On July 1, at the start of each new Rotary year, new club Presidents elected by the membership of more than 34,000 Rotary clubs worldwide take on the responsibility to lead their club for a year. New elected leaders are also in place, again for a year, at the level of Rotary Districts and even Rotary International.
Rotary has long called on clubs and districts to adopt strategic plans. This is good practice for any organization, but especially so for an organization with new leaders every year. It is not clear exactly how many clubs adopt such plans, given that many clubs are small and may not feel the need to put a strategy plan down on paper. Yet strategic plans can be helpful, especially when clubs or districts try new innovative approaches to strengthening their membership and achieving a larger impact on their community.
Starting this year, my club – the Rotary Club of Capitol Hill, has adopted a number of important and hopefully innovative changes in the way it will function. The changes range from how many times the club will meet each month to the type of service work it will engage in, and how it will aim to strengthen its membership.
As this may be useful for other clubs, I thought I should share on this blog a strategic note that describes these changes and what the club hopes to achieve in the coming year. Maybe the note can help other clubs think about their own options.
Please do not hesitate to share feedback on the strategic note of my club available here. You can do so by commenting/leaving a reply to this blog post. Over the year I will report occasionally through the blog on the progress (or lack thereof!) made towards our objectives for the 2016-17 Rotary year.
Can internship and mentorship programs help students graduate from high school and prepare them for colleges and careers? What type of support is needed for the most disadvantaged youth, including those who suffer from homelessness? Do tutoring programs help students learn? How can we improve the research, writing, and presentation skills of middle and high school students?
These are some of the questions considered in a new series of briefs on innovations in education in the greater Washington DC, area of the United States. The series is launched jointly by the World Bank Group’s (WBG) education team, the WBG Community Connections Program (the WBG’s outreach program to the local community), and the Rotary Club of Capitol Hill. We hope to contribute to better education outcomes not only in the DC area but also elsewhere by showcasing innovative programs that make a positive difference in the life of students and how well they learn.
Why focus on DC? The WBG’s mission is to end extreme poverty and boost shared prosperity. While living standards in DC are better than in the developing work, poverty rates remain high and only about two thirds of students complete high school according to the Office of the State Superintendent of Education. While improvements have been achieved in recent years, innovations are needed to improve education and employment outcomes for disadvantaged children and youth.
The briefs, in a small but meaningful way, will hopefully contribute to debates on how to improve education by featuring successful programs and policies. The programs and policies featured in the briefs will likely be relevant for other regions in the United States and developing countries with similar challenges.
The first set of briefs in the series feature non-profits that benefited from monitoring and evaluation grants from the WBG’s Community Connections Program or pro bono evaluation support provided by World Bank staff. The Latin America Youth Center (LAYC), One World Education, and the Urban Alliance are among the nonprofits featured in the briefs released on the occasion of the WBG’s Volunteer Awareness Day on May 10.
Below is a brief description of the work of the three organizations together with links to the briefs on these organizations.
LAYC: Some 17,400 young adults aged 18 – 24 who are from the Washington Metropolitan Area are disconnected from work and school. These youth are often from low-income families, are not in school, and are out of work. They typically face multiple challenges, including homelessness, issues with the courts, or substance abuse. These challenges prevent them from successfully transitioning into adulthood. LAYC uses an innovative approach called the ‘Promotor Pathway’ to target high-risk youth. It’s a long-term, intensive, holistic case management and mentorship intervention which has led to positive changes in school enrollment, birth rates, and homelessness.
One World Education: During the 2015-16 school year, One World Education worked with District of Columbia Public Schools as a partner for the ‘Cornerstone’ initiative. Cornerstones are high-quality, in-depth core curricular experiences such as argumentative writing programs. Cornerstones aim to provide rigorous content to students, improved professional development for teachers, and continuity and consistency across grades and subjects. Some 5,200 students in 15 DC public schools in grades 10 and 12 have already participated in the One World Education programs.
Urban Alliance: This non-profit organization, which operates in DC, Baltimore, Chicago, and Northern Virginia, facilitates the transition of disadvantage youth from high school to college to employment. It does so by running a comprehensive early employment program that provides access and exposure to professional networks for youth enrolled in the program. Urban Alliance staff train and mentor the students through their first professional employment opportunities, which help propel them to future success. Over 90 percent of Urban Alliance alumni go on to college. The WBG has participated in the Urban Alliance program since 1997 and supported over 300 students through internships. Results from an external evaluation suggest that the Urban Alliance program improves high school graduation rates and the likelihood that students will go to college after graduation.
The objective of the series of briefs is to document these and other successful programs, so that they can inform education policy and practice not only in DC, but also elsewhere. If you are living in the Greater Washington, DC, area and if you have an idea for a potential brief in the series, please let me know or post your idea in the comment section below.
Readers of this blog know that I have emphasized for some time the need to strengthen a culture of evaluation in Rotary. Evaluations should be undertaken not only for our service projects, but also to assess how our clubs meet, work, and grow – or wither away. This post is about a recent evaluation of an education project supported by my club, and how the evaluation is proving to be useful not only for the local nonprofit we worked with, but also for our club and more generally for practitioners and policy makers working in the field of education.
For several years my club has supported One World Education (OWEd), a great nonprofit based in Washington, DC. OWEd runs the largest argumentative writing program in public and charter schools in the city. The nonprofit reached 5,800 middle and high school students this past school year. The aim of the program, which runs for 4-5 weeks in the schools, is to improve the research, writing, and presentation skills of the students, many of whom are from disadvantaged backgrounds and do not do very well in school.
In previous years, our support to OWEd consisted in providing a bit of funding and volunteering at some of their events. This year, we provided college scholarships for some of the high school students (seniors) who participated in the program and worked especially hard. But we also did more. Together with a team at American University, we designed an evaluation of the program to better measure its impact. For more than 550 students, teachers collected essays written in class before and after the program. The essays were graded by professors and instructors in the Department of Literature at American University. This enabled us to assess whether the program made a difference in the writing skills of middle and high school students.
The evaluation demonstrated that the program has a positive impact. The program generates statistically significant gains in writing quality, especially for students who performed worst on the initial pre-program assignment. The positive impact of the program was confirmed through data on the perceptions of teachers and students about the program. Two summary briefs about those evaluation results have been written and are now available for public schools and for charter schools separately.
It is clear that this type of evaluation is beneficial for the nonprofits whose programs are evaluated, as the evaluations enable the nonprofits to measure their impact, and take corrective action when needed. The evaluations are also beneficial for our club in reassuring members that we are investing in worthwhile initiatives.
But there is more. Many others are interested in such evaluations and may learn from them, possibly generating larger impacts beyond the specific programs being evaluated. And these evaluations provide for great stories to be featured in local newspapers or magazines as well as social media, giving more visibility not only to the nonprofits and programs being evaluated, but also to the Rotary clubs that supported those evaluations.
This is what we are focusing on now – making sure that the positive results obtained by OWEd through its program are better known in Washington, DC, and beyond. We are writing short articles that document those results, and some of the stories of the students who benefited from the program. We have secured already two placements for stories in the local media and we hope to write additional articles for national publications about the results of the evaluation. In addition, we will also prepare technical papers for academic journals. It remains to be seen whether we will be successful, but we now have a stronger story to tell thanks to the evaluation.
Finally, as mentioned, the evaluation has been summarized in two easy-to-read briefs. The two briefs, together with briefs about the work of other nonprofits operating in the field of education and skills for youth in the city, will be included in a small brief series on innovations in education in Washington, DC to be published by the World Bank. We hope that this simple brief series will help attract attention to the nonprofits doing great work in the city, while also helping practitioners and policy makers learn from the experience of successful programs.
In summary, evaluation is essential not only to help improve service projects, whether implemented by Rotary clubs or nonprofits, but also to tell stronger stories about ways to improve the lives of the less fortunate. Investing more in evaluation seems to be a win-win for nonprofits as well as service clubs. And for Rotary as a whole, as I mentioned it in a previous series of posts on this blog, focusing more on partnerships, innovation, and evaluation seems key to achieve larger impacts.
Rotary is about fellowship and service work. How do we increase the impact of our service work in order to achieve higher impact in our communities while also fostering fellowship among Rotarians and others committed to making a difference in the life of the less fortunate? One potential response is the concept of the pro bono Rotarian or Rotaractor.
In my (limited) experience, many clubs engage in service projects that do not really build on the professional expertise of their members. Beautifying a school before the start of the school year, serving food for the homeless, helping in the renovation of a house for a vulnerable family, distributing dictionaries to third graders, or even joining a polio vaccination drive for a short period of time are all worthwhile activities. Such activities should continue and they often enable many members in a club to be involved in the service projects of the club.
But these one-shot activities typically do not build on the expertise that Rotarians have developed over many years in their professional career. In addition to traditional (local) service projects, Rotarians should probably also engage in more extensive pro bono work, for example to provide advice to nonprofits as consultants would. While the term pro bono is often associated with free legal advise, pro bono work can be done in many other areas, building on a wide range of expertise that volunteers may have. The value of the volunteer time that Rotarians would allocate to pro bono consulting could be very high for local nonprofits, with potentially larger beneficial impacts for communities than is the case with traditional projects. Again, the idea is not to pitch one form of service work against another, but to expand on what clubs currently do in their service work.
Importantly, I believe that a pro bono consulting model may also be beneficial for fellowship among Rotarians. While for some issues faced by nonprofits pro bono consulting can be done effectively in a short period of time, for more complex issues analyzing the challenges faced by a nonprofit and suggesting a solution takes a few months. For these challenges, pro bono consulting is typically done by a small team of 3-5 volunteers who commit to dedicating a bit of their time for several months in order to provide in-depth professional and free advice to local nonprofits. As Rotarians work together on such pro bono projects, stronger fellowship and friendships will emerge, and the vitality of clubs will improve as well. The pro bono Rotarian concept can really be a win-win for local nonprofits, Rotary clubs, and the communities we serve.
This coming Rotary year, I will help my club explore in a systematic way pro bono consulting opportunities with local nonprofits in our area (Washington, DC). You will hear more about this in coming weeks and months through this blog. We will start small, and we will assess the value of our pro bono work along the way. But we hope that the idea will grow and strengthen our club, as well as other clubs that may adopt this model.
If you would like to move in this direction in your club as well or if you would like to discuss similar ideas you may have, don’t hesitate to comment on this blog or to send me if you prefer a private email through the Contact Me page. I will be happy to help if I can, and I look forward to learning from you if you have already adopted a pro bono consulting model in your own Rotary or Rotaract club.
If you want to provide more opportunities to girls, you shouldn’t only provide them with an education – you also need to change perceptions of gender roles so that, when they grow up, girls can (among other things) fully contribute to the household’s livelihood. To achieve this, combining education with interventions for entrepreneurship and employment is the right way to go. This messages emerges not only from impact evaluations, but also from experiences on the ground and case studies of non-governmental organizations.
In celebration of International Women’s Day, Deepa Willingham, a Rotarian and the founder of a program called Promise of Assurance to Children Everywhere or PACE, participated in a World Bank event on March 8 about inspiring women who made a difference in the world through innovative programs in the areas of education and health.
PACE is educating girls ages three to twenty-three in a village in West Bengal, India. The school started and remains small, with a total of about 350 girls enrolled since 2003. But retention rates are at 90 percent and almost 100 girls have now completed primary school. The schools currently admits 25 students each year, well below the demand as the school receives 100 applications each year. Admission is need-based in order to give priority to the most disadvantaged families.
What I find especially interesting is the fact that, based on community feedback, PACE has started to help women in the village find decent work through various initiatives. To help expand employment opportunities in the village, PACE is providing literacy and vocational training courses for women, many of whom go on to craft jewelry products sold locally and in the US thanks to a micro-loan.
Additional income generating activities include planting 10,000 fruit bearing trees and providing cycle-vans. Recently, an organic garden was initiated on the school’s grounds as a training facility for local farmers. PACE has also been actively upgrading water and sanitation facilities by installing 35 tube wells and 400 sanitation units. Without safe water at home, deworming children in the school did not work as well.
Deepa explained to me that when the project started, family incomes in the village were extremely low. There are signs that this has changed for the families that have benefited from the NGO’s programs, with many families making three to four times more than what they used to bring in (according to the families’ applications for their children to enroll in the school).
The attitudes of fathers towards their daughters have changed, as measured for example by their presence during the school’s cultural activities. Also, in the past many newborn girls in the village did not get birth certificates. This is changing simply because an official birth certificate is required for admission in the school.
Is the project cost effective? The cost for the package of services provided to girls is $375 and paid mostly through grants and other resources raised by the NGO. This package of services includes not only schooling (following a board approved curriculum), two meals per day, school supplies and uniforms, access to health care as needed, and after school enrichment programs in music, art, theater, yoga and life-skills training.
How does this compare to public schools? This is not an easy question to answer, because of complex funding by federal, state, and municipal governments for basic services as well as complementary programs (such as school meals for example). Estimates from various studies can be found through a rapid search on the web. It seems that overall PACE’s programs may be more costly than a typical public school, and also more costly than the programs implemented by low cost private schools. But the range of services provided by PACE is clearly broader, and quality is likely to be (much) higher.
As for PACE’s services for women, their cost is estimated at $175 per year. This includes the cost of the adult literacy program for reading, writing in Bengali, and accounting, as well as the vocational training program for jewelry making and tailoring.
On the occasion of International Women’s Day, at least two important lessons emerge from PACE. The first lesson is that we can learn from the experience of NGOs like PACE on how to combine multiple interventions – in education, but also in vocational training and basic health, in order to make a larger impact in the life of girls by changing attitudes towards gender roles. The second, and most important lesson is that beyond the important role of the state that we often emphasize in development work, committed individuals such as Deepa can truly make a difference in the life of girls and women.
A recording of the event at the World Bank in celebration of International Women’s Day will soon be available here in case you could not watch it online on March 8.
This post is adapted with minor changes from a post published on March 8 on the World Bank’s Education for Global Development blog.
On March 8, in celebration of International Women’s Day, World Bank Live will feature a discussion with inspiring Rotarians who have made a difference in the world. Hosted and sponsored by the World Bank Group Staff Association, the session will illustrate the power of women to change the world and improve the lives of the less fortunate through innovative and impactful projects in the areas of education and health.
The event will take place from 2 PM to 3 PM in the World Bank Preston Auditorium in Washington DC. The event will also be streamed online, so you can watch from wherever you are. Please do not hesitate to share this blog post with friends and other Rotarians who might be interested in this event, and maybe even ask you Club or District leaders to spread the word. This promises to be a great event.
What Is World Bank Live and How Do I Connect?
The World Bank Group aims to eradicate extreme poverty within a generation by 2030. It consists of five organizations: (1) the International Bank for Reconstruction and Development which lends to governments of middle-income and creditworthy low-income countries; (2) the International Development Association which provides interest-free loans and grants to governments of the poorest countries; (3) the International Finance Corporation which finances investment, mobilizes capital in international financial markets, and provides advisory services to businesses and governments; (4) the Multilateral Investment Guarantee Agency which offers political risk insurance (guarantees) to investors and lenders; and finally (5) the International Centre for Settlement of Investment Disputes which provides international facilities for conciliation and arbitration of investment disputes.
World Bank Live is the web streaming platform used by the World Bank Group to enable citizens worldwide to participate in high level events online. The platform enables viewers not only to follow the event, but also to post comments online as part of an interactive discussion. In order to connect to the March 8 event “Inspiring Women of Action: A Celebration of International Women’s Day”, simply click here.
Who Will Be the Speakers?
Three speakers will be featured.
Marion Bunch is the Chief Executive Officer of the Rotarian Action Group Rotarians for Family Health & AIDS Prevention. Marion has received numerous awards on behalf of her work for AIDS, and considers herself a mother who represents the face of AIDS because she started her work after losing her son to the disease in 1994. One of her signature programs has been the organization of Family Health Days in several developing countries where families receive free consultations and health care.
Jennifer Jones is the President and CEO of Media Street Productions Inc., a television production company. She is also a Director on Rotary International’s global board. Through Rotary, she has successfully transferred her professional skills into her volunteer life including several Rotary missions where she has created documentaries and taught journalism and ethics classes in Brazil, Tanzania and Haiti. She has also participated in Rotaplast medical missions in Venezuela and Peru.
Deepa Willingham is also a Rotarian and the Founder and Chair of Promise of Assurance to Children Everywhere (PACE). Born and raised in India, Deepa worked in the United States, and then returned to India. PACE Universal is an organization dedicated nurturing the educational, health, nutritional, social and cultural development of girls in impoverished areas of India and other parts of the world.
The panelists will be introduced by Daniel Sellen, the Chair of the World Bank Group Staff Association. Daniel has been in the World Bank for twenty years, the last twelve of which based in Delhi, Abidjan, and Bogotá. He is the proud father of two daughters, who give him extra reason to celebrate International Women’s Day.
The event is organized by a team led by Eva Ruby de Leon, Christian Bergara, and Clara Montanez.
May I Attend the Event in Person if I Live near Washington, DC?
If you are watching the event online, no registration is needed.
If you would like to attend in person, limited seating is available. To attend in person, unless you are a World Bank staff, spouse, or retiree, you need to register ahead of time so that a security pass can be prepared for you. To register for the event in person, please click here.
We hope many of you will be able to attend in person if you are in the area, or watch the event online. Please don’t hesitate to send me an email through the Contact Me page of this blog if you have any question.
Growing local economies requires many different ingredients, but one of the most important ones is a skilled workforce, especially among youth. Skills tend to be acquired through the education system. As part of a series on increasing Rotary’s impact through partnerships, innovation, and evaluation, this brief tells the story of an innovative program in Washington, DC that is improving writing skills for high school seniors in public schools and preparing them for college in part with support from Rotary.
The United States benefitted for decades from one of the most skilled workforce in the world, but there are concerns that this is not the case anymore. Within the US, the District of Columbia has been struggling and often ranks at the bottom of the National Assessment of Educational Progress league tables. There are many reasons for the poor performance of the District. In spite of major improvements in economic development in the last decade, a substantial share of its population remains poor, and poverty is one of the main drivers of poor performance in school. But some programs are helping.
One World Education
One World Education (OWEd) trains teachers and helps students improve their writing skills, and think about their college options at the same time. OWEd was created in 2006 by two teachers, Eric Goldstein and Emily Chiariello, who taught at one of the charter schools in Washington, DC. Their idea was to use students’ reflective writing as the foundation for what was discussed in the classroom. The model proved successful as students became more engaged and, in turn, started to develop better research, writing, and analytical thinking skills. The non-profit was launched in 2007 and has been growing. OWEd recently signed an agreement with DCPS (District of Columbia Public Schools) to expand its programs in all public high schools in the city. As a result, OWEd has become the largest nonprofit program operating in the District’s public schools.
The program focuses on writing skills and is adapted to various grades. For example, the Grade 12 program helps students analyze, research, write argumentative essays, and lead presentations about the college and career issues that await them after graduation. It includes a comprehensive seven week coaching period. Essays written by students can serve as their Senior Project. Selected student essays are published on OWEd’s website, providing recognition for students and creating a cycle of peer-to-peer learning.
More generally, for all grades where the program is implemented (Grades 8, 10, and 12), students and teachers can access a number of resources provided by OWED, including the following:
Common Core Aligned Lesson Plans: All lesson plans are created by teachers, for teachers, and are aligned to multiple research, writing, and presentation Common Core State Standards. Lessons are accompanied by rubrics for teacher evaluations and peer-to-peer reviews;
Student Writer’s Notebook: the notebook leads students to analyze exemplary, peer-authored essays before guiding them through researching, outlining, drafting, and revising their own argumentative essays.
Student and Educator Portals: Students and teachers will have access to easy-to-access lesson plans, rubrics, research sources, and related resources for teachers and students are available online.
Evaluating Program Impacts
Randomized controlled trials have not yet been implemented to assess the impact of the programs run by One World Education, but other data suggests that the program is having an impact. Specifically, evaluations by students and faculty at American University and George Washington University suggest gains in writing quality and self-confidence for students that have participated in OWEd’s programs.
In order to assess gains in the quality of the writing of participants, a sample of students participating in the program take a writing test before the start of the program and at the end of the program. The test is graded by university professors. Results suggest important gains after program participation.
Feedback from teachers – and more importantly students who have participated in the program is positive. For example, in the 2014 DCPS Grade 10 evaluation by students, participants reported improvements in terms of their ability to make a claim (87 percent); Provide research to support a claim (87 percent); Write (85 percent); Research information (84 percent); Analyze research (84 percent); Create an outline (79 percent); Create a draft (78 percent); Establish a research plan (75 percent); and Revise their essay (75 percent).
These and other positive evaluations of the program in partnership with two local universities have been a key factor in the agreement reached by OWEd with DCPS to substantially expand the program in grades 9, 10, and 12. All public high school students in the District in those grades will now have the opportunity to participate in the program.
How Has Rotary Helped?
Rotarians from the Rotary Club of Capitol Hill in Washington, DC, have supported the project in various ways. The club has donated funds to, and volunteered with, OWEd for several years. In 2015-16 the club’s donation will be matched with a district grant using so-called district designated funds from the Rotary Foundation.
Each year student essays are assessed by a panel of judges at a College and Career Writer’s Challenge each year. This enables students to learn how to make an argumentative pitch to a panel. One student from each school is eligible to earn a college or vocational training scholarship, and every participating school can nominate a number of seniors to participate in the event. Rotary club and district grants will allow OWEd to provide small scholarships for college to 10 students who have written especially good essays thanks to the program.
In addition, Rotarians have participated in OWEd’s programs in a number of volunteering capacities, including as judges for the essay competitions taking place at the College and Career Writer’s Challenge.
In supporting OWEd, Rotary builds on the benefits from partnerships, innovation, and evaluation. OWEd itself has partnered with District of Columbia Public Schools to substantially expand the reach of its program. The program is innovative in the way writing skills for students are being developed using a range of different resources and mechanisms. Evaluations of OWEd’s programs have shown that the programs generate measurable gains in middle and high school students’ writing skills, and in their self-confidence. The program not only improved the student’s writing, but it also helps in preparing them for college and career-level writing.
For Rotarians, OWEd’s programs have also offered unique opportunities to personally support students from disadvantaged backgrounds by contributing in the programs in various ways. This had been done through donations, but also through volunteering.
This post is the first in a series on increasing the impact of Rotary. The series will feature case studies of great service projects that have achieved larger impact through partnerships, innovation, and evaluation. The hope is that the case studies will encourage clubs and districts to think bigger in their service work. The series will cover each of the areas of focus of the Rotary Foundation, as well as polio.
Service work through volunteering or projects is at the heart of what Rotary is all about. Membership surveys suggest that the main reason why members join and remain in Rotary is the opportunity to serve (see my recent book on Rotary). Fellowship and networking are also very important, but service is first.
Rotary is a fairly decentralized organization with at its core the Rotary club. Rotarians come in many shapes and forms, beliefs and passions. There is amazing diversity in the types of service work that Rotarians engage in. This is a strength as members choose to contribute to the causes they are most passionate about.
Most of the service work that Rotarians engage in is done through volunteering, not through service projects that benefit from financial support from the Rotary Foundation (TRF). In adition, many projects implemented with TRF support are small and based on local opportunities identified by clubs. These projects may not rely on partnerships, they may not be especially innovative, and they may not be evaluated in depth. As long as it is clear to clubs and local communities that the projects are helpful, a lack of partnership, innovation or evaluation is not necessarily a major drawback. One straitjacket does not fit all in Rotary.
At the same time however, if Rotary is to have a larger impact globally, there is also a need to put together more and larger projects that do rely on partnerships, are innovative, and are monitored and evaluated properly.
Partnerships help to implement larger projects and benefit from the expertise of organizations that are among the best in their field. Partnerships may also generate visibility and media coverage for Rotary (polio is the best example). Partnerships have a cost since effort is required for collaborations to work. But if partnerships deliver scale, expertise, or visibility, gains outweigh the costs.
Innovation is even more important than partnerships to achieve larger impact and discover better ways to serve communities. Without innovation, the contribution of TRF is a drop in the development assistance bucket. TRF does have a respectable size, but in comparison to development funding, it is very small.
Total annual giving by the foundation represents less than half a percent of what the World Bank provides in development assistance every year, and this is just one of a number of development agencies. But if Rotary experiments and innovates, pilots that prove successful can be scaled up by other organizations with deeper pockets, thereby achieving larger impact.
Without serious monitoring and evaluation, innovation does not help much because impact on the ground must first be demonstrated at the pilot stage for a promising intervention to be scaled up. Innovation and evaluation are like twins: they work best as a pair. Evaluation is also needed for Rotary to learn internally from both successes and mistakes.
All three ingredients ̶ partnerships, innovation, and evaluation, can help increase the impact of Rotary’s service work. In order to encourage clubs and districts to move in that direction, this series will show how partnerships, innovation, and evaluation can be harnessed to serve Rotary’s mission of service above self.
The series will tell the story of projects in each of the areas of focus of TRF: promoting peace, fighting disease, providing clean water, saving mothers and children, supporting education, growing local economies, and eradicating polio.
You will learn about an innovative financing mechanism for polio eradication; an award winning project reducing under five mortality in Mali; a program that is transforming teaching and learning in Nepali classrooms; a project to save the life of mothers and children in Nigeria; a program to invest in the writing skills of disadvantaged youth in the United States; projects and initiatives to improve access to water and sanitation in Uganda; and the work done by Rotary with Peace Centers.
All these projects are in one way or another innovative. They all leverage partnerships. And virtually all build on solid monitoring and evaluation mechanisms. Hopefully, the series will give you additional insights into some of the great projects that clubs and districts are implementing around the world.
Please do not hesitate to send me an email through the Contact Me page of this blog if you believe other projects should be featured (perhaps in another series), and feel free to post comments on the projects that you find particularly inspiring.
Established in September 2007, OLE (Open Learning Exchange) Nepal has pioneered the integration of technology in classroom teaching-learning process. OLE Nepal partnered with Nepal’s Department of Education to launch laptop-based integrated learning initiative in 2008, and has gradually expanded the program to more schools over the years. It has also designed and developed digital learning materials, trained teachers to use them to enhance student learning, and set up appropriate infrastructure in schools to enable learning using technology.
On August 4, 2015 at 12:30 PM (EST), Rabi Karmacharya will present at the World Bank a seminar/webinar on Learning from Pilots and Scaling Up: Integrating Technology in Classrooms in Nepal. Rabi will discuss successes and challenges in implementing OLE’s programs from their pilot phases to scaling up.
Rabi is a social entrepreneur who helped launch OLE Nepal with the vision to use technology to improve the quality of primary education in Nepal’s public schools, and to transform the way children learn through engagement, exploration and experimentation. He has extensive experience in technological innovation and management, and a conviction that young educated Nepalis have a critical role to play in nation building.
Prior to launching OLE Nepal in 2007, he headed HimalayanTechies, one of the first successful software outsourcing companies that he co-founded in Nepal in 2001. He currently serves as the Chair of the company’s Board of Directors. Rabi holds M.Eng and B.Sc. Degrees in Electrical Engineering & Computer Science from the Massachusetts Institute of Technology (MIT). He worked at 3Com Corporation in Santa Clara, California for three years as design engineer prior to his return to Nepal. Rabi is Asia Society’s Asia 21 Young Leader (2010) and Asia 21 Fellow (2011). He is also an active Rotarian from the Rotary club of Kathmandu Mid Town.
The seminar/webinar will be held at the World Bank “G” building (701 18th Street, NW, Washington D.C.) in room J7-044, It will be accessible remotely through WebEx (please send me an email through the Contact Me page if you would like to get the web link). If you live in the Washington DC area and would like to attend this seminar in person, please let me know as well through the Contact Me page. Light Lunch will be served.
This seminar and webinar is sponsored by the Education Global Practice at the World Bank, the Global Partnership for Education, and the Rotary Club of Capitol Hill that is helping to put together a global Rotary grant to expand OLE’s digital library program.
Interact is a vital and growing part of the Rotary family. Globally, Rotary Intenational estimates that Interact membership may be close to reaching 400,000. At the same time, we know relatively little about who the members are, why they join, and what they do. In addition, because Interactors are high school students and thereby minors, Rotary International does not maintain an individual level database of Interactors as it does for Rotary and Rotaract.
In order to learn more about what Interactors do, I launched as Interact chair for my District an online survey. The survey will help us understand better what motivates Interactors, what they focus on, and what they would like to have support for. I would like to invite all Interactors – including those in other Districts, to fill the survey. Responses are strictly anonymous as the survey does not ask respondents to identify themselves or provide contact info. The survey is in English, but if there is demand to translate it in other languages, I will be happy to consider that – just let me know through the Contact Me page of this blog.
If you are a Rotarian adviser for an Interact club, or an Interact chair for a District, please encourage Interactors to fill the survey. The link for the survey is: https://www.surveymonkey.com/s/ZBF9CDX. (If you read this from Rotary District 7620, please do not use the link above as we have a separate link for that District; send me an email through the Contact Me page and I will give you that link).
If you have questions, again, please send me an email through the Contact Me page of this blog. If we get enough responses, I will be happy to tabulate results from the survey for specific geographic areas if that is useful to you. Note that while the survey does not ask about the Rotary District to which Interactors belong (many Interactors probably do not know the answer), the questionnaire asks about country/state location, so we will be able to look at data by geographic area.
Please, spread the word about the survey so that we get a good number of responses and provide a meaningful analysis. The main results of the analysis will be shared through this blog so that we can all learn from the responses.