Oct 2: Webinar on Conducting Impact Evaluations by MEDA Maroc

WEDNESDAY, 2 OCTOBER 2013, 15:00 UTC

Register NOW! 

The YEN Marketplace Presents:
Webinar, Lessons on Implementing Impact Evaluations by MEDA Maroc

Do you know how your supporters are assessing the success of your project?
Why impact evaluations matter.

Conducting an impact evaluation, a method commonly used by policy makers to assess the net impact of a project is essential to securing a project's external support. The simplicity of the "What Works?" question belies the complexity of project measurement. It is necessary to know not only what works, but why it works and by how much.

The webinar will take the participants through the step-by-step process of designing and carrying out an impact evaluation on the ground.  It will focus on the experience of MEDA Maroc with the impact evaluation of its "100 Hours to Success program". The training, composed of modules on life skills, entrepreneurship and financial education, targets Moroccan youth aged between 15 and 25 in hopes of helping them secure a job or start a business. Since 2009, MEDA Maroc has trained 11,000 youth through this program.

About MEDA Maroc
Launched in January 2009 by NGO MEDA, MEDA Maroc's objective is to increase access for Moroccan and Egyptian youths to financial services, vocational training and education to better prepare them for the labour market and business environment.

About YEN Marketplace (www.yenmarketplace.org)

The Marketplace targets practitioners working on youth employment and young entrepreneurs. It will establish an online space where stakeholders can come to share knowledge, form new partnerships, and exchange ideas, resources and advice. Not only does the Marketplace provide a platform for exchange and coordination within the youth employment community, it also provides valuable resources such as funding competitions and an online webinar series. The Marketplace is driven by the needs of its users and will evolve based on their changing demands and priorities

Blog Action Day 2013: Human Rights

Blog Action Day 2013: Human Rights

October 16th is Blog Action Day, the one day of the year where thousands of bloggers can work together to focus on one important global topic, and help raise awareness and money for charities and social causes. 2013 is the fourth year running that Kabissa has participated as a Blog Action Day network partner. This year's theme HUMAN RIGHTS is very relevant to Africa and the communities served by Kabissa members. 

As in years past, we enthusiastically encourage everyone blogging from and about Africa, on Kabissa and on your own blogs and websites, to join in and be a part of Blog Action Day. We will do our best to help spread the word about the issues and causes you write about via the Kabissa blog and social networks. 

Read on to learn how Blog Action Day works, prepare for blogging on Kabissa, and get information about this year's HUMAN RIGHTS theme. 

Join New Tactics conversation series on building awareness: September to November

Educating individuals and communities about human rights issues is critical to generate interest and involvement in human rights movements. From September to November, New Tactics will be dedicatinga series of conversations to this important theme: Building Awareness. We believe that by having three discussions around this theme will help you, the community, dig deeper into your tactic-exploration, reflection and exchange. We want you to take away practical information, new allies and concrete ideas to move your human rights work forward. Here's our plan:

In the meantime, explore the community-created resources we already have on building awareness and get ready to share your own experiences, questions, challenges and ideas over the next three months. If you are interested in helping to lead any of these conversations, please contact us!

Tactics and Resources for Combating Militarisation

In June, we hosted a fantastic conversation with War Resisters International (WRI) on Tactics for Combating Militarisation. A summary of that discussion is now available on the conversation page in both English and Spanish (thanks to our summer intern, Deanna). Thank you to all the conversation leaders who contributed to this resource and a special thank you to Javier Gárate and Hannah Brockof WRI who facilitated the discussion!

Updates from the New Tactics Team

Thank you to everyone who participated in our August conversation on Powerful Persuasion: Combating traditional practices that violate human rights. I especially want to thank our conversation leaders: Amy Fairbairn of Tostan, David Adam of the Orchid Project, Vanessa Stevens-Downie and Victor Sande Anerios of the Child Rights International Network, Madhu of Vimochana Forum for Women's Rights and Safeer Ullah Khan of Bedari. We're working on summarizing the discussion and we'll let you know when that is posted on the conversation page. Thank you for contributing to this fantastic resource!

-- Kristin Antin, New Tactics Online Community Builder

Relaunching the Africa Roundtable event series and introducing the new events team!

Rebeka TeshomeMy name is Rebeka Teshome and I am a proud African, to be more specific, Ethiopian. I currently live in Nairobi, Kenya. I always wanted to be part of a community that contributes to a better Africa. I searched and found Kabissa and I am excited to be part of it. I am Kabissa event coordinator, a job I share with my colleague, Ana Miruna Graur.

Ana Miruna GraurAna and I form a great team. Both of us are friends of Africa and we are like minded, although we are collaborating remotely through the Internet and come from different nations (she is Romanian). We are both very eager and excited to see our first roundtable event taking place this month.

The Africa Roundtable is an initiative of Kabissa which started in March 2012 with the aim to bring together people with a mutual interest in Africa for networking and learning from featured speakers.

Africa Roundtable September 2013 presents you Change Makers and Youth Development in Africa by David Ndiwanyu from African Achievers Awards (AfIA) and the use of technology in rural areas of West Africa (Mali, Senegal) and the plan to expand it to other African countries by Viola Krebs from ICVolunteers (ICV).  

We hope you will join us for this exciting online event! Participation is free but we do ask for an optional $10 donation to help contribute to Kabissa's modest operating costs. Please click here to register

For up to date info about the roundtable and to subscribe to our mailing list, see the Africa Roundtable page at http://www.africaroundtable.org. Still have questions? Don't hesitate to contact  us at [email protected]

Somali coastal community affected by serious problems of piracy and illegal fishing of foreign trawlers,

Somali coastal community affected by serious problems of piracy and illegal fishing of foreign trawlers, Domestic fresh fish consumption is limited to coastal areas because of poor infrastructure, which has restricted access to fish for a large portion of the population. Somalia’s fisheries sector lacks key equipment such as jetties and fishing boats.

The underlying inequality of MOOCs (Massive Open Online Courses)

Chairs stacked on desksAnybody who has been paying any small amount of attention to educational headlines in the past few years will be well rehearsed in the proposed benefits of MOOCs. A cursory online search will provide you with endless news articles, blog posts, TED talks and accompanying comments that cite the reasons why MOOCs, enabling global access to Ivy League-standard education, are the biggest thing to shake up education in the United States, if not the world. However, repetition does not establish truth, and unsubstantiated claims should be treated with suspicion.

By Alicia Mitchell

In a recent opinion piece written for the Observer, Anant Agarwal, president of leading MOOC provider edX, claimed that “anyone with an Internet connection can have access” to higher education. “MOOCs = access” is a concept that needs to be interrogated carefully: it cannot just be assumed that because something exists and because it is ‘free’, it is equally accessible to all people. There are a variety of mitigating factors that limit access to MOOCs, many of which are the same as those that also exclude disadvantaged groups from traditional educational models and stem from financial, geographical and educational disparity.In practical terms, sustained participation in a MOOC requires a set of resources and infrastructure that is a privilege, as many of us, including Agarwal, often forget. A reliable electricity supply, frequent and uninterrupted access to a device capable of going online and playing video and sound, and a secure, unrestricted Internet connection are essential starting blocks – as is a safe and comfortable space in which to learn. A recently published paper on the experiences of learners using non-personal computers to access online learning resources in Sri Lanka found that local telecentres often restricted access to high-bandwidth sites, such as YouTube, which often form a core part of MOOC resources.

Limited access to these practical resources is not just an issue in the developing world. There are many groups within OECD countries which are equally disadvantaged by the ‘digital divide’, be it those in temporary or communal accommodation, the elderly, rural communities, those reliant on welfare or those living on low incomes. Additional issues arise for those with disabilities, including visual and hearing impairment, who may require specialised technologies to make use of any online learning application.

Even with all these elements in place, there are further barriers to overcome before access is available to all. Firstly, time, or a lack thereof, is a big reason why many people do not pursue online learning, regardless of their situation. Long working hours, multiple jobs, travel time to and from work and caring for children and other dependants are all things that limit the chances to dedicate time, even a few hours a week, to learning, especially for people in low-wage jobs, residents of rural areas and women.

Secondly, there is the issue of learning skills and foundational knowledge. In July of this year, San Jose State University (SJSU) announced that it was suspending some of its online courses due to high failure rates in the final exams. Amongst the resulting blogging maelstrom, the university was keen to point out that the failure rates were the result of a variety of contributing factors, not least the life-situations of the learners that the online model had brought the course in contact with. “It is important to note that at the outset, SJSU made a commitment to working with ‘at risk’ students – many from disadvantaged economic backgrounds; high school students; and students of our own who had struggled with the curriculum (including many who had failed remedial math courses in the past). Without question, these and other factors significantly affect student performance outcomes.”

This is a key concern. The students that failed this course faced many more problems in their education than merely lack of access. Melonie Fullick, a PhD candidate at York University, Canada, and a specialist on post-secondary education, sums up the issue in a recent article: “People need to learn how to learn – they need some basic level of education and the ability to study. Students from disadvantaged backgrounds often lack this (or they wouldn’t be disadvantaged).”

A “basic level of education and the ability to study” spans everything from essential literacy and numeracy to self-motivation, being able to pursue independent research and practice of writing academic papers. Learners without these skills, let alone the foundation knowledge required to follow a university level course, will no doubt struggle to remain engaged.

This would not be such an issue if proponents of MOOCs did not continually insist that these courses have the potential to be all things to all people. Anant Agarwal’s claim that “MOOCs make education borderless, gender-blind, race-blind, class-blind and bank account-blind”, as he wrote in his Observer piece, is patently untrue and belies his own privileged position. The danger is that these claims can go unchecked, leading to a situation in which those with a responsibility to ensuring that access to education really is increased start believing that MOOCs are the answer they have been looking for.

How to use GlobalGiving's Story Analysis Tool

Last month I posted a link to GlobalGiving's new Story Analysis Tool and the opportunity for a one-on-one call to show you the tool. We have now posted a blog post on global giving that can walk you through the tool and show you its features. 

The Story Analysis tool is our newest effort in developing feedback loops through our Storytelling project (http://www.globalgiving.org/stories/).  The tool offers a simple user interface that provides actionable answers to your organization. The tool can be used to examine trends concerning your location, theme, or organization itself. From this information you can gain insights the root causes of problems you are trying to solve in each community and provide valuable evidence in grant writing.

Check out a new blog post on GlobalGiving that gives an in-depth look at the new tool! Click here.

The Minister of Defense for the Federal Government of Somalia has signed a contract with The Atlantic Marine and Offshore Group

The Minister of Defense for the Federal Government of Somalia has signed a contract with The Atlantic Marine and Offshore Group to deliver structure, assets and services in order to develop an effective and sustainable Coast Guard in Somalia.

Instituting a Coast Guard is essential for the establishment of the rule of law within Somali waters and the Exclusive Economic Zone (EEZ). This contract clearly contributes to the stability and economic recovery of Somalia and is supporting the Country’s Six Pillar Policy.

List of Funding/Training Opportunities

Last month I wrote a post about an opportunity to use our Story Analysis Tool. This month I am interested to see which grant and training opportunities interest organizations like yours. Here's a form with links to100 funding and training opportunities that may interest you. 
 
The form has checkboxes next to each grant/training opportunity and links to their websites. I would greatly appreciate if you helped me with my research by checking the boxes for which opportunities interest you and entering your email address at the bottom. 
 

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