The document proposes developing a pilot program to encourage more young people in Ireland to become social entrepreneurs. Interviews with community members informed the design of a program called RealPlay, which would enable Transition Year students to gain experience through mentored social enterprise projects in their local community. A key goal is for students to learn about social responsibility and potential careers through hands-on experience completing real-world tasks. The proposed program would match students' skills to project roles under the guidance of mentors from schools, community groups, and businesses. Students would develop initiatives like an activity program for an elder care center. Upon completion, students would receive a Young Social Entrepreneurs award to include in their CV and application for further education.
Economic Gardening through Entrepreneurship Education
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Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
Gandeng Foundation is a social platform with vision to build a synergized & sustainable ecosystem to improve the soft skill education for high school and college students through mentorship program & real life work experience, as well as becoming a catalyst for impactful social enterprises & NGOs.
Carson Hicks, Ph.D., Deputy Director of Evaluation at the NYC Center for Economic Opportunity (CEO) will provide an overview of programs that address the needs of disconnected youth and young men of color in New York City. CEO, located within the NYC Mayor’s Office, partners with various City agencies to develop, implement, and evaluate the City’s anti-poverty programs. CEO’s programs touch on areas of education, employment, health, and prevention. The success of these programs has had national implications—CEO was recently awarded a federal Social Innovation Fund grant to replicate five programs to multiple cities, including Project Rise which works directly with young adults. CEO is also responsible
for the implementation and evaluation of most of the programs being expanded and created through the Young Men’s Initiative, a $127 million investment of public and private funds to assist NYC’s young men of color. This presentation will share CEO’s approach to developing and evaluating programs that assist disconnected young people with examples of specific programs and investments in New York City.
Economic Gardening through Entrepreneurship Education
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
Gandeng Foundation is a social platform with vision to build a synergized & sustainable ecosystem to improve the soft skill education for high school and college students through mentorship program & real life work experience, as well as becoming a catalyst for impactful social enterprises & NGOs.
Carson Hicks, Ph.D., Deputy Director of Evaluation at the NYC Center for Economic Opportunity (CEO) will provide an overview of programs that address the needs of disconnected youth and young men of color in New York City. CEO, located within the NYC Mayor’s Office, partners with various City agencies to develop, implement, and evaluate the City’s anti-poverty programs. CEO’s programs touch on areas of education, employment, health, and prevention. The success of these programs has had national implications—CEO was recently awarded a federal Social Innovation Fund grant to replicate five programs to multiple cities, including Project Rise which works directly with young adults. CEO is also responsible
for the implementation and evaluation of most of the programs being expanded and created through the Young Men’s Initiative, a $127 million investment of public and private funds to assist NYC’s young men of color. This presentation will share CEO’s approach to developing and evaluating programs that assist disconnected young people with examples of specific programs and investments in New York City.
Service-learning Provides The Environment In Which Students Will Apply Ideas ...noblex1
Service-learning, the newest name for a teaching strategy that has been used successfully for many years, integrates community service into a traditional academic curriculum. Courses that have a service component can help students connect material learned in class and experiences acquired in their placements.
Source: https://ebookschoice.com/service-learning-provides-the-environment-in-which-students-will-apply-ideas-from-the-class-or-the-readings/
The Vision Project Performance Incentive Fund is designed to support innovative work that will advance the Vision Project goals for Massachusetts' national leadership in certain key educational outcome areas in higher education. How is Bunker Hill Community College spending its $200K grant to advance these goals? Presented at a meeting of the Massachusetts Board of Higher Education on January 31, 2012.
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The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
Revisiting how mentoring can be integrated into organisational learning strategies in the modern, digital workplace.
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It is very important for government to set a framework for recognizing the value of volunteering rather contribution of achievement for life. It is volunteering that adds value to nation building. I have put across 7 pain points and how our ecosystem can co-exist in a more productive manner in nation building.
WBL IN ACTION Event Slides Feb. 17, 2015innovatetk
Educators, work-based learning partners, superintendents, and those involved in Linked Learning get together to adopt and celebrate common definitions and effective practices along the College & Career Continuum for Tulare and King Counties. www.innovatetk.com/wbl-in-action
Changes in technology, society, and the seemingly never-ending trend of rising educational costs are culminating in a rapid transformation across the entire educational sector. Enrollments continue to decline for the fourth straight year according to the National Student Clearinghouse.1 Innovation that extends beyond research laboratories, special assignments and competitions is needed to reverse this trend.
In this White Paper, learn how implementing an innovation program can improve student enrollment and retention, reduce costs and improve faculty and staff productivity.
Service-learning Provides The Environment In Which Students Will Apply Ideas ...noblex1
Service-learning, the newest name for a teaching strategy that has been used successfully for many years, integrates community service into a traditional academic curriculum. Courses that have a service component can help students connect material learned in class and experiences acquired in their placements.
Source: https://ebookschoice.com/service-learning-provides-the-environment-in-which-students-will-apply-ideas-from-the-class-or-the-readings/
The Vision Project Performance Incentive Fund is designed to support innovative work that will advance the Vision Project goals for Massachusetts' national leadership in certain key educational outcome areas in higher education. How is Bunker Hill Community College spending its $200K grant to advance these goals? Presented at a meeting of the Massachusetts Board of Higher Education on January 31, 2012.
From Charity to Change: Social investment in selected Southeast Asian countriesJared Tham
Charity to Change defines social investing broadly for the region as including both impact investing as well as evolving practices in philanthropy. The study focuses on Indonesia, Philippines, Singapore and Thailand and examines the emerging ecosystem for social investment in each of these countries, with a view to identifying gaps and obstacles to the advancement of the field. A section containing reports on current social investing developments in Cambodia and Vietnam is also included in this publication.
The New York City Department of Education’s Learning to Work Initiative, utilizes community based organizations as partners. These partners collaborate at the Young Adult Borough Centers, Transfer Schools with Learning to Work and Learning to Work GED programs. Tom Pendleton works with technical assistance partner organizations on developing capacity building models for these programs. Prior to his current position, Tom served as Executive Director of the New York Citywide School to Work Alliance,
a program that works with 23 neighborhood partners across the city to implement the program.
Revisiting how mentoring can be integrated into organisational learning strategies in the modern, digital workplace.
This article originally appeared in Training & Development magazine October 2015 Vol 42 No 5, published by the Australian Institute of Training and Development.
Wheel of volunteering strides and givebacksSunil Ramarao
It is very important for government to set a framework for recognizing the value of volunteering rather contribution of achievement for life. It is volunteering that adds value to nation building. I have put across 7 pain points and how our ecosystem can co-exist in a more productive manner in nation building.
WBL IN ACTION Event Slides Feb. 17, 2015innovatetk
Educators, work-based learning partners, superintendents, and those involved in Linked Learning get together to adopt and celebrate common definitions and effective practices along the College & Career Continuum for Tulare and King Counties. www.innovatetk.com/wbl-in-action
Changes in technology, society, and the seemingly never-ending trend of rising educational costs are culminating in a rapid transformation across the entire educational sector. Enrollments continue to decline for the fourth straight year according to the National Student Clearinghouse.1 Innovation that extends beyond research laboratories, special assignments and competitions is needed to reverse this trend.
In this White Paper, learn how implementing an innovation program can improve student enrollment and retention, reduce costs and improve faculty and staff productivity.
The Community-Based Socially Focused Internship for Management Students is a transformative learning experience designed to empower students to address pressing socio-economic challenges facing communities. Through this internship, students engage in hands-on research, analysis, and collaboration with stakeholders to develop evidence-based solutions and policy recommendations. Key areas of focus include marketing, human resources, banking & finance, hospitality, travel & tourism, urban mobility, waste management, accessibility, livelihood, youth development, substance abuse, green initiatives, education, and housing.
The Social and Educational Impact of Taaleem School in Dubai Community Servic...hussanisoyat
UIS is proudly a Taaleem school. Our students learn the skills, knowledge, and character to compete globally. We offer a comprehensive range of outstanding international curricula and our students have access to some of the best educational facilities in the world. We are committed to the holistic development of our students who, armed with skills, knowledge, and character, can compete globally and succeed in their future endeavors.
Thought leadership material providing insights related with engagement in the learning process. Prepared in the Talent Development and Learning Innovation Center of Accenture Capability Network by the team leaded by Sumana Dey.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the
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Social Media Workshop Kildare Creative Wendy Kavanagh Oct2013Brian Andrews
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Wendy Kavanagh, Oct2013
Slides from our Sales Workshop from June.
- Know who your customer is
- Where do they hang out
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Sales is a living entity in your business,
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Given 21/3/2013
Bi ipresentationon organisationalstructure18thaugust2011
Real Play HCD
1. Human Centred Design Challenge
How might we enable more young people to become social entrepreneurs
nua
Brian Andrews & Niall Murray
Ireland
2. Overview
In the course of our research eighteen individuals within the community were
interviewed at various stages within the Human Centred Design, HCD process.
This sample contained a mix of students, parents, educators, community
organisations, healthcare providers and sports bodies. The insights gained
assisted our approach in refining our offering in providing an access route for
potential young social entrepreneurs. This enriching experience having the
potential in determining their career choice or an involvement with an
existing Non Government Organisation, NGO. The level of positive
engagement experienced indicates there is scope in developing a pilot
scheme through which other educational institutions may follow. The basis of
which we outline within our summary findings and observations as contained
within this presentation. We also acknowledge our shortcomings within this
scheme as presented. However the recurring theme in educating young
people of their social responsibilities through the medium of learning through
play is highly differentiated. To the extent with limited support young social
entrepreneurs could establish RealPlay initiatives within their existing
learning environment. Thus impacting positively to mutual benefit of all
stakeholders.
3. Conventions & Context
• Our team name “Nua”, is an Irish word meaning “New”
• Transition Year (TY), is an optional learning opportunity for 16-17 year old
Irish students through which they gain real world experience
• Three dimensional learning is expressed as 3D with our prototype
• (TY) creates space within the education system allowing students to reflect
and consider their options prior to completing the academic curriculum.
• The (TY) experience assists students in making study and career decisions
based on their natural abilities in areas they may not have previously
considered
• On completion of (TY) a student has two further years of formal academic
study, prior to entering university or work.
• HCD research indicates there is an opportunity through (TY) to identify,
deploy and incubate youth guided social entrepreneur projects which may
influence student involvement in the sector
5. Themes & Preliminary Outcomes
In scoping our brief we identified three key themes. Based on establishing a
local community pilot through which future schemes may be modelled.
A pivotal outcome was identified through the concept of learning through
Play. Thus in understanding the concept of learning through another (Play).
We identified a strong learning metaphor through which youth engage their
curiosity. Thus the premise RealPlay for the real world emerged.
1. Transition – Student opportunity should be aligned to a team based local
community initiative. As opposed to multiple/individual and stand alone
TY projects.
2. Mentoring – An identified panel integrates with transition year program.
The panel consists of a broad skill bank through which students access
expertise.
3. Community – Schools reside within local community and are based
placed working with other stakeholders in identifying social capital
initiatives.
6. Emergent Outcomes
Further dialogue identified a three dimensional
(3D) transition year RealPlay experience.
Structured through three guiding principles below.
1. Guiding – School, community and panel
2. Experiencing – Student learns by doing
3. Reflecting – Student assimilates experience
7. Summary Sample Insights
Transition
The current TY program offers little opportunity in developing community initiatives.
Students feel detached from the process and outcome. Some students may achieve
more from the experience based on their family background and network.
Mentoring
Parents have a positive view of the potential TY impact on their children’s future
career choice. Structured mentoring is rare as students seek multiple experiences
without guidance or in-house expertise. Students have little involvement in what they
learn.
Community
Schools require parental and community involvement in structuring meaningful local
social entrepreneur projects. Through which students gain greater awareness and
understanding of community issues. Sport plays an important role in developing a
social conscience. Communicating with students through a popular communications
platform is an essential component within a scheme
8.
9. Discussion & Revision
In refining our early research and preliminary
findings. We identified one How Might We, HMW
which encapsulated the theme and our later
insights. This point also focused our thinking toward
a realistic deliverable within the premise. It also
framed our understanding of the associated
complexity in ramping up the scheme.
The other HMW questions proved too vague and
overly complex to execute. However it was an
interesting exploration process which reinforced
our decision to develop HMW 4.
10. Reduction of HMW to One
Red = No / Green- Yes
1. HMW, engage youth empowered and designed social projects
within their local community through this platform?
2. HMW, Empower students to communicate and develop physical
community dialogues and issues around local community
problems which challenge, engage and educate?
3. HMW, Engage and deploy support in recognizing student driven TY
initiatives through a merit system toward ongoing education and
career opportunity?
4. HMW, engage and encourage TY students in preparing for the
real world of work and potential commitment to the social
economy?
As we are a team of two our low fidelity story boarding and
prototyping further refined our RealPlay offering.
11. Identity
Stakeholders agree to identify the social
entrepreneur program through this brand.
There is agreement the logo encapsulates
peoples ideas based on learning in groups in
real world social enterprises.
Guiding Principle
The panel of mentors will guide and monitor
student involvement.
The students will engage in a mutually agreed
local social entrepreneur project and are
responsible for the completion of the task.
Learning by doing!
12. Program Job Opportunities
The mentoring team includes a TY
supervisor, local community and
business representatives. Modifying
existing TY curriculum guidelines
integrating with community & business
support. TY students apply for a place
on a three week community project.
Students apply for a position which they
maybe thinking of pursuing in life. Job
specifications are aligned to responsibilities,
and skill requirements. Project outcomes are
identified in highlighting the skills and
knowledge TY students will gain from their
experience.
13. Communication Job Offers
The school website is enable to
communicate with the selected TY
student project. Students, school staff
and mentors can access and monitor
progress. A dedicated Facebook page is
enabled to assist student access to
updates, instructions and other bulletins.
A pilot group of twelve students with
different talents is assembled. Skills are
matched to specific roles and an
organisational framework is developed.
Tasks and responsibilities are identified,
deliverable's are scheduled. The project
gains momentum
14. Activity DesignElder Care Project
An elder care centre partners the student
pilot group in developing a student
volunteer scheme through which
students assist long stay residents.
Students develop an activity program
engaging residents in non-traditional
interests. Here are some examples of
their activity offerings Computer s,
Digital Art, Model Building, Kitchen
Garden, Companionship...
15. Learning Outcomes Reward
Within this real world context TY students
develop an understanding of community
and social responsibility. They develop a
deeper understanding of their innate
talents and interpersonal skills. Which may
determine their future role within the
social economy.
Students receive their Real Play young
social entrepreneurs achievers award which
they include within their CV. This also may
be used as supporting evidence in accessing
further educational opportunity within
other social economy initiatives.
16. Personal Growth New Horizons
Through this social facilitation exercise all
stakeholders grow from the experience. To
the extent people are outside their comfort
zone in designing and implementing
services. This is where growth occurs and
can be a transformative influence in
developing students.
Students gain a broader understanding of
local community needs and the
shortcomings in society. To the extent the
may get involved in other social initiatives
or alternately may be encouraged to start
the own social entrepreneur program.
17. Work In Progress
• Slide 15 - Conclusions
• Slide 16 - Follow up
• Slide 17 - About the authors
• Other: Image and graphic inserts embedded
• Draft issues 29-30/03/15
18. Glossary
• NGO – Non Government OrganisationA non-governmental organization (NGO) is any non-profit, voluntary citizens' group which is
organized on a local, national or international level. www.ngo.org/ngoinfo/define.html