Thanks Kate! These contacts could be really useful.
In terms of other connections, we'd love to form relationships with more international universities to find more students to volunteer with their Ugandan peers. Geography is not particularly important for this, although English is required to communicate with Ugandan students. It would also be great to find other NGOs within Uganda who could provide technical expertise to students with ventures in their fields.
On feedback from students on the peace/prosperity bridge, our statistics on this aren't fantastic because we only adjusted our KAP surveying technique in January this year. So, whilst 94% of students identified themselves as global citizens and 56% said UniTED has contributed 'a lot' to this answer (31% said a little), we cannot give more concrete stats about their changing attitudes and practices, as well as prosperity, caused by UniTED at this time. When asked to list skills they had gained from UniTED, student mentioned: leadership, communication, time management, use of internet/skype, planning, proposal writing, critical thinking, administration, public speaking, handling finances, and teamwork. So qualitatively, we know our tutorials really are greatly benefiting students and their ventures; and now we are laying the foundations to make more quantitative measurements. In our August 2015 training camp for 100 students, 97% told us at the end of the week that they cared more about global issues.
On the rollout of the project over the next 3 years, I will attach our strategic plan for 2017-19. And write a summary in the iterations section above.
Thanks for all the feedback! Let me know if there are more improvements I can make.
Our plan is to train tutors to administer tutorials. However, these tutors require a wage asthe degree of expertise required meansthey need to be professionals. So, our current work is to demonstrate the effectiveness of the tutorials in incubating ventures and training young leaders so that we can attract grants to employ more tutors and reach more young people.
We have discussed e-learning in the past as something to think about, and linked a few students to online courses. However, our conclusions so far have been that not enough youths have access to tablets/internet to make them a core component of our work. Instead, we incorporate tools found on e-learning platforms (design thinking, lean start-up methodology, storytelling...) into our face-to-face tutorials. Whilst this may seem counter-intuitive, it is more cost-effective than providing students with tablets, more accessible to students unfamiliar with e-learning, and there is a great deal of added value with a personalised tutor dedicating their time to students (e.g. confidence, critical thinking, accessibility and applicability of toolkits).