Take a look at the nine points listed below, and think about the various support programs for women entrepreneurs that you may be familiar with. Have you seen these factors before?
Ignore gender differences
Create curriculum around PowerPoint (Stand and deliver)
Emphasis on existing idea or opportunity
Use of big business examples
Use of industry standards
Reliance on banks as start-up funds
Primarily including male instructors and speakers
Assumptions about firm size
Assumptions about linearity of growth
This is a list of what NOT to do when designing and implementing successful support programs for women entrepreneurs, as suggested by Prof. Patricia Greene of Babson College at a recent presentation at the World Bank Group. Her seminar was the first in a series on "Women Entrepreneurs: A New Approach to Growth and Shared Prosperity."
Whatever the status and future of the iconicinitiative that has helped bring a few million green and white laptops to students in places like Uruguay, Peru and Rwanda, it is hard to argue that, ten years ago, when the idea was thrown out there, you heard a lot of people asking, ‘Why would you do such a thing?’ Ten years on, however, the idea of providing low cost computing devices like laptops and tablets to students is now (for better and/or for worse, depending on your perspective) part of the mainstream conversation in countries all around the world.
What do we know about the impact and results of initiatives
to provide computing devices to students
in middle and low income countries around the world?
On the sidelines of a high-level forum on Higher Education for Science, Technology and Innovation in Africa, the World Bank's Makhtar Diop, Vice President for its Africa Region, says we must increase the numbers of students in Africa graduating with degrees in science, technology and mathematics.
These are some of the views and reports relevant to our readers that caught our attention this week.
Digital technology means development is now happening outside the system
I recently spent an evening at the University of Sussex talking to students interested in a career in the international development and non-profit sectors. That might not sound particularly interesting at first, except that I've never had a job in either. There's a general assumption – and not an unreasonable one – that if you want a career helping solve some of the bigger challenges facing people and the planet that you reach out and volunteer, intern and work at some of the largest institutions taking on those problems. But there is another way. A few decades ago, if you wanted a career in development you'd have to be a teacher, doctor or build dams. The spread of the internet and the march of the mobile phone have changed all that. Now, anyone with a computer and internet connection can build an app in their bedroom that helps to improve the lives of millions of people around the world, or develop an idea which goes viral. And I speak from experience, developing text messaging platform FrontlineSMS a few years ago with little funding or resources, which now is driving thousands of social change projects in more than 170 countries.
Studies Show: People Want Democracy to Deliver the Goods
Does the average person consider governance when they think about the things that affect their everyday lives? In a new Overseas Development Institute (ODI) paper that assesses views on governance based on survey data from around the world, we find that they do. But governance has many aspects, and there are some that are more important to people than others. In general, people seem to be concerned first and foremost about state performance and the ability of governments to deliver on key needs and expectations in areas including economic management, growth stimulation, job creation, health, education, or a more equitable distribution of goods and services. Corruption is a central part of this story, since it has such a big impact on people's satisfaction with their governments and their perceptions of its performance overall.
Just before participating in the mid-term review mission of Higher Education for the Twenty-First Century (HETC) project in Sri Lanka in mid-February, 2014, I went to Galle, a southern fort city in Sri Lanka, for a day. Galle has been used as a trading port around the 14th century and later occupied by the Portuguese, Dutch, and British who developed Galle as a fort city. Walking around the city, I witnessed various relics from the colonial age, which made me want to learn more about their histories. Since there was no audio guide available, I wished there was a smart phone application explaining these historical buildings.
Unexpectedly, during the mission, I found such a mobile application being developed by University of Colombo School of Computing (UCSC)’s modeling and simulation group through a research and commercialization grant awarded by the HETC project. I became really excited about their project as my little wish in Galle just became true in less than a week.
New developments and curiosities from a changing global media landscape: People, Spaces, Deliberation brings trends and events to your attention that illustrate that tomorrow's media environment will look very different from today's, and will have little resemblance to yesterday's.
Last year I spent some time in Papua New Guinea (or PNG, as it is often called), where the World Bank is supporting a number of development projects, and has activities in both the ICT and education sectors. For reasons historical (PNG became an independent nation only in 1975, breaking off from Australia), economic (Australia's is by far PNG's largest export market) and geographical (the PNG capital, Port Moresby, lies about 500 miles from Cairns, across the Coral Sea), Australia provides a large amount of support to the education sector in Papua New Guinea, and I was particularly interested in learning lessons from the experiences of AusAid, the (now former) Australian donor agency.
For those who haven't been there: PNG is a truly fascinating place. It is technically a middle income country because of its great mineral wealth but, according to the Australian government, "Despite positive economic growth rates in recent years, PNG’s social indicators are among the worst in the Asia Pacific. Approximately 85 per cent of PNG’s mainly rural population is poor and an estimated 18 per cent of people are extremely poor. Many lack access to basic services or transport. Poverty, unemployment and poor governance contribute to serious law and order problems."
Among other things, PNG faces vexing (and in some instances, rather unique) circumstances related to remoteness (overland travel is often difficult and communities can be very isolated from each other as a result; air travel is often the only way to get form one place to another: with a landmass approximately that of California, PNG has 562 airports -- more, for example, than China, India or the Philippines!) and language (PNG is considered the most linguistically diverse country in the world, with over 800 (!) languages spoken). The PNG education system faces a wide range of challenges as a result. PNG ranks only 156th on the Human Development Index and has a literacy rate of less than 60%. As an overview from the Australian government notes,
"These include poor access to schools, low student retention rates and issues in the quality of education. It is often hard for children to go to school, particularly in the rural areas, because of distance from villages to schools, lack of transport, and cost of school fees. There are not enough schools or classrooms to take in all school-aged children, and often the standard of school buildings is very poor. For those children who do go to school, retention rates are low. Teacher quality and lack of required teaching and educational materials are ongoing issues."
If you believe that innovation often comes about in response to tackling great challenges, sometimes in response to scarcities of various sorts, Papua New Guinea is perhaps one place to put that belief to the test.
Given the many great challenges facing PNG's education sector,
its low current capacity to meet these challenges,
and the fact that 'business as usual' is not working,
while at the same time mobile phone use has been growing rapidly across society,
might ICTs, and specifically mobile phones,
offer new opportunities to help meet many long-standing, 'conventional' needs
in perhaps 'unconventional' ways?
A small research project called SMS Story has been exploring answers to this question.
When the concept of civil society took the international aid community by storm in the 1990s, many aid providers reveled in the alluring idea of civil society as a post-ideological, even post-political arena, a virtuous domain of nonpartisan organizations advancing a loosely defined notion of the public good. Funding civil society appealed as a way for aid providers to help shape the sociopolitical life of other countries without directly involving themselves in politics with a capital “P.” Power holders in aid-receiving countries, uncertain what to make of this fuss over civil society, were initially inclined to see it as a marginal enterprise populated by small, basically feckless groups of idealistic do-gooders.
Those days are long gone. Whether in Egypt, Turkey, Venezuela, or quite vividly in Ukraine during the final months of Yanukovych’s rule, a growing number of governments now treat the concept of civil society as a code word for powerful political subversives, usually assumed to be doing the bidding of the West. Power holders often fear NGOs more than they do opposition parties, seeing the former as nimble, technologically-savvy actors capable of activating sudden outbursts of mass protest.
In light of International Women’s Day coming up on March 8th, I would like to share some two inspiring stories of young women that I met in Sri Lanka. They showed incredible entrepreneurialism and innovation in integrating ICT skills in creative teaching and learning at a university.
The first woman that I met was a young Information Communications Technology (ICT) training teacher, Kamani Samarasinghe, from the University of the Visual & Performing Arts. She creatively taught her class (both regular university classes and distance learning classes) through integrating a career development course into an ICT skills development class, holding virtual training sessions connecting with professor Ramesh Sharma from Indira Gandhi National Open University, and leveraging various free open education resources into her training such as YouTube videos and free typing training courses like GoodTyping. She also creates various tutorial materials (how to search, how to use Google Drive, and etc) on Google Doc and share with students.
Sub-Saharan Africa is home to the world’s highest female entrepreneurial activity, according to the Global Entrepreneurship Monitor Women’s Report. Approximately 27% of African women are engaged in some form of entrepreneurial venture. Among these women is Kate Mahugu, cofounder of Shopsoko.com.