Jul 25, 2014 (08:30am to 10:30am)
In August, the Department for International Development (DFID) will publish a new evidence paper exploring the relationship between education technology, teaching and learning in low and lower-middle income countries. Based on a review of over 80 studies, this paper aims to inform governments, NGOs, donors, the private sector and schools about how to use technology in schools by learning from the evidence.
This essay is a sequel to the case titled “Kiva and the Birth of Person-to-Person Microfinance,” published by the author in Innovations (Winter/Spring 2007). Started by the author, Jessica Jackley Flannery and Moses Onyango in 2005, Kiva is an online lending platform that allows individuals in the developed world to loan to small businesspeople in the developing world. Kiva operates in the microfinance space and works with a growing network of microfinance institutions (MFIs) in more than 40 countries.
Matt Flannery started Kiva in 2005 with his wife, Jessica. Kiva is an online lending platform that allows individuals in the developed world to loan to small business people in the developing world. Kiva operates in the microfinance space and works with a growing network of microfinance institutions (MFIs) in more than thirty countries. Their MFI partners post the profiles of their loan applicants to the website. Internet users in the United States, Canada, Europe, and beyond make small loans via PayPal to these businesses. The businesses pay the lenders back over a period of about a year.
A summary of findings by The Hartford on leadership among 18-31 year olds in American companies.
The survey gathered the views of more than 7,800 Millennials (those born in 1983 or later) who had a college or university degree and who were employed full-time. There were roughly 300 respondents each in 26 countries in North America, Western Europe, Latin America, and Asia-Pacific. The survey was conducted online from October 10 – November 11, 2013 and was compiled by Milward Brown.
The CASE Foundation, Achieve
The first four Millenial Impact Reports (2010 TO 2013) have given organizations, causes, leaders, fundraisers and individuals around the world better insight into the next generation of volunteers, donors and advocates. Since 2009, the Millennial Impact Project has focused on Millennials’ preferences when engaging with causes. By allowing Millennials to describe how they wish to give and help causes, organizations have been better able to reach them.
Throughout the first four years of the Millennial Impact Project, the following trends emerged and evolved:
The University of Chicago
While non-academic or “social-cognitive” skills are important predictors of student outcomes, schools (particularly secondary schools) devote little explicit attention to such skills after the first few grades–perhaps partly because of uncertainty about whether these types of skills are actually amenable to policy intervention. A randomized field experiment in the Chicago Public Schools assigned 2,740 disadvantaged males in grades 7-10 to one year of social-cognitive skill development through in-school and after-school programming, or to a control group.
World Bank Group, IYF
This report presents the findings of an impact evaluation conducted for the Ninaweza program in Kenya. The report discusses the effectiveness of this comprehensive employability skills program model, which focused on information and communication technologies and life skills training for young women living in Nairobi's informal settlements.
UNESCO Institute for Statistics, Center for Universal Education at Brookings
Motivated by the challenges of low learning levels and a global data gap on learning, 30 organizations have joined efforts through the Learning Metrics Task Force with the ultimate goal of improving learning experiences for children and youth around the world.