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!

"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.

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.

:-)