Empowering Marginalized Youth via Enhanced Education (EMYEE)

In many countries, poverty, disabilities, ethnic minority groups, gender, location of schools, etc., still remain factors that keep children and adults from schools, posing yet another hurdle in furthering literacy.  Hence, the education imperative is to not only provide access to fostered learning environments but also to bridge the gap between acquisition of knowledge and their application to ensure that children learn effectively enough to be able to integrate into, benefit from, and contribute to the society they live in; thereby bridging the gap between education and literacy.


The strategy behind AF’s “Empowering Marginalized Youth via Enhanced Education” (EMYEE) Program, is to create an online learning platform for youth from different parts of developing nations and empower them with abilities to create independent, sustainable solutions that offer them potential for a secure future. 

The Program imparts English language, personality development and computer literacy skills, through curriculum customized by qualified AF volunteers. Along with gaining technical skills, our program also emphasizes cultivating expression and personal development. We provide peer-to- peer and adult mentoring relationships, to build self-efficacy, which leads to learners’ overall transformation. 

Pursuant with the UN’s Sustainable Development Goal 4 (SDG4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UN 2021) students in our classrooms are: 

            ✔  Encouraged to actively participate and collaborate with their classmates and teachers, and are augmented with a mentoring program, to enrich their learning experiences. 

            ✔  Motivated to express themselves in their own independent voice, with confidence that sans any insecurities they may have, in gaining an equal footing in all spheres of their lives, with peers in their societies.

The primary activities of our Program delivery consist of: 

            ●  Setting up technology infrastructure tailored to maximize student’s potential to learn 
and foster their unique learning style 

            ●  Instruction in practicing English as a Second Language (ESL)

            ●  Instruction in learning the proficient use of Information and Communication Technology (ICT)             

            ●  A reliable support system for every child’s personal development, by building 
student’s confidence and self-esteem, through storytelling, discussions, games, role- playing, and making opportunities available for them to interact with role models.

At AF, we bring modernized education to marginalized children and youth, ages 5 -18 in developing nations across the world.  

A means of providing education is the establishment of formal places of study such as schools and universities, and much has been accomplished in this respect by countries around the world. While education is the acquisition of knowledge, literacy is the holistic comprehension of such acquired knowledge. According to UNESCO: 

“Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.” 

With proven tools, the measurement of literacy rates is used to assess the level of education in a society. The true value of education, then, lies in improving literacy and the ability to peruse it for a better quality of living. There is abundant evidence that literacy positively impacts a society’s economic prosperity, community health, gender equality, conflict resolution, and leveling a variety of social disparities. For example, in a project called “Our World in Data” conducted by a British NGO, over the past three decades, GDP per capita has been considerably larger in literate countries. 

It is encouraging that there has been considerable growth in literacy in recent years“... all countries outside Africa (with the exception of Afghanistan) have literacy rates above 50%.”  This fact is supported by extensive research to provide statistical evidence on how literacy has improved every aspect of personal and socio-economic life.

There is a compelling need to provide education that maximizes long-term learning to those to who it is presently inaccessible. Equally important is the self-sustainability of these programs to ensure empowerment and continued enrichment of the communities that are served. We at AF are uniquely equipped to achieve this goal.

What differentiates us 

To achieve our objectives, we undertake mission trips and special projects to collaborate with locally based schools and grassroots organizations, which have a deep understanding of the community’s culture, and the aspirations of its people. We adapt our programs to suit these needs which helps them learn and develop at their own pace, in an environment and language that are most comfortable. 

Our volunteers are provided the opportunity to positively impact local communities and, in return, gain new skills, which makes for a mutually rewarding experience. We fully support our volunteers who take the initiative to expand the program outreach, using AF’s model in their own local communities. 

Such a strategy to immerse ourselves in the local communities gives us a distinct advantage in delivering on our promises, regardless of the challenges we may face. 

How we do it 

The three primary methods we practice for rendering & sustaining our services are: a) Innovative application of educational technology, b) Building & growing our volunteer base, c) Engaging with local communities for lasting impact 

Application of Technology 

Educational systems and curricula in many developing countries are often tailored to children with the highest learning levels. By using technologies strategically, it is possible to mold learning to each student, irrespective of where they are in their learning curve.

Computer Assisted Learning (CAL) tools 

By definition, CAL is:“.. the educating, learning, and interacting process facilitated through the use of computers.” 

While CAL cannot replace a live instructor, it has proven to be engaging and stimulating, when supplemented with in-person and online learning. CAL programs also increase assessment scores, indicative of improvement in learning outcomes. For example, in a study conducted by South Asia’s Poverty research center J-PAL, a computer- assisted learning (CAL) program in India, which used math software to allow students to learn at their own pace, found that it improve their scores by 1.55 SD per USD 100 spent. 

While significant positive impact was perceived in bringing technology to classrooms, it is also more costly. For example, an educator-based learning program called Balsakhi cost only USD 2.25 per student per year in comparison with its CAL version which cost USD 15.18 per student per year. 

Remote learning 

The World Bank, in their brief on how governments are using educational technologies to support remote learning, describe the effectiveness of the programs deployed by various countries worldwide to overcome challenges posed by COVID-19. In India, for example, several e-learning portals and apps were offered free by the government to facilitate remote learning with students when they were unable to attend school in person. There are also excellent learning platforms that are paid services, currently not affordable by the poor. 

At AF, we have adopted e-learning technologies as an effective means of reaching children in remote locations, where formal school infrastructure is unavailable, long before the pandemic. 

Expanding the Volunteer Base 

Volunteers are the foundation of our organization. It is imperative that we carefully select volunteers who speak the local language fluently and understand the local culture while teaching English. Our human resources team and team managers actively communicate requirements, study applications, conduct interviews, and hire qualified volunteers year-round, from all over the world. We are proud of this dynamic group and recognize that for effective use of this pool of human resources, it is necessary to have constantly evolving roles. 

Engaging local communities 

In our tried and tested processes & methods of serving children in communities, we have found involving the whole “village” results in sustainable, long term, resourceful solutions. We coordinate after school classes with local representatives who are a crucial link between the remotely placed teacher and the students. 

With these well-honed, successful methods we aspire to continue our altruistic services and create positive impact in marginalized communities.

With this proposal, we at Ann Foundation (AF), respectfully seek your support to help us in the continued delivery of technology infrastructure and innovative program design.  This in turn enables us to render humane, voluntary educational services across the globe, while better adapting to changes in strategy through measurable improvements and developing technologies. We are a 100% volunteer- driven, USA based 501(c)(3) non-profit organization that has thus far served underprivileged, destitute, and differently abled children in multiple (10+) countries, through progressive educational initiatives.  We believe AF is well aligned with the mission of the Solve initiative for these stated reasons.  

At AF, we aspire to bring innovative education solutions to marginalized children and youth in developing nations across the world. With access to technology and the Internet and through customized curriculum and culturally enriched environments, our target populations are equitably equipped to participate in contemporary global societies; a world where technology is now and will be a crucial tool and necessity in everyday life.

Again, what sets us apart is the long-term impact we achieve, through teaching sustainable literacy solutions, tools, and skills, which in turn empower the underprivileged communities we work in, to become self-reliant. We strive to instill a passion for learning by creating accessible paths of communication in local languages, which are powerful enough to be positively life-altering for coming generations in the communities we serve.

Projections

The annual target for enrollment in our Empowering Marginalized Youth via Enhanced Education (EMYEE) Program is 500 students.

With this proposal, we at Ann Foundation (AF), respectfully seek your support to help us in the continued delivery of technology infrastructure, that enables us render humane, voluntary educational services, to those in need, across the globe. We are a 100% volunteer- driven, USA based 501(c)(3) non-profit organization that has thus far served underprivileged, destitute, and differently abled children in multiple (10+) countries, through progressive educational initiatives.

At AF, we aspire to bring modernized education to marginalized children and youth in developing nations across the world. With access to technology and the Internet, these young learners are equitably equipped to participate in contemporary global societies, where technology is a crucial tool and necessary in everyday life and education.

The total annual projected cost for this program is USD 55,000 as itemized below.

 Estimated cost of one learning station for online classes is USD 1000, consisting of:

✔ one desktop computer with applicable accessories

✔  one web camera with microphone

✔  one projector and one printer

✔  one set of a student desk and chair

✔  school supplies, as needed

•   To initiate a program cycle, we anticipate a need for 20 learning stations (projected cost of USD 20,000).

•   To expand our outreach and scope, we estimate that an additional 30 learning stations (projected cost USD 30,000) will be needed.

•   To cater to site-specific needs that ensure a healthy and focused learning environment, we estimate the supplementary cost of approximately USD 5,000 to provide essential support for clean water, sanitary conditions, a library with books, etc.

At AF we assess the performance of our program based on the takeaways by our learners. Hence, we consider program evaluation a critical process to obtain feedback, review our processes and make necessary adjustments at regular intervals during a term. 

Program Evaluation Process

The performance of each project is assessed based on three abilities that students exhibit: 

a) Proficiency in English

b) Improvement in self-confidence

c) Ability in critical thinking Measures we take to evaluate these abilities are:

• At the start of every new program, a one-on-one assessment is performed in small groups of students. Based on this preliminary evaluation of their current level of English proficiency, students are grouped into batches that reflect their growth potential.

• Educators are provided with a questionnaire about Confidence Starting from A1 (very basic level), and a form for Critical Thinking starting from B1 (the level at which students construct complex sentences with the syntax structure necessary to demonstrate levels of critical thinking).

• Students themselves are provided a simple scenario-based assessment to evaluate their confidence and their ability to make decisions based on systematic analysis and objective evaluation of a situation.

• Confidence and critical thinking are measures on a scale of 1-5 based on the improvement during the module rather than the final rating

This approach allows both quantitative and qualitative evaluation, presenting a realistic picture of student abilities and hence offers personalized assistance. For more information on Formative and Summative Assessments we use, please refer to Attachment C.

Follow through support

• The assessments identify the fit of each student to their level. Students are moved to a more appropriate class, at the end of the module, should the current level turn out to be a mismatch for their abilities.

• In general, Project Assistant (PAs) and Educators set a target for their projects together with the curriculum team at the start of each module. If targets are not met, and all students consistently seem to demonstrate difficulty in certain aspects of the project, we make improvements to the curriculum and establish remedial measures

 Qualitative feedback from our grassroots partners, on aspects of the ESL lessons, such as volunteer engagement, general improvement in learners’ confidence, etc., account for 10% of the program success measure.

Monitoring and Sustainability

Programs are monitored on a continuous basis through different controls, in place to ensure uninterrupted operation of every program cycle.

• Periodic and regular reports, to provide status updates on projects, identify bottlenecks and propose areas for improvement, are inherent to every program. We ensure that, progress reporting is supported through systematic and regular site visits, conference calls, and supporting videos/pictures for record keeping and documentation for administration and donors, alike.

• Strategies are in place at the project sites to ensure administrative support and process standards. Local liaisons ensure quick resolution of issues through strategic communications.

• Deliverables and expectations are clearly communicated, throughout project execution for the transparency and support of local entities.

• We provide requisite training before projects are executed. Resolution of project issues are expedited due to these training sessions with educators, curriculum teams, and project assistants.

At AF, sustainability is at the heart of everything we do.

• From people development to program design to process evaluation, the outcomes of every project are scrutinized to ensure sustenance with meaningful impact. To meet stakeholder commitments, AF invests in staff productivity, process efficiency, and project quality.

• As a non-profit AF is committed to implementing projects through grant funding in a socially responsible manner to strengthen community support and desired outcomes for stakeholder backing.\

 Through enhanced community coordination and partnerships, AF’s staff capacity to adapt and implement evidence-based programs, that empower and lead change, enhances strategies to sustain projects and programming that can be applied to unique situations around the world.

Our philosophy is to identify leaders and engage with them in a manner of respect that celebrates diversity. From this comes a uniquely applicable approach to a local context and the ability to hone a diverse set of skills from volunteers. The result is a pool of innovative approaches that can be shared between projects.

Nurturing Sustainability

We have found that focusing on six key areas nurtures sustainability:

1. Partnership development among local entities such as agencies, NGOs, coalitions, school staff, and parent groups

2. Increased community awareness of youth education

3. Synergies between leadership groups across systems

4. Evaluation usage in decision making

5. Staff competencies and expertise

6. Funding Streams

Our programing strategy includes an approach to sustainability referred to as Self-Management Projects (SMP). These are evidence-based programs that deliver a continuum of curriculum in skill development and education to disadvantaged students. Projects are subjected to evaluation and regular monitoring for program fidelity. They are setup to have a clear identity, a foundation of incorporated stakeholders, a cohort of selected students, and the capacity to deliver a curriculum to be sustainable. This approach is reached by asking three questions:

By answering these questions, we ensure that we are responsibly assessing a Project plan for sustainability before we invest in it. The plan describes how the attributes of identity,

1. What are we trying to sustain through the project framework?

2. How much will it cost to sustain a project?

3. Does the environment support sustainability?

constituents, capacity, and costs/revenue play their parts in creating a revenue model to determine if a Project can be financially and logistically viable. These attributes are defined below:

We enable sustainability of the Project’s outcomes, supported by continuous revenue streams, adaptive Project strategies, and project completion. To continue to achieve sustainability goals, we rely on an ongoing stream of revenue from donors that believe in our mission of empowerment and appreciate the value of the significant progress in the communities we serve, through our organizational initiatives.

• Identity: Project description, track record/ history, goals, expected results

• Constituents: who is served, strategic partners, outreach strategies

• Capacity: how Program framework will be developed to reach constituents and deliver results—structure, staffing, systems, management/ leadership, and Program delivery.

• Revenue Model: expense budgets, revenue sources, and funding/purchasing strategies

Laptops, basic IT infrastructure, Online meeting program (Skype, Zoom, Google Meet, etc.) and Internet access are used for the online classes.

We incorporate all valuable human assets into our outreach work, regardless of diversity factors.  We welcome a sense of community and understanding with respect to others backgrounds, experiences, physical limitations, and social-economic circumstances.  

Organizational Business Model

Part-time volunteers make up 100% of our staff. Our volunteers provide a firm base of excellence in every aspect of our operations, donating their time, effort, and expertise. With continued growth, their commitment to our mission has been and remains staunchly unwavering.

The overall structure of our foundation is shown below:

Figure (i) AF – Organization

The CEO steers the organization, directed by its vision and mission. The Executive Management Committee (EMC), of which the CEO is a core member and chairperson, consists of:

a) Directors, for the four functional units – Academic, Development, Operations and Human Resources

b) Strategy advisor(s)

Together they set the strategic direction and governing policies of AF. The overall purpose of each functional unit is as follows:

1. i)  Academic: To shape curriculum & content and deliver customized courses that maximize benefits to students and stimulate the best learning outcomes measured using effective evaluation techniques.

2. ii)  Operations: To provide access to Information Technology (IT) infrastructure to fulfill our organization’s digital requirements for uninterrupted operations and process data storage, remote access, error handling, etc.

1. iii)  Development: To construct a comprehensive plan to establish funding channel, engage grant writers, leverage social media, conduct program outreach, and organize fundraising campaigns.

2. iv)  Human Resources: To assess manpower needs and recruit passionate, driven and qualified volunteers and onboard them and facilitate required training.

The four principal units of AF define its structure and operate in close conjunction with each other. The functional units are further branched into sub-functional groups led by team managers who handle daily activities and liaise with external entities.

Program Implementation Principles

Highlights of our operations are:

 All activities are intricately coordinated with overall, expert guidance from our founder/CEO and EMC

•   Our goal aligns with that of the United Nations (UN) for sustainable development i.e., to ensure inclusive and quality education for all and promote lifelong learning

•   We adhere to the highest standard of social and ethical code of conduct

•   All Projects are conducted with transparency, continuous monitoring, and regular reporting of progress

•   We work directly with trusted locally based charitable institutions, schools, and grassroots organizations to build sustainable outcomes in every Project

•   We strictly purchase equipment and supplies to provide the optimal solutions to securely set up the requisite infrastructure and pay vendor invoices directly to ensure proper handling of funds.

The Pillars of Support

Our organization relies on the reliable support of three entities: Partners, Patrons, and Volunteers.

At AF, sustainability is at the heart of everything we do.

  From people development to program design to process evaluation, the outcomes of every project are scrutinized to ensure sustenance with meaningful impact. To meet stakeholder commitments, AF invests in staff productivity, process efficiency, and project quality.

  As a non-profit AF is committed to implementing projects through grant funding in a socially responsible manner to strengthen community support and desired outcomes for stakeholder backing.

 Through enhanced community coordination and partnerships, AF’s staff capacity to adapt and implement evidence-based programs, that empower and lead change, enhances strategies to sustain projects and programming that can be applied to unique situations around the world.

Our philosophy is to identify leaders and engage with them in a manner of respect that celebrates diversity. From this comes a uniquely applicable approach to a local context and the ability to hone a diverse set of skills from volunteers. The result is a pool of innovative approaches that can be shared between projects.

Nurturing Sustainability

We have found that focusing on six key areas nurtures sustainability:

1. Partnership development among local entities such as agencies, NGOs, coalitions, school staff, and parent groups

2. Increased community awareness of youth education

3. Synergies between leadership groups across systems

4. Evaluation usage in decision making

5. Staff competencies and expertise

6. Funding Streams

We have been fortunate thus far, that our patrons have shared our vision. Here is a partial list of such benevolent donors:

Macy’s, USA (www.macys.com)

USD 5000 donated for purchase of technology infrastructure used in projects with visually impaired students

Audi, USA

Funding provided for purchase of computers used in literacy projects

Freedom Scientific, USA https://www.freedomscientific....

Donated 33 JAWS (Job Access With Speech) software, which is the world’s most popular screen reader, developed for visually impaired computer users

Catholic Medical Mission Board, New York, USA

Provided sponsorship letter to AF program

Home Reach Foundation, New York, USA

Provided donation towards delivery of school supplies

Canadian International Hearing Service, Ontario, Canada

Supported AF special project for hearing impaired

Kiwanis International (Suwanee, Georgia, U.S. Chapter)

USD 550 funding provided towards purchase of computer for project in South India

Private Donors (India & Global)

Donated material and supplies for the construction of a restroom facility (cost ~USD 11,000) at IELC Blind School in India

Private Donors (Global)

Donated 10 computers to TBGA Project

General Electric, USA

Provided matching contribution for employee donations made to AF

Doshi Diagnostics, New York, USA

Contributed for purchase of computers used in literacy projects