunity to add these skills to my professional development. THANK YOU, THANK YOU and THANK YOU.”
“This course has served to spark the fire in me to continue with my dream of the possibility of a world that will offer opportunities to the
youth. However, my mantra remains “change the world one person at a time.” Thus my first assignment to myself is to create the culture of
volunteerism in the youth and learning for the job market for the out of college youth. This way the much required experience before getting
a job will have been dealt with. I want to be the change that I desire and hopefully it ripples to the rest of the youth and well maybe even
children, After all, the children are the future youth and the earlier the better. Thank you so much ASHOKA. I am more than grateful. I may
never find the correct words to express my gratitude.”
“If I was to sum up what this course has taught me, it would be interconnectedness…. I have always had this feeling since I was a child that
someone needed to advocate and fight for those who cannot fight for themselves. In terms of youth unemployment I have learnt that it is as
a result of a myriad of macro and micro factors. This course has truly been an amazing journey, I have learnt that problems are not unique
to Kenya and that issues surrounding the youth are commonplace within Africa and also around the world. The youth are raising their voices
in order to get their problems addressed which they need to channel into active participation in government, civil society and the public
sector.I am truly thankful to Ashoka, MasterCard Foundation, Future Forward for giving me the opportunity to interact with such great minds
as well as open me up to a new world of possibilities. ”
Social Entrepreneur
Multinational Corporate
Employee
Multilateral Organization
Employee
15
16. FORMATION OF THE AFRICAN CHANGEMAKERS NETWORK
During Module 5 of the course, a group of participants began a conversation in a WhatsApp group aimed at post course
collaboration, connections and partnerships. An idea of gathering at a summit was born well before Module 6 affirmed what
this group of Changemaker Scholars were envisioning. Approximately 30 course participants came together to form the African
Changemakers Leadership Team and Committees, and invited course participants to engage in democratic elections for board
members. Directly out of the course, a new organization has formed, and will be engaged further for development during the 2016
Future Forward activities.
COURSE GRADUATES LEADING THE NEW AFRICAN CHANGEMAKERS NETWORK:
Chairperson,
Mireille Tushiminina
(Democratic Republic of Congo)
Vice chairperson 1,
Grandson Shipangula
(Zambia)
Secretary,
Heaneah Smile Sianeh
(Botswana)
Communications,
Diana Prida Praff
(Uganda)
Financial and Fundraising,
Topsie Olatilewa Egbetokun
(Nigeria)
Research and Development,
Gabila Neba
(Cameroon)
Administration,
Asanteewa lo-Liyong
(South Sudan)
Vice chairperson 2,
Juanita Naidoo Rea
(South Africa)
16
17. ADDITIONAL METRICS
DO YOU HAVE PLANS TO COLLABORATE
WITH ANY OTHER PARTICIPANTS FROM
THE COURSE?
WHAT WAS YOUR FAVORITE PART
OF THIS COURSE?
WHAT WAS YOUR MOST SIGNIFICANT
CHALLENGE DURING THIS COURSE?
Yes
3%
89%
8%
No Maybe/Not sure
Content
Guest Experts
Networking
Forums
15% 23% 30% 38% 45%
Time/Keeping
Up With
Course Work
28%None
8%
Live Sessions/
Schedule Conflict
25%
Keeping Up
With Forums
Technical
Internet
Issues
14%
25%
17
19. AREAS FOR IMPROVEMENT
MORE RESOURCES AND OPPORTUNITIES FOR
NON-SELECTED APPLICANTS
NEED FOR INCREASED FACILITATION ON MESSAGE BOARDS
DESIRE FOR IN-PERSON MEET-UPS
Future Forward has grown a vast network of youth development
leaders, changemakers, and those interested in learning about
youth development and employment in Africa. The course
catalyzed an unexpected high number from the Future Forward
network and beyond, with over 1,200 applications submitted for
the 80 seats in the course. We will be able to improve our ability
to provide information and resources by being prepared to deal
with the high volume of applicants are non-selected to participate
in the course. By analyzing the demographics and background
of the 1,200 applicants, in the future we can tailor the resources
for those who weren’t selected and provide tips on how to
strengthen applications for future opportunities.
The level of engagement in the initial cohort of course was extraordinary and unprecedented for any online course Ashoka has run to
date. Participants especially used the message boards as a powerful tool for collaboration and knowledge sharing. Due to the high-
level of engagement, the message board at times became extremely fast moving, and created challenges for those with limited time to
engage. In the future version, will provide more focused facilitation on the message boards themselves.
The online learning platform is optimized for those in
hard to reach areas who may have access to connectivity
but are limited in their ability to travel to conferences and
networking events. Throughout the course participants
expressed desire for a way to allow participants to engage
in offline in-person activities. In the next version we will
experiment with an in-person component where people
can come together and discuss course topics and learn
about each other’s initiatives and innovative ideas through
facilitated discussion with course alumni.
19
20. PLANS FOR 2016
INCREASED PARTICIPANT NUMBERS WITH TWO COHORT COURSE
FACILITATED DISCUSSION GROUP MEETUPS
AFRICAN CHANGEMAKERS NETWORK SUMMIT
The volume of demand was so great for the first version of the course the team has decided to run the next iteration of the course with
double the number of participants, to 160, split into two cohorts. This allows us to meet the great demand while ensuring a close-knit
collaborative environment where participants feel supported and engaged in the learning process.
We will be testing new in-person meetup groups for the 2016 course, split into four regional hubs, hosted by course alumni.
These in-person discussions will aim for deeper connection and discussion, further uniting the community of African change leaders
working on youth development.
The graduates of the 2015 course are actively planning and fundraising for an event to bring together the group of African change
leaders that has formed out of this of the course. Ashoka will be working with the group to determine feasibility and support
mechanisms for the event.
20