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The NBDCK (National Book Development Council of Kenya) project aims to raise reading outcomes by offering extracurricular reading opportunities to public school children in the Kisii area of western Kenya. This is a micro level incremental innovation which originally included comparison to a control group, but this is no longer the case. Grade six students ('mentors') are trained to read with grade 1 and 2 students ('buddies') during informal small group sessions supervised by teachers trained to this end.
This research, driven in partnership by the British Council and the German Academic Exchange Service (DAAD), looks at the reasons why some national governments invest in supporting outward mobility scholarship programmes. The study aims to improve our understanding of why governments sponsor these programmes; how they are designed, administered, and funded; who participates and where they study; and what impact the programmes are having.
The report contains detailed case studies of 11 countries and their approaches to national outward mobility scholarship programmes, with comparative case study analysis and recommendations for countries looking to establish or develop outward mobility scholarship programmes.
UN Environment Programme (UNEP);
Human life depends on the benefits the ocean provides for health, well-being and economic growth. But we are using the ocean's resources faster than they can naturally recover. There is a widening gap between the declining health of the ocean and the growing demand for its benefits. Securing healthy oceans and coasts to contribute to sustainable development requires widespread changes in how we manage our activities in and around coastal and marine areas. The need for change is clear as the impacts of over-exploitation, pollution, coastal development and climate change on oceans and coasts become increasingly visible.
Marine protected areas offer one of the best options for maintaining or restoring the health of ocean and coastal ecosystems, particularly when they form part of holistic policy and integrated management systems.
Strong governance that influences human behaviour and reduces impacts on marine and coastal ecosystems is essential for marine protected areas to be truly effective. This Guide provides evidence-based advice on how to use the governance of marine protected areas to promote conservation and share sustainable marine resources. It has been developed using 34 marine protected area case studies from around the world. It provides a governance framework and highlights key issues in order to address specific governance situations.
The Sustainable Development Goals and targets on oceans recognize the need to combine biodiversity conservation and sustainable use, with a clear role for people and the equitable sharing of costs and benefits.
The Guide shows how integrated governance can combine the roles of national governments, local communities, and market schemes to enhance the effectiveness of marine protected areas. There is no "one size fits all" solution. This guidance therefore provides a flexible approach to governance that can be relevant to any marine protected area.
The case studies used in the Guide cover a variety of marine protected area types, including no-take, multiple-use, small, large, remote, private, government-led, decentralized and community-led protected areas. They highlight different governance approaches, challenges faced, and solutions implemented to achieve conservation objectives. Further details can be found in the Case Study Compendium that supports the guide.
Global in scope, the guide recognizes the essential aspects of gender, class and ethnicity-related equality as fundamental factors to achieving sustainable development goals and delivering effective and equitable governance of marine protected areas.
People who can benefit from this Guide include planners, decision-makers and practitioners engaged in marine protected area development and implementation, or those who have a general interest in protected area governance.
Ultimately, governing the oceans in a sustainable way could see marine protected areas as a driver - not a limit - for the vital economic and social benefits that we derive from the global ocean.
Across the news industry, organizations large and small, commercial and nonprofit, single issue and daily news are experimenting with "engagement": Audience engagement, engaged journalism, engagement editors and specialists, engaging for trust, and the list goes on. But what is engagement? Why are organizations experimenting with engagement, and to what effect? We set out to answer these questions through a four month research project where we surveyed the field to identify the practices organizations consider to be "engaged journalism," an inclusive practice that prioritizes the information needs and wants of the community members it serves, creates collaborative space for the audience in all aspects of the journalistic process, and is dedicated to building and preserving trusting relationships between journalists and the public. We then dove deep into four very different organizations to learn not only what they do, but why they engage with communities, as well as how they know if their strategies are having an impact.
When I was City Council President, I was invited by the Jessie Ball duPont Fund to an Asset Building Conference, where I joined a team of colleagues from Jacksonville. We were challenged to set a bold goal around poverty in our community. We decided that our goal had to be big – we chose 1,000 people – and our goal had to have a time limit – we chose 1,000 days and that is how 1,000 in 1,000 was born.
I assumed that this initiative would be like most, where a group comes up with some great ideas, but then we get back home our good intentions wither. But Team Jacksonville was different. We completed research on the latest learnings on poverty, including literature reviews and national site visits. We ran pilots, working with 100 families over 3 years, to determine what specific strategies were the most powerful for building assets.
We learned from the families directly. They told us that their top goal was to provide a better life for their children than their own. They wanted a job that paid a living wage and were willing to work for it, but needed child care and reliable transportation to get to job training. They emphasized the need for life management skills, including goal setting, budgeting, parenting andinterpersonal skills. Families were frank that many of them had a past criminal arrest or conviction, but for relatively minor offenses that were still classified as a felony, such as bouncing a check or driving with a suspended license.
Poverty is everyone's problem. I am justifiably proud of our community for examining poverty through the magnifying glass of our collective vision.
Action Change Transform (ACT);
Experiences of working with grassroots peace structures to address electoral conflicts and violence in Kenya.
In 2012, the Galt Joint Union Elementary School District (GJUESD) in Galt, California was selected as one of 16 districts in the United States that received a federal Race to the Top-District grant to improve student learning through a districtwide initiative focused on personalized learning (PL) for students and educators. Located in California's San Joaquin Valley, Galt has a diverse population of approximately 3,900 students.
To implement the four-year initiative, the district made profound, coordinated changes to district, school, classroom, and out-of-school policies and practices. The efforts coalesced as a unique and integrated strengths-based PL model designed to support every student's strengths, aspirations, and individual learning needs.
PL, broadly defined, is a system of instructional practices that take into account individual students' needs and goals. This report describes:
A PL model developed by GJUESD
The gradual implementation of the model over a 4-year period
The results of an impact study focused on measuring its effectiveness
The study used longitudinal student achievement data from district students, along with data from a matched virtual comparison group — that is, a group created using a national database from a widely used assessment vendor — to measure the effect of the intervention on students in the areas of mathematics, reading, and language usage.
Hong Kong Jockey Club Charities Trust;
Surveys have shown that more than half the city's schoolchildren have not received any swimming lessons before they start primary school, and around one in six can still not swim by the time they reach secondary level.
Long committed to helping Hong Kong people enjoy a better quality of life, and to working with community partners to address some of the city's social concerns, the Club's Charities Trust decided in 2016 to take a proactive approach to this issue. It committed funding of HK$61.42 million to launch an 18-month Jockey Club learn-to Swim Programme for Primary Students in partnership with the Hong Kong Amateur Swimming Association (HKASA), Ocen Park and The University of Hong Kong, incorporating innovative elements to give parents an added incentive to enroll their children.
Hong Kong Jockey Club Charities Trust;
In recent years, there has been a dramatic rise in the number of people diagnosed with Autism Spectrum Disorder ("ASD") around the globe, including in Hong Kong. ASD is an umbrella term for a group of developmental disabilities characterized by significant social, communication and behavioral challenges, covering a wide array of skills and levels of disability within the "spectrum". Most Hong Kong students with ASD attend mainstream schools, presenting a number of challenges to their families and schools. Without widespread awareness and thorough understanding of ASD, students with ASD may be viewed as undisciplined in the classroom and struggle to get along with their peers.
In response to this formidable challenge, The Hong Kong Jockey Club Charities Trust initiated the "JC A-Connect: Jockey Club Autism Support Network" in 2015, a three-year, HK$167 million programme designed to enhance support for Hong Kong students with ASD.
Hong Kong Jockey Club Charities Trust;
CLAP, which stands for "Career and Life Adventure Planning", takes an integrated approach and aims to support youth through the journey from engagement and self-understanding to career exploration and planning. The Programme leverages innovation and technology to transform CLP service delivery in schools and the community. It also recognises the importance of the external environment, and takes a collaborative approach involving different stakeholders including parents, employers, Government, schools, and community organisations.
USAID Learning Lab;
Sanitation behavior change is a notoriously complex intervention. In the harsh, remote environment of the Ethiopian lowlands, this is particularly so. Community-Led Total Sanitation and Hygiene (CLTSH) interventions, while successful in Ethiopia's densely populated highland areas, have never been implemented at scale in the lowlands. We learned that in these communities, dominated by (semi-) pastoralist groups, that the operating conditions for effective, sustained behavior change are highly variable. A Collaborating, Learning and Adapting (CLA) approach helped the program team define, pivot and re-design activities that addressed project effectiveness.
Our experience is drawn from the USAID/Ethiopia-funded Lowland Water, Sanitation, and Hygiene (WASH) Activity that works to accelerate access to improved WASH in three rural lowland regions: Afar, Somali, and Southern Nations, Nationalities, and Peoples (SNNP). Mid-activity data review highlighted several disappointing results that prompted a program team rethink. With both the implementing team and USAID/Ethiopia interested in critical feedback to adapt their approaches, USAID Lowland WASH Activity adopted the CLA framework to address these challenges. Utilizing pause and reflect, strategic collaboration, adaptive management and M&E for learning, an intentional CLA process allowed for a virtuous cycle of learning to occur.
While still too early to determine the full effect of the CLA approach on development outcomes, encouraging results have emerged. A stronger set of 'performance envelope' criteria allowed for better targeting and sustainable CLTSH interventions; adaptation of the communication strategy led to effective storytelling practices in local languages, and project insights led to the refinement of Open Defecation Free (ODF) certification in Somali to a more manageable village- instead of Kebele-level definition.