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that is exactly why we do it #creatingmagic through capoeira, and really making inroads in terms of life education and skills that girls and entire communities can own and move forward with independently. Something like this is only possible because we are all in it together - thanks Noemie for your awesome support.

A new approach.

Our innovation accesses hard to reach children in emergency situations and deal with trauma related behaviours at an individual and community level. This psychosocial support measurably improves girls' ability to learn in formal learning environments.

Extrapolating from academic research and based upon our own data we know that cultural and sports activities can: rewire neural pathways; or help people have a structured, normalized environment creating an enabling environment for learning.

The training/mentoring and support is designed through dialogue with the Changemaker about what they want and need for their projects, coupled with our framework.

To deliver training, data collection and analysis, management, investment in technology, research and development, governance financial management, a potential stipend, we estimate $1,200 per Changemaker per month. Each Fellow would reach at least 50 children, train up 2 assistant trainers who are able to launch and run their own classes creating a domino effect. Financial modelling shows efficiencies increase as more Changemakers come onto the programme.

We are also riding the wave of a highly mobile workforce to support Users through our network model.  

We have early fundraising strategies in place.

Two years is long: This reflects the realities of flux people live through in emergency situations. The model is also network based so benefitting Users outside of a linear approach to time constrained projects. We envision a purpose driven community of Changemakers as part of ensuring deep impact and sustainability.

Not that many overhead costs. Our network model eliminates the need for administrative infrastructure in every country of operation. Our financial modelling, and cost benefit analysis shows that there is increased efficiency (rate of return) as we grow.

INGO partnerships: Our local trainers have been approached or given jobs in the INGO sector. We are exploring ways of making our database searchable and available to international organizations who are looking for implementing staff.

Empowering girls: Gender equality is integral to how we design and is also a personal passion of the founders.

How is the training delivered? 
We have a working curriculum and methodology in place. We use partnerships locally, online with a person delivering the module, and face-to-face.

How resource intensive is the support provided over the two years?
Fellows need a dedicated mentor and/or manager, with efficiencies increasing as we take on more Users.

We have to be responsive, and empathetic to the many times chaotic nature of User’s lives.

In what ways will the project link to the local education system? 
Projects run as part of education outreach activities or directly as part of education activities such as in Refugee Camp situations where the local education system is not accessible. Projects can also be part of local education systems as a part of the sport curriculum, and as a way of supporting psychosocial needs for ‘problem’ children – We support Changemakers to develop inroads.

Does the training explicitly provide ways to utilise skills developed in the project at school?

Yes. Changemakers support students make positive behaviour choices including placing value upon education and actively working to deal with issues such as child labour, early marriage, alongside mental health issues and signs of abuse. Respecting and enabling a community to take control of its own agenda and learning is an intrinsic part of our innovation.

How you will evaluate the impact, or do you have any data (quantitative or qualitative) about its impact on people? 

Tools include remote monitoring (technology based), face-to-face in order to collect, analyse and learn from both qualitative and quantitative data. We have revised our impact measurement tools over the years, and these continue to go through a process of iteration. We also conducted original research analyzing impact in partnership with the University of East London.

We are trialing a web integration (through tech partnerships) to allow for real time data, both qualitative (pictures, stories, as part of the instragram generation!) and quantitative to be posted through our platform.

We have a working toolbox in place.

How do you drive educational outcomes?

To drive educational outcomes we focus on the psychosocial needs of young people whose ability to learn and benefit from an education system is stopped because of their traumatic experiences and circumstances. Our model is an integrated approach accounting for the interdependent nature of challenges faced by users in emergency situations.

Educational outcomes are further supported through the acquisition of soft skills such as critical thinking which are essential in a world where technology is disrupting traditional skills required for jobs.

In terms of recruitment and dependent on context, roadblocks we've encountered include: working with candidates who may never have applied for anything before in terms of a (formal) recruitment process; who do not have emergency/development sector language or concepts to articulate what they are doing; who may have difficulty uploading/downloading of certain materials because of security issues or lack of access to relevant technology; who may view the Award based on an ‘aid dependency’ mindset; language issues. Our process has to be a design that facilitates Awardees to win the Fellowship; understand what that means on both sides of the relationship, and enable ownership of that Fellowship over the longer term.

We are really excited about tracking our impact through a solution that geo stamps/time stamps data input, is accessible in real time, and the fact that we can roll this out remotely. We partnered with a tech company to develop data collection solutions for the particular contexts that we work in. Such use of remote data collection apps suddenly changes what is possible and allow an innovation like the grassroots fellowship award to be possible. Even so, we have also learned that whilst technology can be an amazing solution provider, it can only ever be a part of a solution. An eco-system of data collection and analysis is needed to truly understand impact. We are also exploring how to use media that is already being used by Fellows, such as social media, as part of formal data collection.