Third International Conference on Colombia in Bogota

The third gathering of the International Conference on Colombia is taking place today in Bogota. This conference, established in 2003 at the suggestion of the United Kingdom, aims to create a space for open dialogue between the Colombian government and civil society. This year's conference brings together fifty seven international delegates from 34 countries to discuss humanitarian issues, including poverty, illegal drugs, and the international humanitarian crisis taking place in Colombia.

In anticipation of this conference, earlier in the week I received a report from Refugees International that outlines three key measures recommended to improve conditions of Colombia's internally displaced people. Refugees International will present these recommendations to delegates during the conference.

According to the United Nations, displacement in Colombia remains the largest humanitarian crisis in the Western Hemisphere. For over four decades, millions of Colombians have been forcibly displaced because of violence and conflict. While all of Colombian society is affected, displacement is mainly hitting campesino, indigenous and Afro-Colombian communities living in rural areas. Cities are often the final destination of the displaced, who search for safety through anonymity. Upon arrival the displaced face the grim prospect of being unemployed and becoming dependents on outside assistance. Their future is often one of destitution.

In its December 2007 report, "Striving for Better Days: Improving the Lives of Internally Displaced People in Colombia", Refugees International urges the Government of Colombia to take three concrete steps to address the humanitarian crisis of internal displacement in the country. One of these three steps is a call for the Government of Colombia, "to create durable and sustainable livelihoods for displaced communites". This recommendation especially resonates with me since it ties in with my research of how international organizations can most effectively serve and assist Colombia's internal refugees.

Another interesting point that caught my attention in the report is a comment by Refugees International that, "some of the current handout and welfare-based programs carried out by the [Colombian] government are not financially sustainable, and risk quashing the self-initiative of the displaced."

I know from my research on social enterprises, that financial sustainability and self-empowerment are critical for a project's success. Delancey Street Foundation in San Francisco, one of the most successful residential drug rehabilitation programs in the United States, provides a strong example: its success is a result of financial sustainability derived from its seven for-profit businesses, as well as a "staff" made up entirely by the residents it exists to help.

In its report, Refugees International suggests that

"The government of Colombia should redesign programs to invest in income generating activities and vocational training courses to provide skills required by the urban labor market. And, [international] donors must evaluate current interventions in skill training and income generation to offer sustainable livelihoods for displaced households."

When you teach someone to fish, rather than giving a hand-out, you empower them and give them back their dignity. With the millions of displaced people in Colombia, the only sustainable way to improve conditions and to alleviate dependence on outside assistance in the long run is to teach the displaced how to fish.

A vocational training/business model like Delancey Street, combined with access to technology, would greatly benefit internally displaced people in Colombia and provide them with the tools and knowledge needed to play a more active role in an urban, globalized economy.

Aside from this, it seems evident that the only other way to assist displaced people in Colombia is to focus also on the root cause of why they are being displaced in the first place. But I'll save - that - topic for another post.

Today's international conference in Bogota is a positive step, since it keeps Colombia's often overlooked humanitarian crisis of internal refugees on the world's stage.

Streetside Stories in San Francisco

Tonight I went to a "Tell It Like It Is" introductory presentation given by the wonderful staff at Streetside Stories in San Francisco, California.

Wow, this team has it together! Their presentation was engaging, very well-organized, and informative. I had the sense that the six storytelling programs they run must be equally excellent.

So, what did I learn? Some interesting statistics, for starters. For example, in the city of Oakland, California, just across the bay from the city of San Francisco - a span of just a few miles, Streetside reports that the high school graduation rate is about 50%. I was shocked. The most affluent country in the world, in one of the most advanced and affluent regions in this affluent country, and the graduation rate is only 50%? Wow.

"What is the major reason why students drop out of school?", the director of Streetside asked those of us in attendance. I tossed out the guess that maybe it is because kids come from broken families. Others in tonight's audience suggested that maybe kids drop out as a result of drugs or violence in their community. Well, according to Streetside, studies show that the main reason kids stop going to school is because they are not engaged, they do not connect at school.

When I think about the times as a child that I did not want to go to school, I can understand how not feeling connected could lead to a child opting out of school. In my case, on the few occasions that I did not want to go to school, my parents made me go, so I went.

How ironic though, to think that while some kids here in the United States are given the gift of education and choose not to accept it, other kids in developing countries dream of the opportunity to attend school and go through much hardship to make education a reality. Why is this?

Another interesting thing I learned tonight is that although many studies reveal the importance of an arts education, one of the unintended consequences of the "No Child Left Behind (NCLB)" law has been a slow stripping of art, or anything else that "smacks of extracurricular", from the school day. This is ironic, since statistics on arts education demonstrate that the arts can help to solve many aspects of the underachievement that NCLB seeks to address.

For example, young people who participate in the arts for at least three hours on three days each week through at least one full year are:

• 4 times more likely to be recognized for academic achievement
• 3 times more likely to be elected to class office within their schools
• 4 times more likely to participate in a math and science fair
• 3 times more likely to win an award for school attendance
• 4 times more likely to win an award for writing an essay or poem
• 4 times more likely to perform community service compared to their peers

In addition, from a vocational preparation standpoint, studies show that an arts education:

• builds a school climate of high expectation, discipline, and academic rigor that attracts businesses relocating to the community.
• strengthens problem-solving and critical thinking skills
• helps students develop a sense of craftsmanship, quality task performance, and goal-setting—skills needed to succeed in business.
• can help troubled youth, providing an alternative to destructive behavior
• provides another opportunity for parental, community, and business involvement with schools.
• helps all students develop more appreciation and understanding of the world around them.
• helps students develop a positive work ethic and pride in a job well done.
  (Business Circle for Arts Education in Oklahoma, "Arts at the Core of Learning 1999 Initiative")

Thankfully, local arts organizations such as Streetside Stories are providing arts education to youth in our community schools. Through the power of storytelling, Streetside Stories provides an outlet for young people's voices to be heard. Their programs foster educational equity, provide an avenue for self-expression, and build community, literacy, and art skills. And it is these critical thinking, literacy, writing, and technology skills that can be leveraged as marketable job skills when students in the program graduate and search for employment or launch their own endeavors in the business world.

What a great program!

Give One, Get One Laptop. And Get a Tax Deduction. And Get Free T-Mobile Hotspot Access. Wow!

The idea of a gift that keeps on giving comes to mind when I think about the "Give One Get One" program from One Laptop Per Child which begins today, November 12th.

This program provides an opportunity for people in the United States and Canada to buy one "XO laptop" for the child in their life, and also donate a laptop to a child in a developing nation, all for $400.

The mission of One Laptop Per Child (OLPC) is to empower the children of developing countries to learn by providing one connected laptop to every school-age child. In order to accomplish their goal, they need people who believe in what they are doing and who want to help make education for the world’s children a priority, not a privilege. The "Give One Get One" program is one way to help OLPC reach their goal of sending more laptops to children in developing countries. This program, which runs for two weeks, starts on November 12th and ends on November 26th, 2007.

The icing on the cake is that as you help children in developing countries stay connected, educated, and enlightened - T-Mobile wants to support you by keeping you connected to those who matter most to you.

That's right - OLPC has partnered with T-Mobile on this fantastic program as well. So, you get a laptop, give a laptop to a child in a developing country, receive a tax-deduction for your "donation" ... and you also get one year of complimentary T-Mobile HotSpot access.

T-Mobile HotSpot broadband Internet service is available at more than 8,500 locations throughout the United States. Your complimentary year of service is valued at more than $350, and you can use any Wi-Fi-enabled device, such as your laptop computer or a Wi-Fi-enabled mobile phone, to stay connected the way you prefer.

Fantastic!

Namibia: Entrepreneurship, Education & Emerging Economies

"The secret of building successful nations is not natural resources, but highly developed human resources, which change dead assets into productive resources and enrich the nation with the necessary productivity and efficiency. These are the wealth creators."

- a leading entrepreneur in Namibia

I read a very interesting article today, "Namibia: Entrepreneurship in Emerging Economies" about the correlation between entrepreneurship and economic well-being worldwide. The take-home points I gained from this article are: 1.) countries need to encourage and develop people to become entrepreneurs; and 2.) countries must create an environment where it is easy to start a business.

The World Bank released its "Doing Business 2007" report which shows the ease of starting a business in 178 different countries around the world. Predictably, it is easier to set up shop in higher income countries than in lower income ones. Africa is a particularly difficult place to start a business. The World Bank report details the various measures used to determine "ease of business". Licensing and regulations make up a large part of this measure.

Changing the regulations so that it is easier for people to start a business makes sense, for political and economical reasons. With a stronger economy, a more stable political environment usually emerges.

Beyond changing licensing regulations, it seems that one of the most effective ways to achieve positive change is through education, by developing people's minds and people's skills. In this way, people will be equipped with the tools, knowledge, and ingenuity to help solve their own problems.

I think this is why I am so interested in technology. I realize technology is not a be-all-end-all for every problem on earth, but it offers unprecedented access to information, knowledge, and networks of people. And with these resources, it is exciting to imagine how technology can help to accelerate human development.

But is focus on technology and entrepreneurship enough? What about focus on developing social entrepreneurs, in particular? Developing people who not only care about their personal well-being but also about the value their work can bring to their communities?

This, I believe, is one of the real keys to building a successful, and sustainable, nation: to leverage all the resources that technology offers, while at the same time developing social entrepreneurs who work to bring value to their communities in a way that is financially, socially, and environmentally sustainable.

"Ashesi"

If there is anything you can do, or dream you can, begin it. Boldness has genius, power and magic in it. Begin it now.

Johann Wolfgang von Goethe

I heard about Ashesi Univeristy in Ghana several years ago in Seattle when I met one of the university's co-founders, Nina Marini, at a World Affairs Council event. At that time, I was amazed to learn that a few individuals could start a university. The building of an institution like this seemed to me to be something that only big institutional investors and well-established organizations could pull off. So it really left an impression on me to learn that a small team of committed individuals could create such positive social change.

"Ashesi", now celebrating its fifth year anniversary, has provided young Africans with rich academic, social, and cultural experiences. This year Ashesi welcomed the Class of 2011, which is comprised of 42% women and 58% men. Five percent of this class come from other countries in Africa, including: Guinea, Nigeria, Zimbabwe, Gambia, and the Ivory Coast. One of its key measures of success includes an impressive report that 97% of Ashesi's Class of 2006 were employed within three months of graduation.

Ashesi's founder, Patrick Awuaha, first read Goethe words (above) at a time when he was still questioning whether to pursue such an ambitious project. Encouraged by Goethe's words, he began by conducting a feasibility study of his idea with help from his team of fellow MBA candidates from University of California Berkeley. Clarifying the risks and issues at hand helped Awuah shed his reservations. One day he realized that he had lost his hesitation and had become very committed to this project.

"Ashesi", which means "beginning" in Akan, a native Ghanaian language, provides a new beginning for every student who comes to Ashesi. Its mission is to build an institution that reinvents itself to fit the changing needs of society, and which grows by replicating itself throughout Ghana and Africa.

One of the keys for Ashesi's success has been its collaborative partnerships. The business plan for Ashesi was devised through a partnership with the Clausen Center at the University of California, Berkeley. Its curriculum was designed in collaboration with faculty at Swarthmore College, University of California at Berkeley, and University of Washington. An international study abroad program was created in collaboration with New York University. An African dance and music course was created in collaboration with the Noyam Institute in Accra. The Fulbright program has created the opportunity for visiting faculty from the United States to strengthen and plan the expansion of academic life at Ashesi.

Through these partnerships, as well as through those with the local business community, Ashesi provides youth with a quality education and serves as a bridge between academic life and vocational placement.

“The students of Ashesi have an incredible edge over their friends in other universities.” Rolland Djan Jr., the HR Manager of Ecobank.

Patrick Awuah and his team confirm that if there is anything you can do, or dream, begin it. Ashesi University is a result of the commitment and dedication of a small group of individuals, exemplifying exactly what U.S. anthropologist Margaret Mead was talking about when she stated,

Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it's the only thing that ever has.
Margaret Mead

Please visit Ashesi University for more information.

International Day for the Eradication of Poverty - 17 October

"We will have time to reach the Millennium Development Goals – worldwide and in most, or even all, individual countries – but only if we break with business as usual.

We cannot win overnight. Success will require sustained action across the entire decade between now and the deadline. It takes time to train the teachers, nurses and engineers; to build the roads, schools and hospitals; to grow the small and large businesses able to create the jobs and income needed. So we must start now. And we must more than double global development assistance over the next few years. Nothing less will help to achieve the Goals."

Kofi. A. Annan, Secretary-General of the United Nations

Today - October 17th - is International Day for the Eradication of Poverty, as declared by the UN General Assembly.

The observance of the International Day for the Eradication of Poverty can be traced back to October 17th, 1987. On that day, over a hundred thousand people gathered at the Trocadéro in Paris, where the Universal Declaration of Human Rights was signed in 1948, to honour the victims of extreme poverty, violence and hunger. They proclaimed that poverty is a violation of human rights and affirmed the need to come together to ensure that these rights are respected.

A tipping point in this movement seems to have occurred in September 2000, when during the Millennium Summitt world leaders from 191 nations agreed to an ambitious agenda for reducing poverty, promoting education, and improving lives. The eight Millennium Development Goals (MDGs) resulted from this meeting, with each goal having its own time-bound and quantified targets to measure social, economic, and environmental progress. The deadline to achieve these goals is 2015.

Among the MDGs are two goals in particular which are at the heart of what this blog is about: education, opportunities for youth, and technology.

MDG goal number two addresses universal primary education. The measurable target is: to ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling.

MDG goal number eight is focused on developing a global partnership for development. One of the targets for this goal is the creation of employment opportunities for youth. Another target is access to new technologies, especially information and communication technologies (ICT).

So ... here we are in 2007, the half-way point to the 2015 deadline. What have we accomplished so far?

According to the United Nations Development Program, global progress has been made but the gains are uneven and too slow in many parts of the world. In addition, there are huge disparities across and within countries. UN Statistics reports that,

• 100,000,000 children are out of school each year


• 2 out of 3 children who are out of school are Girls


• 1 out of 4 children in developing countries does not complete five years of basic education


• there are about 1,000,000,000 (yes, one billion) illiterate adults; this is 1/6 of the world's population

Last year I saw an excellent documentary at the World Affairs Council in San Francisco that exposed just how much of a challenge it still is for many children around the world to complete primary education, as a result of living in poverty.

The film "Back to School", produced by PBS Wide Angle in New York City, profiled seven children in seven countries - Afghanistan, Benin, Brazil, India, Japan, Kenya, and Romania - as they started their first year of school in 2003. Then, in 2006, the film crew returned to visit these children to see how they were doing.

The situations faced by these children are representative of the societies in which they live. By profiling these children, therefore, Wide Angle puts a human face on this issue and shows how much progress had been made so far and how much further we need to go to reach Millennium Development Goal number two.

In the film, we see that about half of the kids profiled are already struggling three years later to continue their education. Economic challenges are the primary obstacle to the children's ability to continue their studies.

According to UN Statistics, in all developing regions, the evidence is the same: children from the richest 20% of households are three times more likely to be in school than children from the poorest 20% of households. Similarly, children with educated mothers are more than twice as likely to be in school as children of mothers with no formal education. The lowest levels of attendance are found among indigenous peoples and other minority groups. Reaching these groups is the greatest challenge to achieving universal primary education.

Education is food for the mind; it is a basic human right. I believe MDG number two is a goal we can achieve but only, as Kofi Annan asserts, only if we break with business as usual, embrace a sustained effort, and take action right now.

With over 100 million children worldwide out of school, time on the clock is ticking to reach these kids and meet the MDGs by the 2015 deadline.

For ideas on how to contribute to help achieve this goal, please visit ONE.

One Laptop Per Child

After years of development and discussion, the One Laptop Per Child educational project spearheaded by MIT Media Labs founder, Nicholas Negroponte, is taking off. :)

When I first saw this photo of a classroom of Nigerian kids, each with their own laptop, it completely made me smile. It's an image of hope, and demonstrates that some dreams can come true. It's a recent photo of the One Laptop Per Nigerian Child project. How remarkable to imagine that kids in Nigeria are among the first worldwide to benefit from this global project which puts laptops in the hands of low-income kids - giving them the opportunity to tap into their own potential, learn to learn, and gain access to a world of knowledge.

I love this project.

As noted in the OLPC mission statement, "most of the nearly two–billion children in the developing world are inadequately educated, or receive no education at all. One in three does not complete the fifth grade."

By equipping kids with tools like OLPC, they gain access to knowledge and an opportunity for education, which in turn can help them help themselves and their families out of the cycle of poverty.

For two weeks in mid-November, people in the United States can buy one in a "Give One Get One" purchase strategy. For $400, you can buy one for yourself and give one to a child in a developing country.

These laptops are durable, waterproof, and dust-resistant. They are not easily damaged and have a screen that can be viewed in sunlight. They possess a camera so that kids can take photos and post them online. The model is called the "XO".

I saw a first-hand demonstration of this laptop last week at a networking event hosted by Craigslist Foundation in San Francisco. The "XO" is a simple machine. It's offered in the color green now but I understand it will be available in the colors of each country's national flag or soccer team.

Oh, this is one of the best parts! The "XO" is designed so that it can be maintained by the kids themselves. There is no hard drive - just an AMD processor. Is power a problem? Not for the "XO" since it can be powered by a special hand crank or with an inexpensive solar-powered screen. It runs on Linux open source software. Genius. :)

Finally, the "XO" has a lot of basic functions that are important for connecting kids with their peers in the classroom and with people worldwide. Since it was designed for kids in developing countries, it may not have all the bells and whistles - but - it has its fair share, including: access to the internet, video, music, and online books. Also, you can even view the screen in the sunlight, thanks to a special dual monitor for indoor and outdoor use. And it comes loaded with e-books to serve as a mini-library as well. It's amazing.

I enjoyed playing with the "XO", checking out its features, and imagining the many ways that kids worldwide can apply the knowledge and skills they gain to help themselves.

For a video demonstration of OLPC, check out this One Laptop Per Child demonstration. :)

Rodrigo Baggio: Committee for the Democratization of Information Technology (CDI) on CNN Principal Voices

Rodrigo Baggio, founder of Committee for the Democratization of Information Technology (CDI), is AMAZING!

Rodrigo is an inspirational example of how one person can make a big difference in the lives of many. His success with CDI demonstrates the importance of dreaming big, and is a testament to the power of following one's passion.

Founded in 1995, CDI is an international non-profit dedicated to bridging the digital divide by providing computer training to youth who live in favelas and low-income communities.

Interestingly, CDI recognizes that access to computers and the Internet alone is not sufficient. So, in 965 CDI schools operating in 19 Brazilian states and eight other countries, students are taught how to use information technology to enhance their abilities to think critically and creatively, to analyze political and social reality, and to generate jobs and business opportunities.

According to Principal Voices, recent studies show how difficult digital inclusion will be. In Brazil alone, fewer than 16% of households own computers and a mere 12.2% of them have access to the Internet. The vast majority of computer technology is concentrated in just three regions (the federal capital, the south, and southeast) according to a 2004 study of 183 nations by the International Telecommunications Union.

Brazil placed a lowly 65th in Internet connectivity, trailing Chile, Uruguay, Argentina, Costa Rica and Mexico. The high cost of personal computers, poor computer training in the classroom and inconsistent public policies are the main reasons why middle and lower income Brazilians are still outsiders in the modern information society.

CDI targets this under-served demographic group.

Results?

1. CDI has trained almost one million at-risk children in computer and internet skills.

2. CDI has established an initial network comprised of more than 200 self-managed computer schools in the urban slums of 17 Brazilian states.

3. CDI programs have expanded to other countries, including Mexico, Colombia, Uruguay, and Argentina.

4. Each year, CDI trains approximately 28,000 new students.

Rodrigo's organization is helping students who might otherwise have turned to drug trafficking or violence. CDI provides the tools youth need to develop job skills, as well as self-respect and self-reliance.

I love this story about CDI. It is a wonderful example of using technology to educate and empower youth. Equally important, CDI is a powerful example for each of us to dream big, believe in our dreams, and take the first step to making our dreams a reality. Because like CDI, mostly all successful organizations start from humble beginnings; they grow one step at a time only under the care of a passionate, committed leader like Rodrigo Baggio.

:-)

Empresarios por la Educacion: Business for Education

I’ve been doing more research on Colombia again. It’s a geographic interest I developed many years ago when I met some new Colombian friends while living in Seattle. My Colombian friends are so much fun, they've infected me with their warmth, big hearts, and fun sense of humor. I finally had a chance last spring to visit Colombia myself. I fell in love with the country and the people.

Colombia is a beautiful country, rich in culture and history, with festive music, tropical delicious fruits, access to both the Pacific and the Caribbean, and with a varied topography. Famous rock stars such as Shakira, Juanes, Carlos Vives are from Colombia. And the famous painter of roly poly people and objects, Fernando Botero, is Colombian. Charming colonial cities like Cartagena now attract cruise ships and tourists. Bogota is modern, with a web of bike trails throughout the city. The overall literacy rate in Colombia is high - something like 90%+ according to UN statistics.

At the same time, Colombia has experienced a tragic 40-year internal civil war. The conflict has resulted in 3 million internally displaced refugees. Many children have fallen out of the school system as a result of the need to flee the violence.

My ongoing interest in Colombia leads me to research as much as I can about organizations that are working to address the issues of education for Colombia's internal refugees. Tonight I learned about a wonderful organization called the Genesis Foundation. This foundation has developed a program called “Empresarios por la Educacion”, or “Business people for Education”, which channels support from the business sector to support basic and middle education in Colombia. In 2007 this organization plans to give almost $2 million to fund education in Colombia. Wonderful!

Education and Human Rights

This blog is about education, technology, social entrepreneurs, and international development.

Article 26 of the United Nations Declaration of Human Rights states:

"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit."

The question is, in places around the world where teachers, teaching materials, and information are scarce, how do you provide quality education? And, if access to higher education is based on merit - children who, because of circumstance, did not have an opportunity to receive elementary education are left out. How can those children demonstrate "merit" if they did not receive elementary education in the first place?

For children growing up in poverty, education is the only way to improve their future opportunities. Technology and education go hand in hand since the internet provides access to information, knowledge, and distance learning resources.

According to Internet World Stats, only 1.13b people in a world population of 6.6b use the internet. The challenge is to get the remaining 5/6 of the world's population connected so that they too can take part in the global economy. World change starts with education, which technology can help facilitate.

This blog focuses on education, technology, social entrepreneurs, and development. Specifically, we explore the ways technology is being leveraged to facilitate and create educational and business opportunities in the United States, Latin America, Brasil, developing countries, and inner cities worldwide.