RADIO INSTRUCTION TO SUPPORT HARD TO REACH CHILDREN

The COVID-19 pandemic has led to school closures in nearly every country in the world,putting approximately 1.5 billion children and
youth out of school. For many countries, a learning crisis existed before the coronavirus pandemic, with an estimated 260 million children out of school, and 53% of ten-year olds who are in school in low- and middle income
countries living in learning poverty unable to read and understand a simple text.The world can ill-afford further deterioration of children’s learning. The ( OHCI) are springing to action to roll out remote learning through
various channels to try and reach children at home .

The importance of to resolve the problem. With an estimated 90
percent of all students unable to attend school in person because of the COVID-19 pandemic,many countries are using distance learning
methodologies to reach all their students.Interactive audio instruction (IAI), a technology pioneered by OHCI, is one such method.And one opportunity is to expand access to early learning. Around the world, only about
half of children are enrolled in preschool and in low-income countries it is just 21%. This is an enormous missed opportunity, given what we
know about how important access to quality early learning can be to set young children on a brighter path to lifelong learning. As ministries of education work to expand access to learning through a variety of different
methods, we need to ensure that early childhood education

is included within these efforts.As the global COVID-19 pandemic continues
to unfold, young children will be especially vulnerable – so in addition to early childhood education, we need to ensure efforts to promote holistic early childhood development (ECD). The brain matures faster
than at any other time and is the most malleable it will ever be in a child’s first five years – these early years are a critical period to get children the care, nutrition, health and stimulation and learning opportunities we know
they need to succeed in school and grow up to be healthy and productive adults. Schools closures and economic impact of Covid-19
pandemic threaten decades of progress made towards made towards gender equality, placing many girls at heightened exposure child marriage.Poverty is an important driver of both child marriage and girls’ lack of
education. Economic pressures – combined with gender norms that place less value on girls’ education lead to girls dropping out of school to take on
work or care responsibilities at greater rates than boys. In the countries with the least resources available and most inequality,there
is often insufficient funding for accessible, affordable quality education systems. Before the outbreak of the novel coronavirus pandemic, the world was already dealing with a learning crisis, as evidenced by high
levels of Learning Poverty. With the spread of the Coronavirus disease (COVID-19), among many disruptions to normal life, 160+ countries
have mandated temporary school closures, leaving ~1.6 billion children and youth out of school. Extended school closures may cause
not only loss of learning in the short-term

The OHCI develop digital innovation platform through story telling literature to educate young minds especially girls and children . We
are rapidly working to convert our practical Skills Course lessons from our proven OHCI! Experience model in Nigeria to a format that can be delivered via radio. These lessons will be broadcast to children and youth across
Nigeria, reaching youth in even the most rural and under-resourced. Across Nigeria, we have considered these strategies prior to this crisis.
 We had previously discussed radio, SMS, and social media all as ways to engage children and youth during school holidays and breaks, when we cannot physically meet them and when we often observe a backslide in
their learning. We also have explored developing a dedicated OHCI! Youth network. Now, we have both a critically urgent reason to
begin prioritizing these solutions, as well as distribution of storytelling novels at their doorsteps through digital platform to enhance early learning habit. Instead of idly at their various home. We are collaborating with
community based organization, feminist organization etc OHCI is pivoting towards improving Girl Pioneers’ access to technology to continue their education remotely (currently only 11% have access to smartphones) OHCI
is currently piloting the use of tablets with internet, enabling girls to have access to online resources and stay in better communication with other Girl Pioneers and their educators and mentors. In addition, all
students receive scheduled phone check-ins with educators and mentors to ensure students continue to work towards their academic and socio emotional goals. Access technology will provide children with the ability to use their empowered voices by sharing their own stories—photos, video, and
voice recordings—via social media, radio, and podcasts. children and youths  will also receive coaching to become advocates and journalists for their villages, so they can report the realities of rural villages to OHCI’s community
as well as national and international media outlets. OHCI is taking a multi-pronged approach to our response strategy in Nigeria.We are aiming to deliver components of the student experience we typically provide
through our proven flagship model in Nigeria via radio, telecommunications and social media. Our goal is keeping youth and children engaged
with their education and supporting them to gain and strengthen critical soft and hard skills during this time, which we know will only be
more important for their resilience to and recovery from this crisis.
OHCI! is currently implementing, at various stages of delivery, the following projects and activities towards these aims. For all of our
virtual programming, we surveyed youth to identify the most relevant content for them,and we are aligning our content to government
directives on COVID-19. OHCI!’s corona virus response activities intend to leverage our core competencies as an organization to address a
critical need within the overall corona virus response efforts: keeping Nigeria’s youth and children engaged with their education and
gaining core life skills

The OHCI project is very innovative and relatively speaking, very few people worldwide have access to a computer to be able to participate in distance learning. Radio, on the other hand, has an enormous penetration globally. Broadcasting over the radio makes it possible for everyone to access programming.Because interactive audio is scripted and the radio teacher is guiding them through the lesson, parents or caregivers can help without
feeling the full burden of home schooling their children . The radio teacher is guiding you through what you’re doing. It’s like having another adult in the room. And that adult is always positive, always encouraging, always
assuming that you’re getting it right so that you feel safe trying it out. OHCI uses innovative platform to educate girls and children through
digital innovation platform in COVID-19 pandemic to support girls and children through INTERACTIVE AUDIO INSTRUCTION (IAI) a radio broadcasting business model IAI has been used to deliver high-quality education to
students in impoverished and remote communities around Nigeria through our organization flagship storytelling literature. The OHCI interactive audio instruction (IAI) is appropriate now because, relatively speaking,
very few people worldwide have access to a computer to be able to participate in distance learning. Radio, on the other hand, has an
enormous penetration globally We believe by transforming educational
pathways in Nigeria, we can equip children and youth with the skills to disrupt systemic problems and realize their full potentials.
COVID 19's unprecedented global learning disruption has shown the weaknesses and gaps of education systems around the world.
But it has also shown the strength and vital necessity of multilateral ism

partnership and cooperation at the global level to find sustainable solutions that can lift the education sector out of this challenging
crisis. And for that to happen, the world must rethink and reinforce its global cooperation mechanism for education. Experiential learning should not be confined to a classroom setting. Through the integration of these new
strategies, there is more cohesion between stakeholders in education which encourages parents, teachers, the communities, and most
importantly students working towards improving learning outcomes for students even when on a break from school.This is at the  core of the OHCI’s approach in responding to COVID-19, which aims to ensure all children
and youth have access to a quality education.

OHCI team is working on change is constantly happening on your team and in business. Whether it's new leadership, a reorganization, a merger or acquisition, successfully leading a team through change is hard and it presents both opportunities and challenges. To maximize benefits and minimize stress, leaders need to be organized, strategic and almost overly prepared.

As a leader, you need clear goals, while also staying hyper-aware of how daily activities may change for you and your team. A key to getting ahead is thinking through various scenarios that could materialize - what can go right and what may go wrong. Change can breed unexpected developments, and leaders need to show composure to the team looking to them for guidance.

An action plan that employs a distribution of expectations and responsibilities across teams is essential. A transition fostered by individual heroics, on the other hand, is tough to streamline and sustain.

The best organizations succeed because leaders steer coordination across teams, maximizing the talent and versatility of various players. Well-positioned teams weather change together, evolving collectively.

The leadership team has to be poised to enact the full body exercise
that is transformation. Prior to an organizational change, it's a good
strategy to conduct an audit to ensure they have the skills, experiences
and knowledge to steer their company into its future.A systematic and scalable effort can help people to accept change.
Spaulding explains: "Having an organization with defined values that
communicates with transparency will help to build a growth mindset that
builds adaptable employees. Org transformation is difficult work and
should be undertaken from a systems-thinking approach with commitment to
getting it right (or at least with empathy and respect) for everyone
that will be impacted,Be transparent and explicit. Share goals and rationales that prompt decisions. Seek input. Invite dialogue.

Leveraging the team's wisdom can help solve problems quickly. It can be demotivating if the transition disrupts work; aim to keep operations buzzing.

Make sure that the right people address the right issues without absorbing everyone's time. Simplify hard topics, keeping them closed after the discussion (no back hanneling, gossip, or negative behaviors). Encourage people with different styles and help cultivate their talent and participation. Make it clear to your team members: they are vital to the success of the transformation.

The aim of this project is to address absence of Strategic Planning: Few NGOs have strategic plans which would enable them to

have ownership over their mission, values and activities. This leaves them vulnerable to the whims of donors and makes it difficult to measure their impact over time.
Poor Networking was identified as a major challenge. It is the cause of duplication of efforts,
conflicting strategies at community level, a lack of learning from experience and an inability of
NGOs to address local structural causes of poverty, deprivation and under-development.Negative competition for resources also undermines the reputation of the sector and the
effectiveness of NGO activities at community level. As a result there is a great deal of suspicion among NGOs, secrecy and lack of transparency.Limited Capacity: NGOs recognize that many of them have limited technical and organizational capacity. Few NGOs are able or willing to pay for such capacity building. Weak capacity was identified in fundraising, governance, technical areas of development, and leadership and management. Some NGOs felt that the existence of quality standards would assist them to develop the required capacities. The speed of technology changes is also a challenge particularly in areas of IT capacity.Development Approaches: Many NGOs are still focusing upon what some refer to the ‘hardware’ approach to development, i.e. the building of infrastructure and the provision of services; rather than what some refer to as the ‘software’ approach of empowering people and local institutions to manage their own affairs. Other NGOs seem unaware of changes in the role of government, the changing Aid paradigm, and the effectiveness of a “right’s based” rather than “welfare” approach. While it is becoming harder to fund and sustain service delivery interventions, most local NGOs persist with them. Community poverty and illiteracy rates remain significant. NGOs are acutely aware of the increasing and enormous needs of poor people and feel at a loss as to how they can respond to all these needs. There is a lack of sustainability and ownership of development interventions by communities. Some communities have been spoilt by dependency creating interventions and are not inclined to do things for themselves. It is difficult to keep our programmes relevant to changing situations and the culture of handouts is hard to counter. There is no accepted code of ethics and conflicting approaches

The OHCI project is very innovative and relatively speaking, very few people worldwide have access to a computer to be able to participate in distance learning. Radio, on the other hand, has an enormous penetration
globally. Broadcasting over the radio makes it possible for everyone to access programming. Because interactive audio is scripted and the
radio teacher is guiding them through the lesson, parents or caregivers can help without feeling the full burden of home schooling their
children . The radio teacher is guiding you through what you’re doing. It’s like having another adult in the room. And that adult is
always positive, always encouraging, always assuming that you’re getting it right so that you feel safe trying it out. OHCI uses innovative platform to educate girls and children through digital innovation platform in COVID-19
pandemic to support girls and children through INTERACTIVE AUDIO INSTRUCTION (IAI) a radio broadcasting business model IAI has
been used to deliver high-quality education to students in impoverished and remote communities around Nigeria through our
organization flagship storytelling literature. The OHCI interactive audio instruction (IAI) is appropriate now because, relatively speaking,
very few people worldwide have access to a computer to be able to participate in distance learning. Radio, on the other hand, has an
enormous penetration globally We believe by transforming educational
pathways in Nigeria, we can equip children and youth with the skills to disrupt systemic problems and realize their full potentials.
COVID 19's unprecedented global learning disruption has shown the weaknesses and gaps of education systems around the world.

OHCI digital solution will promote south -south cooperation through our storytelling novels through online sells strategy to strengthen our
efforts to achieve the  SOLVE network fellowship mainstream , and also
to reduce the gap in gender labor force participation rates by 25 per cent by
2025.Given that the pandemic has caused wide spread school closures in 185 countries and 89.4% of learners forced to stay home,
OERs are important to supplementing formal online classes and even temporarily serving as the main form of education for those who are
unable to access online learning. Many educational institutions, both schools and private publishing and assessment companies have opened up their resources so that students in quarantine who may not otherwise
have access to learning resources at this time may still continue to learn. this campaign is empowering communities across Africa to host, mobilize, and develop information campaigns to support national and global health agencies to reach the most at-risk communities and to combat the spread of
disinformation. Our campaign is designed to harness artists’ influence and the role of the cultural and creative industries in awareness raising. Artists can share and amplify crucial information among fans and followers,
reaching large audiences by using their talent and diverse forms of cultural expressions to engage with people in response to the crisis in
Africa .OHCI is actively supporting artists to reach communities most at risk including offline.As part of this campaign, partnerships have been established with both African media outlets and global outlets, notably the NTA
Service, who has agreed to pass messages produced as part of the campaign on all available platforms (TV, radio,... ... web,etc).

In today’s digital world, research materials come in many forms. Students will, of course, read many texts, but they may also be
listening carefully to music for lyrics, intonation, and mood. They may also be listening to interviews and other oral forms of
storytelling or even conducting their own. As
they listen to this information, especially
content from primary sources or interviews,
they need to become critical listeners to better
evaluate point of view and personal
perspectives.
As students are work to get the narration just
right, they don’t often notice they are reading
and practicing fluency. Effective digital
storytellers don’t “wing it;” they write scripts,
read, reread, edit, and practice, practice,
practice. They work on intonation, using
grammar cues to help with cadence and flow.
If your students aren’t strong readers or
confident speakers, or if they are new to the
English language, creating a digital story
provides an authentic reason to practice
fluency. To provide a non-threatening
environment for this practice, use headset
microphones. This allows them to record,
listen, and rerecord until they are comfortable
with their fluency and ready to include their
speech within their digital story.
Our top post has reached more than 14,000
people, and we plan to continue to develop
this strategy with content that targets girls
specifically to address their unique needs in
this crisis. We also plan to launch a virtual
OHCI! alumni group. We are still looking at
other ways to leverage our youth network, and
plan to expand these efforts in the coming
weeks and months in Nigeria.We believe by
transforming educational pathways in Nigeria,
we...The OHCI can effectively tracked and
measure its impact through Children from low
income
communities achieve improved literacy skills.
OUTCOMES -more children in low income
areas have
access to listen to our radio story via radio
broadcasting , Children’s aspirations and
interests in reading
is increased, Literacy learning in homes is
improved. PERFORMANCE MEASURE-
600 000children /400,000
youths of per 100 reporting reading regularly,
20 % of teachers with improved practices

OHCI uses the following logical intervention to measure the impact

More Girls and Children in 5 LGA in Abia State will have access to digital  innovation TECHNOLOGY.40% of school leavers will increase learning regularly and well equipped in other to access work opportunities. An online platform to allow knowledge exchangeChildren and girls in secondary school have more access to digital tech than children and girls in primary school in the community and there will high record of attendance. An online platform to allow knowledge exchange

50% of  children and girls in the  community responded positively using a digital platform to enhance knowledge. Programme survey and report

Delivering demand oriented ICT training in various areas

20% of children and girls benefitted from ICT training in various areas and share their experience, #eSkills4Girls

Children and girls aspiration and interest in digital innovation technology increase  50% of children and girls reporting enjoyment of learning interest in digital innovation technology #eSkills4Girls To bridge the digital divide and open doors to many underserved youths and children of the state and beyond Children and Girls education will be improved as result practices through workshops and seminars . #eSkills4Girls Improving quality of life and creating new opportunities for others who may not have the opportunity A good number of multi stakeholders partnership will be invited to support digital innovation age. #eSkills4Girls

For the past 2 years, OHCI has implemented
interactive audio instruction (IAI) programs,
reaching 36 states, over 100 million learners,
and hundreds of thousands of
facilitators—with dramatic learning results. We
have an extensive catalog of standardsaligned
content, deep implementation
expertise, and a strong local presence
throughout the Nigeria.IAI is a distance
learning technology that benefits children
whose educational systems have been
disrupted or halted due to the pandemic. OHCI
has used audio to reach children unserved by
conventional programs, in unstable and
conflict-affected regions, and where
broadband is not widely available. We do this
by delivering low-cost, culturally appropriate
education via broadcast radio and mobile
audio technology.Historically delivered via
radio, the IAI programs are much more than
just radio shows. The episodes, or lessons,
contain instructions that guide teachers and
students to targeted learning outcomes and
create situations to maximize
interactivity—between teachers and students,
between students and the IAI program
characters, and among students themselves.
The lessons, while possible to execute without
additional support, can be enhanced by
teacher guides, pupil workbooks, and other
materials.
OHCI is excited to support GDL Radio as well
as the wider Global Digital Library to make
high-quality learning materials available to all.
OHCI encourages governments, implementing
partners, community members, and parents to
access these materials to help children learn
to read during these challenging times.
OHCI offers a deep and targeted body of
experience tackling the full range of education
challenges in fragile and conflict-affected
settings (FCAS). We are equally at home in
the classroom and ...
...in the community, and are

OHCI applied equality and fairness to address disparities and strive to eliminate unique and systemic barriers that have prevented the full participation of marginalized groups , inclusion is the act of creating environment in which all members of group are welcomed to

in the workplace face communication challenges, whether they are dealing with a homogenous or diverse population. The key is to over-communicate and negotiate expectations continually. If you are in maniac mode racing from meeting to meeting, you will never be able to build inclusive organizations. If leaders can engage their colleagues more effectively and consistently, people will feel safe to step up and speak up. Finally, we must hit the pause button regularly to celebrate successes and recognize individuals, teams, and the entire organization.

One simple way to incorporate diversity,equity, and inclusion into your business practice is through embracing the fact that people identify with different gender pronouns. This creates a more inclusive and accepting workplace, especially for the marginalized community, the LGBTQ+. Aside from putting their names on their employee IDs, the company can include the employee’s gender pronouns.

The more people work together and learn from each other's experiences while working on a project, the more inclusive the workplace becomes. It can also help build a sense of community in the office. That’s why we prioritize collaboration and teamwork in the workplace.

The best way to incorporate diversity, equity, and inclusion (DEI) in your business is by starting with a top-down approach. Start the necessary conversations with leadership to get buy-in from the top, then move throughout your organization to get everyone proactively involved. This way, it can be solidified in the company’s culture.

The OHCI business model is centre in impact and revenue and linked to key customers and beneficiaries

Lastly, the adjusted model was used to analyze five NGO-s through interviews with key-managers of these organizations. The split business model was recognizable and usable according to these managers. Functioned mentioned where:

• • Understand the dependencies of the separate elements
  • Change process
  • Visualization of the organisation
  • Staff induction
  • Communication, both internally and externally
  • Alignment

isionOutlines what the organization wants to be. It can be emotive and is a source of inspiration. For example, a charity working with the poor might have a vision statement which reads “A World without Poverty.”Key Partners The network of cooperative agreements with other people or organizations (including governments) necessary to efficiently offer and distribute the organisation’s mission and programmes. Key Activities The main actions which an organisation needs to perform to create its value proposition. Key Resources The physical, financial, intellectual or human assets required to make the business model work. Value Proposition The organisation’s mission, its main programmes and brand. Mission Defines the fundamental purpose of an organization, succinctly describing why it exists and what it does to achieve its vision. For example, the charity working with the poor can have a mission statement as “providing jobs for the homeless and unemployed”. Relationships The type of relationship the organisation has established or wants to establish with each key beneficiary or donor segment. Programme delivery methods The method which the organisation uses to achieve its mission or programme activities to the beneficiaries. Ultimate Beneficiaries The target group who the organisation principally aims to reach and serve to achieve its vision/mission. Channels The methods of communication, distribution and sales used by the organization to interface with its customer/donor segments. Customer/Donor Segments The different group of customer and/or donor segments which the organisation targets for its fundraising activities. In this component customers tend to be more related to the merchandising section of the organisation and donors tend to be related to the fundraising section of the organisation. Revenue The income streams, this could be donations, merchandises/sales, investments or other income streams available for the organisation to work on its value proposition. Costs The total expenses which the organisation incurred (or will incur) to implement the agreed activities.

OHCI is taking a multi-pronged approach to our response strategy in Nigeria. We areaiming to deliver components of the student experience we typically provide through our proven flagship model in Nigeria via radio,
telecommunications and social media., and effective approaches and further develop capacities and strategies for successfully running and scaling up initiatives related to children and girls digital skills development,
building online synergies that will connect peers to learn and read story telling literature's produce by our organization, it can be
purchased through online portals or our marketing agents. The mission schools , private and public schools demands our story books to enhance learning in various schools in Nigeria targeting children between the age
of 7 -13 years

In 2021 OHCI received donation and support from our supporters for our investment funding , about $80,000 was raised from donation from our partners and earned income is $20,000 and a total revenue earned  is $100,000 was raised ,Our funders are BLESSED NKJAY VENTURES , EMMA DUKES , and many local business enterprises. in  coming months we need to raise fund to tackle some of the challenges emanated from sustainability in other move the next level  

• An increased focus on your real work. You can do more of what you set out to do, because your focus can be on the mission, not just on day-to-day survival.
• Becoming more competitive in your field. For example, more money allows you to hire more and better staff, which, again, allows you to do more to obtain your mission.
• Easier transitions. A plan can assist your organization in successful transition when current funding is depleted or dries up.
• Following guidelines. Sometimes, you don't have a choice. For example, some funders require the development of a plan for financial sustainability as a condition of their grants. By having a plan already developed, you start a step ahead.