 
Building Bridges to the Future:

Global Case Studies of Teaching and Learning in the 21st Century

Connie K. Chung

with

Ashim Shanker, Seungah Lee, and Vincent C. Qian

BUILDING BRIDGES TO THE FUTURE:

GLOBAL CASE STUDIES OF TEACHING AND LEARNING IN THE 21ST CENTURY

By Connie K. Chung with Ashim Shanker, Seungah Lee, and Vincent C. Qian

First Edition: April 2018

Copyright 2018 by Connie K. Chung

All rights reserved

ISBN 9781370823147

Published by Connie K. Chung at Smashwords

Cover design by Abigail McMurray

This book is available in print at most online retailers.

Smashwords Edition, License Notes

This e-book may be reproduced, copied, and distributed for non-commercial purposes, provided the book remains in its complete original form.

To educators all over the world who keep young people at the heart of their work

### Table of Contents

1. Introduction: 21st Century Education for All Children in All Contexts

by Connie K. Chung

2. United World Colleges (UWC): Practicing Deliberate Diversity to Educate Students for Peace and a Sustainable Future

by Connie K. Chung

3. Aflatoun International: Social and Financial Education for Individual and Community Empowerment

by Ashim Shanker and Connie K. Chung

4. Bootstrap: Enabling Equitable Access to Math and Computer Programming Education for All Students

by Vincent Chunhao Qian and Connie K. Chung with Ashley Lee

5. Camfed: Effecting Systemic Community Change by Supporting Girls' Education and Young Women's Leadership Development

by Connie K. Chung with Katie Smith

6. Committee for Children's Second Step Program: Social Emotional Learning for a Peaceful World

by Vincent Chunhao Qian and Connie K. Chung with Anastasia Aguiar

7. Design for Change: Shifting Mindsets to Empower Children to Create a Better World

by Connie K. Chung and Vincent Chunhao Qian

8. Educate!: Developing People and Communities through Social Entrepreneurship Education

by Seungah Lee and Connie K. Chung

9. Educacion para Compartir (Education for Sharing): Playing for a Better World

by Seungah Lee and Connie K. Chung

10. Foundation for Environmental Education (FEE): Sowing the Seeds for an Ecologically Conscious Society

by Ashim Shanker and Connie K. Chung

11. INJAZ Al-Arab (Junior Achievement Middle East North Africa): Connecting Students with the Business Sector for Social Entrepreneurship Education

by Seungah Lee and Connie K. Chung

12. About the Writers
1. Introduction: 21st Century Education for All Children in All Contexts

### Connie K. Chung

In writing this book, _Building Bridges to the Future: 10 Global Case Studies of Teaching and Learning in the 21st Century_ , we join a global conversation and activity that has been ongoing since at least 1996, when the report to UNESCO by the International Commission of Education for the Twenty-first Century, chaired by Jacques Delores,  Learning: The Treasure Within was published. In the report, the Commission outlines the thesis that education is "one of the principal means available to foster a deeper and more harmonious form of human development." It outlines the following challenge associated with the twenty-first century:

"The coming century, dominated by globalization, will bring with it enduring tensions to overcome, tensions between the global and the local, the universal and the individual, tradition and modernity, long-term and short-term considerations, competition and equality of opportunity, the unlimited expansion of knowledge and the limited capacity of human beings to assimilate it, and the spiritual and the material."

The global conversation about teaching and learning for the twenty-first century has continued, with Klaus Schwab, Founder and Executive Chairman of the World Economic Forum writing  an article in Foreign Affairs in December 2015, describing the "Fourth Industrial Revolution." In it, he outlines the challenge and opportunities provided by the "velocity, scope, and systems impact" of the exponential evolution and revolution of technology and its impact on how we live and work. He concludes, "In the end, it all comes down to people and values. We need to shape a future that works for all of us by putting people first and empowering them."

The Brookings Institution's Center for Universal Education published a report in May 2016, Skills for a Changing World. It echoes themes from both reports, observing that in the changes in technology, work, and globalization, there is both a promise for a better future and perils that can come with rapid change. Today and in the future, Rebecca Winthrop and Eileen McGivney note, "We will need young people who are prepared to harness these promises and mitigate these challenges."

The ten organizations profiled in the following case studies are preparing young people to meet these challenges in new and different ways. They provide young people the opportunity to learn not just knowledge, but also social and emotional skills to put their knowledge to practice. The educators in these organizations model and cultivate in young people the kinds of attitudes and values that help them not only to take responsibility for developing themselves but also to make positive contributions to their communities.

Together, the ten organizations profiled in these case studies reach over 32 million youth in more than 110 countries in all regions of the world. FEE (Foundation for Environmental Education), with the largest reach, is available to close to 17 million students in a year, while Bootstrap, as one of the newer organizations, reached 15,000 in 2015-16. Both have the potential to reach more.

The organizations are relatively young. The UWC is the oldest organization among the ten organizations, having been founded in 1962 with the establishment of Atlantic College. Design for Change is the youngest, having begun in 2009 (The Learner Guide Program, began in 2014, but Camfed, the host organization, has been in existence since 1993.). Six out of the ten organizations began after 2004 (seven, if we count The Learner Guide as program as separate from Camfed).

In writing this book, we hoped to show that teaching and learning to equip all children in all contexts to create a better future for themselves and their communities is possible. We also wanted to inspire and engage more people and organizations to learn from the efforts of these education pioneers. In the rest of this chapter, we describe why and how we came to select these organizations to be profiled in this book.
Purpose: Why We Undertook This Project

In December 2013, we held our first meeting with Harvard Graduate School of Education's Global Education Innovation Initiative (GEII) research partners, under the leadership of Professor Fernando Reimers. As we spoke with colleagues, we determined that it would be helpful to produce resources that are helpful to practitioners, policymakers, funders, and other education stakeholders.

We hoped that these resources would accomplish the following:

1) Enable people to see 21st century teaching and learning in action;

2) Draw from effective educational models of teaching and learning that inspire, engage, and empower students;

3) Make recommendations that are helpful to practitioners, policymakers, funders, researchers, and other education stakeholders so that all students can access education that is powerful and relevant to thriving in the 21st century.

The first book we researched and wrote with our GEII partners,  Teaching and Learning for the Twenty-First-Century: Educational Goals, Policies, and Curricula, is a step in that process, in that we analyzed national curriculum frameworks in China, Chile, India, Mexico, Singapore, and the United States, vis-à-vis the compendium of existing research about what students need to learn in the 21st century, as conceptualized in a report by the National Research Council,  Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century.

As we gave presentations about findings from the first book, we were asked repeatedly by audiences to give examples of what teaching and learning in the 21st century looked like in practice and whether it was possible to teach and learn these competencies in all contexts, including in low-resourced communities and with students who may not possess basic literacy and numeracy skills. We were already planning to write case studies of organizations as our third project, and the questions we were asked during the book talks about our first book gave shape to the purpose, shape, and content of these studies. GEII partners, particularly Aditya Natraj and Monal Jayaram from the Piramal Foundation in India, who are practitioners engaged in work with the Indian school system, also pushed us to produce resources more directly about the practice of teaching and learning in the 21st century.

Our third research project, the result of which is the series of organizational profiles that make up this volume, was part of our answer to these questions. With funding from the Jacobs Foundation, we launched in March 2016 a research study that identified and analyzed over 100 organizations that fit our criteria for teaching and learning in the 21st century. We then narrowed this initial list to approximately 50 organizations globally that provide support for teaching 21st century competencies to youth, primarily in grades K-12, in a wide variety of contexts. We redesigned, rebuilt, and re-launched our GEII website in October 2016 to display the results of our research, after which we began the effort to produce more in-depth organizational profiles for a select number of these 50 organizations.
Method: How We Undertook This Project

In the course of building a global collaborative education organization aimed to bring together practitioners, policymakers, researchers, and other education stakeholders, and even as we navigated the thousands of pages that have been written about what students might learn in the 21st century, I noticed the different lexicons used by these different stakeholders. In our first book, for example, we navigated the differences in vocabulary between researchers and policymakers, as we analyzed curriculum frameworks against the classification scheme developed by researchers in the National Research Council's report.

For our third project, we used yet another set of terms, this time used by practitioners, to identify organizations we wanted to study. These are a set of words more descriptive and topic-driven, and the kinds of words that organizations might use to describe what they do and the kind of words they might use to classify themselves with similar organizations, as engaging in a common endeavor.

I had a sense that even as practitioners were not necessarily speaking about "21st century competencies" as defined by the National Research Council in terms of cognitive, interpersonal, intrapersonal competencies, they might well be doing it, but perhaps under a different umbrella of words.

The topics we chose to use to identify organizations included the following:

1) Arts, Creativity, Design Thinking

2) Civics and Ethics Education, including Digital Media Literacy

3) Entrepreneurship Education

4) Environmental Education

5) Financial Literacy Education

6) Gender Equity, Girls Education

7) Global Citizenship Education

8) Health/Fitness/Sports Education

9) STEM (Science, Technology, Engineering, Math) Education

10) Social Emotional Learning

We focused on finding at least one organization from each of the ten categories listed above in each of the following regions of the world, to show the breadth of contexts in which teaching and learning can take place: 1) Africa and the Middle East 2) Asia 3) Europe 4) Latin America 5) United States, Canada, New Zealand, and Australia. Africa and the Middle East were brought together because of the challenge of identifying enough of these organizations in the two regions, independent of each other.

To develop an initial list of more than 100 organizations around the world, we looked to our partner networks and global organizations who had already identified actors and innovators in education -- such as Ashoka, the European Commission, United Nations' education organizations such as the United Nations Environment Program, the OECD, and the Qatar Foundation, among others. Our selection criteria included the following:

1)Teach competencies in all 3 domains of 21st century competencies, as defined by the National Research Council's 2012 report:

a) The Cognitive Domain includes three clusters of competencies: cognitive processes and strategies, knowledge, and creativity. These clusters include competencies, such as critical thinking, information literacy, reasoning and argumentation, and innovation.

b) The Intrapersonal Domain includes three clusters of competencies: intellectual openness, work ethic and conscientiousness, and positive core self-evaluation. These clusters include competencies, such as flexibility, initiative, appreciation for diversity, and metacognition (the ability to reflect on one's own learning and to make adjustments accordingly).

c) The Interpersonal Domain includes two clusters of competencies: teamwork and collaboration and leadership. These clusters include competencies, such as communication, collaboration, responsibility, and conflict resolution.

2) Demonstrate a 21st century approach to pedagogy, which is student-centered, active, engaging, collaborative, and empowering (See, for example, C.L. Scott's working paper for UNESCO,  What kind of pedagogies for the 21st century?); demonstrate a clarity in expressing the kinds of values and attitudes they seek to cultivate in their program participants (See, for example, Margaret Sinclair's summary paper for UNESCO,  Learning to live together: Building skills, values, and attitudes).

3) Exist in more than one location, to demonstrate not only evidence of success, but also the potential for adaptability, scalability, and/or spread-ability.

Once we identified organizations that had the potential to fit our criteria for selection, we conducted initial desktop research, such as looking at the organization's website and gathering existing information about the organization, including evidence of effectiveness, to assess initial suitability and fit for our project.

We then scheduled 30-60 minute phone interviews with the organizations, and based on all the information collected, narrowed the list to approximately 50 organizations that appeared to have some evidence of impact and scale, and whose programs possessed the following characteristics, in addition to the initial selection criteria identified earlier: a richly developed, robust program model, grounded in local contexts (with evidence that it could exist in locations other than the location of first origin), that had the potential to help others see in action the principle that education for the 21st century is not just for the few, but for all children in all contexts.

We then wrote short profiles of these organizations, in a way that we hope is easy to read, for the GEII website. We aimed for our analysis to be succinct, but also detailed enough to give a clear initial glimpse into what these organizations and programs are doing to advance teaching and learning relevant to the 21st century. Our common categories for reporting across the organizations to summarize on the GEII website included the following:

1. Website address, so people can access the organization's web content directly

2. Countries in which they operate, to give a sense of the range of contexts in which they operate

3. Grade level of students, to give a sense of the profiles of the program participants

4. The number of students participating per year, to give a sense of the organization's reach and scale

5. The year the organization began, to give a sense of the organization's history and viability

6. Relationship to the public education system, to give a sense of whether these organizations worked with and/or worked outside of the formal education system

7. The organization's vision and mission; a brief description of program activities; program content, including cognitive, intrapersonal, and interpersonal competencies, values and attitudes, and pedagogy – to give a sense of what they did

In November 2016, after we finished profiling these organizations and building our new website from the content from these profiles, we began the process of choosing ten organizations about whom we would write longer case studies, delving more deeply into the following ten areas:

1. Short opening vignettes that crystalizes their organizational vision, goals, and purposes, to show the impact of their work on children and young people

2. "At a Glance" section to capture basic information about the organization

3. An "Overview" section to capture non-negotiable, essential components of the program, without which their organization would lose their identity, and their main activities

4. A "Program Content" section which describes the competencies, values/ attitudes, and pedagogy

5. A "Theory of Change" section and an "Organizational History" section to show their raison d'etre and how it has evolved over the years

6. A section about their organizational definitions of success, desired outcomes, and impact

7. A section about how they build capacity, for their staff and for financial sustainability

8. A section about how they scale and spread their work, including how they work with partners, and the challenges they face to making their work accessible to more children and youth

9. A section about their strengths as an organization

10. A section about key learnings and recommendations.

We chose organizations with the aim to have at least one organization from each of the ten topics outlined for our initial search for profiling 50 organizations, and to have at least one organization operating in each of the five regions of the world we identified. The organizations about whom we wrote case studies are the following:

1. Aflatoun International: Social and Financial Education for Individual and Community Empowerment

2. Bootstrap: Enabling Equitable Access to Math and Computer Programming Education for All Students

3. Camfed: Effecting Systemic Community Change by Supporting Girls' Education and Young Women's Leadership Development

4. Committee for Children's Second Step Program: Social Emotional Learning for a Peaceful World

5. Design for Change: Shifting Mindsets to Empower Children to Create a Better World

6. Educate!: Developing People and Communities through Social Entrepreneurship Education

7. Educacion para Compartir (Education for Sharing): Playing for a Better World

8. Foundation for Environmental Education (FEE): Sowing the Seeds for an Ecologically Conscious Society

9. INJAZ Al-Arab (Junior Achievement Middle East North Africa): Connecting Students with the Business Sector for Social Entrepreneurship Education

10. United World Colleges (UWC): Practicing Deliberate Diversity to Educate Students for Peace and a Sustainable Future

We asked each of these organizations to fill out a questionnaire about their key practices and followed up on their answers with phone interviews for clarification. We sent drafts of the case study to the organization for review and incorporated their feedback into our writing. The first full draft of these profiles, introduction, and conclusion were prepared for and shared with colleagues attending a GEII conference in May 2017.

We were limited in that we could not visit the program sites, due to constraints in funds and time except for United World Colleges (UWC). I was fortunate enough to participate in the 2016 UWC Congress, held in Trieste, Italy, and visit the nearby campus, UWC Adriatic. In most of these cases, because of the same constraints, we also did not have the opportunity to interview program participants. However, we asked for and received reports of external evaluations and research conducted by other organizations. For all these organizations, prior research has been conducted about their impact and effectiveness, as we note in our summaries.

The unique value that we hope to bring with this group of organizational profiles is the way that we targeted our efforts to synthesizing succinctly key program goals and organizational components. In addition, we analyzed and wrote about key findings from across these organizations, in a concluding section about purposes, programs, partners, and processes.
Key Themes

The following are themes that emerged from an initial analysis of key principles these organizations had in common. The themes are distilled into four broad groups: purposes, programs partners, and processes. These 10 principles are currently being developed into an academic article. My suggestion is for readers to read the organizational profiles in the following chapters with these principles as a possible framework for seeing how much these diverse organizations have in common in how they do their work.

Purposes: Organizations see learning as a bridge between the world and people of today and the world and people of tomorrow

1. Organizations develop a clear a vision about the kind of future they want to build through education.

2. Organizations articulate an explicit vision about the kind of people they want to see children and youth become.

3. Organizations see young people not just as recipients of their programs but also as key stakeholders in charting their own learning and in positively shaping their communities.

Programs: Organizations co-create with participants and communities to adapt their program content to local contexts. Programs are flexible enough to evolve to achieve their purposes, while holding true to key core components

4. Organizations embed program activities relevant to individual and community contexts and interests. They make space for young people and communities to co-create and influence program content.

5. Organizations evolve the program content and activities of the organization in pursuit of achieving their vision.

6. All of the organizations studied have critical, non-negotiable program components but also are flexible in allowing local partners to adapt the program to their contexts.

Partners: Organizations work with key partners to implement their programs successfully in diverse contexts. Partners are key to informing, funding, scaling, amplifying, and advocating for programs.

7. Most of the programs that have expanded beyond the initial physical site have relied on building partnerships with local organizations and/or local communities. Local partners are critical to integrating and applying on-the-ground local knowledge for successful implementation.

8. Partners not just scale and spread these programs, but also provide expert knowledge and content, funding, and can be advocates and amplifiers.

Processes: Organizations engage not just in program delivery but also in building capabilities in people and communities and in systematic, iterative, and continual learning

9. Organizational processes take into consideration building the necessary capacity for the program to be implemented well. This may include not only curriculum adaptation, but also developing and supporting the human and financial capacity of communities.

10. All of these organizations engage in processes of intentional, iterative, and continual learning. Their programs are informed by on-the-ground research and feedback from stakeholders.
Acknowledgments

We would like to thank the leaders of all the organizations we contacted, for not only giving us permission to list them on the GEII website but also for their time in sharing their insights with us. In particular we thank the leaders and staff of these ten organizations for giving us even more of their valuable time as we wrote our profiles. The names of the people we contacted about a particular organization are listed at the end of each chapter, under the "acknowledgement" section.

Research assistants Seungah Lee, Ashim Shanker, Vincent Chunhao Qian, Anastasia Aguiar, Ashley Lee, Anna Fan, and Jonathan Seidan provided invaluable assistance. We would also like to thank Yi Wang from the Harvard Shanghai Center for providing resources and guidance and to Dana Mekler from Ashoka, who assisted in identifying potential organizations to include in our original list of 100 organizations. We thank Harvard Web Publishing, especially Kenton Doyle and Richard Clinch, who designed and built the new GEII website. We would also like to thank GEII colleagues for providing feedback and suggestions and I thank Ashim Shanker, Laidy Saenz-Sastre, and Silvia Lopez Chaves for their advice about formatting this e-book. Finally, we thank the Jacobs Foundation for providing the funding that made this project possible.

We hope this collection of case studies will enable education stakeholders to see that the kind of education that is engaging, powerful, rigorous, and relevant to the 21st century is possible for all children in all contexts.
Sources for Chapter 1: Introduction

National Research Council, _Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century_. (Washington, DC: The National Academies Press, 2012.

Fernando Reimers and Connie K. Chung, _Teaching and Learning for the Twenty-First Century: Educational Goals, Policies, and Curricula from Six Nations_ (Harvard Education Press, 2016).

Klaus Schwab, "The Fourth Industrial Revolution: What It Means and How to Respond." Foreign Affairs, December 12, 2015, https://www.foreignaffairs.com/articles/2015-12-12/fourth-industrial-revolution.

Cynthia Luna Scott. "The Futures of Learning 3: What kind of pedagogies for the 21st century?" (Paris: UNESCO Education Research and Foresight, 2015).

Margaret M. Sinclair, _Learning to Live Together: Building Skills, Values, and Attitudes_. (Paris: UNESCO, 2004).

UNESCO, _Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century_ (UNESCO Publishing, 1996).

Rebecca Winthrop and Eileen McGivney, _Skills for a Changing World: Advancing Quality Learning for Vibrant Societies_ (The Brookings Institution, 2016).
2. United World Colleges (UWC): Practicing Deliberate Diversity to Educate Students for Peace and a Sustainable Future

### Connie K. Chung

INTRODUCTION

As the lights dimmed in the Verdi Theater in Trieste, Italy, on a beautiful evening in October 2016, the joyful chatter of the over 600 audience members faded, and all eyes focused on the young man who walked to the center of the stage, dressed in a grey twaub and wearing a white keffieh. For the next two hours, through poetry, dance, and music from different cultures around the world, and with words spoken in Arabic, Spanish, Italian, and English --he and other high school students at UWC (United World College) Adriatic powerfully told the moving story of one of their fellow students, who had made a difficult journey alone, as an unaccompanied minor, from Egypt to Italy.

The performance ended with the young refugee's acceptance at UWC Adriatic, a two-year residential school located in Duino, Italy, that hosts on its campus, 190 students from 85 countries. In response, the audience --composed of alumni, current students, staff, donors, parents, volunteers, and friends of the UWC network of 17 schools around the world and 155 national committees --rose to their feet. They were applauding not only the students' performance, but also reaffirming their own commitment to the UWC mission of "making education a force to unite people, nations, and cultures for peace and a sustainable future."

Central to the ethos of UWC is the belief that education can bring young people together in their formative years on the basis of their shared humanity and support them in becoming people who can create social change through courageous action, personal example, and selfless leadership. Her Royal Highness Queen Noor of Jordan, President of the UWC movement, stated that UWC does "not simply want to produce educated young people. [They] hope to nurture and educate activists and future leaders who can identify and help resolve the challenges within their own societies and contribute to stability, peace, and justice in the wider world." The following case study explores how UWC works to offer a "challenging and transformational education to a deliberately diverse group of young people," operating "the only global network of pre-university schools whose aims are to make leaders to create a peaceful and sustainable future, selected on their own merit, regardless of their ability to pay."

Jens Waltermann, Executive Director of UWC, in  a recent interview, described the profile of the ideal graduate of UWC schools thus: "We want them to question the status quo, to question the inequalities they experience, to develop empathy towards other ways of living and seeing the world -- and not to be complacent but to bring about the change they want to see. At UWC, we believe that a self-empowered person... is a person who has the energy to change things and the inclination to use that energy in the right way and for the common good. It's also somebody who understands and can navigate the complexity of life and who reaches beyond easy answers."
UWC AT A GLANCE

Website

<http://www.uwc.org/>

Vision and Mission

To make education a force to unite people, nations and cultures for peace and a sustainable future.

Countries in Which There Is a UWC Campus

Armenia, Bosnia Herzegovina, Canada, China (Hong Kong & Changshu), Costa Rica, Germany, India, Italy, Japan, Netherlands, Norway, Singapore, Swaziland, Thailand, United Kingdom (Wales), United States.

Grade Level of Students Participating

Most of the schools enroll students only for Grades 11 and 12 (the IB Diploma) and have a total student population of 200-300 students each. However, UWC Waterford Kamhlaba (Swaziland) enrolls students from Grade 6 to 12, while UWC Maastricht (the Netherlands), UWC South East Asia (Singapore), and UWC Thailand enroll students from K1 to Grade 12; UWC Changshu (China) and UWC Atlantic College (UK) also offer a pre-IB year for Grade 10.

Number of Students Participating per Year

Approximately 3750 students per year in the IB diploma years and 9100 students in total are enrolled in the UWC. To date, more than 60,000 young people from over 190 countries have graduated from UWC schools and colleges.

Number of Staff

Varies by school

Number of Volunteers

Thousands, mostly working in one of the 157 national committees to identify and select applicants to the UWC.

Relationship to the Public Education System

UWC is an independent and global network of schools and education projects with schools and colleges in 16 countries, as well as national committees in over 155 countries. Some schools are partially funded by the local or national governments (UWC Red Cross Nordic, for example, is funded primarily by Nordic states, while UWC Maastricht is considered a public school within the Netherlands), but there are schools that do not get any funding from local or national governments.
OVERVIEW OF UWC

Non-Negotiable, Essential Components of UWC

Selection, Scholarships, and Deliberate Diversity:

Finding and selecting promising students and staff to compose "deliberately diverse" groups at UWC schools and enabling students to attend, regardless of financial need, is a core component of UWC. Over 70% of students attending a UWC in the IB diploma years who are selected by a national committee within their country and culture independent of their ability to pay tuition and receive a full or partial scholarship.

"Deliberate diversity" is a core tenet of UWC, and for them, diversity is based not only on nationality, but also on socio-economic class, religion, ethnicity, culture, and other factors. Current students at UWC schools represent over 150 different nationalities. The majority (70% in 2015) of UWC students selected attend the school with a full or partial scholarship, ensuring that attendance does not depend on the student's socio-economic background.

Overview of UWC's Activities

The UWC experience provides an intense experiential education for young people, in and outside the classroom. Most UWC students in the IB Diploma Years are part of residential programs. By providing a context in which students live and learn together in their residential schools, UWCs foster a context in which students and staff learn to know each other and the wider community in which the schools are located. They aim to promote understanding among people of diverse nationalities, cultures, races, religions and socio-economic backgrounds and promote sustainability as a value and practice.

The UWC experience is delivered through the following activities:

•Rigorous academic program designed to foster inquiry, a sense of responsibility, critical thinking, global awareness, and civic engagement

•Extensive community service, involving people from outside the school, that emphasizes mutual giving and learning

•Strong environmental awareness, including wilderness experiences and outdoor challenges

•Exploration of global issues

•Respect for and interaction with the host community surrounding the school

The International Baccalaureate (IB) Curriculum has been incorporated as part of a broader UWC curriculum, which is reflected in the UWC Educational Model below, where a deliberately diverse, engaged and motivated community forms the heart of the UWC experience.
Figure 8: The UWC Educational Model

UWC CONTENT: COMPETENCIES, ATTITUDES, VALUES, AND PEDAGOGY

Intrapersonal Competencies

UWC values challenging students' strengths and supporting them in developing the courage to work on their weaknesses and push their boundaries. A few of the competencies emphasized in the UWC schools include personal responsibility and mindfulness. In addition, creating space and opportunities for student driven projects and initiatives allows for autonomy and reflection.

Interpersonal Competencies

Among the range of interpersonal competencies UWC promotes through their activities and curricula is intercultural understanding, compassion, and empathy. Living in shared spaces together with students from different backgrounds also cultivates respect for others and an appreciation for diversity. UWC 's website, for example, states, "Learning does not stop when students leave the classroom- they learn by living together and navigating values and responsibilities with people from around the world. They learn by working on projects together incorporating campus service and engagement with the local communities."

Cognitive Competencies

In addition to offering the IB diploma program, UWC prizes making strong connections between classroom content and activities outside the classroom. UWC Mahindra website, for example, states, "Students learn how to think, not what to think. Students learn to express themselves with confidence and clarity in speech and writing. Students are encouraged and expected to express their ideas openly in classroom discussions, college meetings, global affairs and other venues. They are encouraged to challenge ideas and to think critically and creatively for solutions. They learn to handle multiple perspectives."

In the IB Diploma program, students choose a course from each of the following six subject areas: Languages and literature; language acquisition; individuals and societies; sciences; math; the arts (or the student can opt to study another science, individuals and societies, or language acquisition instead of the arts). Students also write an in-depth research paper on a topic of their choice – such as an issue of global significance like migration, health, technology, or climate change – and, in the process, develop their ability to analyze, synthesize, and evaluate knowledge; prepare for undergraduate research; learn how to communicate ideas; and develop an argument.

Attitudes and Values

-Personal responsibility, integrity, and personal challenge;

-International, intercultural understanding, compassion and the celebration of difference;

-Action, personal example and service;

-Idealism, mutual responsibility, and respect for the environment.

In addition, UWC celebrates difference in a wide spectrum of learning and teaching experiences, backgrounds, and values. The ability to take on personal challenges, commit to action, and express curiosity are among many valued attitudes and mindsets in the UWC.

As part of the IB curriculum, with an oral presentation and a shorter essay, students reflect on how they know what they claim to know. In this process, they learn to examine their personal assumptions and biases, develop an appreciation of the cultural perspectives of others, become more familiar with the complexity of what constitutes knowledge, and recognize the need to act responsibly in an increasingly interconnected and uncertain world.

For example, Alistair Robertson, Deputy Rector, from UWC Red Cross Nordic in Norway, shared a comment from his colleague Ashok Pratap Singh about a chemistry lesson in which students not only learned about the Haber process, but also about the reasons behind its discovery, its impact on World War I and its role in the production of explosives, and how it is now used to generate fertilizers benefiting humanity. Thus, this kind of lesson puts an emphasis on the role of people making decisions about how to use scientific knowledge for different aims and places discussions about the role of ethics and values in the application of knowledge at the center of the curriculum.

Pedagogy and Active Engagement of Students

Founded by Kurt Hahn and based on the values of experiential education, UWC pedagogy takes an experience-based approach to learning. For example, there is a focus on student-driven learning and living. Students are trusted and intentionally given the freedom to fail by many school staff. There is also a feedback culture in the schools, with teachers practicing openness to soliciting and listening to students' comments and suggestions. Adults and students in the school also form mentoring relationships as students work on service and other volunteer projects. The schools work intentionally to create spaces for students to live together and reflect, including giving students not only the opportunity to discuss and debate, but also to set and reflect on institutional norms.

Most UWC schools host annual international peace and/or sustainability conferences that students plan and run themselves. This includes choosing and inviting speakers and running workshops about current topics such as recent conflicts in the world. In these workshops, students from both sides of a conflict may attend and speak from their experiences. In doing so, they learn to express their disagreements respectfully, with the presenters and the audience all learning from the exchange.

In addition, UWC campuses give particular attention to engaging students in sustainability practices. UWC Mahindra, for example, takes advantage of its location within the greater Western Ghats (Sahyadri Hills), a biodiversity hotspot with approximately 1,800 endemic species and accepted by UNESCO as a world heritage site in 2012. In 2006, the school launched the Van Vihar Biodiversity Park and Reserve, officially protecting the ecosystem of their 175-acre campus.

In such programs, students at UWC Mahindra not only organize the composting practice at the school, but also support an organic farm and conduct species surveys with camera traps and by learning to understand trails and markings. In addition, they designed, built, and monitor a bio-digester that produces cooking fuel for 40 students. They also have installed and use a natural waste water processing center that is completely natural, with reed beds and banana plants to produce all the gardening water for a large section of the campus. In 2016 UWC Mahindra was recognized as a finalist in the Zayeed future energy prize for high schools.

In addition, the IB Diploma also engages students in creative thinking and the arts, physical exercise, and in-service learning, encouraging experiential learning, self-discovery, and opportunities for reflection. Many teachers engage in seminar-style classroom teaching. Laurence Nodder, Rector, UWC Robert Bosch College, articulated the intentionality, complexity, and sense of purpose behind the push for student-centered learning when he observed, "From an institutional point of view, a shift in body language is needed from a school with a more defined and enduring sense of itself to which students must attach, to a school which attaches to the students and tries to value what they bring."

His comments echo those from other UWC school leaders, who, when asked about cultivating practices that promote the UWC mission, spoke as much, if not more, about the importance of mindsets and the quality of trusting relationships among staff and students, and of cultivating particular organizational cultures, as they did about curricula and pedagogy. Currently, UWC is focusing even more intensely on advancing their mission, which embraces far more than academic achievement for their students and graduates.
UWC'S THEORY OF CHANGE

If UWC provides a high-quality education to a deliberately diverse group of students living and learning together, these students will go on to become ethical and courageous leaders who will live lives of influence that will help the world become more peaceful and sustainable.
ORGANIZATIONAL HISTORY

Year Organization Began

1962

Need UWC was Trying to Fill When It Began and How the Need Has Evolved

Post-WWII and during the Cold War, Kurt Hahn founded Atlantic College to educate young people for peace by bringing together high school-aged young people from different countries to live and learn together for a more peaceful future. Over the years, as UWC has found that the need for intercultural understanding and for educating young people for peace and a sustainable future has remained. In fact, UWC staff see that the world has become more complex in the way it creates division, not just in terms of division created by national borders, but along lines of class, ethnicity, and religion, among others.

A recent report commissioned by UWC Pearson College cited the World Economic Forum's Global Risks Report and noted that these "complex, intractable, and interrelated "issues "cannot be solved one-at-a-time, by one country, by one set of stakeholders." Instead, the UWC report observes that this situation calls for "reinforcing the understanding of the basic humanity that binds us as a 'single human family.' It quoted the Dalai Lama, who stated, "All this calls for a new approach to global problems. In the 21st century, we have become so interdependent, so closely interconnected with each other, that without a sense of universal responsibility, we cannot open to overcome the dangers to our very existence, let alone bring about peace and happiness." Given its years of experience of cultivating such a sense of responsibility in students, UWC continues to work to help meet and overcome such global challenges, with a range of partners and stakeholders.
DEFINITION OF SUCCESS, DESIRED OUTCOMES, & IMPACT

What Success Means for UWC

For UWC, success means fulfilling its mission stated above, including providing the students with a world-class educational experience. This goal has at its core, as noted by those interviewed, giving learners the means to become change-makers for a better future for their communities and the world.

How UWC Defines and Measures Its Own Success

In addition to using traditional measures for organizational health, the UWC looks beyond the traditional metrics \- such as results on the International Baccalaureate exam results - for understanding what constitutes quality education. According to Hannah Tümpel, Director of Communication and Engagement with UWC International, and the heads of UWC schools interviewed, the organization has been deliberately focusing on how students "live the UWC mission about peace, sustainability, and justice, and how they impact the others around them, and how much they have equipped the students with the life skills they will need." For example, Peter Howe, Head of UWC Atlantic College, Wales, and former head of UWC Maastricht and UWC Adriatic, noted that they could easily get high IB results just from recruiting students based on their prior academic achievements.

But when UWC schools deliberately desire, seek, and provide students who are refugees with scholarships, for example, the possibility that IB scores will go down pales in comparison to the possibility of making gains in other areas, for all students, that are not as easily quantifiable, Howe observed. In valuing "growth mindset" in students, for example, Howe explained that, as a school head, he has come to focus his attention not only on the students who were receiving low academic marks, but even more on the students who were receiving low marks in the "effort and engagement" categories, which he said the school valued equally as important as academic grades.

Thus, in looking at their alumni, UWC looks to see not academic success or high salaries as a measurement of success, but at what the graduates are doing with their lives to fulfill the mission of the UWC. UWC is currently engaged in efforts to evaluate how well they do as an organization on these points.
HOW UWC BUILDS ORGANIZATIONAL CAPACITY

How UWC Develops Staff

Because of their unique mission and broad range of activities, UWC schools look for teachers who have a passion for "doing more than teaching in a classroom," in terms of being engaged with young people as residential advisors, coaching them in co-curricular activities, and supporting them in community engagement activities.

UWC also has started to work across their 17 schools to share good practices. In addition, they have started to build a leadership program for senior school staff leaders to develop into school heads, to fit their unique mission and culture.

**How UWC Maintains Financial Sustainabilit** y

Their funding model includes a mix of funds that schools and national committees raise from the government and from philanthropy, and from family contributions based on available family resources. UWC also draws funds from people and organizations that believe in the concept of UWC, and value the UWC mission of cultivating the next generation of interculturally competent leaders. Sometimes, for example, organizations will fund particular segments of the population, such as "girls" or "refugees," because they believe in nurturing a set of leadership competencies in groups of young people who otherwise may not always have equal access to such opportunities.

In addition, UWC as an organization has learned over the years to ask for new UWC schools to develop a longer-term financial viability plan, right from the start of the application process. They have learned to mix the sources of funding so that it comes from a variety of sources, particularly as they draw support from more unstable regions of the world.
SCALING AND SPREADING UWC'S WORK

Strategies and Resources Used to Scale or Spread UWC's Impact

1) They have created a systemized, multi-stage process by which they approve new UWC schools and have recently increased not only the number of schools, but also the number of full school models that include more grades than just the IB diploma years.

2) They have also instituted 1- to 4-week summer programs and weekend programs to offer a UWC experience to more students, who may not be part of the 2+ years of the residential program, but who, nevertheless, express a desire to experience parts of a UWC educational program.

3) Certain UWCs, such as UWC Mahindra College, also work with local schools to share ideas and practices that stem from their campuses. Akshara is the local impact initiative of UWC Mahindra College, for example, that serves more than 500 people in seven villages in a range of age groups.

How UWC Partners with Others to Scale and Spread Its Impact

1) UWC works with a range of organizations to identify a large applicant pool as they pursue their mission of "deliberate diversity" for their schools. For example, the SOS Children's Villages International, with their global work with families and children in need, gives UWC access to a greater pool of traditionally inaccessible, difficult-to-reach candidates.

2) UWC also works with other organizations to scale and spread access and knowledge, by sharing information, tools, and strategies. For example, UWC in Mostar, Bosnia and Herzegovina, worked with teacher professional development organizations to share best practices for teaching in post-conflict situations. Partnerships with many funders enabled UWC to offer a greater number of shorter courses to students who may not be chosen to enroll in a UWC, but who still desired a taste of UWC curricular and other offerings.

3) UWC's work with other organizations to lengthen the educational experiences for their students into higher education has been important. For example, the Shelby Davis Scholarship program enabled students who graduated from UWC to attend US colleges and universities by providing them the necessary financial means in case of need.

4) One of the most notable aspects of UWC's partnership work has been UWC's instrumental role in the founding of the International Baccalaureate and their continued work with the organization. There are at least 10 UWC courses piloted at UWC schools that have since become a formal part of the IB curriculum, including the IB World Arts & Cultures course. Historically, there has been a close relationship between UWC and the IB, with staff from UWC playing a role in the IB leadership as well. UWC also contributes to the professional development activities of the IB. Thus, UWC's 17 schools' ability to influence the curricula and pedagogy of the 3,500 IB schools remains a strategic way to scale and spread some of the UWC's best practices.

In addition, UWC campuses continue to drive innovations in curriculum, in their partnership with the IB, among others. For many years UWC and the IB worked closely in curriculum development, especially in developing School Based Syllabi that later became mainstream IB Diploma Program interdisciplinary courses such as the Environmental Systems and Societies course and the Global Politics course.

More recently this relationship has continued with the IB funding a consultant to work with the UWC to explore ways of integrating "Systems Thinking" into the Middle Years Program and the Diploma Program curricula. With this support and working with the Ellen MacArthur Foundation, UWC Mahindra College is developing a course on "Complex Adaptive Systems" to be linked to the Theory of Knowledge course and the interdisciplinary World Studies Extended Essay. Additionally, UWC is exploring the possibility of developing the IB Career Program as a platform for a "UWC Changemaker" course; combining a social entrepreneurship curriculum developed at UWC Maastricht, UWC Costa Rica and UWC Atlantic College, with the Project Based Diploma offered at UWC Mahindra College.

5)Most recently, a partnership between UWC and Ashoka was formed to make social entrepreneurship part of the curricular offerings.

Area of Greatest Challenge UWC Faces in Scaling and Spreading Its Work

1) Given that the UWC draws candidates from 180 countries, there are administrative hurdles they need to overcome when trying to bring diverse students together in political environments that may not facilitate such processes, such as applying for and receiving student visas.

2) Funding remains a challenge. They have a needs-blind selection process for their applicants, and the average age of an UWC alum is 32 years old, curtailing their ability to fundraise from their alums, as traditional private schools often do. With their focus on serving a more diverse group, the UWC has students with needs for higher levels of financial support than traditional boarding schools.

In addition, they have noted that when there is a change in national or regional governments or in policy, they have seen the level of funding fluctuate, and the short-term commitments from funders, in general, make long-term planning more difficult. To compound the issue, many funders like to fund particular causes, with funds that are restricted and targeted toward specific populations of students. They note that there remains a continuing need for unrestricted funds that support the broader mission of the UWC and that could be used to grow the organization, especially as they focus on building their own organizational capacity.

3) There is a challenge in recruiting more diverse staff. But they are actively trying to address this issue by partnering with organizations like Teach for All, from whose cohorts they could possibly recruit a more diverse staff, who have had experience working with students from diverse backgrounds.
STRENGTHS AS AN ORGANIZATION AND KEY LEARNINGS

1. UWC's broad and clear mission sees their work as stretching beyond seeing students graduate from their schools, to building a movement that includes alumni, friends, and partners who are working to build a more peaceful and sustainable world. They have lived out this mission as an organization by starting as a 2-year school, then building a global network of schools and alumni, with regional and global gatherings. They continue to build on this mission of making "education a force to unite people, nations and cultures" by continuing to develop and grow their curriculum, pedagogy, organization, and network.

2. UWC has years of knowledge in putting their mission to practice, including an organizational ethos of continually examining and reflecting about their practice to improve. This practice includes not only technical knowledge about pedagogy and curricula, but also the valuing of student initiative, leadership, and voice. As UWC International's Director of Communications and Engagement, Hannah Tümpel observed, UWC heads of schools have the "courage to give students a lot of space" and "trust their students to lead by serving others." They believe and practice that this kind of trust and autonomy is critical to building the skills and values like compassion, empathy, and integrity, and they are able to hold high academic standards alongside the opportunities offered to students for intercultural awareness and competence. Interviews with school heads revealed the kind of humility they say they want to cultivate in their students, in that they spoke as much about ways they could improve their practice as they did about what their schools were doing well.

3. The UWC schools value and are skilled and practiced at consciously and deliberately teaching about diversity and about intercultural education. They have a model that fosters not only knowing about intercultural differences and similarities, but also cultivating organizational cultures, attitudes, and values that promote peace and sustainability, and that develop in students the capacity to wrestle with the tensions inherent in living in a complex world. They also continually seek to improve and do better in this area, even as they work to adapt themselves as an organization to an ever-changing world.

Acknowledgments

Emily Coolidge, Dean of Studies, Pearson College;

Peter Howe, Head of UWC Atlantic College, Wales;

Martina Moetz, Head of School, UWC-USA;

Laurence Nodder, Rektor, UWC Robert Bosch College;

Cary Reid, Project Based Diploma Coordinator, UWC Mahindra College;

Pelham Lindfield Roberts, Head of UWC Mahindra College;

Alistair Robertson, Deputy Rector, UWC Red Cross Nordic;

Hannah Tümpel, Director of Communications and Engagement, UWC International.
Sources for Chapter 1: UWC

"Akshara: A Local Impact Initiative of UWC Mahindra College," http://akshara.uwcmahindracollege.org/

J. Bernstein, Personal Communication, October 2016

"Biodiversity Reserve," http://uwcmahindracollege.org/our-campus/biodiversity-conservation

"Davis United World College Scholars," http://www.davisuwcscholars.org/

A. Duncan & C. Peterson, _Schools Across Frontiers: The Story of the International Baccalaureate and the United World Colleges_ (Open Court Publishing, 2003).

Dutch International Schools Website, http://www.dutchinternationalschools.nl

Tenzin Gyatso, The Fourteenth Dalai Lama, "Compassion and the Individual,". http://www.dalailama.com/messages/compassion (n.d).

Peter Howe, head of UWC Atlantic College, Interview with Connie K. Chung, March 2017.

International Baccalaureate Organization, "Environmental Systems and Societies," http://www.ibo.org/programmes/diploma-programme/curriculum/sciences/environmental-systems-and-societies/ (n.d.).

International Baccalaureate Organization, "Global Politics" (IBO: 2014).

"Mahindra United World College of India," http://www.zayedfutureenergyprize.com/en/Meet-the-2016-Finalists/?id=1773 (2016).

Laurence Nodder, Rektor, UWC Robert Bosch College, Response to questionnaire sent by Connie K. Chung, February 2017.

Pelham Lindfield Roberts, Head of UWC Mahindra College, Interview with Connie K. Chung, March 2017.

Pelham Lindfield Roberts, Head of UWC Mahindra College, Personal Communication, April, 2017.

Hannah Tümpel, UWC International's Director of Communications and Engagement, Interview with Connie K. Chung, May 2016.

Hannah Tümpel, UWC International's Director of Communications and Engagement, Response to questionnaire sent by Connie K. Chung, February 2017.

UWC Atlantic, UWC Pearson, UWC Red Cross Nordic, and UWC Robert Bosch, "Responses on UWC questionnaire sent by Connie K. Chung," February 2017.

UWC Mahindra website, http://uwcmahindracollege.org/ (n.d.).

UWC website, https://www.uwc.org/ (n.d.).

"UWC Educational Model and Principles," http://www.uwc.org/educationalmodel (n.d.).

UWC, "UWC Strategy: 2018 and Beyond," http://www.uwc.org/uwcstrategy (UWC: 2017).

UWC, "UWC Colleges and Programs Statement of Values and Principles," (2005).

UWC USA Website, http://www.uwc-usa.org/page.cfm?p=504 (n.d.)

World Economic Forum, _The Global Risks Report 2017, 12th Edition,_ (World Economic Forum, 2017).

### 3. Aflatoun International: Social and Financial Education for Individual and Community Empowerment

Ashim Shanker and Connie K. Chung

"I understand that girls also have the right to make decisions for their own future and pursue higher education. Every girl should have a right to education and a social life. Aflateen+... changed how I view and think about life. Thanks to Aflateen+, I am now a college student, school teacher and a business woman."

–Gulnoza, Aflateen + participant.

INTRODUCTION

Girls in Tajikistan are married at an increasingly younger age. In order to protect young girls from the physical risks associated with early marriage, early childbirth and unprotected sex, an NGO by the name of Mercy Corps has adapted Aflateen, a school-based curriculum for teenagers, to its local context and included an extended focus on teaching about reproductive health, family planning and HIV prevention.

The program reaches 14 to 18 year old girls at secondary schools and combines financial literacy education with sexual and reproductive health and rights education. Increasing adolescent girls' knowledge of their reproductive rights and teaching them life skills enhances their agency and status in society, enabling them to delay marriage and motherhood, thereby yielding better outcomes for the girl and her future children.

This is just one of many examples of how Aflatoun International seeks to create "socially and economically empowered children who act as agents of change in their own lives for a more equitable world." In the following case study, we explore how Aflatoun International works with partner organizations around the world to contextualize its social, financial and life skills education program in order to equip children with the wherewithal to understand their own rights and responsibilities and to be instruments of economic empowerment in the communities they occupy.
AFLATOUN INTERNATIONAL AT A GLANCE

Website

http://www.aflatoun.org

Vision

Socially and economically empowered children who act as agents of change in their own lives for a more equitable world.

Mission

Ensure access to quality, inclusive, child-centered Social & Financial Education for all children and young people.

Countries in Which It Operates

Worldwide in 116 countries (A virtual map with Aflatoun program descriptions is available here).

Grade Level of Students Participating

Pre-K to College

Aflatot: 3-6 years

Aflatoun: 6-14 years

Aflateen: 15 years and older

Number of Students Participating per Year

4,107,224 students reached (2015)

Number of Staff

23 full-time staff

3 part-time staff

Number of Volunteers

5 volunteers

Aflatoun International's Relationship to the Public Education System

Aflatoun International works both within and external to public education systems. They also work with NGOs implementing non-formal education programs for out-of-school children and young people. By working initially with NGOs, they are able to obtain results from pilot programs and approach Ministries of Education and banks about integrating Aflatoun International's programs into formal curricula, thereby extending their reach.
OVERVIEW OF AFLATOUN INTERNATIONAL

Non-Negotiable, Essential Components of the Program

The Aflatoun International Curriculum has five core components:

(1) Personal Exploration

(2) Rights & Responsibilities

(3) Saving & Spending

(4) Planning & Budgeting

(5) Social & Financial Enterprise

Network partners are required to incorporate at least 3 of these 5 components for their program to be validated as an "Aflatoun International program." Further, all facilitators must attend an introductory program that informs and equips them to run the program and each child must participate in the program for a minimum of 20 hours.

Overview of Aflatoun International's Activities

Aflatoun International specializes in Child Social and Financial Education (CSFE). The curriculum can be adapted to the country and learning contexts of the students to make the learning goals relevant to their circumstances. Regional and national versions of the curricula are available in over 40 languages. Aflatoun International provides support for contextualization through manuals and training for the teachers and facilitators who will use the curriculum.

Aflatoun International's education methodology consists of the following:

•Participatory and experiential learning (learning by doing)

•Use of songs, games and activities

Core activities include the following:

•Electing a group of class officers

•Creating a savings system (savings box/bank deposit)

•Using ledgers and passbooks

•Visiting banks and other educational trips

•Conducting a financial or social enterprise

Aflatoun International manages three types of program curricula:

1) Aflatot is an early childhood education program designed to teach children ages 3 to 6 the fundamentals of social and financial education prior to their entering primary school. In addition to learning about saving and spending, students learn about giving and sharing, taking turns, setting goals and making decisions. The program also aims to develop students' abilities at delaying gratification.

2) Aflatoun is a formal education curriculum for all of the eight grades that make up primary school. Each book has 40 hours per year of activities using songs, worksheets and games that touch on social and financial topics. A key activity is the democratic formation of a children's club, which requires children to work together, manage their savings, and start small business and community improvement activities.

As many children (including out-of-school youth, street children and abused children) still do not have opportunities to attend formal schools, Aflatoun International has also developed a Non-Formal Education (NFE) manual to help educators facilitating programs outside of schools to further address challenges their participants may face with self-confidence and in literacy and numeracy skills.

3) Aflateen is a program designed for teenagers that focuses on developing participants' understanding of money and the way markets can affect them as producers, workers and consumers. By incorporating activities such as savings clubs, enterprise creation and community activities, the program aims to improve participants' opportunities and to prepare them for a challenging job market. Aflateen Digital is an online learning platform that complements the Aflateen curriculum by teaching social and financial skills in an entertaining way and by encouraging students to engage with digital media.
PROGRAM CONTENT: COMPETENCIES, ATTITUDES, VALUES, PEDAGOGY

Intrapersonal Competencies

Aflatoun's social education begins when children learn to develop confidence in themselves as well as an appreciation of, and empathy for, others. Financial education involves helping children develop skills around saving, planning, budgeting and income generation.

1) Self-efficacy: Children are given space to be autonomous and learn how to be responsible in spending and saving habits.

2) Career-orientation: Financial enterprise gives children greater employment options for the future and helps them see enterprise – whether small, medium or large – as a viable career path.

3) Citizenship and social responsibility: These capacities are fostered through the development of small social enterprise and community improvement projects.

Interpersonal Competencies

Cooperation, negotiation, collaboration, leadership, teamwork, empathy.

Children are given opportunities to express themselves and to collaborate with peers to solve practical problems, build a financial enterprise, participate in democratic processes and create social change together.

Cognitive Competencies

Problem solving, analysis, critical thinking, decision-making.

Aflatoun's program teaches understanding and knowledge about how children's rights are expressed in the UN Convention on the Rights of the Child. Children learn a broad and positive definition of savings, budgeting and financial decision-making.

Attitudes and Values

Aflatoun's programs are aimed at nurturing financial and social empowerment, individual and social responsibility, community orientation and career orientation.

Pedagogy/Active Engagement of Students

Methods of learning include storytelling, song, drama and dance, games, savings clubs, creating financial enterprises and participating in planning community improvement activities.

Teachers are trained by Master Trainers to engage students in Active Learning Methods. These activities include:

•Brainstorming: Using cluster maps

•Image Theater: For creative self-expression and analytical thinking and to encourage better usage of open and wh- questions

•Problem Trees: For analytical thinking and to facilitate analyses of cause and effect

•Memory Cards: For use in games that require memorization of lesson content and increased concentration.
AFLATOUN'S THEORY OF CHANGE

"If we provide children with Social & Financial Education (personal exploration, rights & responsibilities, saving & spending, planning & budgeting, social & financial enterprise) they will be social empowered (Each of them can say, "I am a change maker. I stay in school longer. I manage resources well. I apply my capabilities. I make informed decisions.") and economically empowered."

Figure 1: Aflatoun International's Theory of Change

ORGANIZATIONAL HISTORY

Year Organization Began

2005 (Aflatoun International)

**Need Aflatoun International Was Trying to Fill When It Began** :

According to Aflatoun International's CEO, Roeland Monasch, Aflatoun International's programs originated in response to a "lack of empowerment programs for vulnerable children." Aflatoun International, in its original form, started in 1991 as an action research project by Jeroo Billimoria in which rich and poor children in Mumbai, India were brought together to learn about each other's lives. Amidst the inter-ethnic upheavals of the 1993 Mumbai riots, the program adopted a focus on rights education to battle discrimination and prejudice.

The financial component of the Aflatoun International's curriculum arose out of the influence of Mumbai's urban sprawl. As children left the countryside to become street children and child laborers in Mumbai, Aflatoun International incorporated "savings groups" into their program to encourage them to save the money they earned. Savings groups have remained a key component of the Aflatoun International program since 2001.

How the Need Has Evolved Over the Years

In the years since it first started, there has been an increased recognition that children are in need of abilities beyond the basic reading and writing skills delivered by most educational programs. Aflatoun believes that in the majority of contexts, "education continues to focus on classic subjects that only partially prepares young people for a rapidly changing world. Very often, they do not get the opportunity to develop transferable life skills they need in life to attain independence, a sustainable future, and secure employment.... Children need... to develop aptitudes such as self-awareness, efficacy, independence and entrepreneurship."

On the need for education about sustainable development, Aflatoun says the following:

"In many countries children and young people do not have the knowledge and skills to actively participate and contribute to their societies, often characterized by weak education systems, poor social services and limited employment opportunities. Their parents likely have never been empowered to provide the support they urgently need. Aflatoun International provides children and young people with the tools for a more sustainable future, ensuring the next generation gets along and ahead in life."

Under current CEO Roeland Monasch's leadership, Aflatoun continues to focus on teaching financial literacy and other needed life skills. Before joining Aflatoun in 2015, Monasch had worked for 17 years with UNICEF programs aimed toward increasing attendance for out-of-school children. In his work at UNICEF, he had noticed that in spite of many initiatives to encourage access to education, the majority of students were still dropping out of schools that seemed to them to provide irrelevant content and skills; and when these individuals attempted to transition into the workforce, they lacked the skills necessary to be successful, and sometimes, as a result, became subsistence entrepreneurs. His vision, he says, is "less about getting Aflatoun into the hands of every child and more about how to ensure that all children learn the financial and relevant life skills they need to thrive."
DEFINITION OF SUCCESS, DESIRED OUTCOMES, & IMPACT

What Success Means for the Organization

The Aflatoun Social & Financial Education Program seeks to scale up and reach at least 20 million children by 2020. In addition to this goal, Aflatoun International hopes to reach as many "vulnerable children" as possible and be recognized as the 'gold' standard of social and financial education programs.

This means:

(1) Empowering children to take control of their own lives as they transition from childhood to adolescence to adulthood

(2) Building more successful communities that are able to transition from dependence to independence

How Aflatoun International Monitors Its Effectiveness and Impact

Aflatoun works with academics, research institutes, external evaluators and local researchers for conducting country or program specific studies.

Global research activities to assess their programs have included the following studies:

(1) 6 completed or ongoing randomized controlled trials (RCTs) in six different countries

(2) Over 40 research projects assessing the outcomes and processes of the primary school age curriculum Aflatoun, both in formal and non-formal settings

(3) More than 25 projects evaluating the effectiveness of Aflateen and 10 research projects on Aflatot for early childhood education

(4) 1 realist evaluation with qualitative comparative analysis (QCA) to identify pathways leading to continuation and growth of its youth program: Aflateen

(5) 1 systematic review and meta-analysis of all financial education for children and young people

(6) 1 review on the effectiveness of financial programs aimed at economically empowering adolescent girls.

Desired Outcomes for Students Who Participate in the Aflatoun Programs

Outcomes for all programs studied are grouped accordingly:

(1) Social Outcomes: including self-confidence, knowledge of one's own rights and knowledge of the rights of others.

(2) Financial Outcomes: including impact on savings behavior and positive attitudes towards savings.

(3) Educational Outcomes: including effective use of a child-centered, participatory pedagogy (assessed by observation).

Aflatoun International's Impact

(1) Social outcomes

a. Self-confidence: 60% of children across eight studies showed increased self-confidence at the end of the program

b. Self-efficacy: Based on 2 RCTs in Rwanda and Tajikistan, participants of Aflatoun and female students of Aflateen showed higher levels of self-efficacy by the end of the program

c. Rights-based knowledge: 5 studies of primary age students indicated that 99% of participants ended with positive, rights-based knowledge. An RCT in Ghana found that the inclusion of rights-based social education protected children from engaging in child labor through the inclusion of lessons on a child's right to be in school and the dangers of child labor.

(2) Financial outcomes: Eight non-experimental studies of primary school age children examined the impact of Aflatoun's programs on financial behaviors and four looked into attitudinal change

a. Impact on Savings Behavior: 68% of children engaged in savings by the end of the program

b. Impact on Attitudes toward Savings: Increased savings behavior was driven in part by positive savings attitudes. By the end of the program, 91% of participants maintained these attitudes.

(3) Educational outcomes: Based on results of an evaluation of teachers one year after training, it was found that teachers trained by Aflatoun International were more likely to use participatory teaching in class, and to feel confident using the active learning methods than the control group.

(4) Girls' Education and Economic Empowerment (based on regional studies)

a. Three Aflatoun programs were evaluated for the effectiveness of girls' education and economic empowerment according to the following criteria:

i. Relevance: the degree to which the program and evaluation had a primary focus on assessing and explaining how the program might contribute to the economic empowerment of adolescent girls.

ii. Rigor: the quality of the evaluation of the program and the degree to which the results observed could be attributed to the program.

iii. Results: the magnitude of the positive impact on participants.

b. Key findings for each country in this study:

i. Uganda: Aflatoun programs resulted in increased likelihood for girls to engage in income generating activities by 72%, and decreased teen pregnancy by 26%.

ii. Tajikistan: Aflatoun programs resulted in improved future attitudes (propensity towards entrepreneurship and plans for pursuing a career) and an increased frequency of saving among female participants

iii. Bangladesh: Aflatoun programs resulted in increased financial knowledge, attitudes and behavior among female participants.
HOW AFLATOUN BUILDS ORGANIZATIONAL CAPACITY

General Structure of the Organization

Aflatoun International functions as a bottom-up organization. In spite of the small office that houses its operations in Amsterdam, the Aflatoun Secretariat provides support and tools to over 200 partner organizations around the world in the delivery of financial and life skills education to their target groups.

Aflatoun International arranges regional and international learning opportunities for partner organizations around the world. Partner organizations are also given training support by Regional Master Trainers certified by the Aflatoun Secretariat. As of 2017, there are over 200 certified Regional Master Trainers supporting partners in over 116 countries. Training support is also provided through Aflatoun Academy, a virtual community designed for teachers and teacher trainers around the world.

How Aflatoun International Develops Staff

Aflatoun organizes Regional Master Trainings on a regular basis. These Master trainers are mainly staff from organizations within the Aflatoun Network. The best trainers are selected from their organizations and asked to assist with trainings at the country or regional level. For example, if a new partner in Benin requires training support, the Regional Master Trainer from a strong partner in Togo might be sent to facilitate that training. Teacher training workshops are generally 12 to 15 days in duration.

How Aflatoun International Maintains Financial Sustainability

Roughly 50% of Aflatoun International's funding comes from foundations, 25% from program fees paid by implementing partners and approximately 25% from fees charged to other organizations for consultancy.

Bearing in consideration that the program reaches 4.1 million children per year, its low budget means that the program can be delivered at a low cost ($0.50 per child) and with high impact (20 hours of program participation with positive evaluated outcomes).

Detailed financial reports and analysis can be found in Aflatoun International's Annual Report.
SCALING and SPREADING AFLATOUN'S WORK

In 2005, Aflatoun incorporated as an international organization in Amsterdam. To test whether its social and financial education programs would work outside of India, organizations in ten countries piloted its program. Within the first 3 years, Aflatoun exceeded its goal of reaching over 1 million children in 75 countries.

According to the current CEO, Roeland Monasch, Aflatoun International's mission, in the first 5 years after incorporation, was to get the concept in as many countries as possible. In many countries, Aflatoun International's strategy was to start working with NGOs on small projects. After adapting and iterating the program to suit the local context, Aflatoun Internationaland its partners could then approach ministries of governments with a program that had been implemented and with evidence of success. Such a practice and evidence-based approach has helped persuade Ministries of Education to try their program on a larger scale.

Aflatoun International generally sees two groups of important stakeholders and partners in scaling and spreading their work:

(1) Work with national partners and ministries of education to integrate financial and social education into the national curriculum, when possible.

(2) Work with national and local NGOs to reach out of school children that are not included in the formal system.

Strategies and Resources Used to Scale or Spread Their Impact

Aflatoun International seeks to scale up and reach more than 20 million children and youth by 2020. In collaboration with its partners in their network, Aflatoun International hopes to achieve this goal through a focus on three strategic priorities:

(1) Advocating social and financial education for every child: By focusing on the significant role that social and financial education can play in fulfilling the Sustainable Development Goals, Aflatoun International and its partners can advocate for the program components at the national and international level in efforts to strengthen the network.

(2) Delivering quality social, financial and skills education programs: Aflatoun International seeks to improve on the quality of existing curricula by improving its effectiveness and aligning it with emerging topics of relevance such as migration, climate change, peace building, girls' empowerment and youth employment. In alignment with this commitment toward quality education, teachers of the curricula will complete intensive training courses, including using holistic experiential teaching methods.

(3) Accelerating scale-up of social and financial education: Aflatoun International seeks to employ strategies to support integration of material complementary to national curricula and undertake campaigns addressing societal challenges. Advanced delivery channels (such as e-learning pathways) will also broaden the reach of Aflatoun International's programs to its intended participants.

In order to achieve these priorities, Aflatoun International aims to:

(1) Strengthen and expand its network of partners and supporters

(2) Develop strategic partnerships at the regional and global levels

(3) Offer evidence-based programs that have been researched and assessed by standardized monitoring and evaluation tools

(4) Embrace the potential of technology and develop more e-learning options to increase reach and impact

(5) Improve the efficiency and effectiveness of its existing organizational culture

Flexibility of Curricula as a Scaling Strategy

Aflatoun International's three curricula (Aflatot, Aflatoun and Aflateen) are flexible and can be adapted as needed. Due to the open source nature of Aflatoun's five core elements, it is possible for partners to develop the program that is best suited to their local, regional, or national need.

As a result, programs based on Aflatoun's curricula are currently implemented in 116 countries worldwide. As local circumstances and regional needs tend to vary, some of the thematic fields integrated into the curricula include:

•Poverty reduction

•Peace building

•Sustainable development and resource usages

•Youth employment and child labor

•Equality of rights

•Juvenile inmates and incarceration

•Psycho-social support in (post) conflict countries

The process of contextualization can be iterative and involve a variety of stakeholders. For example, the Jordan River Foundation initially made use of existing Arabic-language materials and textbooks used by Egyptian partner organizations as a platform for contextualization for schools in Jordan. However, in order to determine how best to adapt these textbooks to local needs, it was necessary to get feedback from teachers and input from the Ministry of Education. In order to manage the contextualization process effectively, Sirsa Qurhsa, a representative from the Jordan River Foundation, recommends establishing partnerships with ministry officials and understanding the policies and procedures of public organizations related to the standards for approval of educational curricula. Additionally, getting feedback from the program from teachers can ensure that revisions can be made to optimize the program's relevance to students.

How Aflatoun International Partners with Others to Scale and Spread Its Impact

(1) Multiple Stakeholder Collaborations with Partner Organizations:

Aflatoun International works with more than 200 partner organizations in 116 countries around the world. Partners work in coordination with the Aflatoun Secretariat and educational authorities to contextualize the curriculum to local needs, take part in Aflatoun trainings to train staff on the ground in active learning methodologies, and engage in fundraising to pay program costs.

Partner organizations often seek collaborations with their governments to integrate Aflatoun's programmatic components into formal and non-formal educational programs. By coordinating efforts with ministries of education, central banks and agencies otherwise focused toward youth finance and empowerment, Aflatoun and its partners can develop multi-stakeholder partnerships that increase the visibility of their programs, stimulate growth and facilitate collective ownership across government bodies that would otherwise not work together in close coordination.

One example of how multiple stakeholders can be coordinated in the integration of a program can be seen with INJAZ in Jordan. Since INJAZ already had a good reputation in the Jordanian context, it was able to form partnerships with the central bank, the Ministry of Education and business councils in order to integrate financial literacy into the national curriculum framework. The banks have made a commitment of 0.5% of profits to fund the program. In 2016, the program was piloted for grade 8 students and is now in the process of being introduced to a new grade level each year (grade 9 as of 2017). Content development has been developed in partnership with Aflatoun and implementation has been carried out in close collaboration with the Ministry of Education, among other key partners, including the leadership of the Central Bank of Jordan Governor Ziad Fariz.

Among the many partners within the INGO community, Aflatoun has also maintained key program partnerships with: Ayuda en Acción, BRAC, CARE, Catholic Relief Services, Child & Youth Finance International, Child Helpline International, ChildFund International, Children International, Defence for Children International, Dorcas, Goal, Investing in Children and Societies (ICS), Junior Achievement, Mercy Corps, Plan International, Solidaridad, Salvation Army, Save the Children, SOS Children's Villages, Terre des Hommes, Woord en Daad, World Education, World Learning, World Vision International and YMCA.

(2) Sister Organizations:

Aflatoun is associated with two sister organizations, both of which were started by Aflatoun's founder Jeroo Billimoria. Child & Youth Finance International (CYFI) is known for its advocacy work in the area of youth economic citizenship and for its efforts in coordinating Global Money Week, which involved 3 million young people in 118 countries. Child Helpline International (CHI) is the global network of 192 child helplines in 145 countries, which together have answered more than 140 million calls over the past decade from children in need of care and protection.

Together these organizations have helped more than half a billion people worldwide. By working in parallel, each organization is able to focus individually on its core areas, albeit in a way that supports the impact of its sister organizational partners. For example, while CYFI maintains a focus on child friendly banking practices and services on the supply side, Aflatoun's programs attend to social and financial education of children on the demand side.

What Partnerships with Aflatoun International Look Like

While Aflatoun does not provide financial support to aid in the implementation of its programs and curricula, delivery partners can still receive assistance with advocacy efforts at national and regional levels.

In addition to advocacy support, Aflatoun partners can also:

(1) Gain access to the Aflatoun curriculum

(2) Acquire support for capacity building efforts

(3) Utilize Aflatoun's monitoring and evaluation tools

(4) Seek opportunities to organize new collaborations with other Aflatoun International partners

(5) Participate in Network & Learning events

(6) Obtain Technical Assistance.

Areas of Greatest Challenge Aflatoun International Faces in Scaling or Spreading Its Work

(1) Priorities of donors and international development actors:

There is still stronger priority given by stakeholders to work that focuses on literacy and numeracy skills or employment creation for youth. Additionally, donors are likely to seek direct impact and stories of success, thereby overlooking the benefits of the social franchise model and putting emphasis on projects with a direct focus.

(2) Perceptions of Social and Financial Education and 21st century skills learning:

There remains a limited appreciation of how social and financial education can be employed as a tool for reaching broader SDGs. 21st century skills are also a hard sell because they are difficult to measure. Governments and communities often want something with an easily measurable impact, and so it is difficult to persuade stakeholders to support programs that focus on social and financial literacy.

(3) Dilution of programmatic components:

While there is greater interest among governments to integrate Aflatoun's components into school curricula, the complex influences of multiple stakeholders in such a process can result in Aflatoun losing control over the implementation and results of the program. Additionally, once governments fully integrate Aflatoun content into the curricula and the delivery partner ceases its role as implementer, there is a diminished capacity to assess direct impact and validate mechanisms by which evaluation data is collected.

(4) Funding challenges of Aflatoun partners:

Aflatoun does not provide funding to its partners, allowing these organizations to maintain their independence. However, due to limited capacity, this can pose challenges in how the curriculum is to be implemented, even after its adaptation to the local context. In some cases, Aflatoun's ability to leverage a partner's collaborative capabilities with central banks and government agencies might be compromised by the partner's lack of capacity and funding and, moreover, by its inability to function effectively as an autonomous franchise.

(5) Aflatoun's ability to reach more than 4.1 million students per year is attributable to its bottom-up social franchise model. By working with delivery partners who are responsible for their own fundraising, Aflatoun has been able to spread its curricula to over 116 countries and ensure that more than 95% of its students do not have to pay to participate. In spite of this, Aflatoun has experienced difficulty in attracting funders due to the business-to-business nature of its social franchise model. Donors are often seeking direct impacts and stories of success; yet, since Aflatoun's curriculum and pedagogical strategies are implemented through partner organizations, these partners gain higher visibility for their work while Aflatoun International's impact gains less recognition.

Additionally, since these partner organizations must raise funds for themselves, there is no strong incentive on their end to advocate for Aflatoun International's fundraising efforts. One example is Plan International, which uses the Aflatoun International's curriculum in over 20 countries, but which does not need to publicize the value of the curriculum or the work that Aflatoun International is doing. Organizations around the world are reaching millions of children through Aflatoun International's curriculum, but Aflatoun International itself does not have, on its own, as strong a brand presence.
STRENGTHS AS AN ORGANIZATION

(1) Low Cost-High Impact model:

Aflatoun International's operating budget is approximately $2 million per year; however, its programs reach 4.1 million children with positive evaluation results (based on studies using both RCTs and non-experimental methods). Over 95% of students of Aflatoun's curricula do not pay to receive it. Additionally, Aflatoun International is one of the most frequently studied programs for social and financial education.

(2) Strong Multilateral Partnerships:

By working through national and international operators at the country-level, Aflatoun International is able to benefit from the relationships these organizations already maintain with central banks, government ministries and other stakeholders that can aid in the implementation and evaluation of pilot projects. When entering a new country, working with NGOs to leverage small-scale impacts to build a case for governmental buy-in has proven to be an effective means of scaling programs up in national contexts. Providing training support and assistance in the contextualization of curricula has also allowed Aflatoun International to ensure a fidelity of implementation with careful consideration for the skills that are most relevant to students.

(3) Education Delivery for Marginalized and Excluded Groups:

In 2015, Aflatoun International revised its non-formal education program to provide relevant life skills and livelihood education to out-of-school children, including children with disabilities. Working in partnership with Liliane Foundation, a Dutch disability organization, Aflatoun International was able to develop a model of delivery valuing diversity and inclusivity that treats all children equally and imparts social and financial education to students of all levels of ability using the Aflatoun methodology. Partnering with organizations like Girl Effect in Rwanda, New Dawn in Ghana, and PEDN in Uganda, has also provided Aflatoun with opportunities to develop a curriculum focused toward entrepreneurship education for girls interested in starting their own business.
KEY LEARNINGS AND RECOMMENDATIONS

(1) Developing Partnerships:

Aflatoun International works with over 200 partner organizations around the world. These organizations collaborate with Aflatoun to adapt its social and financial education curricula to the needs of students. Delivery partners receive training support from Aflatoun's Regional Master Trainers and advocacy support from Aflatoun's Secretariat for fundraising and stakeholder engagement. This bottom-up social franchise model has allowed Aflatoun to meet the relevant needs of students and their communities in over 116 countries.

(2) Contextualization for Meeting Local/Regional Needs:

By affording partners the autonomy to deliver programs suitable to the needs of their students, Aflatoun International has been able to maintain a balance between program consistency and adaptation. Network partners are required to incorporate at least three of Aflatoun's five core components in order for their program to be validated as an "Aflatoun program." Since needs of relevance tend to vary from region-to-region, curricula can be adapted to include themes such as sexual and reproductive health education, poverty reduction, child labor, etc..

(3) Evidence Generation for Impact Assessment and Scaling:

Aflatoun International provides monitoring and evaluation tools to its partner organizations. By coordinating efforts with academicians, external evaluators and local researchers, Aflatoun and its partners have been undertaking research studies assessing social, financial and educational outcomes in programs across contexts. Regional studies in Africa and South Asia have allowed them to assess the impact of economic empowerment programs aimed toward females. In addition to allowing Aflatoun to assess the impact of its programs, research results have served as a tool of advocacy in persuading government ministries and central banks to take active roles in scale-up initiatives.

(4) Developing Relationships with Governments and Banks:

Aflatoun International's delivery partners often have existing relationships with government ministries and central banks in their own countries. This allows them to work in coordination with Aflatoun to build a case for adapting and integrating Aflatoun's programs into national curricular frameworks or into specialized programs for out-of-school children. By coordinating efforts in contextualization, program funding and delivery, disparate stakeholders across the government and financial sector share a sense of ownership over the success of the program implementation.

(5) Parallel Scaling for Multilateral Coordination:

Working in parallel with sister organizations such as Child & Youth Finance International (CYFI) has allowed Aflatoun International to maintain a focus on its bottom-up model of social and financial education, while leveraging the support of networks advocating for economic empowerment through larger-scale systems change, including child-friendly banking practices.

Acknowledgements

Roeland Monasch, Aflatoun CEO
Sources for Chapter 3: Aflatoun

Aflatoun, Annual Report: 2015 (Aflatoun Child Savings International, 2015).

Aflatoun, Evaluation Manual (Aflatoun Child Savings International, 2008).

Aflatoun, Financial Education's Contribution to Girls' Economic Empowerment: A Global Review (Aflatoun Child Savings International, 2016).

Aflatoun, Global Evidence Brief: Evidence-based Social and Financial Education for Children and Young People (Aflatoun Child Savings International, 2016). https://www.aflatoun.org/docs/monitoring-evaluation/

Aflatoun, "Start an Aflatoun Programme: Step 3, Material Development." (Aflatoun International, 2012).

Aflatoun, Training Manual (Aflatoun Child Savings International, 2008).

Aflatoun Training Manual: Teacher Training Institute Version (Aflatoun Child Savings International, 2015).

Aflatoun, Website, http://www.aflatoun.org

Deema Bibi, INJAZ Al-Arab CEO, in interview with Connie K. Chung, March 2017.

Christina Kwauk, D. Petrova, and J.P. Robinson, Aflatoun International: Scaling Social and financial Education Through a Global Franchise (Brookings, 2016).

Roeland Monasch, Aflatoun CEO, in answers to the questionnaire sent by Connie K. Chung, January 2017.

Roeland Monasch, Aflatoun CEO, in interview with Ashim Shanker, May 2016.

Roeland Monasch, Aflatoun CEO, in interview with Connie K. Chung, March 2017.
4. Enabling Equitable Access to Math and Computer Programming Education for All Students: Bootstrap

### Vincent Chunhao Qian and Connie K. Chung with Ashley Lee

INTRODUCTION

Founded in 2006, Bootstrap is one of the largest providers of formal computer science education to traditionally under-represented students in computer science in the United States, including girls. Combining math and computer science, Bootstrap's curriculum allows students to have fun while learning math and programming skills. One student says, "Bootstrap has helped me realize math is a lot closer to our lifestyles than we think." Many other students like him from grade 6 to 12 are building real life projects such as video games, through Bootstrap's curriculum.

According to founder Emmanuel Schanzer, Bootstrap's unique advantage is that it increases quality and success in algebra education, a critical area for students' academic and future success, while using a computer science curriculum. Bootstrap acknowledges that the number of computer science teachers and classes are few, so they leverage the existing math classes and math teachers to scale their program. Bootstrap works closely with teachers and school districts, providing training on both content and pedagogy to its participants. Bootstrap is the first computer science program endorsed by National Council of Teachers of Mathematics.

In this case study, we look at how Bootstrap teaches math through computer programming and computer programming through math; how it supports teachers in successfully using the curriculum; and how it partners with collaborators in education and other fields.
BOOTSTRAP AT A GLANCE

Website

http://www.bootstrapworld.org

Vision

Programming for every student

Mission

To integrate math and computing education to enable equitable access to and success in both subjects for all students in grades 6-12.

Countries in Which Bootstrap Operates

United States

Grade Level of Students Participating

Grades 6 to grade 12

Number of Participants per Year

15,000 students were reached in 2015-16

400 teachers were trained in 2015-16

60% of teachers they have served so far are math teachers with no computer science background; 40% of teachers come from a variety of backgrounds, including computer science and technology.

Number of Staff

4

Number of Volunteers

Varies

Bootstrap partners with schools, districts, and technology education programs across the United States, and the majority of the schools with whom they work are public.
OVERVIEW OF BOOTSTRAP

Non-Negotiable, Essential Components of the Program

For Students:

•Students who are in Grades 6 -12

•Students need occasional access to computers

•Students need to be minimally competent in typing

•Students need access to the Bootstrap pencil and paper workbook

For teachers:

•Commit 3 full days for the pre-workshop

•Permission from the school or district to teach the class

•Teachers need to have 25 contact hours with the students, delivered in increments of 90 minutes once a week.

Program Design Principles and Approach

According to founder Emmanuel Schanzer, Bootstrap is unique among programs that provide computer science education through math, because they begin the curriculum design process with the end in mind, which are concepts that students already have to learn, as dictated by the goals of an Algebra or physics or statistics curriculum and standards. Then they work backwards to add computer programming tools and content that would help students learn the Algebra, physics, or statistics content.

They believe this is an approach that is different than that of others who might put student engagement first ("What's fun?") then fit learning goals into the "fun" content. Schanzer says that he believes Bootstrap's unique focus on keeping the end goal primary is why they are one of the first programs to have evidence that shows that they can use computer science content to teach algebra.

Overview of Bootstrap's Activities

Bootstrap provides classroom materials including curriculum and software, professional development programs, and teacher support.

1. Curriculum:

oBootstrap:1 (recommended for Grades 7-10) applies mathematical concepts and rigorous programming principles adapted from college level computer science courses to assist students in creating a simple videogame. It is aligned to National and State Standards for Mathematics, including the new standards for Mathematical Practice.

oBootstrap:2 (recommended for Grades 8-11) goes more deeply into teaching programming, building events and data structures on top of the foundation laid by Bootstrap:1 and allowing students to build more sophisticated programs.

2. Software:

Bootstrap uses WeScheme, a cloud-based integrated development environment (IDE) that requires no downloading or installation. Anyone with a Gmail account can start developing programs with WeScheme, storing and retrieving files from the cloud and doing all of their editing in a browser.

3. Professional Development:

In a Bootstrap workshop, teachers work with their peers to discuss classroom experiences, and spend the day in students' shoes. Teachers have a chance to try activities from every single Bootstrap class. Participants get to debrief with other teachers, discuss pedagogy with the trainers, and try out the materials and software firsthand.

4.Community Support: Bootstrap has a community of teachers who share their lesson ideas, feedback, and bug reports. The community includes college computer science majors and professional engineers who are teaching Bootstrap to young people in their communities.
PROGRAM CONTENT: COMPETENCIES, ATTITUDES, VALUES, PEDAGOGY

Intrapersonal Competencies

Metacognition, including the ability to talk about math after program completion

Interpersonal Competencies

Students work in teams in the program and practice their communication skills.

Cognitive Competencies

Students develop their programming, math, and problem solving skills through activities such as math problem decomposition. The program content is aligned to Common Core Standards for Math.

Attitudes and Values

Students develop the value of taking on personal challenge. They are encouraged to express curiosity about problems.

Pedagogy and Active Engagement of Students

•Student engage in project-based learning and inquiry-based learning, for example, in creating video games.

•Students working in pairs to practice programming

•Students communicate and defend their ideas and analyze each other's reasoning as they give "Math Talks."

•Students learn structured problem solving and learn to apply a particular problem-solving process that can be flexibly applied to novel tasks.

•Students produce multiple representation in algebra
BOOTSTRAP'S THEORY OF CHANGE

If Bootstrap delivers a curriculum that is successful in teaching concepts students are already required to learn in math and algebra, and uses computer science to teach those concepts, then all students will have equitable access to quality math and programming education, and students will master mathematics as well as computer science.
ORGANIZATIONAL HISTORY

Year Organization Began

2006

Need Bootstrap Was Trying to Fill When It Began and How the Need Has Evolved

In the United States, Algebra I is required in all 50 states and it is a prerequisite for other advanced courses; it is also the most failed and most repeated class in the United States. Thus, Bootstrap was trying to find a way to teach algebra better by using computer programming. Today, that need has remained the same – with algebra still being "every school district's No.1 problem", says Emmanuel Schanzer, Bootstrap's founder and program director.

In addition, it is addressing the challenge of being able to provide a qualified computer science teacher to every child. Only 17 states in the United States currently have a certification process to become a computer science teacher. In addition, in trying to provide a computer science teacher to every child, schools will have to not only find enough people who can teach computer science, but also compete against the technology industry which can offer salaries that are many times higher than the salary of a teacher. Given the finite number of hours in the school day, adding more classes and content would also be a challenge. Thus, Bootstrap is aiming to integrate learning about computer science into existing math classes, so that both math and computer science can be taught well.
DEFINITION OF SUCCESS, DESIRED OUTCOMES, and IMPACT

What Success Means for Bootstrap

•Students learn computer science and math, as evidenced by pre- and post-test results.

•Teachers are trained to implement Bootstrap and continue to use it with different groups of students, after they experience success and see positive results, including learning gains, with their students.

How Bootstrap Defines and Measures Its Own Success

1)To have a high number of students and teachers who are trained to use Bootstrap every year, with the aim of recruiting and training 100,000 new teachers to reach every child.

2)To give access to Bootstrap to a diverse population:

Currently, 46% of students are African American or Latino; 43% are girls/young women. Bootstrap is the largest provider of in-school computer science programming for students of color and women nationwide. They are able to reach these demographics because their program is targeted to fit into a regular Algebra curriculum. While computer science programs are often electives in schools, algebra classes are not, so by default, students are neither selected nor select themselves into learning computer science.

3)To give class time to computer science:

Bootstrap gains class time by integrating math into computer science curriculum.
HOW BOOTSTRAP BUILDS ORGANIZATIONAL CAPACITY

Developing Staff

Bootstrap develops its staff in mainly two ways: teaching content knowledge and pedagogy. Teachers are taught not only programming language, but also how to teach it, including how to connect it back to algebra and how to work with kids.

The Bootstrap curriculum provides detailed lessons plans, including warm up activities, student workbooks, quizzes, vocabulary lists, and homework. Teachers also receive ready-to-use materials. Additional teachers-only materials include answer keys to the student workbook, a quick start guide to the final project and a pre- and post-tests for teachers who participate in Bootstrap's research study.

An online discussion forum consisting of Bootstrap staff, teachers, and volunteers provides additional support for educators. They can get answers about the curriculum, share teaching ideas, and learn about other teachers' experiences. Bootstrap staff check the forum every day to make sure that questions are answered quickly.

Maintaining Financial Sustainability

Bootstrap currently sources 70% of its funding from grants from private companies, the National Science Foundation (NSF), and 30% from contracts. Companies fund Bootstrap because they want computer science to be taught in the fastest, most scalable way. Meanwhile, organizations like NSF funds Bootstrap because of the good research work they are doing.
SCALING & SPREADING BOOTSTRAP'S WORK

Strategies and Resources Used to Scale or Spread Bootstrap's Impact

Inherent in its program concept, Bootstrap teaches algebra and application of math instead of computer science directly. By focusing on a required, more universal subject, for which there is already the requisite number of teachers, the program reaches more students and creates a bigger impact.

Bootstrap has also benefited greatly from word of mouth of teachers, who tell other teachers they have seen how Bootstrap helps their students do better in Algebra. In fact, 99% of the teachers who use Bootstrap say that they could recommend Bootstrap and teach it again.

Additionally, Bootstrap has also published data about effectiveness of its curriculum to provide evidence of the program's value. A research conducted in 2015 by Schanzer and others provided initial data showing that student performance improved on solving standard algebra problems after completing the Bootstrap curriculum.

Lastly, according to Bootstrap, speaking in public about their program and work has also helped expand its influence. For example, founder Emmanuel Schanzer delivered a TED talk in 2016 on how programming can help students learn Algebra.

How Bootstrap Partners with Others to Scale and Spread Its Impact

To enlarge its impact, Bootstrap partners with teacher associations, such as the Association of Math Educators, and with different districts and states, allowing them to leverage existing networks of people. Bootstrap provides training, curriculum and materials such as software to its partner schools and districts. It also provides one class of student material, and teachers can receive additional support from online forum.

The Bootstrap curriculum features rigorous and engaging content drawn from computer science classes at reputable universities such as Brown University, Worcester Polytech, and Northeastern University. They also collaborate in research with evaluated program outcomes.

Beyond the education world, Bootstrap collaborates with business corporations who sponsor their workshops. For example, Linkedin funded a workshop for teachers in the Bay area in California. In the three-day workshop, teachers received unlimited access to software, 20lb of stack of workbooks, which were worth about $1000 per teacher. Two thirds of the cost was covered by Linkedin.

They have also successfully partnered with code.org provide instruction to math teachers, and they are currently working with the American Association of Physics teachers to develop the physics curriculum.

Areas of Greatest Challenge Bootstrap Faces in Scaling or Spreading Its Work

One area of challenge Bootstrap has seen is continuing to grow its organizational capacity. "Running a program that supports hundreds of teachers and tens of thousands of students requires continued development, trainings and live support, as well as evaluations of student learning outcomes."

Funding remains limited even as there have been increasing demands for Bootstrap especially over the last five years. In 2015, the program reached over 15,000 students in 17 states in the United States. More funding, particularly to grow its capacity would be useful, such as having a greater number of staff, including someone who could dedicate their time to interfacing with districts to make Bootstrap available to more students, more quickly. Bootstrap is trying to grow into a more sustainable business model to meet this challenge.
STRENGTHS AS AN ORGANIZATION

1. Team members who have complementary skill sets:

Bootstrap team members bring in different skills that are critical to their success. Founder Emmanuel Schanzer is a former public school teacher and has a doctorate in education. The curriculum development team consists of researchers at Brown University who are experts in programming pedagogy as well as how programming essentials connect to mathematics. "This gives us what we need to be able to create the program. It's having the right people at the right time," said Emmanuel.

2. A focus on what kids need to learn:

Bootstrap emphasizes teaching math through the vehicle of programming. This strategy reverses the traditional thinking of teaching students what we want them to learn or what tools we want to teach them, or even what might be fun for students to learn. Instead, Bootstrap focuses on what students need to learn, as part of their math curriculum, then produces a thoughtful curriculum that teaches these skills to students. With evidence of strong gains in student learning, Bootstrap is embraced by teachers and funders and reaches a wide audience.

3. A program developed by teachers for teachers:

As a curriculum developed by the teachers, and for the teachers, Bootstrap provides numerous types of support to educators, ranging from workshops, detailed curriculum guide for implementation, online forum for Q&A, to aligning program objectives to existing curriculum standards.

4. A deliberate focus on providing equal access to all students:

Central to its mission, Bootstraps values providing equal access to computer science education to all students. On average, teachers report just over 43% female and 46% under-represented minority students in their Bootstrap classes. That is roughly 6,500 girls and 7,000 students from minority backgrounds every year, who gain access to computer science and math education.
KEY LEARNINGS AND RECOMMENDATIONS

1. Teach concepts, not tools:

Bootstrap is able to reach a large student population because it integrated computer science into algebra curriculum. Students learn math through the computer science. This made the program accessible to every student, as opposed to delivery by a compulsory computer science program. The program is also aligned with teaching standard such as the Common Core to enable teachers to fit Bootstrap into their existing lesson plans.

2. Use research to generate evidence of program effectiveness:

According to research, Bootstrap showed that students improved their mathematics through learning programming. This evidence-based approach helped convince educators, schools and authorities to use their program.

3. Identify key curriculum, tools, and pedagogy when evaluating a program:

These are three different legs that support a successful learning intervention. When evaluating a program, make sure all three legs are identified clearly.

4. Fund professional development and build a community of practice more than funding software or one-off trainings.

5. There may be a tension between cultivating passionate volunteers who are able to translate their passion into donations and cultivating professionals who can increase impact but may not be able to generate as much funding. For example, if Bootstrap uses volunteers from the technology sector, engineers become very passionate about teaching students, but they would need to train many, many volunteers to impact a number of students. In contrast, if they are able to train teachers, they will be able to have greater impact more quickly because each teacher can reach up to 120-200 students per year. But teachers are not the kind of resource generator that volunteers from the private sector can be. Thus, one caveat is the need to be aware of and balance different purposes that could be in conflict, such as "how much do we do to keep the volunteers excited about our work versus how much do we invest our time into cultivating the people needed to adhere to the program goal of having wide scale impact on students."

Acknowledgments

Emmanuel Schanzer, Bootstrap Program Director
Sources for Chapter 4: Bootstrap

Bootstrap website, www.bootstrapworld.org

Emmanuel Schnazer, Bootstrap Program Director, interview with Connie K. Chung, March 2017.

Emmanuel Schnazer, Bootstrap Program Director, in answer to the questionnaire sent by Connie K. Chung, January 2017.

Emmanuel Schanzer, K. Fisler, S. Krishnamurthi, & M. Felleisen, "Transferring skills at solving word problems from computing to algebra through Bootstrap." In Proceedings of the 46th ACM Technical symposium on computer science education (pp. 616-621). (ACM: February 2015).

### 5. Camfed International, Learner Guide Program: Effecting Systemic Community Change by Supporting Girls' Education and Young Women's Leadership Development

Connie K. Chung with Katie Smith

INTRODUCTION

When Floriana was six years old, her mother became ill, and she began to look after herself and her three siblings. She was selected to receive Camfed (Campaign for Female Education)'s support through secondary school. When she graduated, Floriana joined the CAMA alumnae network for Camfed graduates. She also became a Learner Guide for Camfed's Learner Guide Program and worked with teachers to teach life skills to both boys and girls. As the only older female role model at her school, where there were no female teachers, she became an important source of mentorship for younger girls.

With the training she received in leadership, she was able to earn the trust of people to the extent that when opportunities come from the government to work on community development projects, people nominated her first. Thus, she was asked to lead the initiative to obtain national identification cards for everyone in the village. People also have come to turn to her to consult her about education decisions. With the money she earns from the business she set up with a "social interest" loan she received as a Learner Guide, she has been able to support her three siblings with their school fees. She currently is studying to become a qualified teacher.

Floriana's story puts flesh to Camfed's approach to changing not just the content of what students learn, but the context in which they learn. Camfed's mission is not just about giving girls access to education, but doing so in a way that builds the capacities and the capabilities of existing local government and community structures to respond to the needs of marginalized girls. Thus, Camfed includes as part of its core activities the work of supporting the growth of local communities' institutional, social, financial, and knowledge capital. They consider this strategy as the basis for their ability to scale and sustain Camfed's work.

Camfed's Learner Guide Program, on which this case study focuses, in particular, is explicitly grounded in the theory that good programs not only need to be grounded in research, but also need to include input from young people, education authorities, community leaders, teachers, and parents to ensure relevance of content, understanding of language, and to draw on local expertise. All aspects of the program were co-created and validated by the communities in which they are working, and the program offers a glimpse into the way that Camfed works in general. In the case study below, we look at how the successful development of the program has involved a high level of collaboration and innovative cross-sectorial partnerships between government ministries, local communities, the private sector, nonprofits, and social enterprise.

**Story above was adapted from a story shared on Camfed's website

For another account of The Learner Guide Program from the perspective of Lydia Wilbard, national director of Camfed Tanzania, please see  here
LEARNER GUIDE PROGRAM AND CAMFED AT A GLANCE

Website

<https://camfed.org/>

Vision

A world in which every child is educated, protected, respected and valued, and grows up to turn the tide of poverty.

Mission

Camfed multiplies educational opportunities for girls and empowers young women to become leaders of change. They focus on girls and young women in rural areas, recognizing that this is where girls and women face acute disadvantage.

Countries in Which Camfed Operates

Zimbabwe, Zambia, Ghana, Tanzania, Malawi

The Learner Guide Program is currently active in Ghana, Tanzania and Zimbabwe, and will be launched in Zambia in 2018.

Grade Level of Students Participating

7-12

Number of Students Participating per Year

121,212 students participated in 2016 in the Learner Guide Program.

To date, for the Learner Guide Program:

4332 CAMA members have been trained as Learner Guides;

250,000 students have been introduced to the My Better World program;

1,009 schools have implemented the program.

Overall, for Camfed International:

538,782 students have been directly and fully supported to go to secondary school;

2.5m students benefit from an improved school environment;

84,675 young rural women have been reached through the CAMA alumnae network;

10,846 Teacher Mentors have been trained.

Number of Staff

288 across 7 countries

Number of Volunteers

169,000 (across five countries: Ghana, Malawi, Tanzania, Zambia, Zimbabwe)

Relationship to the Public Education System

100% of the 5,306 schools that Camfed works with are government schools. Camfed's primary partnership in all five countries where it works (Ghana, Malawi, Tanzania, Zambia, and Zimbabwe) is with the relevant ministries in government. They work within existing structures to build the capacity of these structures.

The Learner Guide Program is active in 1,009 government schools in Ghana, Tanzania and Zimbabwe. The sessions that young women trained as Learner Guides deliver are integrated into the school timetable, and supported by school administration, teachers, and local authorities.

Fees are charged at government secondary schools in four out of five of the countries where they work; for students selected for support, Camfed pays fees directly to schools. Across all five countries, Camfed also supports students with the range of indirect costs which create a barrier to schooling at both primary and secondary level, according to need (e.g. uniform, boarding costs, sanitary wear, stationery, additional support from trained Teacher Mentors).
OVERVIEW OF CAMFED AND LEARNER GUIDE PROGRAM

Non-Negotiable, Essential Components

1. Child protection as a non-negotiable, central tenet of their work. Camfed's Child Protection Policy is recognized nationally and internationally as a standard of best practice.

2. A deep respect for the dignity of people and communities. Camfed respects, protects, and promotes the dignity of their clients and their communities, recognizing the need to compensate for, and address the debilitating effects of poverty and exclusion on their self-worth and sense of entitlement.

3. Young people as developers of solutions and co-leaders of Camfed. Camfed recognizes that young people and their communities are the experts on their problems and should lead the development of solutions. Camfed graduates are represented at every level of the organization, including on Camfed's Boards.

4. Accountability to the people they serve. Camfed believes that they are accountable first and foremost to their clients -- vulnerable girls and young women in rural areas of Africa.

5. Transparency and shared decision making. Not only does Camfed ensure full transparency in the management of financial resources but the communities in which they work are positioned as Camfed's 'shareholders.' Decisions on resource allocation are made with representatives from all stakeholder groups.

6. Continual learning, improvement, and empowered action through measurement. Camfed is committed to the rigorous assessment of their efficacy and impact. They are innovators in the field in putting mobile technology into the hands of frontline activists for data-gathering and making this data directly available to communities and empowering them to take action.

7. Catalyzing innovative, multi-stakeholder partnerships to address challenges. They build strong partnerships with government ministries, while not being affiliated to any political party. Their work in each country of operation is underpinned by longstanding Memoranda of Understanding with government. They initiate innovative, multi-stakeholder partnerships between communities, government and the private sector to maximize the resources available to tackle challenges young people face.

8. Commitment to communities for the long term. Camfed deliberately takes a long-term approach to development. The returns are evident in the emergence of a new constituency of educated young women - previously among the most excluded group in their communities - who are now professionals, social entrepreneurs, and leaders. They are transforming prospects for the younger generation through the CAMA alumnae network and initiatives, including the Learner Guide Program.

Overview of Learner Guide Program's Activities

The Learner Guide Program is designed to simultaneously improve the quality of education and make available opportunities for young women in their transition from secondary school. It is designed to fill the gap between traditional, narrowly focused, highly academic curricula and the reality of the context into which rural students graduate, where resilience, creativity and adaptability are requisite to overcoming a dearth of formal employment opportunity.

The Learner Guide Program enables young women to fully capitalize on the benefits of completing education by building confidence, academic self-esteem and self-sufficiency. It aims to equip young people to make a successful transition to a secure adulthood and to contribute to their community.

Critical Components of the Learner Guide Program:

1. Established education delivery infrastructure with a network of young women who act as mentors. The Learner Guide Program was launched within Camfed's established infrastructure and benefit from it. The program is led by Learner Guides, who are members of CAMA, Camfed's alumnae network. CAMA members are among the first young women to complete secondary school in their communities. Because they have experienced rural poverty themselves, they are able to empathize with marginalized young people in their communities and are important role models and mentors in helping them to navigate the challenges they face.

2. Partnerships to provide interest-free loans to develop the entrepreneurial skills of young women. As a key incentive for young women to make the 18-month commitment to become a Learner Guide, Camfed established a partnership with online microfinance provider Kiva. The partnership allows young women to access interest-free loans to start or grow their local businesses, recognizing their work as Learner Guides as a form of 'social interest'. This component has the additional benefit of invigorating local rural economies as young women start businesses that benefit not only themselves and their families but also their communities.

3. Structured support for continual and contextualized learning. Learner Guides benefit from an intensive two-week training program specifically designed to equip them to learn how to work with students on the _My Better World_ curriculum. This includes an introduction to learning resources and lesson plans, followed by regular refresher training, support, and review. The training also assists young women to engage with school leadership and local authorities, recognizing that in their role as Learner Guide, they may uncover difficult issues affecting vulnerable young people that require additional support. Camfed is currently working towards national and international accreditation of the Learner Guide Program. In partnership with Pearson, they have developed a BTEC Level 3 qualification to enhance Learner Guides' employability and access to further education.

4. Structured support with technology to provide community and quality education to rural communities. Camfed has created the Social Education Network (SEN), a bespoke, secure mobile technology platform to allow Learner Guides working in remote rural schools to connect, provide peer support and exchange tips and advice; access information on new opportunities, such as additional training courses; and facilitate loan management. Camfed is also in the process of training Learner Guides to use e-reader technology to support students' literacy acquisition – a key barrier to progress - in a partnership with Worldreader.

5. A curriculum for developing children's wellbeing and creative expression, grounded in local context and knowledge. The program uses the _My Better World_ curriculum that was developed with young people in Zimbabwe and Tanzania and with technical support from Pearson. The curriculum focuses on developing wellbeing and creative expression in young people, and on building individual aptitudes and qualities to improve learning and life outcomes in a way that recognizes the particular context of rural students. It is designed to complement national curricula focused on academic learning.

The _My Better World_ curriculum aims to empower and incline young people to take charge of their lives - to improve their quality of life – and to make the world a better place. It equips learners with knowledge that is essential to being well and doing well, with a focus on the following:

1.Developing the vocabulary to discuss what quality of life is;

2.Understanding different facets of what it might mean to live well;

3.Developing self-knowledge.

Additionally, the program has embedded within it the philosophy that learning should be transformational, relevant, expansive, self-directed, personalized, social, active, transparent, and low-cost.
PROGRAM CONTENT: COMPETENCIES, ATTITUDES, VALUES, PEDAGOGY

Intrapersonal Competencies

_My Better World_ curriculum encourages learners to reflect on what "wellbeing" means to them, and on the constituent parts of that wellbeing, which may include basic needs such as health, safety and security, calm and comfort, autonomy and competence, self-esteem, achievement and growth, purpose and meaning, hope and optimism, understanding, interest, play, caring, love, belonging and respect, fairness, appreciation and wonder, and happiness. The curriculum encourages and supports young people to develop and practice competencies including courage, resilience; being open-minded, flexible, realistic, conscientious, efficient, goal-directed, proactive, responsible, sincere, honest, curious, imaginative, creative, resourceful, thoughtful, and wise.

Interpersonal Competencies

_My Better World_ curriculum also encourages learners to reflect on the wellbeing of others and on how they can practice the competencies listed above to improve the wellbeing of others and to develop effective relationships. The curriculum is delivered by Learner Guides, young rural women who have graduated from school with Camfed's support and share the same background of rural poverty as the learners they are reaching. Their interactions with students help the development of interpersonal communication, skills, and collaboration, among other competencies.

Cognitive Competencies

_My Better World_ curriculum equips learners with new vocabulary about well-being and living a healthy life, so that they can better discuss, explore, and learn. They are encouraged to think critically, logically, and thoughtfully.

As Learner Guides who facilitate the _My Better World_ curriculum start or grow local businesses, they learn the cognitive skills associated with running a business. Independent evaluations have shown that participation in Camfed programs, including the Learner Guide program, is associated with increased outcomes in literacy and numeracy.

Attitudes and Values

Hope and optimism, understanding, belonging and respect, being kind, compassionate, generous, articulating their own beliefs and values. Concern for themselves and for their communities and the world.

Pedagogy and Active Engagement of Students

The Learner Guide Program is delivered through a student-centered, collaborative approach. It positions young women who can both empathize with students and stand up as role models for them as facilitators of learning. Learner Guides encourage students to take charge of their learning, and to feel they own the My Better World curriculum and guidebook they receive; each student receives their own personal copy, to write in and use as they wish. In a context where learning resources are scarce, this may be the very first time they have had this opportunity.

Students have commented on how they have felt empowered by the program. For example, 91% of students surveyed in the recent independent evaluation reported that it had led to a change in their behavior or their attitude towards school. Fauzia, a student from Tamale in Ghana, said: "I get excited anytime we have sessions on the My Better World Program. We rarely get the kind of patience we get from the Learner Guides from our teachers. They painstakingly take us through every single detail of the modules. They advise us on our studies and on life. Listening to them, I want to be a future leader." Wazila, another student also from Ghana, commented, "Sometimes I feel the guidebook was designed with me in mind. It talks about decision-making, wellbeing, powers and a lot more. It has really changed my attitude towards learning and towards others. I stay with my mother and three siblings and can't wait to share what I have learned here with them when I go home."
CAMFED'S THEORY OF CHANGE

Figure 3: The Camfed Model

If with Camfed's support, marginalized girls can successfully transition from primary school to secondary school, acquiring the skills they need to transition to a secure, fulfilling livelihood in an environment that nurtures their success, as 'graduates' they will step up as leaders in their communities; as 'edu-preneurs,' they will be able to manage social businesses that generate resources to meet girls' school-going needs, creating a virtuous cycle that multiplies the returns of the investment in their education for a new generation of girls.

Thus, Camfed's organizational theory of change is based in the principle that the experience of the poorest, most marginalized girl is an important barometer for the education system and society at large. Camfed assumes that she will be the first to fail in a system that fails her. However, if they can improve the standards of education delivery to the extent that this most marginalized girl can succeed, then chances are greater that everyone else will also experience quality education. In addition, if they can create the context in which she can make the transition from school to a safe and secure livelihood, this signifies a thriving environment in which young people can flourish.
ORGANIZATIONAL HISTORY

**Year Camfed and Learner Guide Program Bega** n

Camfed began in 1993.

The Learner Guide Program with the My Better World curriculum began in 2014.

Need Camfed Was Trying to Fill When It Began and How the Need Has Evolved

Having identified poverty as the key driver of girls' exclusion from education, Camfed began in 1993 with the aim to fill this gap and support girls financially to go to school. Since then, the program has grown up with its beneficiaries, especially as it has deliberately designed its operations to encourage beneficiaries to identify and solve challenges they face.

For example, in 1998, the first girls to complete secondary school with Camfed's support worked with Camfed to set up CAMA, a post-school peer support network that has grown to become a unique pan-African network of educated young women with deep roots in rural communities. Through CAMA, young women are able to access further learning opportunities and support, including business training, and they learn to identify local issues and create and implement programs to address the needs of their communities.

Girls' exclusion from secondary school in sub-Saharan Africa remains a significant problem, but Camfed's focus has increasingly grown to include improving the quality of education in schools. With the launch of the Sustainable Development Goals, there is increased attention on the importance of investing in secondary education, and ensuring that it provides young people with the necessary foundation to lead productive and fulfilling lives.

Camfed believes that nowhere is this more important than in sub-Saharan Africa, where the youth population (15-24 years) is increasing faster than anywhere in the world. With the dearth of opportunities in formal employment, the most likely path for the majority of young people lies in entrepreneurship and self-employment. School systems – which are critically under-resourced – need to equip them for this challenge.

These ambitions lead to big questions they are trying to address currently: How can Camfed drive up the quality of education in partnership with government school systems? How can they address the lack of capacity and resources in rural schools, including through new teaching models and technologies? How can they give students from a background of poverty the life skills they need to take on the challenges they face? And how do they provide much-needed role models and alternative pathways for girls and young women, to open up their prospects beyond early marriage and motherhood?
DEFINITION OF SUCCESS, DESIRED OUTCOMES, AND IMPACT

What Success Means for the Organization

The premise of Camfed's approach is that if they can effectively support girls to go to school and learn, then they can increase the returns of investing in girls' education. Not only does this strategy include ways to tackle inequality and unlock the benefits that accrue from girls' education, it has the potential to ignite a wider social movement in girls' communities, as new resources are leveraged to support more vulnerable children. For example, with education, young women would be placed at the forefront of this movement as leaders and activists. Camfed sees girls' education as the entry point for widespread systemic change; 'success' for them is delivering on the promise of this systemic change.

How Camfed Defines and Measures Its Own Success

Camfed's approach to tracking and measuring their impact operates at three levels:

(1) Ongoing monitoring and evaluation. Trained community stakeholders use mobile technology to collect data against a comprehensive set of 57 organizational key performance indicators (KPIs) that are output and outcome based. This data is uploaded into their cloud-based program database in real time.

(2) Longitudinal surveys. Their long-term commitment to communities make it possible for them to conduct longitudinal surveys to track social and systemic change in the communities where they work, at five-year intervals.

(3) In-depth research studies. The scale of their data collection means that Camfed has a comprehensive baseline and a unique opportunity to examine key factors in the lives of girls and young women that influence their success and wider outcomes of their education. Currently areas of focus include impact of their programs on school attendance and academic attainment (through a study tracking two cohorts of 38,000 girls and boys in Zimbabwe and Tanzania); young women's leadership (in partnership with the University of Legon, Ghana, and the University of Cambridge); broader learning outcomes (including looking at whether a focus on learning that develops students' broader life skills and competencies leads to enhanced wellbeing and improved academic outcomes).

Executive Director Lucy Lake observed that as they have assessed academic gains as well as shifts in "attitudes to learning," that occur with students taking part in the Learner Guide program, they have found that students feel more confident about their academic performance and that school is relevant and worthwhile to their future. In Tanzania, for example, Lake reported the assessments as finding that "girls who were not performing well at the baseline and exhibited very low academic self-esteem have stayed in school, whereas in comparison schools, a majority has dropped out.... Furthermore, what is clear... is that in schools where the program is underway, marginalized girls feel that their teachers are more engaged and, importantly, they feel safer in the school environment and more confident that abuse will be ended."
HOW CAMFED BUILDS ORGANIZATIONAL CAPACITY

Developing Staff

Camfed has a dedicated leadership and staff team, with many who have been engaged in building the organization since its early days. Notably, among the staff members, including its senior leadership team, are young women who were among the first girls to receive educational support through Camfed's programs.

The Camfed organization quite literally grew up in response to the challenges these young women faced on their journey through school and beyond, and they are now at the forefront of its leadership, meaning that some of the key knowledge, skills, and competencies required for their work are embedded in the organization's staff and structure.

In addition, Camfed includes a wide network of frontline implementers – drawn together in Camfed's Resource Team – that constitute a vital knowledge hub on what works in girls' education and young women's leadership, in different contexts. They are a reservoir of knowledge and experience in cost-effective scaling up and replication. Also, one of the organization's strengths is that many staff members are former beneficiaries of the program, so they have lived the experience of the people they are trying to reach. Knowledge and empathy transfer, thus, is designed into the organization's human resource structure.

Maintaining Financial Sustainability

During the two decades since its founding, Camfed has refined its model of investment in girls' education and developing young women's leadership. It has evidences of substantial economic and social returns at individual and societal levels. For example, Camfed's approach to governance and accountability which empowers local communities through a decentralized system, has proven to be highly effective in delivering major efficiencies that have enabled Camfed to achieve rapid scale-up of operations over the past five years without a corresponding increase in the number of staff. Engaging local community partners - teachers, school staff, parents, CAMA members and district ministry officials – to share responsibilities for implementing and monitoring the education programs in their local schools enables Camfed to reach those children efficiently and minimizes additional associated cost.
SCALING & SPREADING CAMFED'S WORK

Strategies and Resources Used to Scale or Spread Camfed's Impact

Since 2012, Camfed has significantly expanded its program with support from the Department for International Development (DFID). This meant being able to make a leap from supporting thousands of girls annually to enroll in secondary education, to supporting hundreds of thousands of young women. In Malawi, for example, the increased funding has meant having the ability to reach 60% of rural government secondary schools.

Camfed has approached this rapid scale-up as a process challenge. They have intentionally remained a 'small' NGO in terms of staff and focused on deploying an approach to scale that rolls out – at the local level – nationally. The critical success factor is their innovative governance model that underpins this scale-up. This governance model crystallizes core principles and then contextualizes their application [in Camfed parlance, "governuance"]. Refined over 20 years, it bridges the engagement between Ministries and communities, and underpins accountability to the intended clients – marginalized girls.

The "governuance" model focuses on 3 core areas for scale:

1. Resources:

Systems have been set up with the express intention of tracking individual girls' entitlements and making information on resource allocations publicly available to reinforce accountability. Decisions on resource allocation, and monitoring of entitlements, are positioned as a public responsibility. This in turn ignites reciprocal local investment.

2. Partnerships:

The complexity of the challenge necessitates cross-sectorial partnerships between communities, government and the private sector. Camfed assumes the role of broker, and the governance model underpins partner engagement.

• Those on the frontline are positioned as the experts in charge of the response. This recognizes that the solution must be community-driven and not limited to community 'buy-in'.

• Delivery is embedded in and aligned with Ministry structures. This promotes active engagement among local authorities who are incentivized to leapfrog bureaucratic inertia.

• Additional resources are leveraged from the private sector. This is underpinned by a compact that reinforces accountability to girls and their communities.

3. Data:

Data is collected at school/community level to track girls' progress using mobile technology in the hands of those on the frontline (teachers, school graduates), and linked to a cloud-based database. Communities have access to and own this data and are empowered to take and demand action.

In between and among the district, regional, and national offices, there has been an organic approach to sharing experiences, learnings, and best practices. They share experiences and best practices through exchange visits. Documentation mostly happens for the sake of external partners, such as donors, but they are working on building a more systematic way to share information. Country offices and staff support one another as need arises. For example, Camfed's expansion to Malawi was led by the team from Zimbabwe, who supported the initial scoping, including identifying districts in which Camfed could work.

In 2014 Camfed was recognized by the OECD for best practice in taking development innovation to scale. The award recognized the fact that Camfed's practices were contrary to the generally held view that community-led models do not scale, but that Camfed's model does. Indeed, over the last 5 years, since 2012, the funding from DFID, along with a number of other grants, has enabled Camfed to scale and broaden its scope, to consider the "What next?" question.

How Camfed Partners with Others to Scale and Spread Its Impact

The Learner Guide Program demonstrates how Camfed partners with others to design, scale, and spread their impact. It was the result of a partnership created among Camfed, the education company Pearson, the international development aid arm of the UK government, DFID, and the young women of rural Africa. Ross Hall – who had previously led Pearson's work in education for economic and social development -- based on years of independent research he had conducted about the human capabilities that most determine quality of life, designed the My Better World program, As a consultant to Pearson, he worked closely with Camfed's young people and communities, to ensure the curriculum was framed in familiar and appropriate language, relevant to their contexts and real-world interests. DFID funded the project and implementation. Pearson has since made a pro bono commitment to develop and award the bespoke BTEC qualification that Learner Guides are now able to achieve.

Camfed's CAMA structure and years of experience working in rural communities provided both the wisdom and pragmatic know-how about how to implement the program successfully and effectively. The support provided by ministries of government, and by community leaders, with whom Camfed has built long-standing relationships, helped to facilitate the scaling and spreading of the program much more quickly than it would otherwise have been executed.

In general, Camfed's ability to form strategic partnerships with a range of organizations -- from donors, trusts, and foundations, corporate partners, and social enterprises such as Kiva --has been critical to advancing its work. Camfed as an organization operates as a coalition of various stakeholders. Their headquarters in the UK serves to support the group of leaders, but the organization is overseen by an executive team that includes the CEO, the CFO, and the national and regional directors. Some of the national directors are CAMA members themselves, and one of the regional directors is one of the first young women to be supported by Camfed. In fact, many of the staff are former beneficiaries.

Thus, the ethos of collaboration and partnership are baked into the organization's operating model, and Camfed attributes its success to its community-led model, which includes the involvement of government officials, philanthropic organizations, and the communities themselves, who are responsible for running the program, raising funding, and ensuring quality. This model builds buy-in from the various stakeholders that translates into in-kind and other contributions.

The strategy also builds capacity in the community and in the ministry. Building enduring and collaborative partnerships with ministries has been critical to establishing and extending their work, which deliberately works within existing systems and seeks to build capacity from within, rather than build parallel structures.

At the district level, this means that districts heads are brought into implementation efforts, who then receive training and professional development; the district head then in turn brings teachers behind him into the program; Camfed also trains school inspectors to support the monitoring team. Camfed leaders also hold regular meetings with senior level officials to share information about Camfed, with the aim to have elements of programs embedded into national policy. For example, Camfed's study circle guidelines were adopted as national best practices in Malawi. The organization has found that engaging key stakeholders in this way, and demonstrating the program help to push improvement efforts through. In addition, Camfed has a lever for change in that they pay for the school fees of its participants. In countries where 99% of the national education budget goes into paying school staff salaries while fees at schools support the learning environment, Camfed itself becomes a reliable source of income and a supporting partner for local districts. It is not an insignificant lever of influence.

Executive Director Lucy Lake notes, "Camfed's approach is underpinned by the principle that truly shifting girls' prospects requires transforming their context. The responsibility for this change cannot rest on girls' shoulders and be solved through their acquisition of life skills; instead, a collaborative, multi-sectoral approach that extends beyond school doors should be tasked with tackling the myriad obstacles to their school retention and success."
STRENGTHS AS AN ORGANIZATION

The Linklaters 2010 report Accounting to the Girl summarizes well the many strengths of Camfed. In particular, Linklaters documents their observation of the roll out of Camfed's programs In Malawi. They note that the introductory meetings with village elders and teachers were run by Camfed alumnae from Zimbabwe, "who understood the issues faced by the villagers and their children. These former Camfed beneficiaries grew up in remote rural villages themselves, and their families had been too poor to send them to school. They now lead Camfed Zimbabwe. All the meetings consisted of a dialogue in which the villagers were asked to explain what challenges they faced and who in their communities most needed help. They had no difficulty in identifying the most vulnerable children in the village and agreed that the best way to choose them would be to have a transparent process in which all relevant local stakeholders such as parents, teachers, community leaders, traditional leaders, the police and the local Education Board officers would take part."

Camfed's strengths were documented earlier, in the listing of the non-negotiable core components, which has at their core, a deep respect for the dignity of people and communities and a desire to put the girls whom Camfed serves at the forefront of their activities, including in leadership positions at Camfed. True capacity building would put Camfed out of business, so to speak, with the young women and their communities being able to do many of the things Camfed began to support them in doing, and Camfed works hard to make it a reality.

Camfed's vision, values, and a framework of seeing young people as developers of solutions and co-leaders are core to their organizational philosophy and practice, and part of their strength. Their ability to catalyze innovative, multi-stakeholder partnerships is another key to their strength, in that they work with people, governments, and communities to strengthen the local communities and peoples' existing capacities, rather than create parallel structures.

Their accountability measures also orient themselves to seeing the vulnerable young girls in rural areas of Africa as their primary clients, and the shared decision-making process with community members puts to practice the principle of transparency. In addition, as an organization, they are continually learning and refining their program, by gathering data in the field and making it available to the communities with whom they work. The trust and relationship building necessary for this kind of deep engagement is made possible by Camfed's foundational long-term commitment to the communities they serve.
KEY LEARNINGS

1. Funding support and cycles that enable and support long term commitments to communities has been tremendously helpful to Camfed. For example, DFID's funding to implement and expand The Learner Guide Program and other areas of Camfed was critical in amplifying and multiplying Camfed's work, but it is a limited source, with an end date, and Camfed is continuing to work on building a truly financial sustainable model, including exploring the possibilities of development impact bonds.

2. Some of the financial sustainability piece is built into Camfed's model itself, with communities receiving support from Camfed to begin to build their own methods of financial sustainability. The young women of CAMA who become Learner Guides are also equipped by the program with the knowledge and seed capital to build their own businesses, so that the capacity truly begins to exist outside of Camfed, in the people and communities themselves.

Camfed is not building good programs as much as it is building good people and communities who can then support themselves and others through these programs. Philanthropy galvanized through the model contributes to more girls staying in school than direct financial support from Camfed. For example, in 2016, Camfed directly supported 87,357 girls to go to secondary school; CAMA members collectively supported 137,417, and community members supported 205,663. This is a key component of their overall sustainability strategy.

3. Camfed's holistic approach, including its community-based, capacity-building model, while not simple, has been quite effective in building capacity in the people, communities, and countries in which they work.

4. Camfed's ability to form strategic partnerships has been key in its work. In designing and implementing The Learner Guide Program, it was able to combine technical expertise from Pearson, with the on-the-ground knowledge about implementation from its communities, with the funding power of DFID, and the buy-in of government ministries and local leaders, which was the fruit of Camfed's long-term work in building relationships.

5. Camfed's ability to recognize, develop, and use local experience and expertise is at the heart of their programs. Even though it works in different contexts and countries, with different challenges, Camfed's common approach of having the communities they serve come together to solve their shared issues has been critical to their success.

Acknowledgments

Ross Hall, Ashoka's Global Leadership Team
Sources for Chapter 5: Camfed International

B. Alcott, P. Rose, & R. Sabates, "Targeted, multidimensional approaches to overcome inequalities in secondary education: Case study of Camfed in Tanzania" Paper commissioned by the International Commission on Financing Global Education Opportunity (REAL Centre, Faculty of Education, University of Cambridge, 2016).

Camfed, Program Monitoring Reports, (Camfed, 2016).

Camfed Website, www.camfed.org

Camfed, "UK Invests 12 Millions Pounds in Girls' Education in Zimbabwe via Camfed" July 11, 2012. https://camfed.org/latest-news/uk-invests-12-million/

The Center for International Development and Training, "Endline Qualitative Study of the Camfed Girls' Education Challenge Step Change Window (GEC SCW) funded programs in Tanzania and Zimbabwe (University of Wolverhampton, 2017).

Lance Croffoot-Suede and Diana Good, Camfed Governance, Accounting to the Girl: Working Toward a Standard for Governance in the International Development Sector (Linklaters LLP, 2010).

Ross Hall, Developer of the My Better World Curriculum, interview with Connie K. Chung, May 2016.

Lucy Lake, "The Distance to School Is Not Only About the Distance You Walk," June 8, 2016. https://www.brookings.edu/blog/education-plus-development/2016/06/08/the-distance-to-school-is-not-only-about-the-distance-you-walk/

Katie Smith, Director of Operations at Camfed, Interview with Connie K. Chung, May 2016.

Katie Smith, Director of Operations at Camfed, answers to questionnaire sent by Connie K. Chung, January 2017.

http://qualifications.pearson.com/en/about-us/qualification-brands/btec/about-btec.html

UKAid, Camfed International: A New "Equilibrium" for Girls, Midline Evaluation Report (May 2016).
6. Committee for Children's Second Step Program: Social Emotional Learning for A Peaceful World

### Vincent Chunhao Qian and Connie K. Chung with Anastasia Aguiar

INTRODUCTION

As students arrived at Lakewood Elementary School on a new school day, they heard the following announcement over the PA from the principal. "Students, remember to use your Second Step, especially when you are experiencing strong emotions. It is okay to experience strong emotions, but it is what you do with those strong emotions that's important."

Lakewood Elementary School is part of the Community Unit School District 300 – the sixth-largest school district in Illinois - where the Second Step program, a social emotional learning (SEL) program developed by Committee for Children (CFC), has been implemented since 2012. Started 37 years ago and currently used in 22% of all U.S. schools, Second Step has grown to reach approximately 10.6 million students each year from pre-K to grade-8 across the United States.

At Lakewood Elementary School, a dedicated Second Step period every Monday is taught by a core teacher and another teacher or staff member. Everyone from the principal to the para-educator teaches the same social-emotional concept at the same time. For each topic of the Second Step curricula, students are taught lessons, have discussions, practice skills through role play, and complete other activities. The materials range from scenario-based videos to songs, puppets, handouts, and posters that engage students while teaching them practical skills.

Lakewood Elementary credits engagement with the Second Step program with an improved school climate– students are able to calm themselves down, choose appropriate actions, and resolve conflicts. According to the principal, "We can see students really responding and changing their behavior." Lakewood Elementary is one of Second Step program's many success stories, which can be attributed to the program's foundation in research and emphasis on user-friendly design. As a nonprofit organization, CFC developed a successful business model for its programs, achieving far-reaching impact and financial sustainability.

In the following case study, we look at how CFC develops its programs and engages in advocacy for social-emotional learning.
SECOND STEP PROGRAM AND COMMITTEE FOR CHILDREN AT A GLANCE

Website

<http://www.cfchildren.org/second-step>

Vision

"Safe children thriving in a peaceful world."

Mission

"To foster the safety and well-being of children through social-emotional learning and development."

Countries in which Committee for Children Operates

Primarily United States, but also in Australia, Brazil, Canada, Denmark, Finland, Japan, Norway, Turkey, and other countries

Grade Level of Students Participating

Pre-K through Grade 8

Number of Students Participating per Year

Approximately 10.5 million children in grades pre-K-8 in 2016

Number of Staff

82

Number of Volunteers

15 (Board of Directors)

Relationship to the Public Education System

Committee for Children develops classroom-based social-emotional learning curricula that are implemented primarily in U.S. schools. According to a recent national study conducted by the Urban Institute, the Second Step program is being implemented in 30% of U.S. elementary schools and 22% of U.S. public schools overall. Many districts that use Second Step are large to mid-sized public schools in urban areas.
OVERVIEW OF THE SECOND STEP PROGRAM AT THE COMMITTEE FOR CHILDREN

Non-Negotiable, Essential Components

•Students are taught grade specific materials from pre-kindergarten to grade 8.

•Depending on the grade level, there are 13-27 weekly lessons. There are also additional reinforcement activities and family activities that are included.

•To CFC, the key is "implementation fidelity", which means the curriculum's scope and sequence is followed and all lessons are taught. Of equal importance is the quality with which teachers engage students in lessons.

Overview of Activities

The Second Step program is a universal prevention program for children from preschool through middle school. The program is designed to enhance social-emotional development through increasing empathy, self-regulation, emotion management skills and problem solving skills. The middle school curricula include additional content designed to prevent bullying and substance abuse. The program is based on scripted lessons for classroom delivery by teachers or school counselors.

The curricula range in length from 27 weeks in Early Learning to 13 weeks in middle school. Lessons also vary in length by age, from 5-7 minutes (daily) in Early Learning to 50-60 minutes for middle school grades. Delivering the program involves teaching weekly lessons, supporting generalization of skills throughout the school day, and (in K-5) implementing a short Daily Practice Activity for four days a week. Lessons are taught through a combination of direct instruction, stories, class-wide and small group discussion, skill practice activities, video content and songs. K-3 lessons contain Brain Builders that use game-like exercises to teach executive functions skills.

While the curricula contain scripted instructions, the Second Step program also offers the following components for teachers:

1.A training toolkit for facilitators for the early learning curriculum;

2.Online, individualized training for the elementary school curriculum;

3.Video-based training for groups of teachers for the middle school curriculum.
PROGRAM CONTENT: COMPETENCIES, ATTITUDES, VALUES, and PEDAGOGY

Intrapersonal Competencies

The Second Step program helps students to develop their skills in self-regulation, including identifying and managing emotions and controlling impulses. The middle school curriculum develops social-emotional competencies and also focuses on preventing substance abuse and bullying.

Interpersonal Competencies

The Second Step program for elementary helps students develop their abilities to empathize with others, communicate effectively, work collaboratively, and resolve conflicts. The middle school curriculum also focuses on bullying prevention.

Cognitive Competencies

The Second Step program helps students to develop their problem solving and decision-making skills.

Attitudes and Values

The Second Step program teaches respect for others and appreciation of differences.

Pedagogy & Active Engagement of Students

Lesson plans gives students opportunities to practice social and emotional skills through role play, and participation in group discussions. The curriculum also includes interactive components such as stories, songs, and games. Direct instruction and videos are used to model skills for students.
COMMITTEE FOR CHILDREN'S THEORY OF CHANGE

"If we foster the safety and well-being of children through social-emotional learning and development, we can achieve the vision of safe children thriving in a peaceful world."

Figure 4: Second Step's Logic Model

ORGANIZATIONAL HISTORY

Year Organization Began

1980

Need Committee for Children Was Trying to Fill When It Began and How the Need Has Evolved

CFC's first program was a child sexual abuse prevention program. CFC was started by anthropologists who were doing an ethnographic study on children who were being trafficked for sex. Through their work, they found that many of these teen victims had a history of sexual abuse at younger ages, so they created the Talking About Touching program, a skills-based personal safety curriculum for K-6 students, as well as training for educators and parents in prevention strategies.

After seeing how the program was implemented in schools, the founders realized the importance of social emotional skills not only in protecting potential victims, but also in preventing children from becoming abusers. For example, they believed that the acquisition of social emotional skills such as empathy can effectively prevent violence and abuse.

The Second Step program began when the researchers then looked at school curricula and saw that these skills were not being taught. The original Talking About Touching program is connected to the Second Step program in that social emotional learning is foundational to both of them. Research studies have shown that social emotional learning has not only been effective in child safety and sexual abuse but also has other benefits such as promoting academic success.
DEFINITION OF SUCCESS, DESIRED OUTCOMES, and IMPACT

What Success Means for Committee for Children

For CFC, success comes from reaching its program outcomes, through effective advocacy, and fulfilling the organization's mission. For each of the Second Step program's three target age groups – early learning, elementary and middle school - its success and desired outcomes are defined as follows:

•The Second Step Early Learning program is designed to increase children's school readiness, as well as improve behavior and social success by building their social-emotional competence and self-regulation skills. A language-rich curriculum, the program is also designed to build vocabulary and communication skills, particularly in the areas of emotion and problem solving.

•For Kindergarten to Grade 5, the Second Step program promotes school success, school connectedness, and the creation of a safe and respectful school climate by directly teaching students the skills that strengthen their ability to learn, have empathy, manage emotions, and solve problems. As a result, the program aims to decreases problem behaviors and increase whole-school success.

•The Second Step middle school program helps schools teach and model essential communication, coping, and decision-making skills that help adolescents navigate common pitfalls such as peer pressure, substance abuse, and bullying, both in-person and online. The desired outcomes are reduced aggression and support for a more inclusive environment that helps students stay in school, make good choices, and experience social and academic success.

In addition, CFC advocates at the federal, state, and local levels for including research-based curricula in more schools to help create a positive school environment, prevent violence and abuse and ultimately create a more peaceful society. For example, CFC reaches out to policy makers to advocate for required teacher training on recognizing and reporting signs of child abuse. They gather and disseminate evidence about children experiencing trauma and violence to policy-makers to convince them of such a need and to draw more attention to child abuse prevention.

CFC also creates and disseminates resources for parents and families to help them learn about and advocate for child safety, bullying prevention, and social-emotional learning, so as to create a safe environment for children, wherever they are.

How Committee for Children Defines and Measures Its Success

CFC mainly looks at the following data to gauge its success:

1) The number of children/ youth reached:

CFC currently reaches 10.6 million children through the Second Step program each year and is "the world's largest provider of research-based educational programs that promote social-emotional skills and prevent bullying and sexual abuse."

2) The program outcomes:

CFC is "committed to evaluating programs for effectiveness through randomized control trials(RCT)."

A 2017 RCT study on the Second Step Early Learning (SSEL) program found out that children using the SSEL program had significantly better end of pre-school executive functioning (EF) skills and marginally significantly better end of preschool social-emotional (SE) skills. The curriculum is thus promising in its potential to improve at-risk preschool children's EF and SE.

In a 2015 research by Low and others on the elementary Second Step program, a randomized controlled trial was conducted over a one-year period with 7,300 students and 321 teachers in 61 schools across six school districts, from kindergarten to second grade. According to this research, "significant improvements in social-emotional competence and behavior were made by children who started the school year with skill deficits in these areas. Additionally, the number of lessons completed and student engagement were predictive of improved student outcomes."

Another research study was conducted by Espelage and others in 2015 about the effectiveness of the Second Step Middle School program among 36 middle schools in the Chicago and Wichita areas. It concluded that "sixth-graders were found to be 42 percent less likely to say that were involved in physical aggression after one year of being taught the Second Step program."
HOW COMMITTEE FOR CHILDREN BUILDS ORGANIZATIONAL CAPACITY

Developing Staff

CFC has multiple departments and job roles. All members are equipped with a sound understanding of the program curriculum. Staff members go to industry conferences, various events, and take course or certificate programs to enhance their individual professional knowledge. In addition, CFC organizes training across department. Marketing staff also receive training on user-friendly design and product development staff will go into the classrooms to observe how the products are being used.

Notably, CFC involves teachers during curriculum and program development, creating user–friendly products; their materials use high quality media and are field-tested and piloted with teachers, before being finalized. Another helpful source is CFC's advisory group, which includes members from different sectors of the industry such as school psychologists. Moreover, CFC strives to utilize a rapid cycle of research to inform product development. According to Tia Kim, CFC Director of Programs, Partnerships, and Research, it is this kind of "on the ground work" that has contributed to their success.

Maintaining Financial Sustainability

The organization is sustainable beyond the funders' investments as 95% of CFC's support and revenue comes from sales of educational materials. Districts and schools purchase the Second Step program from CFC, which includes curriculum, training, school district-level leadership training in SEL, unlimited phone support, implementation support tools, family materials, and access to an online community for program users.

CFC staff say that funders value the fact that CFC takes research and evidence-based programs to scale effectively. They also appreciate CFC's business model. Additionally, the funders they engage with are focused on their mission area and often have similar priorities.
SCALING & SPREADING COMMITTEE FOR CHILDREN'S WORK

Strategies and Resources Used to Scale and Spread Their Impact

For CFC, successful scaling means reaching a large number of children with quality program implementation. CFC believes that its programs are able to be scaled because they develop high quality, research-based programs that prove valuable as they are used, and in addition, because their materials are very simple and easy to implement at both the classroom level and as a districtwide initiative.

How Committee for Children Partners with Others to Scale and Spread Their Impact

CFC has partners in fourteen countries with whom they have worked to translate, adapt, and localize their content for distribution. More importantly, word of mouth and relationship with teachers and districts have helped spread their work. Teachers and administrative leaders who become familiar with CFC programs and like them also bring the programs with them when they move from one district to another. In addition, well-respected and well-known social emotional learning organizations like Collaborative for Academic, Social, and Emotional Learning (CASEL) help CFC when they acknowledge and highlight the quality of CFC programs.

Area of Greatest Challenge CFC Faces in Scaling or Spreading Their Work

With the education market moving increasingly to digital programming, CFC has seen challenges. For example, since CFC's research methods include randomized control trials, which are complex and time consuming to implement and analyze, the production cycle takes longer. With new standards constantly appearing and becoming moving targets, leading CFC to continually update their programs, program outcomes from prior randomized control trials risk being invalidated.

In addition, CFC believes that they should digitize their programs only if it improves the quality of instruction, rather than making the change for its own sake. While it is sometimes helpful to provide online training to teachers and use a digital platform for implementation support, they have found that it is more difficult to figure out what is truly effective in digital delivery for student content. CFC ultimately wants to solve this piece of the puzzle before making a major shift.

A common challenge in the U.S. education arena is that policy and funding changes can influence district and school priorities, buying habits, and how classroom time is used. Funders and policy makers can also sometimes focus on academic outcomes as a primary indicator of success rather than seeing the intrinsic value of social-emotional learning.

Also, as education begins to integrate more technology and digital content, CFC has found that nonprofits can find it difficult to keep up and invest in their own infrastructure to support their work with schools or education agencies. For example, in order to host digital materials, organizations need the ability to pay for and maintain a server. Sometimes, non-profit organizations struggle with this issue. CFC has found that it is important to think about the logistics, costs, and benefits, for example, behind the decision of whether to build the technology capacity internally or to source it from outside.
STRENGTHS AS AN ORGANIZATION

1. Ability to find and maintain a financially sustainable model.

CFC has a successful "business model" that allows it to be financially self-sustained while working to achieve its mission. A dominating 95% of its financial support and revenue comes from sales of products.

2. Commitment to and investment in a rigorous research foundation to program offerings.

Translating research into actionable knowledge to be incorporated into CFC's programs is a key component in the development of their curriculum. Second Step curricula are based on a rigorous foundation of research that shows that self-regulation skills enhance school success, for example.

In addition, CFC uses randomized control trials to evaluate its program effectiveness. Previous results have shown that the Second Step program improved students' pro-social skills, empathy and reduced physical aggression and bullying. The high quality and research-based foundation of its programs has helped CFC reach its large impact.

3. Placement of the teacher at the center, in designing products

To increase the likelihood of teachers being able to successfully use CFC materials in the classroom, CFC designs its material in the "real world" of classrooms and schools and in a functional way. For example, if the material includes teaching strategies for leading discussions, demonstration videos are provided to assist teachers who may be nervous about facilitating role plays. Their product development cycles include an iterative process, incorporating feedback from teachers and advisory groups.

CFC also actively listens to the new demands from teachers and principals as they articulate what they need for professional development. As a result, new adult training in development will include topics on how to build relationships with students, integrate SEL into other academic areas, and cultivating the growth mindset teachers need to have about their students.

4. In sum, CFC is a learning organization, continually refining and revising their curricular offerings, even after decades of experience.
KEY LEARNINGS AND RECOMMENDATIONS

1. CFC's strength lies in combining its solid ground in research and a successful business model. Tia Kim summarized the successful strategy of CFC to achieve its current impact this way: "Understanding the end user and designing programs in a way that not only has strong pedagogy and a good research base, but that also can be used easily."

2. CFC operates as a social enterprise, bringing in revenue to fund initiatives when other sources are scarce. They hold themselves to sound and ethical business practices and a lean operation. When CFC develops programs, they consider not only mission impact and scalability, but also market forces. They employ for-profit business practices to make sure their organization is sustainable. By maintaining an operating margin, CFC can reinvest surplus revenue into future projects, advocacy campaigns, research, and continuous improvement of their programs.

3. CFC has constantly been developing and improving its program over the course of its 37 years of history. This shows that it takes a long time and quite a bit of effort to develop a solid program, but that it is achievable with good methods.

4. As a leader in the SEL field, CFC values collaboration, taking the view that all boats must rise for them to reach their vision of safe children thriving in a peaceful world. This means creating long-lasting partnerships with other field leaders, researchers, advocacy groups, nonprofit and for-profit organizations, start-ups, and educators. That is why they engage in advocacy and policy work at the state and federal levels and invest in innovation, seeking out new avenues to foster the social and emotional development of children in the classroom and beyond. Ultimately, they strive to be force for systemic change.

Acknowledgments

Tia Kim, Director of Programs, Partnerships, and Research

Andrea Lovanhill, Director of Marketing and Client Relations
Sources for Chapter 6: Committee for Children's Second Step Program

Committee for Children website, http://www.cfchildren.org/about-us

Committee for Children, answers to questionnaire sent by Connie K. Chung, January 2017.

Committee for Children, Self-Regulation: Setting the Course for Success (2015). www.cfchildren.org/wp-content/uploads/programs/docs/k-5-self-regulation-skills.pdf

D. L. Espelage, S. Low, J.R. Polanin, & E. C. Brown, "The Impact of a Middle School Program to Reduce Aggression, Victimization, and Sexual Violence." Journal of Adolescent Health, 53(2), 180–186 (2013).

D. E. Jones, M. Greenberg, and M. Crowley, "Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness" American Journal of Public Health, 2015.

Tia Kim, CFC Director of Programs, Partnerships, and Research, interview with Anastasia Aguiar, May 2016.

Tia Kim, CFC Director of Programs, Partnerships, and Research, interview with Vincent Qian, March 2017.

Tia Kim, Director of Programs, Partnerships, and Research, interview with Conne K. Chung, in March 2017.

Andrea Lovanhill, VP of Marketing and Client Relationships, interview with Connie K. Chung, March 2017

S. Low, C.R. Cook, K. Smolkowski, & J. Buntain-Ricklefs, "Promoting social–emotional competence: An evaluation of the elementary version of Second Step." Journal of School Psychology, 53, 463–477 (2015).

C. C. Upshur, M. Heyman, & M. Wenz-Gross, "Efficacy Trial of the Second Step Early Learning (SSEL) Curriculum: Preliminary Outcomes," Journal of Applied Developmental Psychology, 50, 15-25 (2017).
7. Design for Change: Shifting Mindsets to Empower Children to Create a Better World

### Connie K. Chung and Vincent Chunhao Qian

INTRODUCTION

In 2014, Design for Change (DFC) hosted its first Be the Change Conference, an event planned and run entirely by children. Five hundred participants from 22 countries around the world celebrated together their achievements in the Design for Change I CAN projects.

When asked, "What are some things that you have discovered about yourself from working on your Design for Change project?" one of the 500 "I CAN" participants answered, "After this project, we realize that we are no longer the 'future' of the country, we are NOW. We can make a change!" His response is an example of the powerful experience Design for Change has created for many children around the world.

Since DFC's founding in 2009, over two million children across the world have participated in the program, and over 22,000 success stories of student projects have been shared. For example, at the Kaligi Ranganathan School in Chennai, Tmail Nadu, India, school children taught cleaning staff to write and speak English, which taught them to learn more about each other. In Brazil, at Colégio Estadual Professor Hermes Miranda do Val school, after incidents of stealing by students, a group of students felt the need for more communication among them and started a conversation group. The groups evolved to become a forum with many additional purposes, from discussing problems at school to sharing love and support.

The following case study examines DFC's core practices, impact, strategies for growth, lessons learned, and the challenges remaining, as the organization helps children and adults around the world shift their mindsets to see that children can play a role in shaping the world and take action toward building a more desirable, sustainable future.
DESIGN FOR CHANGE AT A GLANCE

Website

<http://www.dfcworld.com/>

Vision

Design for Change equips children with the tools to be aware of the world around them, believe that they play a role in shaping that world, and take action toward a more desirable, sustainable future.

Mission

To build the 'I CAN' mindset in every child by cultivating Empathy, Ethics, Excellence and Elevation (the 4Es) through the simple design thinking framework of "Feel- Imagine-Do-Share" (FIDS).

Countries in Which Design for Change Operates

Founded in India, they currently have a footprint in 50 countries.

Grade Level of Students Participating

Kindergarten to Grade 8

Number of Students Participating per Year

Approximately 286,000

Number of Staff

3 full-time staff at global headquarters

Number of Volunteers

Numerous

Relationship to The Public Education System

Globally, approximately 50% of the participating schools are publicly funded. When Design for Change started in India, they introduced the one-week Design for Change challenge in government, private and public schools nationwide. Today they offer a curriculum on design thinking and civics education in public schools and collaborate with local education authorities in recruiting new schools to participate in their programs and in curriculum development.
OVERVIEW OF DESIGN FOR CHANGE

Non-Negotiable, Essential Components

•Children are at the center of the activity, as they use the 4-step design thinking process of Feel-Imagine-Do-Share (FIDS) to understand situations empathetically, imagine solutions, and put these solutions into action.

•DFC partners who implement the program believe that children are not helpless, that change is possible, and that young people can drive it.

Overview of Activities

DFC believes that "design thinking at its core is the mindset that allows children to believe that they are not helpless, that change is possible and that they can drive it." DFC has simplified the human centered approach of design thinking into a simple 4-step framework of Feel, Imagine, Do, & Share (FIDS). With this framework, DFC cultivates young peoples' belief that change is possible through the following program activities:

1) DFC provides a free, flexible toolkit of a 4-step design process of Feel-Imagine-Do-Share (FIDS). Embedded in this framework are the skills that many have identified as critical to have in order to thrive in today's world: empathy, communication, collaboration, and critical thinking. Children use this framework to arrive at simple solutions to very complex problems, such as cleaning up their neighborhoods, fixing potholes on the street, and building safe biking paths. Through activities such as hands-on projects, scenario-based role-plays, and design thinking, children develop what DFC calls "Feel-Imagine-Do-Share competencies." Teachers also receive professional development services and use the toolkit with children in their classrooms to design projects to create change.

2) DFC also has developed a Design for Change Curriculum for Grade 8, which is a yearlong, thirty-hour curriculum that extends the weeklong experience of the FIDS process. The curriculum is delivered through 40-minute, once per week sessions at schools. It has been implemented in 164 schools in India since 2014.

3) An annual Be the Change conference brings together young people from across the world to showcase their stories of success. In the most recent event, held in Beijing, 500 young people from 22 countries participated.

4) DFC has collaborated with research institutions to validate the impact of design thinking to create the I CAN mindset. They share this data with education stakeholders to impact policy.
PROGRAM CONTENT: COMPETENCIES, ATTITUDES, VALUES, PEDAGOGY

Intrapersonal Competencies

Through fostering the competencies associated with design thinking and the "I can" mindset, DFC encourages children to see themselves as problem solvers and change agents and take initiative. The program targets the development of interpersonal competencies such as ethical behavior, responsibility, self-direction, and citizenship.

Interpersonal Competencies

The "Feel" and "Share" components of the FIDS toolkit and curriculum invite children to empathize with people who are affected by the problem they try to solve. Children also develop the interpersonal competencies of collaboration, leadership and communication in the process of solving problems.

Cognitive Competencies

The "Imagine" and "Do" components of the FIDS toolkit and curriculum invite children to develop problem solving, critical thinking, and creativity skills during the process of designing change.

Attitudes and Values

Program participants develop an "I can" mindset and learn to value community engagement, collaborative problem solving, civic responsibility, and active citizenship.

Pedagogy & Active Engagement of Students

The program engages student through an actionable thinking routine and asks students to observe and note issues in students' immediate surroundings in their daily lives. The key pedagogical features are hands-on activities for children and collaboration with others.
DESIGN FOR CHILDREN'S THEORY OF CHANGE

If Design for Change teaches children to use the four-step framework of Feel, Imagine, Do and Share (FIDS) to create the changes they want to see in the world, children will be equipped with the tools to be more aware and informed about the world around them; believe and realize the importance of their role in shaping that world; and take action towards building a more desirable present and a more sustainable future.
ORGANIZATIONAL HISTORY

Year Organization Began

2009

Need Design for Change Was Trying to Fill When It Began and How the Need Has Evolved

Since the start of DFC, the need they have been trying to address is the need to give children the experience of knowing that they do not have to wait until some future time to make a difference. They want to empower all children with the simple belief of "I Can," right now.

Asma Hussein, DFC Global Coordinator, observed, "For the longest time children have been told that they are the future, that one day they will grow up and make the world a better place; and education has deferred that promise to children to that one day. And then we have been surprised when to find that when children graduate, they are not empathetic, creative, nor confident citizens of the world."

Educators worldwide are looking for ways to teach their students the 21st century competencies that are essential for successfully navigating the challenges and opportunities of the Fourth Industrial Revolution. In response to that need, DFC first developed a weeklong, simple curricular framework that encourages not only the development of children's minds but also their hearts in believing that they can make a positive change in their world. Since its inception, DFC has turned its simple thinking routine into a semester long curriculum that engages children in deeper, more extensive ways.
DEFINITION OF SUCCESS, DESIRED OUTCOMES, & IMPACT

What Success Means for Design for Change

For DFC, success means that all children are empowered by their "I CAN" superpower. This means children are learning that the power to create positive changes lies in them and not just in the adults who educate them and influence their lives. The "I can" book states, "This feeling of agency and advocacy is fueled by passion, belief and a compelling sense of purpose."

How DFC Defines and Measures Its Own Success

The core strength of DFC has been the simplicity, the thoughtfulness, and the broad accessibility and applicability of their framework and curriculum. In the eight years they have been in operation, first users of the curriculum have "become first believers and amplifiers." They have managed to collect 25,000 Stories of Change created by children over the last eight years, and has implemented their program in 50 countries with their partners.

DFC measures its success both qualitatively and quantitatively. Research conducted by The Good Project at the Harvard Graduate School of Education, has reaffirmed the impact of the DFC curriculum on the development of skills such as collaboration, creative thinking and empathy, with positive impact on children's academic scores as well.

Results of a pre and post assessment conducted by The Good Project showed that the DFC curriculum "has been able to increase average student's empathetic ability, as measured by choosing problems that affect others, describing multiple viewpoints, and keeping the stakeholder in the center of designed solutions. And finally, the clearest finding is that students improved in their ability to design interventions that keep the stakeholder in the center."

Research in progress with ASSET (Assessment of Scholastic Skills through Educational Testing), India, a scientifically designed, skill-based assessment test conducted by Educational Initiatives, will help DFC determine the impact of design thinking curriculum on academic scores of the participating students.
HOW DESIGN FOR CHANGE BUILDS ORGANIZATIONAL CAPACITY

Developing Staff

With only three full-time staff and one part-time staff, DFC has been able to achieve a great deal on a global scale. As much as the organization believes in empowering children, it also empowers its own staff members and organizational partners to act autonomously and with accountability. They note that many of their partners, including their global coordinators, are young, able to work "around the clock," which they believe makes a big difference in their success. DFC, for their part, give a great deal to autonomy to keep these young partners inspired and engaged, trusting that they would do what is right. They have found that this approach has worked very well for them. For example, they are encouraged to make decisions thoughtfully but quickly, without the need to defer to multiple layers of authority.

DFC offers different engagement opportunities for its staff, enabling them to attend workshops and training events. Many of these opportunities come from DFC's partners. For example, after engaging with the Lego Foundation's work on play and empathy, their work is inspiring DFC to highlight play in its curriculum development.

For participating teachers, DFC offers a series of different support and development resources. One of the items it offers is a dedicated resource website that includes demo videos and other online resources to help teachers understand the process of FIDS.

Many of their country partners are shifting to focus on adult development, based on felt need after implementing the FIDS framework and curriculum. They are creating ways to help adults shift their thinking and practice, and DFC is continuing to build on opportunities to provide support for teachers and school leaders. They note that it is a critical aspect of their work.

Maintaining Financial Sustainability

DFC does not charge its participants to use their curriculum. 40% of its funding comes from individual donors and 60% from foundations. Partners in each country are responsible for obtaining their own funding; the global headquarter does not fund them.

Funders are considered DFC amplifiers who are an important part of the Design for Change family. When asked why funders might support them, DFC noted that funders appreciate DFC's focus on children and support the idea that all children should be empowered.
SCALING and SPREADING DESIGN FOR CHANGE'S WORK

Strategies and Resources Used to Scale or Spread Their Impact

As the organization was getting started, a TED India talk by DFC's founder Kiran Bir Sethi in 2009 garnered much attention and helped put them on the radar of other organizations. Thanks to the TED community, the talk created a multiplier effect. Being responsive and responsible to that increased demand increased their visibility. Since then, they have received awards and grants from many organizations, including INDEX – Design to Improve Life, Ashoka, The Rockefeller Foundation, Lego-Reimagine Learning, and the Asia Society.

Most central to DFC's success in scaling so quickly to have a global presence, according to DFC, however, is the flexibility of its program, focusing on creating a mindset shift. Rather than focusing on stuffing children's minds with content, the teachers guide children to understand the FIDS framework. The DFC's curriculum then leaves it to the children to decide what content is important to them, including which problems they want to solve.

Thus, the FIDS framework encourages children to not look solely to adults to guide them, but to use their own eyes and ears and see what is really important to them – teaching them to value their insights and abilities. According to DFC Global Coordinator Asma Hussein, "We have come to realize that the tremendous success (in scaling) of the idea lies in its simplicity, the contextualization that is inherent in its design and the fact that it addresses multiple gaps in today's education system through one simple solution."

DFC adds that they do not advocate for a particular cause, and that its curriculum is independent of age, caste, culture, geography, and language as it is fueled by the power of an idea about the importance of listening to children and working with whatever bothers them while consciously focusing on cultivating children's ability to empathize. It is a movement that asks everyone to be empathetic and to have the courage to turn that empathy into action.

Since DFC's beginning, there have been over 22,000 "Stories of Change" – documentation of "I Can" projects that are scripted by the children themselves. Many of these success stories are listed on DFC website and according to Asma Hussain, DFC Global Coordinator, "they have been the biggest help in spreading our work: Children leading the change!"

How Design for Change Partners with Others to Scale and Spread Their Impact

For DFC, part of successful scaling has been recruiting and supporting partners who understand the organization's core idea and are able to take the idea to their countries' contexts and apply it.

Partners usually begin as "champions," those who implement the DFC FIDS framework in their community over a 2-year period and make a footprint. DFC supports them in this process with a menu of possibilities that includes providing online support, and organizing, co-planning, and sometimes in executing celebration events as well. They conduct training on Skype for newest participants, helping to set up all the technical platforms for that particular country.

With success, and if they so desire, they can then become officially recognized as "partners" and grow the country presence as they wish. Some of the work is in raising their own funds as DFC Global does not raise funds for their country partners, and instead focuses on developing materials that partners can use. Some country partners have graduated into running DFC offices in their countries.

In the eight years since its founding, DFC has found that the first believers of DFC have become its amplifiers. For example, DFC's partners in Spain helped with the program's expansion in Latin America. While the partnership is moderated and managed by DFC Global, both autonomy and accountability are given to the partners. For example, DFC has a resource platform populated with items created by their partners. They have discovered that once the "why" of the program is clear, the partners are able fill in the "how" and the "what" of the process and content, shaping it to their particular context and needs.

Given the important roles of its partners, DFC listed their partners in the "i can" publication, categorizing their many partners into the following groups:

1) Knowledge Partners are those who help them to design their work, including NID, IDEO, Stanford University's d.school and Kaospilot in Denmark. DFC's partnerships with designers has enabled them to bring new elements into the program such as more nuanced and layered thinking in its program design.

2) DFC Global Family are DFC's global partners who share best practices.

3) Strategic Partners are those who help to refine the process of introducing design thinking into schools, such as The Good Project at Harvard Graduate School of Education and the National Institute of Design in India.

4) Outreach Partners are those who are national and local NGO's and work with DFC to reach out to schools and communities.

5) Publication Partners are those who help to spread the success stories of DFC worldwide.

A few key partners for them have been the following: The Teach for All network has been an important associate in spreading the work of Design for Change in terms of advocacy, building program legitimacy, networking, and sharing expert knowledge. WASH United and DFC teamed up to bring together the powers of play-based learning and design thinking into the topic of sanitation and hygiene. Founder Kiran Bir Sethi is also an Ashoka Fellow and was selected as part of Ashoka's Globalizer Movement, which has served as an amplifier for DFC and has opened up more doors, creating more partnerships.

As a fundamental approach to building relationships with others, DFC adopts a policy of a short response time to inquiries; its staff members make personal investments in building partnerships and removing bureaucracy in communication. For example, founder Kiran Bir Sethi noted that one of the reasons they were able to be so successful is that the small size of the team has enabled communication to be clear among them, and that they are able to respond quickly to any requests, with a short response time that encourages their partners to appreciate the speed and quality of their support.

In addition, DFC strives to maintain its existing relationships and build new ones. Alumni of the program can continue the DFC projects they began (called "DFC continued projects"). DFC has been able to see the evolution of the projects and of program participants as they continue to act out of the mindset learned from their experiences in these programs, some of which date back to four years ago.

Area of Greatest Challenge DFC Faces in Scaling or Spreading Their Work

One of the challenges that DFC faces is that of measuring and conclusively conveying the impact of their work. Despite the many testimonies and stories from educators, DFC faces the need to be able to quantify the benefits of its curriculum, including the ability to be empathetic, collaborative and optimistic.

With research being conducted by the Good Project at the Harvard Graduate School of Education and ASSET, DFC is looking to provide data that verifies the development of key 21st century skills through DFC and its correlation with the improvement in learning outcomes.
STRENGTHS AS AN ORGANIZATION

1. Design for Change's work has been able to be implemented across different demographic, language, social and cultural contexts. This success lies in the simplicity and versatility of its core practice in helping to shift mindsets about children's ability to create change.

2. As a movement DFC has a clear central mission – to enable children to create change. To that end, they are "shamelessly committed to the pursuit of infecting every child in the world with the power of 'I CAN'; As a movement DFC are optimistic that the world CAN be a better place and change is possible."

3. DFC's core practice of removing bureaucracy from intent and action, and supporting and empowering key stakeholders and partners to build the program with them has enabled them to grow rapidly. DFC is able to build and maintain close relationships through the various kinds of support it provides and frequent, extensive contact with partners. They conduct distance training for new participants of the program, help them walk through the program, and build connections. Contact between headquarters and each country include regular online meetings every three months, and yearly global gathering.
KEY LEARNINGS AND RECOMMENDATIONS

1. A simple idea can be powerful.

Believing that children can be the change agent of their worlds if they are taught the necessary mindset and skills, DFC has helped to generate thousands of success stories of children making their communities a better place. They have seen that with a simple but powerful framework that teaches a mindset shift while trusting children to fill in the content, could result in children leading powerful change.

2. Focus on youth voice and choice to demonstrate possibilities to adults.

From believing in children, to sharing stories of change instigated and carried out by children, to the Be the Change conference organized by children, DFC has shown the value of making youth voice central to learning. They have found that while adults can focus on constraints and fear of failure, talking about the lack of time and lack of assessments preventing them from trying out a new idea, these same adults change their mindsets when they see children in action, and when they are able to see what young people are capable of producing.

3. Leveraging existing networks to amplify impact, including funders.

From the TED talk community to the social entrepreneurs' network Ashoka, various existing networks have helped DFC spread its impact. Even funders have become DFC amplifiers.

4. Frequent communication fosters close ties.

As an organizational ethos and practice, DFC believes building relationships is a fundamental part of their work, and shares program updates frequently instead of only at the end of the year. DFC stays in close contact with its partners in different countries through regular check-ins and online meetings. They believe that this frequency of communication helps funders, supporters, and partners understand the nature of the work and how it is shaping for the current year. The result is an extensive network of partners and financial sustainability for the organization.

5. Broadening assessment measures and methods in education might be the key to encouraging the adoption of teaching a broader range of competencies.

Empathy, problem solving, the bias to taking action need to be instilled as important educational outcomes so that more people might be open to programs like DFC. Having effective assessment measures and methods would help in this process.

6. A clear focus on a sharply articulated core mission, with the flexibility for adopting content to fit different contexts may be key to forming partnerships and growing at scale.

DFC has balanced maintaining a clear focus on giving children the tools to practice a particular kind of mindset while allowing both children and adult partners to fill in the content of their FIDS framework. It may be a critical part of the reason why they were able to grow so quickly while remaining focused on their mission.

7. Listen, learn, tweak, refine, evolve, and have fun.

DFC founder Kiran Bir Sethi's passion, commitment, and positive energy is evident. She admits that the work is challenging, but notes, "As Gandhi said, stamina and sense of humor is needed in the field of education." The organization, in 8 short years, has grown to 50 countries, and it is still evolving. Listening to their implementers and partners on the ground, and to knowledge and strategy partners, while tweaking, refining, growing their program, and celebrating the successes of children seem to be part of the organizational culture, and keys to sustaining it in the long-term.

Acknowledgments

Kiran Bir Sethi, DFC Founder

Asma Hussain, DFC Global Coordinator
Sources for Chapter 7: Design for Change

Kiran Bir Sethi, DFC Founder, Interview with Connie K. Chung, March 2017.

DFC, Be the Change Conference (2014). http://www.dfcworld.com/celebration.html

DFC, "i can"

DFC Story of Change, "Serving with Love," https://www.youtube.com/watch?v=N0z3Vei8ngM

DFC Story of Change, Resolving Conflicts: Brazil https://www.youtube.com/watch?v=kSlgThhzGEQ

DFC Summary of Research from external evaluators, www.dfcworld.com/SITE/Research

Laura Easley, Paromita De, Lynn Barendsen, Michael Hoe, "Design for Change: Design Thinking Guide Evaluation" (The Good Project, Harvard Graduate School of Education, August 2015).

Asma Hussein, DFC Global Coordinator, Interview with Connie K. Chung, February 2017.

Asma Hussein, Response to questionnaire sent by Connie K. Chung, January 2017.
8. Educate!: Developing People and Communities through Social Entrepreneurship Education

### Seungah Lee and Connie K. Chung

INTRODUCTION

The high number of pregnant teenage girls in Caroline's community in Uganda who drop out of school every year troubled Caroline. As an Educate! Scholar, she decided to start an initiative called Babies of Hope, which aims to empower and develop the skills of entrepreneurial young mothers, while preventing malnutrition among infants. Caroline's initiative chips away at the adversity young mothers face by teaching them business skills like manufacturing products, market research and branding, as well as knowledge about affordable ways to ensure a healthy diet for their newborn. She aims to get these women back into the workforce to pursue their dreams, earn a living, and step out of the cycle of poverty, all while raising happy, healthy children. There are currently 20 Babies of Hope members, all between the ages of 16 and 25. To Caroline, becoming a young mother "shouldn't be the end of life." Caroline says, "I want to create hope. I want to build up children to have hope within them, to have a future ahead of them."

While girls like Caroline begin social initiatives to address challenges in their respective communities, others work to start their own businesses to improve their livelihoods and have a better future not only for themselves but also to serve others in their community. When she was an Educate! Scholar, Pauline developed a successful notebook-making business. To gain a competitive edge, Pauline began producing her notebooks with recycled paper. The strategy's intent was twofold: first, it cut the cost of manufacturing, allowing Pauline to lower the seeking price of her notebooks, and second, the reduced price meant that lower-income students could afford to buy the notebooks and be well-equipped for school. Her goal is to expand her business throughout Uganda, starting in Eastern Uganda, where she has witnessed families struggle to afford school supplies. Pauline is well on her way towards her goal; she has won 1.3 million Ugandan Shillings ($400) at the annual Green Business Competition held by the International Labor Organization. Pauline is one of many tenacious, ambitious young leaders that Educate! develops. She is evidence of the hope that the youth of her generation in Africa can become the generation that solves poverty.

Educate! seeks to develop socially responsible leaders like Caroline and Pauline by teaching them skills to address community needs and solve poverty for themselves and their communities. In the following case study, we explore how Educate! provides youth with skills training in leadership, entrepreneurship, and workforce readiness along with mentorship to develop socially responsible entrepreneurs. We describe how Educate! has been able to accelerate their impact by training teachers in schools and working with national governments to incorporate skills-based entrepreneurship learning into national curricula.
EDUCATE! AT A GLANCE

Website

<http://www.experienceeducate.org/>

Vision

To transform education in Africa to teach youth the skills to solve poverty for themselves and their communities.

Mission

To develop young leaders and entrepreneurs in Africa.

Countries in Which Educate! Operates

Uganda, Rwanda, and Kenya

Grade Level of Students Participating

Senior 3 and Senior 5 students (the equivalent of ninth and eleventh grade in the U.S.)

Number of Students Participating per Year

Educate! selects 40 Scholars, i.e. student participants, per school each year to take part in Educate!'s Leadership, Entrepreneurship, and Workforce Readiness Course. In 2016, Educate! impacted more than 14,000 youth across 397 schools in Uganda through this intensive skills course. Educate! also reached more than 135,000 Ugandan youth more broadly through its student business clubs, peer mentorship, and Educate!-trained teachers in 2016.

In Rwanda, Educate! reached over 70,000 students in 2016 by supporting the government with its education reform, which integrated several successful components of Educate!'s model, including Skills Lab and Student Business Clubs, into the national entrepreneurship curriculum.

Through its teacher professional development programs, Educate! trained over 900 teachers in skills-based education in Uganda and Rwanda.

Number of Staff

130

Number of Volunteers

195

The number of volunteers is the number of Educate! Mentors. Mentors, usually graduates of the Educate! program, teach Educate!'s Leadership and Entrepreneurship Course in schools. They are not full-time staff, but rather receive a stipend and business training in return for mentoring and supporting Educate! Scholars. Mentors are grouped into geographical clusters of 18 schools, which form a Community Unit.

Each Community Unit has a Program Officer and Youth Leader, both of whom are full-time staff, to support the Mentor and oversee the program. The Program Officer is responsible for building relationships with schools, overseeing mentors, training mentors, and working with teachers. The Youth Leader is responsible for supporting the Program officer, monitoring and evaluation, and providing some level of teaching support.

Educate!'s Relationship to the Public Education System

Educate! implements its program model directly in schools, advises governments on national education policy and curriculum reform, and builds capacity among teachers to implement government reforms through the "Experience Association" program in Uganda and through the "Educate! Exchange" targeted teacher professional development program in Rwanda. Approximately 50% of participants are associated with government-funded schools.
OVERVIEW OF EDUCATE!

Non-Negotiable, Essential Components

The essential elements of and conditions for the Educate! model are:

1. A functioning secondary education system moving towards skills-based education

2. Schools that are open to partnering with Educate!

3. Educate!'s skills-based pedagogy and curriculum targeted toward teaching practical skills and improving life outcomes for young people

4. Young entrepreneurs who can coach and mentor students on aspects of leadership and business creation.

5.Teachers committed to student-centered teaching methods and skills-based pedagogy.

Educate! is focused on working within and in partnership with education systems, so a functional secondary education system is an essential condition for delivery of Educate! programs in a given community. In order to implement its program in schools, Educate! ensures that schools are open to partnering with them and delivering skills-based pedagogy and curriculum targeted toward practical skills and life outcomes for learners.

Moreover, Educate!'s long-term goal is to partner with government to achieve systems-level change. Therefore, Educate! works in countries whose governments express an interest in skills-based curriculum and are considering, preparing for, or implementing education reform.

Educate!'s Target Participation Group

Educate! primarily targets youth in secondary schools to participate in the Educate! program. At the same time, Educate! works with teachers and school leaders by providing them training in skills-based pedagogy and curriculum in addition to working with national governments to move towards a skills-based curriculum as part of their education reform process.

Overview of Educate!'s Activities

Educate! works to achieve its purpose and mission by providing youth with skills training in leadership, entrepreneurship, and workforce readiness along with mentorship. The training and mentorship youth receive enable them to start real businesses at school . Educate!'s model is therefore designed to build and strengthen the capacity of schools to provide opportunities for youth to learn practical skills and create their own businesses. It is designed to lead to improved livelihoods, including increased employment, increased business ownership and job creation, increased community participation, and improved business and employability skills for youth. Educate! implements its model by working through existing secondary schools and advising governments on national curriculum reforms.

Each year, Educate! engages a new cohort of 40 students called "Scholars" in each of its partner schools and provides youth with skills training in leadership, entrepreneurship, and workforce readiness along with mentorship to start real businesses in schools over the course of a year. Students are selected using a competitive process that prioritizes gender balance, student need, and youths' interest in the program.

The core components of Educate!'s model include the following:

•Leadership, Entrepreneurship, and Workforce Readiness Course, where an Educate! mentor provides entrepreneurship, workforce readiness, and leadership training to 40 participating students ("Scholars"), teaching essential skills to start an enterprise in each school.

•Scholars receive mentorship by trained youth Mentors to work through the challenges they face in starting enterprises and community initiatives, and Scholars provide peer mentorship for younger students.

•Practical experience starting an enterprise in teams through Student Business Clubs. Scholars are encouraged to start personal enterprises during school breaks and upon graduation.

•Practically-trained Mentors who teach the Leadership, Entrepreneurship, & Workforce Readiness Course. Educate! staff train the Mentors, often former Scholars, in student-centered teaching methods to create practical learning experiences for the Scholars.

•Experience Association, where at least one teacher and one administrator per school learn how to use interactive teaching methods, facilitate group mentorship sessions, and guide students through starting an enterprise by building support structures in schools. The Experience Association also brings the teachers and school administrators together in regular meetings to build a collaborative environment and a community of practice.

Figure 5: Educate!'s Model

How Educate!'s Model is Implemented

In Uganda, 40 students in each of Educate!'s partner schools are selected to participate in the program using a competitive process that prioritizes gender balance, student need, and their interest in their program. Students who participate in the program are called "Scholars," and they receive leadership, entrepreneurship, and workforce readiness training, as well as mentorship to set up a real student business over the course of a year.

In addition to the training they receive, Scholars start a student business club and recruit other students (approximately 3 students each) to join their business club. The student business club is the primary experiential platform for students to build on their 21st century, business and employability skills that will enable them to meet the demands of the labor market or create their own jobs if that market fails them.

With the support from the Educate! Mentor and an Associate Teacher, students start one or more enterprises in teams. In the last term, students prepare for the annual National Student Business competition, organized by Educate!, which enables them to build on skills such as public speaking and presentation skills.

In addition, Scholars are mentored through the challenges they face in starting enterprises and community initiatives by Educate! Mentors. Scholars are also encouraged to mentor lower secondary students to create impact in school and develop communication and management skills.

An Educate!-trained Mentor provides leadership, entrepreneurship and workforce readiness training to these 40 Scholars. This curriculum includes 80 minute lessons delivered weekly and is designed to build 21st century skills including soft skills, like teamwork, problem solving, and critical thinking, as well as hard skills, like budgeting, bookkeeping, and saving. The Mentors receive a 2-week intensive residential training in addition to other training and professional development from Educate! staff to teach Scholars effectively, using student-centered teaching methods and focusing on creating learning experiences for the Scholars. Mentor training occurs over a span of 5 weeks.

Moreover, Mentors participate in Educate!'s Youth Business Experience, where they receive more advanced skills training in financial planning, fundraising, business development and more in order to help them to grow their own businesses. Many of the Mentors are former Scholars. As recent graduates of the program they are teaching, the Mentors can relate closely to their Scholars and give practical, relevant advice grounded in their own experience of starting a business in the same context as their Scholars.

The "Experience Association" program takes at least one teacher and one administrator per school, where the participating teachers and school administrators learn to use interactive teaching methods, facilitate group mentorship sessions, guide students through starting an enterprise, and build support structures in schools. The Experience Association also brings the teachers and school administrators together in regular meetings to build a collaborative environment and a community of practice around experiential skills-based education.

In addition to directly implementing the Educate! model in schools, Educate! builds the capacity of Uganda's national education system to better prepare youth for employment through 1) government advocacy and 2) teacher training. Educate! has pursued government advocacy by acting as a technical advisor on national education reforms. In this role, Educate! proposes solutions for integrating and implementing skills-based learning in national curriculum, teacher training and assessments.

The Educate! model in Rwanda currently has a different focus from that in Uganda (described above). Instead of implementing the Scholar-Mentor model, Educate! is delivering skills-based education training to teachers and is serving as a technical advisor to the Rwandan government on its national entrepreneurship curriculum reform.

More specifically, Educate! in Rwanda is piloting its Educate! Exchange program, an innovative 2-year teacher training and support program in over 100 schools across 11 districts to support the Rwandan government's effort to improve the quality of learning in schools and implement interventions that help teachers become more effective in teaching.

Ultimately, Educate! aims to see full adoption of the Educate! model at a national policy level in sub-Saharan Africa by playing a more technical advisory role and supporting roll out of school-level reform. Therefore, Educate! designed its work in Rwanda to inform its future work and strategy by learning about how to effectively implement and roll out skills-based education reform from their Rwandan experience.
PROGRAM CONTENT: COMPETENCIES, ATTITUDES, VALUES, PEDAGOGY

Intrapersonal Competencies

Creativity, initiative, resilience, self-awareness, confidence, social responsibility, grit

Interpersonal Competencies

Problem solving, critical thinking, networking and relationships, opportunity identification, project management, public speaking, teamwork, resource mobilization, presentation

Cognitive Competencies

Budgeting and bookkeeping, business planning, product making, health skills, researching, savings, market research, financial literacy

Attitudes and Values

Importance of leading and mentoring others; Giving back to the community; Sustainable Development; Social Responsibility; Ethical leadership.

Pedagogy and Active Engagement of Students

Students who participate in the program are called "Scholars," and they receive leadership, entrepreneurship, and workforce readiness, as well as mentorship to set up a real student business over the course of a year. Scholars gain the experience of starting a student business club and recruiting other students to join. The student business club is the primary experiential platform for students to build on their business and employability skills that will enable them to meet the demands of the labor market or create their own jobs if that market fails them.

With the support from the Educate! Mentor and an Associate Teacher, students start one or more enterprises in teams. In the final term, students prepare for the annual National Student Business competition, organized by Educate!, which enables them to build on business they have learned like public speaking and presentation. Scholars are also encouraged to mentor lower secondary students to create impact in school and develop communication and management skills.
EDUCATE!'S THEORY OF CHANGE

If youth are provided with skills-based education and practical experience, then they will develop 21st century skills that are transferable and in demand in the country's economy such as problem solving, teamwork, and critical thinking, and they will be able to build leadership initiative and improve their livelihoods.

Figure 6: Educate!'s Theory of Change

ORGANIZATIONAL HISTORY

Year Organization Began

2009

Need Educate! Was Trying to Fill When It Began and How the Need Has Evolved

As the youth population in Sub-Saharan Africa has continued to grow exponentially over the years, employment opportunities have failed to keep up, and access to secondary school increases as well, the need for skills-based, 21st century secondary school education has increased dramatically. Educate!, therefore, was designed to address this need and solve the mismatch between education and life after school.

Since launching its current model in 2009, Educate! has scaled and expanded its program in Uganda and has taken a more active role in advising the government on skills-based education. In terms of scale, Educate! scaled from 54 to over 200 schools and 70,000 students broadly reached in 2014. As of 2017, Educate! works in almost 15% of secondary schools in Uganda and has advised the governments of Uganda and Rwanda on skills-based education reform.

As Educate! began experiencing success and scale in Uganda, Educate! expanded to Rwanda, where it works with schools to deliver its program and works with the government on incorporating the Educate! curriculum into the national education system. In fact, Educate! first began working in Rwanda as a technical advisor on the development of the new entrepreneurship curriculum with the national government in 2015. As a part of this partnership, the Rwanda Education Board introduced several components of the Educate! model to its national entrepreneurship curriculum, ensuring that entrepreneurship is a practical subject where students are expected to start real businesses and practice the 21st century skills needed for formal employment.

Consequently, the program model is different in Rwanda from that in Uganda. Unlike the Mentor-Scholar model in Uganda, Educate! trains teachers to provide skills-based education, along with entrepreneurship education. The fact that Educate! is beginning to work with national governments (e.g. government advocacy, teacher training, curriculum development) has been one of the most significant developments and change. Educate! plans to expand its model to Kenya in 2017.
DEFINITION OF SUCCESS, DESIRED OUTCOMES, and IMPACT

What Success Means for the Organization

Educate! believes that education should be accountable for improving life outcomes for youth. Accordingly, Educate! defines the success of its programs based on four key outcomes for youth:

•Improved livelihoods

•Increased business ownership and job holding

•Increased community participation

•Improved workforce readiness (self-efficacy, financial literacy, teamwork, etc.)

Educate! aims to measurably impact one million students, and reach four million students more broadly, across Africa each year by 2024. Moreover, Educate!'s long-term goal is to transform education systems in Africa to teach youth the skills to solve poverty. Therefore, Educate! defines its long-term success by its ability to support governments in effective skills-based education reforms.

How Educate! Defines and Measures Its Own Success

Educate! has invested heavily in monitoring and evaluation (M&E). Educate!'s M&E team created a scalable system that provides timely information to manage Educate!'s programs while building capacity to serve the growing number of schools where Educate! delivers its programs.

Educate! uses innovative monitoring-evaluation tools such as an SMS- and smartphone-based reporting and engages in research and evaluation, including randomized control trials, to measure its success.

1) SMS and smartphone monitoring

Educate! uses SMS (text messaging) and smartphone surveys to measure key performance indicators (KPIs), which are used to monitor program performance. Top KPIs include Scholar attendance, percent of schools with Student Business Clubs with revenue, and median revenue of Student Business Clubs. The KPI metrics that field staff provides through the SMS-based system populate a web-based dashboard that updates in real time and allows Educate! staff to monitor performance at scale.

2) Randomized control trials

Educate!'s impact evaluation focuses on the following four target outcomes: improved livelihoods, increased business ownership, increased community participation, and improved workforce readiness. To assess these outcomes, Educate! conducted a randomized control trial (RCT) to understand Educate!'s impact and to create a benchmark against which Educate! can measure impact as Educate! scales.
HOW EDUCATE! BUILDS ORGANIZATIONAL CAPACITY

Developing Staff

Given that Educate! Mentors are the deliverers of the program in the schools, Educate! works to ensure that the Mentors receive sufficient training and professional development to be able to teach the Educate! program and mentor the Scholars effectively in the partner schools.

Educate! runs an intensive, two-week residential training program twice a year for the Mentors, where they are trained in the lesson content of Educate!'s Leadership, Entrepreneurship, and Workforce Readiness Course, teaching techniques, classroom management tools, monitoring and evaluation procedures, gender sensitive pedagogy, and child protection protocols.

Educate! also holds monthly meetings for its Mentors in each region, where they are able to discuss challenges, provide updates, and receive ongoing training from the Program Officers and Youth Leaders. Educate! Mentors are monitored and managed by field staff, who regularly observe them leading lessons and provide feedback.

Furthermore, Mentors participate in Educate!'s Youth Business Experience (YBE), which is an advanced business training program. YBE gives mentors the opportunity to polish their skills as leaders and facilitators, as well as to receive skills training in financial planning, fundraising, business development, and more.

Unlike in Uganda where students are the main beneficiaries, teachers are the main beneficiaries in Rwanda, as Educate uses teacher training and support for effective implementation of new national skills-based curriculum reforms Educate! reaches teachers through national-level trainings of government trainers and more intensive training for the government trainers in Educate!'s partner districts, who in turn deliver intensive training for teachers in Educate! partner schools. The government trainers at the district level, the District Master Trainers (DMAST), are responsible for disseminating new knowledge, skills, and strategies to others. By investing in DMAST, Educate! ensures that all upper secondary level entrepreneurship teachers are trained on Skills Labs, Student Business Clubs, work readiness, and key components of the curriculum.

Teachers in Educate!'s partner schools also receive in-depth trainings on Skills Labs and Student Business Clubs and participate in Teacher Exchange Visits as part of further support in implementing new aspects of the curriculum in the classroom. Additionally, Educate! recruits Youth Leaders who support program implementation as part of its Educate! Exchange program. It is important for the Youth Leaders to have entrepreneurship experiences themselves so that they can understand the real world applicability of the skills that students are learning and effectively support the teachers in implementing the program. The Youth Leaders are young women business owners in Rwanda. Educate! intentionally hires a cohort of all female Youth Leaders to combat the large gender imbalance of teachers at the secondary level in Rwanda.

Maintaining Financial Sustainability

Building an organization poised for massive scale has required controlling costs from the beginning. Therefore, Educate! considers every cost to get greatest value for youth for every dollar spent and organizes its operations to take advantage of economies of scale. At the same time, however, given value placed on innovation, Educate! ensures to set aside some flexible, unrestricted funding to support innovation.

In order to support its work and maintain financial sustainability, Educate! developed a core revenue strategy that focuses on building strong, long-term relationships with impact-oriented funding partners. The majority of Educate!'s donors are institutional, corporate, and family foundations, with a smaller portfolio of private individual gifts. Educate! aims to align funders to its strategic plan and does not design new programs for funders. Educate! has found that donors support Educate! because they are able to show that they have a proven, results-driven, scalable, and cost-effective solution to youth unemployment in Sub-Saharan Africa.

Additionally, Educate!'s partner schools are asked to contribute a small fee to demonstrate their commitment to the program and ensure that they are stakeholders in its success.
SCALING and SPREADING EDUCATE!'s WORK

Strategies and Resources Used to Scale or Spread Educate!'s Impact

Educate! approaches scaling its impact in two ways:

1.Direct delivery by increasing reach of programs, i.e. Educate!'s skills-based education model in more partner schools and in more geographical areas.

2.Impact through supporting education reforms by providing technical assistance, sharing best practices and lessons learned, advice around skills-based curriculum and teacher training/pedagogy to governments. Additionally, Educate! provides teacher training across many districts, including training to teacher trainings, and facilitates teacher exchanges to scale and further accelerate its impact.

In fact, while Educate! continues to scale its model directly in Uganda and prepares to pilot it in Kenya, Educate! is building the foundation for its long-term vision of partnering with governments to support skills based education reform.

Strategies that Educate! has employed to scale successfully include:

•Planning for scale from the outset by creating organizational units that can be piloted and then replicating them

•Controlling costs from the start and planning for economies of scale

•Developing information tracking, validation, and management systems that range from simple to more complex data but focusing on collecting data that is necessary to run the program.

•Thinking creatively about structuring roles and compensation of staff, especially frontline staff, to scale sustainably to ensure high quality staff. One way Educate! has done this is by restructuring the role of the Mentor from a full-time position to a two-year fellowship program for top graduates of the Educate! Scholar program, with a stipend and business development training.

•Strategically working with governments with interest in incorporating a skills-based curriculum towards education reform

•Leveraging technology to cut operational costs and increase data responsiveness

Educate!'s culture of "Always Learning" has been critical in its ability to scale successfully. Educate! has prioritized learning through internal feedback mechanisms such as "build-measure-learn" loops, and rigorous monitoring and evaluation, as well as learning from other organizations in building its operational and program models. Not only has the culture of "Always Learning" enabled Educate! to continue to adjust and improve its programs, but it has also been of great value for donors.

Examples of learning mechanisms in which Educate! engages are as follows:

1.An Internal Advisory Board where representatives from each level of the program share what is going well, identify challenges and areas for development, provide and receive feedback, and engage in conversation with Educate! staff to address issues and concerns

2.Innovations Department that actively utilizes "build-learn-measure" loops to improve practice by coming up with different ways to adjust the way things are done and see whether or not that made a difference

3.Mini-Experiments to pilot programs and measure effectiveness against control groups and then replicate for scale

4.Focus Groups to grow in understanding of what works and what is difficult for teachers to inform teacher training

5.Monitoring Report that provides information and analysis of outputs and outcomes of Educate! programs

How Educate! Partners with Others to Scale and Spread Its Impact

Educate!'s program leadership team traveled to India during the planning stages for scale to learn from the experiences of large, education NGOs such as Pratham, Make a Difference, and Kaivalya Education Foundation.

Educate!'s key partners include Ministry of Education and National Curriculum Development Center in Uganda and the Rwandan Education BoardIn Rwanda, Educate! works with an implementing partner, Akazi Kanoze Access, to scale and spread its impact.

Areas of Greatest Challenge Educate! Faces in Scaling or Spreading Its Work

One of the major challenges to growth for Educate! has been in the areas of securing funding and attracting best talent for different roles within Educate!, especially the Mentor and Mentor-trainer roles. An associated challenge Educate! has faced in scaling has been ensuring that training provided to Mentors is consistent across regions and community units.As Educate! expands its scope of work to work with governments, Educate! has been thinking deeply about how to address the challenge of engaging in continuously learning more systematically and effectively to support governments better in creating measurable impact on life outcomes for youth.
STRENGTHS AS AN ORGANIZATION

1. Educate!'s solution is sustainable, targeting systems-level adoption in the long-term. Educate! targets long-term education system-level adoption and integrate cost-sharing with schools to support financial sustainability in the short and medium term.

2. The Educate! model is cost-effective, replicable, and designed for scale. Much of the market for youth education solutions in Sub-Saharan Africa is comprised of donor-driven projects that are time-limited and not designed to be replicated or scaled. Educate! has distinguished itself in this space by working to create a repeatable and cost-effective solution for African youth.

3. Educate! has found that its model impacts Scholars' life outcomes. Educate! actively engages in continuous learning and has invested in monitoring and evaluation to measure and manage to impact to ensure that every dollar it spends results in better life outcomes for youth.
KEY LEARNINGS AND RECOMMENDATIONS

1. "Keep your end in mind and be honest with yourself about what is and isn't working." Educate! Has specific goals and therefore is able to prioritize based on the goals.

2. Design for scale and specific outcomes from the very beginning.

3. Engaging in a continuous learning loop has been and continues to be a key component of Educate!'s success and ability to scale. Educate! has found that working with and learning from funders, practitioners, and policymakers to improve program design and implementation have been important for the organization's success and growth.

Acknowledgments

Loren Crary, Director of External Relations

Elana Pollak, People Relations Lead

Hayley Doner, External Relations Manager
Sources for Chapter 8: Educate!

Boris Bulayev, Angelica Towne, & Maggie Appleton, "Asking the Small Questions to Support Big Scale" Stanford Social Innovation Review, March 25, 2016. https://ssir.org/articles/entry/asking_the_small_questions_to_support_big_scale

Loren Crary, Educate!'s Director of External Relations, interview with Seungah Lee, May 2016.

Loren Crary, Educate!'s Director of External Relations, interview with Seungah Lee, December 2016.

Hayley Doner, Educate!'s External Relations Manager's response to questionnaire sent by Connie K. Chung, January 2017.

Educate!, Concept Note, provided by Loren Crary, 2016.

Educate! Mentor profiles, provided by Educate!

Educate! Rwanda Proposal, provided by Educate!

Christina Kwak, & J. Robinson, Educate! Riding the reform wave to scale up youth entrepreneurship in Uganda. (Center for Universal Education, Brookings Institute, 2016).

Elana Pollak, People Relations Lead, Interview with Connie K. Chung, March 2017.

### 9. Educación para Compartir (Education for Sharing): Playing for a Better World

Seungah Lee and Connie K. Chung

INTRODUCTION

Inside a classroom in Mexico, a teacher trained by Education for Sharing (E4S) leads students in a game called "Imaginary Travel." Once they determine a destination of their choice, the teacher asks students close their eyes and imagine how they are getting to their destination, and students name them -- plane, rocket, train, and soap bubble.

Once they "arrive," the teacher provides some useful and interesting data about that new country, relevant to subjects such as the students' geography class. The teacher also tells them about some of the challenges faced by the country in reaching the Sustainable Development Goals. The teacher then shares how some people in that country are effectively solving these issues. Then, the teacher guides the students through a game that engages many of their senses as they explore a few successful strategies being employed to solve these challenges. As students continue with the game, students' actively engage with the challenges as their own and work together to come up with solutions.

After participating in a series of these kinds of imaginary travels, children play games like "Shadow-Shadow," in which boys and girls pair up in mixed teams. Together, they decide who will be the shadow, and who will guide the shadow. The shadow follows a guide who is creating fun movements that include physical activity. Afterwards, roles change, allowing girls and boys to lead and then to follow each other, so that everyone experiences both roles. Once this game ends, children engage in reflection circles, in which they discuss each other's roles, how they felt leading and being led, and how it relates to the Sustainable Development Goals 5 about Gender Equality. They discuss what kind of civic values they practiced during the game.

After playing "Shadow-Shadow", Felipe, a 10-year boy who lives in Ciudad Juarez, Mexico, said: "I want to promote and practice gender equality because I still don't know my girl classmates. I want to collaborate with them because we are all equal." This is significant, as Ciudad Juarez is a place with deep problems related to gender crimes. In reflecting on what Felipe said, a local teacher mentioned, "It is very good in practice to teach girls and boys that they have the same rights. This way, women will not suffer more abuses." Stories like these provide some idea about how children can identify issues in their community and feel responsible to act together to solve the community's problems.

Central to the ethos of Education for Sharing is the belief in the power of play to form better citizens from childhood. In the following case study, we explore (1) how E4S works to guide teachers, parents, and children through fun games and play to become aware of local and global challenges; (2) the role they believe everyone can play within their communities in proposing effective solutions; (3) and how they encourage children to come up with solutions in creative, safe learning environments so that they can reach their full potential and are empowered to become agents of change.
ORGANIZATION AT A GLANCE

Website

http://www.educacionparacompartir.org

Vision

To be a recognized global model in the formation of citizens who play, reflect, propose solutions, and participate in communities where they are valued and are perceived as agents of change.

Mission

To form better citizens from childhood through innovative educational programs based on the power of play.

Countries Where Education for Sharing Operates

Began in Mexico, with chapters in Argentina, Dominican Republic, Guatemala, the United States, and Panama

Grade Level of Students Participating

Education for Sharing's programs are designed for children ages 6 to 15 (Grades 1-9).

Number of Students Participating

In 2016, approximately 60,060 students were served by Education for Sharing's program globally. Since its founding in 2007, Education for Sharing has served more than 710,000 children, their teachers, families, and communities.

Number of Staff

110 full-time staff, 1 part-time staff

Number of Volunteers

2

Education for Sharing's Relationship to the Public Education System

Education for Sharing operates its programs in public, private, and charter schools, including those in urban areas and in indigenous boarding schools. Education for Sharing also works with after-school programs and summer camps.

The extent of Education for Sharing's relationship to the public education system varies from country to country. The list below reflects distribution of where E4S programs were implemented in different countries in 2016.

_Argentina_ \- 50% of programs implemented in public schools; 50% in public urban shelters for "at risk" children

_Dominican Republic_ \- 100% of program implemented in public schools

_Guatemala_ \- 100% of program implemented in public schools

_Mexico_ \- 99% of program implemented in public schools; 1% of programs in private schools, indigenous boarding schools, and urban shelters for immigrant children.

_United States_ \- 100% of program implementation sites are in Charter Schools
OVERVIEW OF EDUCATION FOR SHARING

Through play, E4S strives to generate opportunities for children and teachers to develop values and skills such as empathy, responsibility, teamwork, respect, tolerance, fair play and gender equality in a safe and peaceful environment, where conflicts are solved through dialogue, and where they are encouraged to always look for agreements that allow understanding and cooperation.

Non-negotiable, Essential Components of the Program

Each of the four Education for Sharing (E4S) programs (Sports for Sharing, Science for Sharing, Arts for Sharing and Initiatives for Sharing) has four essential components:

●Play. Lively and fun activities based in the power of play, with goals of educating children on the Sustainable Development Goals (SDGs) and supporting the development of active citizenship competencies in a fun, healthy and inclusive way. All the E4S games are collaborative, which helps children develop positive interpersonal skills and learn to cooperate and play with their classmates.

●Act. Once children are aware of the global issues, have fun and feel connected with their best selves, they propose a local solution and/or a self-actionable proposal to tackle issues that children are concerned about themselves.

●Reflect. After each game is over, children engage in discussion circles where they discuss how the problems represented in the activity relate to themselves and their communities. Teachers lead this process through questions that propel the discussion, fostering curiosity and eagerness to acquire new knowledge.

●Practice of Civic Values. Each of E4S programs let children experience civic values such as respect, empathy, teamwork, tolerance, gender equality, fair play, and tolerance. This enables children to develop peaceful relationships within their classrooms and, all in all, with their entire community.

To Deliver Its Programs Effectively, E4S Incorporates the Following Practices:

●Provide teacher training that allows teachers to internalize the E4S methodology so that they can implement the program and its tools even after E4S's first intervention. To ensure teachers can implement this program, E4S local facilitator teams offer close follow up throughout the entire school year and support teachers by offering feedback on delivery of programs in the classroom.

●Collect feedback and reflection from participating children, teachers, and parents.

●Work to gain support from school and educational authorities, including buy-in and enthusiasm from teachers who will deliver the program to the students.
OVERVIEW OF EDUCATON FOR SHARING'S ACTIVITIES

E4S engages children in play to generate awareness about the Sustainable Development Goals (SDGs). Its programs provide children ages 6 to 15 with tools and hands-on skills to discover the power they inherently have to design solutions to their communities' problems. Its four programs (Sports for Sharing, Science for Sharing, Art for Sharing, and Initiatives for Sharing) are also designed to instill civic values such as responsibility, empathy, respect, teamwork, tolerance, fair play, and gender equality.

During the school year, teachers, parents, and children become aware of global challenges and the important role that everyone plays in their respective communities in proposing effective solutions to challenges. E4S aims to create safe educational spaces where children can reach their full potential by working with creative leaders, strategic partners, and the entire community. By doing this, students discover skills that empower them to become agents of social change and respond to global challenges by acting in their local communities.

In addition, E4S employs a comprehensive, playful education strategy that emphasizes equal partnership between girls and boys. It generates awareness about the SDGs and uses project management tools to equip children with a concrete knowhow to become better citizens who can design solutions to community's problems.

The E4S programs take a socio-constructivist approach, allowing students to internalize the world's global challenges in a simple way through active play, sports, arts and science. After each activity, children reflect on how these problems impact their community, and come up with innovative ideas to mitigate them through project management tools. For example, children have worked on projects like health campaigns, gender equality theater plays, a rap against violence or bullying, the Olympic Games of respect, urban gardens to grow food locally, recycling campaigns, etc. Collectively, children decide which problem they are going to address by through a democratic process. Once they decide the problem they are going to address, they learn how to implement an initiative that addresses an area for improvement within their school or community.

More specifically, active awareness is generated by the Sports for Sharing, Arts for Sharing, and Science for Sharing programs, where children experientially learn concepts associated to the Sustainable Development Goals (SDGs), civic values, and their relationship with their communities. Children play games that symbolize the SDGs, and then engage in reflection circles where they can come up with daily actions to address them. Teachers also discover new and fun teaching tools that allow them to better connect with their students.

Participation is propelled by the Initiatives for Sharing program, where children collectively decide on a school or community problem that they want to solve through a democratic process. To do this, children organize voting polls based on the seven civic values the organization promotes. Once the problem is decided, the students name a project manager, design a project calendar, manage a budget, and ultimately, execute their project and present their outcomes to the entire community. Altogether, these programs work to empower children as changemakers capable of building the community in which they want to live.

The objectives of the Education for Sharing programs are the following:

●Raise awareness of global issues and challenges by learning about the UN Sustainable Development Goals through cooperative games

●To train teachers on the E4S methodology to guarantee long-term impact

●Encourage the practice of civic values

●Promote the practice of healthy lifestyles

●Promote respect for cultural diversity and inclusion

●Activate citizenship and participation

●To promote democratic participation

●To enhance the relation between students and STEM world

●To develop positive social skills amongst children

How Education for Sharing Delivers Its Programs to Students

E4S believes that it ultimately is the teacher who facilitates the empowering process that children undergo in participating in E4S programs. Therefore, E4S works closely with partner schools and local education authorities to deliver the programs. E4S facilitators visit teachers and the schools before the training begins so these key stakeholders know what the program is about and get excited about the program even before they begin. E4S has found that it is crucial for teachers to be excited and have a receptive attitude towards the program, as they are the ones implementing the E4S curriculum in the classroom with students.

E4S facilitators train teachers with innovative pedagogical skills and provide guidance to deliver E4S programs effectively. Facilitators work with the teachers in school to ensure that the E4S program curriculum meets the needs of the local school context. E4S's teacher professional development sessions are completely experiential, meaning that teachers have the opportunity to gain first-hand experience with the same activities and reflection opportunities that their students will eventually participate in through the program.

By equipping teachers with skills relevant to their programs, E4S provides teachers with innovative tools and strategies to strengthen the way they teach their daily subjects and to facilitate the E4S program sessions with their students. This has an added value, as teachers internalize all knowledge and skills gained and then are able to incorporate what they learned (e.g. generating awareness of global issues, instilling civic values among students, practicing healthy lifestyles, democratic participation, etc.) in their daily practice.

The introductory training sessions are typically total 12 hours in length, which can be allocated in different ways depending on the school context. During the training, teachers receive a guide with all the curricular content and experience program activities from the E4S facilitators. Once the program enters the implementation phase, E4S facilitators follow up by visiting the teachers on a weekly basis to see how things are going and provide constructive feedback to the teachers. Several special sessions organized around thematic areas (e.g. sports, science, social entrepreneurship, etc.) also occur throughout the school year. Family Sessions are also delivered during the school year, where members of students' families have the opportunity to partake in E4S programs and learn with the children. The sessions are purposed to foster changemaker attitudes within families and homes.

To enhance its programs continuously, E4S survey teachers to learn about their experience in addition to giving valuable feedback to the organization. Teachers' feedback is then incorporated into the work facilitators are doing to improve the E4S program and its subsequent student outcomes. The facilitators typically work with the schools for either 6 months or 1 year, and participating schools typically participate in 1 or 2 of the 4 E4S programs.

How Education for Sharing Contextualizes Its Programs

Education for Sharing's program model is the same globally, as each country chapter follows the general E4S model and a core curriculum. However, the curriculum is translated to the local language if necessary and adapted to the local context, both at the country and school levels.

In fact, how the program is implemented differs by context although the program model is the same. For example, whereas the program cycle in the US follows the full school year, the program cycles in Mexico and in other Latin American countries occur on a semester basis. Scale and reach of program operations in Mexico is also wider compared to those in other Latin American countries or the US, where the programs are newer. For example, E4S operates multiple projects throughout the entire country in Mexico, where the central teams train local regional teams. However, programs operation in the US is currently limited to Washington, D.C..
PROGRAM CONTENT: COMPETENCIES, ATTITUDES, VALUES, and PEDAGOGY

Intrapersonal Competencies

Tolerance, respect, responsibility, global awareness/citizenship, self-confidence

Interpersonal Competencies

Teamwork, collaboration, empathy

Cognitive Competencies

Problem solving and project management skills, understanding of global issues and UN Sustainable Development Goals

Attitudes and Values

Fair play, gender equality, tolerance, cultural diversity and inclusion

Pedagogy and Active Engagement of Students

Students participate in physically engaging games and then reflect through meaningful dialogue centered on civic values and Sustainable Development Goals. This method of learning (i.e. experiential learning) encourages students to take what they have learned and integrate it into their daily lives . During the school year, teachers, parents, and children become aware of global challenges and the important role they play within their communities in proposing effective solutions to these challenges.
EDUCATION FOR SHARING'S THEORY OF CHANGE

Education for Sharing's theory of change is that that raising awareness of global challenges and inspiring participation from teachers and students will lead students and teachers to become agents of change.

Figure 7: Education for Sharing's Theory of Change

ORGANIZATIONAL HISTORY

Year Organization Began

2007

Need Education for Sharing Was Trying to Fill When It Began and How the Need Has Evolved

After their experience with the Ship for World Youth program, a cross-cultural exchange program that aims to provide youth with the opportunity to enhance their leadership and management skills necessary to excel in a globalized world , Dina Buchbinder and Yizreel Urquijo founded Sports for Sharing (S4S) in 2007 based on belief that play is fundamental in developing children to become good citizens from childhood. Buchbinder and Urquijo initially observed that many in Mexico lacked awareness and were apathetic about both local and global challenges.

They saw that many people did not practice positive values and that many also faced discrimination and socio-cultural exclusion. There was simply a lack of conscious civic participation. Additionally, they found that there was a lack of awareness about the importance of children's civic participation, which not only limited the ability of children to exercise their rights but also did not allow for models that encouraged their participation. These observations became the inspiration for the Sports for Sharing program model.

In 2010, the organization established the Initiatives for Sharing program out of a desire to have students build on foundational knowledge from the Sports for Sharing program and develop and implement their own initiatives with social impact. In the Initiative for Sharing program, students are asked to think about the main challenges in their community, present ideas, and propose a solution through a guided process. The project management method is adapted so that the delivery of the program is appropriate for the students' age and where they are in their development. The expansion of the program activity was the first significant development and growth of E4S (then Sports for Sharing).

In 2012, Education for Sharing decided to begin serving students internationally and expanded to the US and then later to Argentina, Guatemala, Panama, and the Dominican Republic. E4S also added two new programs: Science for Sharing and Art for Sharing. Moreover, E4S started a new focus with the Sustainable Development Goals as the primary focus of program content in 2016. Through these additions in program content, E4S has remained consistent in its aspiration to provide a space for children to develop civic competencies and become active citizens.
DEFINITION OF SUCCESS, DESIRED OUTCOMES, AND IMPACT

What Success Means for Education for Sharing

•Generating sustainable and healthy school communities and environments where children, teachers and parents see themselves as active, committed citizens, with parents involved in their children's education process

•Teachers replicating and adapting the Education for Sharing model in their classrooms and schools.

The desired outcomes for student participants are as follows:

•Students have a greater awareness of global challenges (UN SDGs)

•Students practice civic values over time, particularly the values of empathy, fair play, tolerance, responsibility, respect, and gender equity

•Students feel a sense of responsibility towards creating solutions to challenges in their community and globally

•Students are aware of the importance of and practice healthier lifestyles, particularly as they relate to nutrition, physical activity, hygiene, and disease prevention

•Students practice inclusion and gain an awareness and appreciation for cultural diversity

•Students explore their role as change makers and develop their own initiatives to solve local challenges (Initiatives for Sharing)

•Students are able to identify the necessary steps to develop and manage a project

•Students are able to consider different opinions, reach agreements, and respect different opinions as part of a democratic practice

•Students develop scientific and mathematical reasoning skills and are able to relate and integrate these skills and knowledge to other school subjects, daily lives, and understanding of global challenges and how to solve them

How Education for Sharing Defines and Measures Its Own Success

Education for Sharing developed a logical framework matrix for each of its programs. Each matrix has indicators of its own to measure how E4S is impacting the communities it serves. E4S uses a mix of quantitative and qualitative methods to generate a comparative analysis about outcomes prior to and after the program's implementation. For example, to assess the organizational objective of generating awareness about global challenges, E4S reviews the number of teachers who can instruct children using E4S's "pedagogy" and the number of children who know about global challenges and the SDG's.

Some concrete examples of E4S impact are an increase in the identification of the UN Sustainable Development Goals and 7 out of every 10 children will practice 5 of the 7 civic values regularly. Furthermore, 80 percent of teachers have confirmed that by the end of implementation their students have improved their mathematical reasoning. E4S has also observed that children show an increased understanding of the Rights of the Child, project management skills, as well as awareness of global challenges and proactive citizenship. This includes a 16 percent increase in recognition of their right to information, 19 percent increase in recognition of the right to express opinion, 11 percent increase in recognition in the right to have an opinion, and 15.5 increase in recognition of the right to gather with other children.
HOW EDUCATION FOR SHARING BUILDS ORGANIZATIONAL CAPACITY

How Education for Sharing Develops Staff

E4S employs two main strategies to develop its staff.

1. Facilitator Training

Local facilitators play a critical role in E4S, as they are the ones responsible for training teachers, monitoring the implementation of E4S programs at schools, and following up with schools on their progress. Therefore, facilitators' knowledge and abilities are vital in correctly sharing E4S methodology, contents, and values with teachers.

Given that facilitators play an important role in E4S program implementation, the selection process for the facilitators is rigorous. The candidates undergo a series of tests and assessments that help E4S select young people with passion for social development and education, experience working with children and communities, and excellent writing skills, among other competency areas.

In addition, facilitators undergo a 2-week training process that is comprised of an online training process and an experiential training component. During these 2 weeks, facilitators get an understanding of the E4S story, the E4S methodology and its philosophy, SDGs, and the organization's processes. They also strengthen their facilitation, communication, and negotiation skills to be able to train and provide effective feedback to teachers. The facilitators are continuously supported and developed through a support structure that consists of a group of facilitators and a project leader who belongs to a team of other project leaders and coordinator.

2. Core Team Training

Each year, E4S core staff of over 100 committed young leaders receive training on a variety of topics to develop professionally when resources allow for them. Training and professional development opportunities include project management and leadership courses, training series on specific topics related to the SDGs by experts in the field, English proficiency courses, and scholarships for exceptional senior staff to attend business school.

How Education for Sharing Maintains Financial Sustainability

E4S services are free of charge for participating students. To offer free programming, E4S generates partnerships with public and private sector actors interested in investing in education programs. E4S aims to diversify its financial partners (e.g. government agencies, private sector companies, and individual donors) and cultivates multiannual contracts with partners to strengthen its financial sustainability. In the case of the United States, E4S works with charter schools that share the costs of the implementation.

Areas of Greatest Challenge in Maintaining Financial Sustainability

•Receiving financial support to start new local chapters and making them sustainable is challenging.

•Getting financing for administrative and fixed costs. A great number of donors do not consider in their grants funds for financing staff, fringe benefits or administrative costs. Therefore, securing funding to be able to support operational and administrative costs and attract top-notch talent to fulfill staff roles has been a challenge.

•Receiving financial support to enhance E4S's evaluation methodology. E4S is committed to strengthening its evaluation methodology. However, finding funds to do so is very difficult, as these funds are often viewed as an administrative (non-program) cost by donors.
SCALING and SPREADING EDUCATION FOR SHARING'S WORK

Strategies and Resources Used to Scale or Spread Their Impact

Although the approach varies by country, the following basic conditions need to be met to initiate and implement a program:

•Needs assessment to determine whether the country needs the program.

•Financial Partnerships with private and public actors.

•Permits to access schools. Usually, school authorities need to grant permits for organizations to access and implement programs.

•Organized groups of teachers and students, whether they are in schools or not.

•A local team, which typically includes a local champion who is familiar with the context, culture, and has the willingness to create and build the team on the ground.

Education for Sharing has used the following strategies to scale and spread their impact across regions and countries:

•E4S increased the volume of its operations by including local facilitators as part of its regional and national teams. This has allowed E4S to considerably increase its monitoring capabilities, reduce their costs and offer new positions for employment to youth.

•E4S has diversified its corporate and donor funds to reduce donor dependency, as certain donors may only want to fund programs in specific regions or countries. This diversification has enabled E4S to determine its geographical scope of impact and where to scale without being driven heavily by donor interests.

•Securing recurring individual donors through face-to-face fundraising and special events have helped E4S obtain funding that covers fixed and administrative expenses to be able to sustain and spread its operations.

•E4S created a specific functional department to take its internationalization process to a new level. This area supports the local operations and all the administrative processes to ensure quality in overall E4S operations and impact. This department, based in Mexico City, has helped E4S start operations in five countries of the Americas.

How Education for Sharing Partners with Others to Scale and Spread Its Impact

To have successful school partnerships, E4S fundraises with partner schools and provides its allies with specific training in the E4S methodology so they can operate the programs locally. Once funds are received, E4S offers a very close follow up to the field activities and feedback to the implementation. Finally, E4S, with its partners, incorporates lessons learned to enhance the E4S methodology and adapt it to local needs.

To support Education for Sharing's local partners financially, each project budget includes a profit percentage for the local organization that is reinvested in the scaling of its programming. Finally, E4S provides advice about fundraising processes and successful strategies to E4S local partners' teams.

E4S has also been successful in finding a great diversity of partnerships within local and public sectors. This diversification has provided the organization with a healthy financial situation.

In addition to local fundraising, E4S participates in a variety of international networks. Being part of networks has benefited E4S by giving it access to pro-bono consultants, exclusive funding opportunities, promotion of the organization, and a network of like-minded social entrepreneurs.

Areas of Greatest Challenge E4S Faces in Scaling or Spreading Its Work

Funding is one of the biggest challenges, both in securing sufficient finances to start a new chapter or office and in enhancing other areas of the organization (e.g. communications, long-term evaluation, etc.) to be able to grow and scale their work.

Within the school, finding time to implement the programs has been a challenge. E4S has found that many teachers find it difficult to balance the need to cover their own curriculum in their subject area while implementing the S4S curriculum in their classroom. This has been particularly the case in Mexico and other Latin American countries.

What has Helped Education for Sharing in Scaling and Spreading Its Work

•Sharing the evidence about the quality and impact of E4S programs has been critical for scaling. Being able to present results and demonstrate the impact of E4S programs on key education actors has allowed E4S to gain recognition and access to unique networks and high-profile forums such as the World Economic Forum.

•Growing support from the E4S Board, especially in Mexico, has been key in scaling and spreading their work.

•Membership in Ashoka and affiliation with the International Youth Foundation have also been key for the organization's success. E4S received pro-bono consultations, financial support, expertise, and international recognition through these affiliations.
STRENGTHS AS AN ORGANIZATION

Education for Sharing's ten-year experience and steady growth in a great variety of backgrounds has given the organization the opportunity to learn and enhance its daily work on forming better citizens from childhood. This experience is an asset in every single aspect of E4S, as it has made its operations better by documenting learning lessons in different communities and backgrounds. This rich experience is also an asset for the organization's partners, whose number and diversity have been continuously growing in this ten years.

Education for Sharing's methodology is adaptable to different backgrounds and contexts, as it bases its success on the universal language of play. Incorporating complex concepts such as the Sustainable Development Goals and civic values into playful representations that helps children translate these concepts into actionable projects is how E4S adds value to the communities that it serves as an organization.

The organization's team of more than a hundred diverse young leaders is also a strength, as it has contributed to positive and resilient energy and dynamics at E4S . This dynamic culture is based on teamwork, co-leading, constant feedback, flexibility and adaptability to changing backgrounds and contexts. This internal culture has enabled Education for Sharing to adapt enough to reach a great number of diverse communities in six countries.

The organization has a strong focus on diversity, which is reflected in the variety of countries, regions, and backgrounds that E4S serves. (E4S has had team members and volunteers from Sweden, Switzerland, Mexico, the US, Canada, Australia, Venezuela, Guatemala, Panamá, England, the Dominican Republic, Haiti, and Argentina.) The E4S team also reflects this focus on diversity, as several different backgrounds, philosophies and countries are represented on the E4S staff.

E4S's commitment to innovation is another area of strength. In fact, E4S created a specific pedagogic and innovation area to continuously improve the program and ensure that the program incorporates the latest research and best practices in the field.
KEY LEARNINGS AND RECOMMENDATIONS

1) E4S has found that participating in and promoting the creation of networks to boost the impact of education non-profits is beneficial. Over the years, E4S learned that there are great organizations generating social impact. Connecting and collaborating with them, including offering mutual feedback, and supporting each other's work can maximize impact on the field and can help to catalyze the speed and scale of changing education systems and society for good.

2) E4S has found that seeking and receiving the advice of experts in different fields who are aligned with their values, such as entrepreneurs, academics, businesspersons, etc., has helped to inform their programming and growth.

3) Being mindful to consider the thoughts, ideas, and opinions of the organization's staff and stakeholders has been helpful in grounding E4S in the needs of the contexts in which they operate. E4S has found that it is always valuable to take into consideration insider allies and the needs of its beneficiaries. Talking to teachers, understanding what they are already doing and their needs, and working with them to give them new tools, has given them important opportunities for learning.

4)E4S's own openness and eagerness to new ways of instruction and learning for students has been critical to the organization's growth and development from the beginning.

5)In the early years, E4S had elevated costs because of their operations model and the inclusion of best and more pedagogical materials. E4S reinvented this model in 2012 and lowered operational expenses by incorporating local facilitators. E4S has experienced a considerable and sustained growth both in their impact and funding since then.

6)Education for Sharing uses professional corporate management tools and has invested in internal organizational structure to include R&D, Marketing, and Human Resources to ensure that E4S offer best possible working conditions to attract and retain talented staff.

Acknowledgements

●Dina Buchbinder, Founder and President Education for Sharing

●Abraham Muñoz Barbosa, CEO of Education for Sharing

●Jorge Alberto Lluck Charnichart, International Coordinator Education for Sharing

●Yizreel Urquijo, Former COO of Education for Sharing USA

●Gabriela Lozano Campos, COO of Education for Sharing Mexico
Sources for Chapter 9: Education for Sharing

Dina Buchbinder, Founder and President, Education for Sharing, interview with Connie K. Chung, March 2017.

Education for Sharing Website, http://en.educacionparacompartir.org/

Education for Sharing, Science for Sharing Impact Reports, 2016. Available on request from Education for Sharing.

Education for Sharing, Initiatives for Sharing Impact Reports, 2010-2016. These reports are available upon request from Education for Sharing.

Gabriela Lozano Campos, COO of Education for Sharing, Mexico, interview with Seungah Lee, November 2016.

Jorge Lluck, International Coordinator, Education for Sharing, interview with Connie K. Chung, March 2017.

Jorge Lluck, International Coordinator, Education for Sharing, email communication, April 2017.

Jorge Lluck, International Coordinator, Education for Sharing, interview with Seungah Lee, November 2016.

Jorge Lluck, International Coordinator, Education for Sharing, response to questionnaire sent by Connie K. Chung, March 2017.

Yizreel Urquijo, Former COO of Education for Sharing USA, interview with Seungah Lee, June 2016.

Ship for the World Youth (SWY) Program, http://www.swyaa.org/about.html
10. Foundation for Environmental Education (FEE): Sowing the Seeds for an Ecologically Conscious Society

### Ashim Shanker and Connie K. Chung

INTRODUCTION

Equipped with gloves and garbage bags, students of the "Litter Less Campaign" scanned for litter in a waste collection mission along the Mugel beach in La Ciotat, France.  It was not long before they stumbled upon several items of household waste, including cotton swabs being flushed out from some nearby pipes. After completing their survey of the beach, they categorized the plastic bags, cigarettes, bottle stoppers and other waste they'd found on data sheets. The data sheets were sent to the Observatory for Waste in the Water Environment (ODEMA), which ranked the waste by type and reported the results back to the students.

The number one offender? Plastic. The results seemed to indicate to the students that waste items like these could travel a long way before ending up on those beaches. Now, it was up to them to go back to the source and identify precisely where this waste was coming from.

Affording students opportunities like these to be the agents of community and social change is the very bedrock of the Foundation for Environmental Education's (FEE) philosophy. Its five globally disseminated programs are designed to foster mindsets valuing the protection of nature and recognizing the impacts that human behavior can have on the environment.

In the following case study, we explore three FEE programs that are designed to encourage sustainable lifestyles in schools and local communities, empower youth to have a voice in environmental issues, and deepen students' knowledge of biodiversity, climate, and the role forests play in sustaining life on Earth.

*Adapted from  YRE Global's blog, "France" by Laura Piñeiro (February 3, 2017).
FEE AT A GLANCE

Website

Organization: http://www.fee.global

Eco-Schools program: http://www.ecoschools.global

Young Reporters for the Environment (YRE) program: http://www.yre.global

Learning About Forests program (LEAF): http://www.leaf.global

Vision

"A sustainable world in which education creates positive change for all."

Mission

"To engage and empower people through education in collaboration with our members and partners worldwide."

Countries in Which FEE Operates

Worldwide in 73 countries

Grade Level of Students Participating

The grade levels of participants vary by program:

Eco-Schools: K to college.

YRE: Grade 6 to College

LEAF: K to 12

Number of Students Participating per Year

Approximately 16.8 million students along with their communities participated (2016)

Eco-Schools: 16 million students across 64 countries

YRE: 250,000 students across 34 countries

LEAF: 550,000 students across 25 countries

Number of Staff

12 full-time staff

2 part-time staff

Number of Volunteers

2 volunteers

FEE's Relationship to the Public Education System

FEE works both within and external to public education systems. National operators are asked to set up collaborative partnerships with the Ministry of Education and the Ministry of Environment in their countries.

The proportion of participants reached by school-based initiatives varies by program. For example, 90-95% of Eco-School participants are reached through school-based programs, compared with 60% of YRE participants; however, the percentage of YRE school-based programs is projected to increase to approximately 80% within the coming year.
OVERVIEW OF FEE

Non-Negotiable, Essential Components of the Program

All member organizations in FEE must be non-profit or non-governmental organizations who operate nationwide in their respective countries and are democratic and open to all regardless of gender, orientation, race or religion. They also must have been in operation for at least 3 years in their countries.

Overview of FEE's Activities

All programs run by FEE delivery partners must adhere to the following educational principles:

(1) Ensure that participants are engaged in the learning and teaching process

(2) Empower participants to take informed decisions and actions on real life sustainability issues

(3) Encourage participants to work actively together and involve their communities in collaborative solutions

(4) Support participants to examine their assumptions, knowledge and experiences in order to develop critical thinking, and be open to change

(5) Encourage participants to be aware of cultural practices as an integral part of sustainability issues

(6) Encourage participants to share inspirational stories of their achievements, failures and values in order to learn from them, and to support each other

(7) Continuously explore, test and share innovative approaches, methodologies and techniques

(8) Ensure that continuous improvements through monitoring and evaluation are central to the programs.

The following are descriptions of the 3 programs being reviewed in this case study:

•Eco-Schools is an initiative that seeks to give young people opportunities to actively protect the environment. Students start by working within their classrooms, their schools, and eventually with their local communities to impact the environmental management policies of their schools and work with school staff and local authorities toward the improvement of both the school and the local community. Eleven themes that students learn about in Eco-Schools include: Biodiversity & Nature; Climate Change; Energy; Global Citizenship; Health & Well-being; Litter; Marine & Coast; School Grounds; Transport; Waste; and Water.

•Young Reporters for the Environment (YRE) aims to empower young people to take a stand on environmental issues they feel strongly about and to give them a platform to articulate these priorities through the media of writing, photography or video. The program offers these young people a chance to make their work public and have their voices heard, for example by publishing an article in media outlets such as The Huffington Post.

•The Learning about Forests (LEAF) program's primary aim is to increase knowledge about the key role forests play in sustaining life on Earth. Children are encouraged through interactive resources and field trips to realize the importance of protecting and improving woodlands. Activities include planting trees and global action days that promote the planning of school-wide environmental action. Topics that are covered include forests, water, biodiversity, climate and community.

FEE's Integration of Sustainable Development Goals (SDGs):

FEE as an umbrella environmental organization aims at reaching objectives articulated in the SDGs:

•Ensure healthy lives and promote wellbeing for all at all ages (SDG 3).

•Ensure inclusive and equitable quality education and promote life-long learning opportunities for all (SDG 4).

•Ensure availability and sustainable management of water (SDG 6).

•Ensure access to affordable, reliable, sustainable, and modern energy for all (SDG 7).

•Promote sustained, inclusive, and sustainable economic growth (SDG 8), particularly to implement policies to promote sustainable tourism which creates jobs and promotes local culture and products (SDG 8.9).

•Make cities and human settlements inclusive, safe, resilient, and sustainable (SDG 11).

•Ensure sustainable consumption and production patterns (SDG 12).

•Take urgent action to combat climate change and its impacts (SDG 13).

•Conserve and sustainably use the oceans, seas and marine resources for sustainable development (SDG14).

•Protect, restore and promote sustainable use of terrestrial ecosystems (SDG 15).

•Promote peaceful and inclusive societies for sustainable development (SDG 16), particularly to build transparent institutions and promote non-discriminatory policies for sustainable development (SDGs 16.6, 16.b) with a positive, proactive, democratic modus operandi and a strong synergistic support to civil society and third sector.

•Strengthen the means of implementation and revitalize the global partnership for sustainable development (SDG 17) through a geographically spread, multi-stakeholder approach.
PROGRAM CONTENT: COMPETENCIES, ATTITUDES, VALUES, and PEDAGOGY

Intrapersonal Competencies

All three programs (YRE, Eco-Schools, and LEAF) develop in youth a sense of responsibility, particularly for their environment. YRE additionally develops independence and individual initiative. Eco-Schools cultivates a mindset and a lifestyle that values sustainability.

Interpersonal Competencies

YRE helps program participants develop communication skills, teamwork skills and leadership skills. Eco-Schools helps participants develop leadership skills, public speaking, meeting, negotiation, and communications skills. LEAF encourages participants to work together actively and involve their communities in collaborative solutions. It encourages participants to share inspirational stories of their achievements, failures, and values, to learn from them, and to support each other.

Cognitive Competencies

Across all 3 programs, students can develop the skills of critical analysis, problem solving, research, investigation and decision-making.

Attitudes and Values

YRE aims to cultivate in students the value of caring for the environment and the sense that that they can make a difference, including the ability to right environmental injustices by working with appropriate authorities. Eco-Schools seeks to motivate young people to make a difference and to share their pro-environment mindset and proactive behavior amongst family and friends, ultimately passing it on to future generations. LEAF encourages individuals to reconnect with their woodland heritage and gives them a sense of responsibility over their environment, including an appreciation of the environment and of making educated and informed decisions about its future.

Pedagogy

Eco-Schools places great emphasis on involving the local community from the very beginning. By doing so, the lessons the students pick up are transferred back into the community where they take hold and lead to more sustainable, environmentally responsible behavior patterns all round.

Young Reporters for the Environment encourages young people to have their say on environmental issues in their locality which they feel are not being adequately addressed. A competition is held annually to encourage young people from all over the world to push themselves in a search for a story that will ultimately bring to the forefront a real and current local environmental issue. Composed of three independent age categories, the competition affords the entrants the chance of winning not only prizes, but recognition too.

In addition to its campaigns that engage young students in planting trees, Learning About Forests encourages students and teachers to propose innovative ideas to raise awareness, create positive change, help the environment and lead to a more sustainable future. These ideas are put into action on a chosen date each year, collectively known as Global Action Days. Schools are invited to share their ideas for action and positive stories on the FEE website and social media sites.
FEE'S THEORY OF CHANGE

"If we instill a sense of ownership of the environment in young people and show them that they can be agents of change; that they can make a difference in the protection of our natural world; and that every human being's actions have consequences which can impact upon the environment, we will help to ensure that society will have a greater focus on living sustainably and looking after the environment as a whole."
ORGANIZATIONAL HISTORY

Year Organization Began

1980

Need FEE Was Trying to Fill When It Began

According to LEAF Program Director, Barry McGonigal, "When FEE started, the concept of being 'eco-friendly' was only a shadow of what it is today." Even though the content has changed since their initial conception, each of FEE's programs was designed with the input of environmental and educational experts, to help young people steer the world towards a more environmentally sustainable future.

For example, YRE had its origins in 1991 at a time when studies around ozone depletion and climate change were starting to garner attention in both the scientific community and the general public. Scientific expeditions to Sweden and Finland to assess the extent and progress of ozone depletion prompted Ozone Project Founder Philippe Saugier to send three youth missions to monitor and report on the findings of these climate scientists. Saugier also organized a student expedition to visit Antarctica, in which students wrote articles based on the information they obtained. Upon their return, Saugier was inspired to launch a program in France in which youth field reporting was used to cover a broader range of environmental issues. The program eventually became incorporated into FEE's large international network.

Eco-Schools came into existence in 1992 in response to environmental needs identified at the United Nations Conference on Environment and Development in Rio de Janeiro. With the support of the European Commission, the program was piloted in Germany, Greece, Denmark and the United Kingdom in 1994. Educational experts were later helped to develop the 7-step methodology undergirding its program design.

LEAF was adapted in 1999 from the Forest in Schools program already running in schools in Finland, Sweden and Norway. Since there was a strong focus on forestry as part of culture in these countries, this was a program that had taken shape in this region and expanded. In its current form, the programs are culturally and socially adaptable to other countries. The ecosystem of Sub-Saharan Africa has little in common with that of Northern Europe, so it has taken time to integrate, but nevertheless, FEE has found a way.

How the Needs Have Evolved over the Years

FEE has realized that the practice of effective environmental sustainability requires more than just awareness of issues, and requires not just the efforts of young people, but also of communities and corporations. Thus, its programs go beyond a simple curriculum to affecting lifestyle choices. Their aim is that students would grow up with an ethos that values eco-conscious behaviors, and not just learn about recycling. FEE also seeks to make an impact in the community by bridging the gap between school and home through projects that impact student and family lifestyles. For example, students might be assigned to find 10 household products at home that contain specific ingredients.

As FEE has recognized how environmental sustainability requires the efforts of entire communities, it seeks to engage local stakeholders and municipalities in student activities. If the students are pushing for an environmental change, these stakeholders can take an active role by providing money or helping to publicize the effort. This allows FEE to build the capacity of communities and scale grass-roots projects to the national level. In short, by working with schools, industry, and communities, FEE seeks to effect a change in culture and mindset around environmental conservation and sustainability.
DEFINITION OF SUCCESS, DESIRED OUTCOMES, AND IMPACT

What Success Means for FEE

FEE seeks to create a world of educated and environmentally conscious people equipped with the desire to cultivate a lifestyle of environmental sustainability that is so sorely lacking in today's society. Success for FEE is measured in achieving not only long-term behavioral changes in people which positively affect the environment, but also in engaging schoolchildren around the world in fun, action-oriented activities which they will remember and draw inspiration from throughout their lives, both now and in the future. FEE aligns itself with the SDGs and also views any progression of these goals as a firm indicator of success.

How FEE Defines and Measures Its Own Success

The organization is currently two years into a three-year review of a program evaluation through a collaboration with an international panel of experts in the fields of education, data capture, and quantitative and qualitative research. The results of this review are scheduled to be ready by the end of 2017. Otherwise, the impact of various educational initiatives is broadly measured using, among other methods, pre- and post-awareness surveys of the participating students.

The way success is measured can also vary according to program. In the case of Eco-Schools, schools that have implemented their programs for more than two years, reaching a high level of performance in compliance with its seven-step methodology can apply for and possibly be awarded a Green Flag. (Details about the seven steps can be found here.) This signifies a intensive efforts by students toward sustainability, increased environmental awareness across school levels, and the integration of the program as a student-led initiative. As the Green Flag award can be renewed every second year, schools achieving this distinction are encouraged to keep sustainable practices embedded in schools and communities.

In the case of Young Reporters for the Environment, students participate in international competitions that judge photographs, videos and articles according to the following criteria:

(1) composition (structure and quality),

(2) fair, balanced and objective reporting,

(3) informative and well-researched content,

(4) degree of originality, style and independence,

(5) dissemination (through a minimum of 3 media outlets/events).

For the last 3 years, YRE has also been measuring student knowledge and opinion leadership.

In spite of these measures, FEE still seeks a clearer means of determining the impact of their work especially in relation to how long the impact of these programs lasts for participants. The question remains: is there any way to conduct research on people who have participated and come out the other side? For the purposes of sponsors, collecting the number of students impacted and the knowledge and behaviors gained is important. However, there has not yet been sufficient evaluation on other educational impacts (ex: critical thinking, social responsibility, other competencies being developed through these programs). FEE seeks to look more deeply into these areas to better assess in which areas they have achieved success through their students and in what ways they can still improve their existing programs.

Desired Outcomes

Young Reporters:

The ultimate goal of these young reporters is to highlight environmental injustices and to have them righted by the appropriate authorities. The program seeks to encourage participants to feel like they can make a difference.

Eco-Schools:

Equips participants with the motivation to make a difference and to share their sustainable mindset and proactive behavior with family and friends, ultimately passing it on to future generations.

LEAF:

Encourages individuals to reconnect with their woodland heritage and gives them a sense of responsibility over their environment so that future generations would be given the tools to appreciate the environment and make educated and informed decisions about its future.

Impact

Currently, FEE does not provide evaluation data for its programs publicly, but, as an organization, it is worth noting that they are recognized by UNESCO as a world leader within the field of environmental education and education for sustainable development. Additionally, the United Nations Environment Program has signed a memorandum of understanding to formalize their global partnership in introducing environmental programs in developing countries and communities in transition.

With respect to program impacts: in 2015, LEAF students and teachers participated in approximately 1,000 tree planting events around the world. Over half a million trees were planted. Winning entries for YRE competitions were featured on Huffington Post in August 2016.
HOW FEE BUILDS ORGANIZATIONAL CAPACITY

General Structure of the Program

FEE's programs are run through member organizations that operate nationally and when possible set up cooperation with government ministries. Member organizations seeking to join the FEE network must first agree to implement one of its programs. If they are successful in piloting a first program, they are eligible to run a second within three to five years. Additional programs can then be rolled-out either by the approved National Operator or by another affiliated organization.

Throughout the application process, member organizations may be asked to provide information such as the following:

-activity reports and plans showing the type of work the applicant organization is undertaking;

-a three-year time plan including a budget for FEE programs showing financial support;

-details of how a second program will be funded and implemented;

-signed letter of endorsement from Ministries of Environment and/or Education.

How FEE Develops Staff

Seminars, webinars, training courses, conferences, publications and frequent meetings with members and other experts in the fields of environmental education and sustainable development keep their staff at the forefront of developments in these areas.

Physical meetings are held at least annually for all of their programs, for staff and member organizations to learn from one another. For example, Eco-Schools recently held a meeting in Johannesburg; with about 100 people from member organizations in 64 countries running the program. YRE hosted 60 people from 30 countries in Portugal, in a two-day discussion about the program, sharing knowledge with external experts. Member organizations are asked to host these meetings in different years to promote the program within different countries, but also to partner with and learn from a variety of international stakeholders.

How FEE Maintains Financial Sustainability

FEE member organizations pay a levy to be part of their programs. How they raise support for these levies varies from country to country. With membership comes access to one of the biggest international networks in the field, with expert knowledge. FEE also works to support their member organizations to raise funds for themselves and also to support them in their attendance at annual meetings.

FEE also works closely with corporate partners to provide funding for their global initiatives, as funding sources are limited at the international level. Examples of programs benefiting from corporate sponsorship are listed below:

•Wrigley: The Wrigley Company Foundation has provided support for a six-year FEE YRE Litter Less Campaign to be run in five countries, empowering students to understand the key litter issues in their communities, and in turn drive campaigns that focus on consuming less, recycling, waste issues, and long term behavior change.

•The Toyota Fund for Europe: Dedicated to working towards the EU/UN targets for environmental education, the Toyota Fund for Europe is helping FEE to promote educational activities focused on biodiversity. By promoting local biodiversity initiatives, the TFFE is also helping FEE to develop school programs aimed at encouraging young people to engage more in conservation.

•General Motors (GM): FEE is working together with GM to build a Global Environmental Educational Project in a number of countries around the world. The emphasis will be on General Motor's sustainability topics and FEE's environmental educational programs, and will include topics such as water, biodiversity, forests, healthy living and eco-system services. To begin, the project will focus on the theme, Forests and Water. The project aims to engage LEAF member countries alongside GM facilities in a bid to improve sustainability in local communities. Together they develop goals and action plans that result in on-the-ground school and community actions for a sustainable future.

•The Alcoa Foundation: With the support of Alcoa Foundation, FEE's Eco-Schools program has launched a global K-12 environmental literacy initiative focused on Green STEM. The project will educate children about environmental issues through science, technology, engineering and math skills. Through this project, twenty thousand students in Australia, Brazil, Norway and Italy, and in Texas, North Carolina and New York in the United States, will be given opportunities to assess, design, and build innovative solutions to environmental challenges.
SCALING AND SPREADING FEE'S WORK

Strategies and Resources FEE Uses to Scale or Spread Its Impact

Since its beginning, FEE's model has been built upon and expanded. The organization now runs 5 programs and has spread beyond Europe where many of its programs were originally piloted. As of 2017, FEE works with members in 73 countries around the world and this number continues to grow.

Over its 37 years of operation, the organization has also developed a more holistic approach to tackling the environmental problems of the world. This approach involves empowering students to be aware of their environmental responsibilities in a fun and engaging way.

The following are a few ways that FEE has been able to share and spread their work.

(1) The FEE network contains a myriad of experts who have all been willing to reach out and inform their contemporaries around the world about the positive impacts seen through their work.

(2) Recognition from international bodies, such as UNESCO, UNICEF and Earth Charter has increased visibility of the global programs.

(3) Heightening awareness through social media.

In addition, having flexible and adaptable curricula has enabled FEE to have a presence in many countries. Program materials and activities can be contextualized by national operators to the setting in which they operate. For example, Eco-Schools, by its very nature, involves local communities from the start of its projects. The Waste-Water-Watts (W3) project creates opportunities for students to identify and develop solutions to environmental challenges in their communities. The project curriculum engages their skills at critical thinking, problem solving, cooperation and teamwork. This program is currently being piloted in countries as different as Australia, Brazil, Italy, Norway and the United States.

Adapting programs to local contexts is not limited only to community involvement in Eco-Schools. The YRE handbook for students and educators offers insight into how YRE programs are adapted in various regions. For example, in Portugal, YRE is incorporated into subjects like language arts, geography, biology, and technology. In Romania, YRE curriculum includes students investigating medical waste while, in Slovakia, program participants teach peers in the community about recycling while practicing journalistic writing and making posters. Similarly, the LEAF program offers in its Annual Report a wide variety of LEAF activities that differ by country. In the Czech Republic students design a plan for a school garden while, in Iran, students participate in Forest Eco-Tours and speak about the importance of forest ecology and protection of forests.

How FEE Partners with Others to Scale and Spread Its Impact

In addition to working with national operators throughout the world to implement its programs, FEE works with sponsors to help implement well-resourced and impactful projects around the world. The partnerships they embark on with these sponsors are wide-ranging and can involve the training of teaching staff, cooperation between local offices of the sponsors and the FEE member in that country on a number of issues.

Working with sponsors allows FEE access to funding which can be used in the implementation of specific projects globally. This further serves to raise its organizational profile and increase reach. The caveat with this expansion is that it must be carried out in a sustainable way: the organizations that apply to FEE have to show that they have the necessary skills, expertise, network and finances to run the programs and ensure that high standards of compliance are maintained.

What Partnerships with FEE Look Like

Even though delivery partners must pay an annual membership fee of 400 euros, they gain immediate access to the largest environmental education network in the world. They are supplied with mentors from FEE's board of directors who are experts in the fields of business, environment and education. They also receive the benefit of funding for various activities, including reimbursement for travel and incidental costs for yearly FEE meetings. At FEE's biennial General Assembly meetings, members, regardless of their size, have an equal voice with member organizations in democratic processes affecting the strategic planning and development of FEE initiatives.

Areas of Greatest Challenge FEE Faces in Scaling or Spreading Its Work

(1) Misalignment between funder objectives and organizational needs. FEE has found that sometimes funders may not know all of the day-to-day challenges that member organizations may face. For example, they often have high expectations with respect to return on investment. There is often an overemphasis on numbers and insufficient attention to actual educational impacts on participants.

(2) Limited funding. As a not-for-profit NGO, funding is always an issue. With improved funding, FEE could increase its efforts globally and reach more students, thus increasing impact. While they would like to increase human resources capacity, this is obviously hindered by the financial constraints under which they currently operate.

In addition, much of the interest in funding comes from developed countries, with very little funding for developing countries such as Nepal. Thus, the challenge is to continue to invest in countries where there is no existing corporate and other partner presence.

(3) Limited capacity of partner organizations. While many partner organizations are fully based foundations that have employees and can apply for funds and develop their programs over time, some partners still work on a voluntary basis, while its staff members are working other jobs. These latter organizations are often challenged by capacity. It is not uncommon for organizations to approach FEE with great ideas, but with little awareness of how important the need for having a network and access to schools can be. The partners with the greatest impact are generally those with years of experience that have the capacity to create a relationship of trust with government ministries.

(4) Difficulties in collecting evaluation data across different settings. In addition to acquiring more grants to support impact evaluation and research, they have found that every country has different sets of regulations for which program alums can be contacted and how they can be reached. Thus, conducting a common set of evaluations across the different countries in which the programs work, to learn from the programs across different contexts, has been challenging.
STRENGTHS AS AN ORGANIZATION

With such a diverse number of programs in so many countries, all seeking to address what are fundamentally the same issues, FEE can approach the task of promoting environmental awareness and increasing sustainable development from multiple angles for maximum impact.

In addition, their programs were designed with experts and educators as partners, and the longevity of the organization is a testament to their ability to continually grow, adapt, and learn as an organization, even as they partner with new organizations in different countries.

FEE also does not just focus on long-term goals: its programs help to make a difference every day. Eco-Schools, Young Reporters for the Environment and Learning About Forests educate, investigate and stimulate in equal measure while Blue Flag champions the coasts and Green Key works to improve the environmental performance of the hospitality industry.

In short, the major strength of the Foundation for Environmental Education lies in its network and the skills contained therein. They have the potential to overnight reach 16.8 million students, comfortably making them one of, if not the, largest school-based environmental networks in the world.
KEY LEARNINGS AND RECOMMENDATIONS

(1) Identify strategic partners who have some evidence of financial and organizational sustainability, with key in-country partners: One of the key determinants of the success of FEE's educational initiatives is the capacity and influence of the national operators with whom they partner. Organizations that already have well-established relationships with government ministries and persuasive influence over school systems will generally achieve better results in obtaining stakeholder buy-in and integrating new environmental educational programs into existing infrastructures. This can constitute the difference between individual students participating in FEE's programs and whole classes, schools, and education systems adapting its curricula.

(2) Offer a breadth of benefits to partners. The key incentive for a potential member organization to join FEE is a return on investment that goes beyond mere permission to use its curricula. Members benefit also from mentoring guidance, peer learning, and having a voice in the larger network of environmental organizations. They also respond well to opportunities for collaboration on future initiatives.

(3) FEE is a learning organization. Through its program-based and organization-wide general assembly meetings, FEE is further able to engage partners' input in determining its strategy and direction for future initiatives.

(4) Partner strategically with corporations: Rather than seeing large corporations as enemies of the environment, FEE has worked with large corporate sponsors to not only raise funds, but as partners in supporting larger environmental educational campaigns.

Acknowledgements

Gosia Luszczek, YRE Program Director

Barry McGonigal, LEAF Program Director

Brid Conneely, Eco-Schools Program Director
Sources for Chapter 10: FEE

Nicole Andreou, "FEE Fully Committed to the Sustainable Development Goals," (April 26, 2016). http://www.fee.global/newsstories/sdgscommitment (August 3, 2016):

Nicole Andreou, YRE Featured on The Huffington Post http://www.yre.global/stories-news/2016/8/3/yre-featured-on-the-huffington-post

Brid Conneely, Eco-Schools Program Director, Interview with Connie K. Chung, March 2017.

Eco-Schools website (http://www.ecoschools.global

Eco-Schools International Coordination, FEE-UNEP MOU, March 3, 2003.

FEE Annual Report 2015

FEE Website, http://www.fee.global

LEAF website, http://www.leaf.global

Gosia Luszczek, YRE Program Manager, Interview with Ashim Shanker, June 2016.

Gosia Luszczek, YRE Program Manager, Interview with Connie K. Chung, March 2017.

Gosia Luszczek, YRE Program Manager, Email communication, May 2016.

Barry McGonigal, LEAP Program Director, Response to questionnaire sent by Connie K. Chung, January 2017.

Barry McGonigal, LEAP Program Director, Interview with Connie K. Chung, March 2017.

Laura Piñeiro, "France." YRE Global Blog. http://www.yre.global/stories-from-countries-blog/2017/2/3/france (February 3, 2017).

UNESCO, "Young Reporters for the Environment," http://en.unesco.org/greencitizens/stories/young-reporters-environment

UNESCO, "Eco-Schools Programme," https://en.unesco.org/greencitizens/stories/eco-schools-programme

YRE website, http://www.yre.global
11. INJAZ Al-Arab (JA MENA): Connecting Students with the Business Sector for Social Entrepreneurship Education

### Seungah Lee and Connie K. Chung

INTRODUCTION

Jihad, a young Moroccan student, always wanted to be a leader and believed that dreams are things that are to be realized. Yet, she did not know how she would achieve her dreams. It was not until when she participated in INJAZ Al-Arab's Company Program that she discovered the potential that was buried within her and rose to the challenge of uniting the ambitions of her team to develop a business plan and be successful in the business plan competition. Jihad said participating in "INJAZ Morocco changed my worldview. Now, I see that every second that passes is an opportunity to learn." She felt at the experiences she gained through INJAZ Morocco not only gave her the opportunity to start a business but also let her learn how to set goals, plan, and continuously monitor what she did towards fulfilling her goals. She said that she "learned that this world is not only filled with adventures but also risks." Later, Jihad went on to create a new start-up, Green Electro Link, that works in e-waste management.

Othman was an ordinary high school student in Kuwait until he participated in INJAZ Kuwait. There, he discovered and learned entrepreneurial skills and saw that there was more to learning than what he was doing in his classroom. The INJAZ Al-Arab experience allowed him to explore his own talents and interests, gain exposure to different fields, and establish an understanding for new business concepts and skills needed to succeed in running and managing a business. He started his first business in Kuwait through INJAZ Al-Arab, which turned into a success. He now manages a group of companies with 85 employees. Othman learned from his INJAZ Al-Arab experience that "You don't need to be the smartest or the most creative person to be successful. But, you need to have the 'want to achieve' as much as you want to breathe."

INJAZ Al-Arab believes in the boundless potential of young people like Jihad and Othman. In this case study, we examine how INJAZ Al-Arab instills a mindset of innovation and entrepreneurship among Arab youth that propels them along a pathway to economic prosperity and success.
INJAZ AL-ARAB AT A GLANCE

Website

http://www.injazalarab.org

Vision

To inspire and prepare a generation of Arab youth to utilize their natural talents, inspiration, passion and determination to become the business leaders and entrepreneurs of tomorrow.

Mission

By developing relevant, hands on training and mentoring programs for Arab youth and connecting them to business leaders to serve as teachers and role models, INJAZ Al-Arab strives to accelerate young people's ability to contribute to the economic development of their nations and regions by becoming business leaders and entrepreneurs of their local communities.

Countries in Which INJAZ Al-Arab Operates

Algeria, Bahrain, Egypt, Kuwait, Lebanon, Morocco, Oman, Pakistan, Palestine, Qatar, Saudi Arabia, Tunisia, UAE, Yemen

Grade Level of Students Participating

Elementary, Middle, Secondary, and Post-secondary

Number of Students Participating per Year

In 2016, 265,258 students participated in INJAZ Al-Arab programs across 14 countries.

**Number of Staff** :

10 at the Regional Operating Center in Amman and 225 across its 14 MENA country offices

**Number of Volunteers** :

In 2016, INJAZ Al-Arab had 8098 volunteers across 14 countries

Relationship to the Public Education System

INJAZ Al-Arab works within and outside the public education system. In fact, 83.61% of the schools and universities in which INJAZ Al-Arab delivers its programs are a part of the public education system.
OVERVIEW OF INJAZ AL-ARAB

Non-Negotiable, Essential Components

INJAZ Al-Arab, as part of the Junior Achievement (JA) Worldwide network, delivers experiential and project-based education programs in financial literacy, work readiness, and entrepreneurship to children and youth through partnering children with volunteers. This is a key, distinguishing part of their operating model, as it allows children and youth to benefit from interacting with experienced private sector volunteers.

Overview of Activities

INJAZ Al-Arab programs help students gain insight into the complexities and rewards of entrepreneurship and business in today's interdependent market economy. Successful local business leaders serve as classroom mentors to make the economic concepts relevant to students, impart and encourage the development of the spirit and mindset of entrepreneurs, and challenge students to excel. Through these programs, INJAZ Al-Arab provides youth with the foundational skills and attitudes so students themselves are employed and can further employ others, resulting in a lower unemployment rate in the MENA region.

More specifically, the INJAZ Al-Arab curriculum, adapted from the Junior Achievement (JA) curriculum, is designed to tackle the key factors of unemployment, i.e. lack of entrepreneurial training, a fast-growing labor force, a large public sector, skills mismatches, and market rigidity within the Middle Eastern region, through its 3 pillars of education:

•Workforce readiness

•Financial Literacy

•Entrepreneurship

Workforce Readiness:

The widespread mismatch between the skills attained in school and those demanded by the private sector are feeding current youth unemployment rates, at 28.8% in 2014 compared to global average of 13.9% in 2014. INJAZ Al-Arab programs build teamwork, critical thinking, problem solving, communication, and leadership skills employers look for. INJAZ Al-Arab programs under work readiness are as follows:

•Business leaders campaign

•Community citizenship

•Career Success

•Careers with a purpose

•Environment

•Job Shadow Day

•Ripples of Happiness

•Steer Your Career

•Student Exchange Program

•Head Start

•Be A Leader

•Business Ethics

•It's My Future

Financial Literacy:

INJAZ Al-Arab programs are rooted in the belief that teaching young people about responsible money management is key to building their own financial security and an economically prosperous future for themselves. Programs under financial literacy are as follows:

•Personal economics

•Personal finance

•Personal life planning

•Economics for success

•Stocks in action

•More than Money

Entrepreneurship:

INJAZ Al-Arab builds their programs with the assumption that entrepreneurship education prepares youth to be responsible, enterprising individuals. The curriculum is structured around the principle that immersing students in real-life learning experiences allows them to take measured risks, manage the results, and learn from the outcomes. This growing number of youth led enterprises to create new jobs and fuel economic development. Programs under entrepreneurship are as follows:

•Be Entrepreneurial

•Company Program

•E-Day

•Entrepreneurship Master Class

•Innovation Camp

•It's My Business

•Leadership Program

•Start-up Program

•Ripples of Happiness

Aside from the above-mentioned programs that are delivered primarily through country offices, INJAZ Al-Arab has initiatives to further its vision and mission across countries.

In addition to these programs, INJAZ Al-Arab offers supplementary activities through their website and competitions. The Company Program Portal is a web-based initiative by INJAZ Al-Arab to expand its online offerings to complement the educational content and experiences to one of INJAZ Al-Arab's many on-the-ground educational programs. The Company Program Portal hosts a comprehensive set of articles that detail the business development process and provide guidelines and tips on how best to start a new enterprise. It also provides a complementary set of videos that provide entrepreneurial advice from some of the region's premier entrepreneurs and business people.

INJAZ competitions, another initiative by INJAZ Al-Arab, occur online and at the national and regional levels. INJAZ partners with corporations to sponsor and lead the competitions. For example, the Sci-Preneuership competition, hosted in partnership with Intel, is a competition where top science and entrepreneurship students convene for a two-day challenge to find viable solutions to regional challenges. Another example is the Ripples of Happiness Competition, where INJAZ partners with Coca-Cola Foundation to have students compete against teams from seven countries in the region to come up with innovative solutions that address needs in their respective communities. The top three winners receive support to implement their social enterprises on a larger scale wherever possible.
PROGRAM CONTENT: COMPETENCIES, ATTITUDES, VALUES, AND PEDAGOGY

Intrapersonal Competencies

Self-awareness, time management, creativity

Interpersonal Competencies

Teamwork, collaboration, communication, leadership

Cognitive Competencies

Critical thinking, problem solving, goal setting, analysis, risk management, business planning, personal finance, budgeting

Attitudes and Values

Commitment to connecting knowledge and experiences with enthusiasm. Belief in the power of partnership and collaboration.

Pedagogy and Active Engagement of Students

INJAZ Al-Arab's curricula embed skills such as teamwork, collaboration, communication, critical thinking, financial literacy, and problem solving, and it adopts an experiential and project-based pedagogical model. INJAZ Al-Arab program curricula are intentionally designed to prepare young people for the real world by providing students with real tools, knowledge, and skills that pair with a mentor's private sector or entrepreneurial experience. For example, in financial literacy courses, students are challenged to think about the kind of lifestyle or goals they have (e.g. sending children to university, having their own home) and then are asked to put together a plan that display the type of income and savings schemes they might need to achieve their said goals. In workforce readiness courses, students are taught how to build their own CVs and then role play for jobs. The private sector mentors play an important role in these courses, as they provide practical advice and real-world examples to students in the lessons as they apply the skills and knowledge they learn to practice.
INJAZ AL-ARAB's THEORY OF CHANGE

If INAJZ Al-Arab equips children and youth with financial literacy, entrepreneurship, and workforce readiness skills, it will help bridge the skills gap between schooling and the workplace, thereby increasing employability in the Middle East and North Africa (MENA) region and adding economic value and growth to society.
ORGANIZATIONAL HISTORY

Year Organization Began

2004

Need INJAZ Al-Arab Was Trying to Fill When It Began and How the Need Has Evolved

Business woman and social entrepreneur Soraya Salti began INJAZ in Jordan, to teach financial literacy and social entrepreneurship skills to youth in her country. A few years after she successfully launched INJAZ, Junior Achievement approached her to build a network of Junior Achievement programs across the Middle East and Northern Africa region. She left INJAZ in Jordan in the capable hands of Deema Bibi, now CEO of INJAZ in Jordan, who made significance progress herself to develop the organization after Salti's departure.

INJAZ Al-Arab is the result of Salti's efforts across the MENA region, and it was started to address the challenge of youth employability in the MENA region. The skills gap of youth has been a concern in the MENA region for years, with employers being concerned by the reality of youth in the MENA region lacking transferrable, 21st century skills needed in the private sector. INJAZ Al-Arab aims to bridge this skills gap by equipping youth with the needed financial literacy, entrepreneurship, and workforce readiness skills, which are not taught in the schools.

Even now, the MENA region continues to have the highest unemployment in the world despite economic growth during 2013-14, and unemployment is particularly high among the youth population. In addition to the need for youth employment opportunities, INJAZ Al-Arab has found that limited access to training and career development opportunities constrains youth employment opportunities in the region. Gender-based occupational segregation also continues to exist. Therefore, INJAZ Al-Arab continues to serve its founding mission and works to equip youth with skills to succeed in the work environment and provide them with opportunities to establish start-ups.
DEFINITION OF SUCCESS, DESIRED OUTCOMES, AND IMPACT

What Success Means for the Organization

For INJAZ, success means meeting its three programmatic pillars: financial literacy, entrepreneurial education, and workforce readiness. INJAZ's desired outcomes include youth who are educated and inspired; expanding the range of future possibilities for youth; and bridging the gap between the experiences in the classroom and the workplace, including closing the gap between the competencies taught in the classroom and the ones needed in the workplace.

How INJAZ Al-Arab Defines and Measures Its Own Success

INJAZ Al-Arab measures its impact and reach across the 14 countries where it operates. It has a performance management system that includes a set of key performance indicators (KPIs) across different focus areas, including student impact. These areas are derived from INJAZ's overall operating model, values, outcomes, performance, and quality measures. The KPIs help INJAZ Al-Arab Headquarters keep track of the progress participating students make in financial literacy, entrepreneurial education, and workforce readiness. INJAZ Al-Arab Headquarters also have assessment calls with member countries to see how different countries are meeting their target goals.

More specifically, INJAZ Al-Arab conducts pre- and post-tests to assess student learning, uses feedback survey mechanisms, and collects data on programmatic reach (e.g. number of participants per program, number of schools reached, etc.), in addition to any other donor reporting requirements, to measure its success. Additionally, INJAZ Al-Arab looks at what its alumni are doing and solicits their feedback. They collect testimonies to understand the impact of INJAZ Al-Arab on the future life outcomes of participants.
HOW INJAZ AL-ARAB BUILDS ORGANIZATIONAL CAPACITY

Developing Volunteers

The implementation model of JA worldwide and INJAZ Al-Arab works by bringing in volunteers from the private sector to the classroom. The volunteers play a mentoring role and work directly with the students. In this process, students come to learn about a wide spectrum of professional opportunities and occupations in different sectors. This is a key and powerful element of INJAZ Al-Arab's program implementation model, as it serves INJAZ Al-Arab's aim to bridge the gap between the classroom environment and the workplace.

To deliver its curriculum effectively and provide a mentoring relationship for students, INJAZ Al-Arab teaches volunteers about course guidelines and goals for each session; how to connect their work experiences and stories and with lesson plans; and best practices on how to relate to the students. INJAZ has a code of conduct that they share with volunteers, along with introductory volunteer training on the specific curriculum they will teach and general pedagogical strategies, before volunteers engage with students.

Developing Staff

For INJAZ Al-Arab staff, capacity building activities occur through annual training events and/or webinars on topics of interest across the INJAZ Al-Arab network. During the annual training event, INJAZ Al-Arab staff members from the 14 countries gather to share best practices and lessons learned from different country contexts. INJAZ Al-Arab staff also receive professional development on context approaches for fundraising, public relations and branding, internal and external communication, curriculum development, program implementation, operations, management, and soft skills development in areas of leadership and teamwork.

Maintaining Financial Sustainability

The original funding for INJAZ Al-Arab came from USAID and two major multinationals, which enabled INJAZ Al-Arab to grow and expand its funding network and student reach during the first five years of operations. At present, the majority of funding for INJAZ Al-Arab comes from private sector corporate social responsibility initiatives; a portion of funding comes up also from public sector partners as well through grants.

For INJAZ Al-Arab, diversifying their funding sources is important, especially given the volatile context of the MENA region. To expand and sustain a network of partners, INJAZ Al-Arab engages in long-term planning to cultivate new relationships and identify new funders. The Board plays an active role in this process, which allows INJAZ Al-Arab to generate interest in multi-year funding campaigns. Their current network of public and private sector partners allows them financial sustainability.

One key challenge INJAZ Al-Arab faces as an organization funded in part by corporate social responsibility projects is the constantly changing models and priorities of corporate foundations. Some organizations may require more sophisticated monitoring and evaluation; some organizations may radically change their priorities toward the 'issue of the day' such as women's empowerment; some might have their CSR budgets cut significantly. Given the changing priorities and demands of private sector donors, INJAZ manages and intentionally builds long-term strategic partnerships to secure funding without becoming too donor-driven when it comes to program implementation.
SCALING AND SPREADING INJAZ AL-ARAB'S WORK

Strategies and Resources INJAZ Al-Arab Uses to Scale or Spread Its Impact

For INJAZ Al-Arab, two factors that have been critical for success in scaling and expanding to different countries are:

1.Strong advocates from the private sector to fund and lead INJAZ Al-Arab programs in different country contexts and serve as a bridge in building relationship with local ministries

2.Partnerships with government ministries for INJAZ Al-Arab to have access to schools and youth to deliver its programs. In fact, all INJAZ Al-Arab member countries sign MOUs with Ministries of Education and Higher Education to operate in public schools. Therefore, continued good relationships with the ministries in each country are key to INJAZ Al-Arab's success and growth.

After the two above factors are met, INJAZ Al-Arab develops a network of volunteers who engage with students and their curriculum. INJAZ Al-Arab does this by working with its corporate partners to encourage their employees to volunteer. They also reach out to either individuals who have volunteered with Junior Achievement or was an INJAZ Al-Arab student participant (Alumni) in other countries.

Given that INJAZ Al-Arab relies on private sector volunteer mentors to deliver its programs, it is flexible in their approach depending on context. Flexibility in fact became necessary as INJAZ Al-Arab spreads their work into rural areas where there are not as many volunteers who are readily available to mentor students. For example, in Upper Egypt where there is no private sector, INJAZ pays for volunteers' travel costs and are working on tools and platforms from where volunteers from other regions of Egypt can "mentor" students via Skype or similar platforms.

At present, INJAZ aims to influence 1 million youth annually through its operations within the MENA region by 2022. To do this, INJAZ has identified a set of strategic initiatives to grow and scale up. These initiatives fall into two categories: direct and indirect growth enablers.

INJAZ Al-Arab adopted a bottom-up approach by involving its leaders across the network in the planning process to ensure organizational alignment, commitment, and ownership from the highest levels (i.e. country office CEOs). The strategic initiatives revolve around major areas of INJAZ Al-Arab's work such as fundraising, programs offering, process automation, blended learning, and brand strengthening.

As INJAZ Al-Arab spread across the Middle East and North Africa and began implementing its program in different contexts, INJAZ Al-Arab initially thought it would be easy to roll out the programs once the curricular content from Junior Achievement was translated into Arabic or French. However, they quickly realized that different ministries that they work with have their own preferences and agendas, and that cultural contexts dictated different approaches. In response, INJAZ Al-Arab began the practice of reviewing and adapting program content curricula to ensure that the delivered program is culturally and linguistically relevant and acceptable to ministries.

Areas of Greatest Challenge They Face in Scaling or Spreading Their Work

Maintaining quality of programs implementation while scaling up, financial sustainability, human resources and staff retention, and in some countries, the relationship with the government (MOE & MOHE), given frequent changes in ministries, are major challenges in scaling and spreading the work of INJAZ Al-Arab.

Structural challenges such lack of volunteers in less populated or remote areas, for example, make it more difficult to reach more areas. For example, governments want INJAZ Al-Arab programs to reach students outside major ciities, but it is difficult to get volunteers into the region because of the lack of the presence of the private sector. INJAZ Al-Arab, though, is experimenting using web-based technology to "bring in" corporate volunteers into rural regions.
STRENGTHS AS AN ORGANIZATION

INJAZ Al-Arab is an NGO recognized for its dynamic and innovative approach to addressing social and economic issues. It has been awarded the Henry R. Kravis Prize in Leadership in 2012 and the Skoll Award for Social Entrepreneurship in 2009 for its impact on students and continued commitment to provide value adding services and training opportunities to Arab youth.

In fact, one of the greatest strengths and contributors to INJAZ Al-Arab's success is that it tackles one of the major challenges faced in the MENA region across all countries: youth employability. INJAZ Al-Arab programs' relevance to real needs in the community and ability to show how these efforts are effectively building the next generation of employees and customers in the MENA region through skills training. Visible results allow INJAZ Al-Arab to gain buy-in and interest from both the public and private sectors to support their work.

INJAZ Al-Arab differentiates its program from others in the region through its volunteer model in building financial literacy, entrepreneurship, and workforce readiness skills in youth. This model is effective not only in providing students access to professionals in various fields but also in engaging with community members to give back to the community and make a difference in lives of young people for volunteers.
KEY LEARNINGS AND RECOMMENDATIONS

1) Because of the diversity of needs and demands in the various countries it works in, INJAZ Al-Arab has found it important to have people on the ground who are clearly committed to the core mission of the programs, while also having the ability to adapt the curriculum for implementation.

2) INJAZ Al-Arab's investments in finding ways to secure long term funding engagements (4-5 years) allow the organization to focus on areas that need improvement without worrying about shifting priorities according to short-term funding.

3) INJAZ Al-Arab has found that setting achievable but aspirational goals to encourage steady and sustainable growth is important in setting the organization for success. Once the organization is settled in a MENA country, INJAZ Al-Arab invests in projects that expand the organization's capacity such as building more sophisticated monitoring and evaluation capabilities and curricula.

4) Influential partners and their social networks have been critical to INJAZ Al-Arab's success. For example, INJAZ Al-Arab has a Board that is influential in the region so they can engage with government and other partners from their sphere of influence. In fact, it is critical that there is a sphere of influence that can help open doors and can engage with governments, even as change comes with political cycles.

5) INJAZ Al-Arab stresses that it has been important to understand that they are not lone heroes but are part of a larger ecosystem working on solutions to common problems. Instead of trying to reinvent the wheel, they have found it helpful to collaborate with others who are doing similar things in the community or region. At the same time, however, they have learned that in starting a new program, it is important to differentiate their programs to be competitive.

Acknowledgments

•Akef Aqrabawi, CEO of INJAZ Al-Arab

•Deema Bibi, CEO of INJAZ Jordan

•Nickolas Neibauer, Chief Development Officer of INJAZ Al-Arab

•Dima Masri, PR & Communications Manager of INJAZ Al-Arab
Sources for Chapter 11: INJAZ Al-Arab

M. Abu Jaber, C. Kwak, & J. Robinson, _Injaz: Engaging the private sector for greater youth employability in Jordan_. (Washington, D.C.: Center for Universal Education at the Brookings Institute, 2016).

Akef Aqrabawi, CEO of INJAZ Al-Arab, Interview with Seungah Lee, September 2016.

Deema Bibi, CEO of INJAZ Jordan, Interview with Connie K. Chung, March 2017.

M. Faour & M. Muasher, _Education for Citizenship in the Arab world: A Key to the Future_ (Washington, DC: Carnegie Endowment for International Peace, 2012).

IFAD (International Fund for Agricultural Development). "Jordan Fact Sheet." http://www.ifad.org/events/gc/34/nen/factsheet/jordan.pdf

ILO, "Youth in Jordan Face Difficult Transition from School to Decent Work, 2014. http://www.ilo.org/beirut/media-centre/news/WCMS_249778/lang--en/index.htm

INJAZ website, http://www.injazalarab.org/alumni/

M. Marsi, M. Jenni, & A. Al-Ghassani, _Entrepreneurship Education in the Arab States. Regional Synthesis Report_. (Beirut: UNESCO, 2010).

Dima Masri, PR & Communications Manager of INJAZ Al-Arab, Response to questionnaire sent by Connie K. Chung, January 2017.

Dima Masri, PR & Communications Manager of INJAZ Al-Arab, Interview with Seungah Lee, June 2016.

Nickolas Neibauer, Chief Development Officer of INJAZ Al-Arab, Interview with Seungah Lee, November 2016.

Nickolas Neibauer, Chief Development Officer of INJAZ Al-Arab, Interview with Connie K. Chung, March 2017.

World Bank, _Unemployment, Youth Total (% total labor force ages 15-24)_ , 2016. http://data.worldbank.org/indicator/SL.UEM.1524.ZS

World Bank, _The Road Not Traveled: Education Reform in the Middle East and North Africa_ (Washington, DC: World Bank Group, 2008).

World Bank "Overview of the Middle East and North Africa." (2016). http://www.worldbank.org/en/region/mena/ overview.

UNDP, Youth in Jordan, 2012. http://www.undp-youthjo.com/content/youth-jordan

### 12. About the Writers

**Connie K. Chung** is a former high school English Literature teacher and former Associate Director of Global Education Innovation Initiative at Harvard Graduate School of Education. She works with a variety of education organizations on research design and analysis, strategy, and curriculum content development. She received her BA with honors (English Literature), EdM (Teaching and Curriculum, 1999; International Education Policy, 2007), and EdD from Harvard University.

**Seungah** **Lee** is a doctoral student in education at the Stanford Graduate School of Education, with a concentration in international and comparative education. Her research interest includes global citizenship and civic education, effects of globalization on education processes, and education in the Middle East. Prior to her doctoral studies, she led impact evaluation and research efforts at Teach for Qatar in addition to working as an education research consultant in the Arabian Peninsula. She holds a BSFS in International Political Economy from Georgetown University and an EdM in International Education Policy from the Harvard Graduate School of Education.

**Vincent Chunhao Qian** is an instructional designer at Endicott College, where he provides consultancy to faculty on pedagogy and instruction. He is a big believer in active learning and is particularly interested in using technology to promote student engagement and create authentic and relevant learning activities. Vincent holds an EdM from the Harvard Graduate School of Education.

**Ashim Shanker** is a researcher and manager of academic programs. He has worked as an education consultant for UNICEF's Regional Office of South Asia and as a teacher in a public international high school in Tokyo, Japan. He holds an EdM in International Education Policy from the Harvard Gra1duate School of Education.
