Wasta: Now We're Talking

I am certain of the transformative powers of English language proficiency on a person's trajectory in life. I live and see the benefits as a first generation Arab American with an African partner.  For the past 10 years I have taught English in the South Bronx, Jordan, Laos, Japan, and now Morocco.

Unfortunately though, many English language learners are not provided enough speaking practice to become functional users. This is prevalent in the majority of existing offerings for learners. There is a lot of attention drawn to mobile language learning apps and AI, but ask yourself “Do you know anyone that has ever become fluent with Babbel or Duolingo?” These apps are great tools for language exposure but are misunderstood as complete programs. Traditional language learning programs and MOOCs continue to utilize static content, drill vocabulary knowledge and grammar understanding, and just like the mobile apps, minimize English speaking practice in authentic contexts. 

Imagine if you wanted to be a chef and the training program involved watching videos and fill in the blank exercises exclusively. What do you think your ability and confidence level would be in the kitchen of restaurant during lunch hour? English language instruction in many countries fails to provide productive skills practice. According to the EF English Proficiency Index, which ranks countries based on English skills among adults, there are varying levels of proficiency across different regions. Many countries, especially those in Asia and Africa, consistently show lower proficiency levels. Having lived and worked in Africa and Asia, this is indicative of traditional methods not meeting the learning needs of students in these areas.

English learners need to explore the usage of the English language and improve their abilities to recall and use their existing vocabulary appropriately. This can only come from increase speaking practice to improve their communication skills.  Furthermore, language learning must be learned in authentic scenarios/the context it will be used - that’s conversation with real people; not chat bots/AI tutors. 

Wasta is a mobile learning application that makes achieving English language proficiency faster and more affordable. We do this by reframing learning as a social experience via facilitating small learning groups using activities and games with personalized content generated by AI. We are a community-driven, social application that is inclusive of all backgrounds. Our program intentionally includes soft skills such as collaboration, critical thinking, creativity, and leadership, because nothing is learned in a vacuum and it is our mission to make a positive, long term impact on learners and society. 

See demo here

The App:

The app allows learners to create their own learning sessions or to join another's. Sessions are like a class or lesson, they represent one complete learning experience. In Wasta, sessions are composed of a baseline assessment, activities and games, group processing, summative assessment, and finally a summary and review of the learning. The amount of activities and games are all determined by creator of the session as Wasta allows the complete customization of the learning experience. 

It begins with the preference input screen. In this screen, they can determine the duration of the session, what proficiency level it should the activities be made for, what age appropriateness should the content be, would they prefer more fun or academic content and prompts, and finally, which skills to target: speaking, listening, reading, and writing. On the next screen they can type in the topic that they're interested learning English on. With generative AI, we will provide them several suggested subjects relating to that, in addition, we will also provide a list of 7-10 vocabulary terms that match the preference inputs and topic. 

Content:

The content is the most dynamic part of Wasta. No two sessions are the same and this is because we use GPT engine and Dall-E to create text and images that fit into our designed activities and games based on any subject, proficiency, language skill, and intensity level. This makes Wasta not just a general English language learning application but an English for Specific Purposes app as well. We can serve the needs of medical students, chemical engineers, developers, etc. Additionally, we can provide translations for instructional language - which is quite important for lower level learners where the English instructions are usually above their level of understanding. 

Small learning groups: 

These groups whether in-person or virtual, foster diversity, peer learning, and communication.  By doing so we not only improve English but we also develop social-emotional competencies and problem-solving skills, enhancing communication and teamwork.

Sessions can have a maximum of 4 learners and everyone needs their mobile device. We have 13 activities and games that we have designed to provide separate roles, tasks, and prompts for all group learners. This creates accountability and reliance on the group.

Integration into existing systems: 

Using Learning Technology Interoperability or Learning Record Stores, we can integrate Wasta within an existing LMS, HCM, or ERP. 

Wasta serves young adult learners in the Morocco as well as migrants and refugees that need English language training. These learners are mainly students in public schools and universities, as well as young professionals seeking better global opportunities for their career. They live in cities or rural town nearby major cities. 

With an improved English language level, Wasta learners will be able to better access international opportunities where English is the required language. As English is the major global language, they will also become more competitive on the job market and participate more in international communities. Since Wasta facilitates learning in a social context, learners will experience and increase in their local network and improvement in their soft skills. They may be more likely to take on entrepreneurial endeavors or civic participation.

Since we operate with a B2B business model, our beneficiaries are already enrolled in some English course at a university,  learning center, or program. It is those institutions that we are targeting our services towards. The primary value proposition is that these organizations can improve their existing course offerings for learners by incorporating the latest trends in technology, mobile apps and AI. They can modernizing their resources with a mobile application that utilizes generative AI and data analytics to provide a personalized learning experience and tracking. Furthermore, Wasta has the ability to integrate with learning management systems. 

Our team's approach to developing the mobile solution of Wasta was profoundly influenced by our early experiences. Initially, Wasta was tested in a low-tech format for about four years, fostering a community through both in-person and virtual events. This grassroots approach enabled us to closely interact with our user base, conducting numerous surveys and gathering feedback that directly shaped the evolution of Wasta. At one point, we had over 15 volunteers collaborating together on content development, all driven by a shared commitment to improving language education for their local community.

This community-oriented development process ensures that Wasta is not only a product of our insights but also of the collective input and aspirations of the communities we serve. The feedback from these early implementations has been crucial in refining our approach, making it more inclusive, accessible, and effective. Our team's deep roots in the community and firsthand understanding of the local context have been instrumental in crafting a solution that resonates with and is tailored to the needs of learners in these regions.

Our team, led by myself Michael Bayyouk, is uniquely positioned to deliver the Wasta solution to learners in Morocco and similar regions. My personal and professional experiences over the past six years living in Morocco have deeply connected me to the communities we aim to serve. This connection is not only geographical but also professional and emotional, stemming from extensive collaboration with both government and private sectors in education and training.

During my tenure in Morocco, one of the most impactful experiences was leading the US State Department-funded ACCESS program. I traveled across the country to implement English language learning workshops based on a curriculum I personally designed. This initiative allowed me to engage directly with diverse community groups, gaining invaluable insights into the specific educational challenges and needs prevalent throughout Morocco.

Our fractional CTO, Leo Garbe, is passionate about education and has volunteered to provide educational services to refugees in Germany, his home country. Not only is he architecting our solution but he develops it himself as an adept full stack dev that is proficient in frontend and backend systems and programs. 

I am also advised and mentored by a terrific team. My main advisor is Imane Fahli who currently is the Senior Manager of the Tony Blair Institute’s branch in Morocco. She has worked in Morocco for the past 7 years and has deep experience in education and the startup ecosystem. My long-time mentor, Monty Sharma, was formerly the Managing Director of MassDigi, a gaming institute for students. He also has had a successful exit from a startup. His guidance in regards to user experience, growing a startup from the beginning, and managing development was and is invaluable. I have three other mentors that cover software, engineering, and marketing.

Our MVP launched February 2024 and now Wasta is being piloted at Amideast, one of the largest training and education non-profits in the MENA region. They have agreed to a paid pilot of Wasta at one branch in the capital city Rabat to see the results and if pleased, they will expand Wasta’s services to other courses and branches. For this pilot, they have made a new class to accommodate Wasta, where there is no teacher but a facilitator to support the learners while they use the app. The course is the most affordable of their options and is also being sold as a supplement to more traditional classes. The class is being promoted now and will launch at the end of April; so far we have 11 registrations. 

At the moment, I am in advanced discussions with managers of the leading university in Morocco, UM6P, and an established humanitarian organization serving migrants and refugees. 

To get to this point, there have been 4 years of low-tech development of the concept and testing. I have been fortunate to have the support of one incubator and two accelerator programs, MCISE, U-Founders, and Explorer UM6P, respectively. I have received approximately 40,000 USD and have used 23,000 USD in the development of my MVP. 

For the last 2 years, I have developed, tested, and iterated our initial MVP.  This involved testing at several universities: Mohammed VI University, Ibn Tofail University, and Mohammed V University, for a total of about 140 students. In addition to testers on campus, I have tested Wasta at cafes, learning centers, and virtually. 

Considering the low-tech versions of Wasta that I tested from 2018 - 2022, we have over 1000 beneficiaries. You can see them here. At one point, we had 15 volunteers involved in content development and event management, indicating strong community support and involvement in the project. We usually had one main event on Wednesday and then organized smaller active learning groups across the Rabat area, including in Temara, Harhoura, Agdal, and Hassan.

Social media wise, I manage and have built a FB account of 15,000 followers for an English language learning account: English Teacher Mike. In the past, I ran live sessions, shared resources, and frequently referenced Wasta. I also have a dedicated Wasta FB account with over 600 followers, 60 on instagram, and over 100 on Linkedin.  

I am applying to Solve to be able to scale the impact of Wasta and have lasting change for my beneficiaries and the global learning community. Here are the specific areas of focus: scaling and growth, legal and regulatory guidance, monetary support, data consulting, and visibility and credibility.

Scaling and Growth:

While Wasta has been successfully tested and implemented in local settings, scaling the platform to a wider audience poses significant technical, learning, and community management challenges that the diverse Solve and greater MIT community have experience in. 

Building strategic partnerships is crucial for Wasta’s growth and sustainability. Solve can connect us with potential partners, including educational institutions, NGOs, and private companies interested in leveraging technology to enhance language learning. These partnerships could provide pilot opportunities, expand our user base, and offer additional resources for testing and development.

Legal and Regulatory Guidance:

Navigating the educational regulations and data privacy laws in different countries can be daunting. Legal expertise provided through Solve’s network would be invaluable in ensuring that Wasta complies with all applicable laws and regulations as it expands, particularly in regions with stringent data protection standards.

Monetary Support:

The 10,000 USD funding will allow me to add important features to the application that I have put aside for now because of budget constraints. These features include finishing the LTI development, having a Zoom integration, including digital matchmaking on the app, offering an individualized learning mode, and integrating voice recognition for group learning. These features would make Wasta a more robust app and one that can serve institutions to improve their existing solutions and also allow learners on their own to form their own learning communities and groups. 

Data:

MIT is renowned for its research prowess in fields like data science, machine learning, and AI—technologies that Wasta needs to serve our beneficiaries best. With MIT, I could gain expertise in data analysis, such as insights from MIT researchers that could help me: optimize data collection and analysis processes, improve our existing algorithms by refining it to enhance the data processing capabilities of the Wasta platform, guidance on best practices in data privacy, and assistance in implementing robust security measures to protect user data and build trust with our stakeholders. data-driven decision making, which could enhance your team’s ability to interpret data and make informed strategic decisions.

Visibility and Credibility:

Being selected as a Solver team would significantly boost Wasta's visibility and credibility in the global educational technology market. This recognition could attract additional investors, collaborators, and users, contributing to our mission of making quality English language education accessible to underserved communities.

Wasta utilizes GPT, algorithms, and mobile technology but is careful to not be trapped in the techno-solutionism - especially that of AI. We are far from being an AI wrapper of an app. We began before generative AI with the same mission then as we have now: to disrupt the English language learning market. Our secret sauce is reframing the learning experience as a social one because we appreciate the power of groups and respect the capabilities of our learners to take ownership of the learning process. Wasta facilitates human to human interaction using games and activities developed by experienced educators. AI generates the content that fills in these activities and games. We design the interactions within activities, ensuring there is accountability and feedback. I know of no other application that facilitates in-person, small group, collaborative English language learning like Wasta and includes soft skill development. 

We are a unique solution in the language learning market with our approach grounded in solid pedagogical principles and extensive teacher insight. We emphasize the need for language practice in authentic contexts, where learners produce original and relevant utterances, essential for real communication. This approach can be likened to learning to dance salsa not through watching videos but through actual dancing. We believe that true language learning involves active, practical engagement and higher levels of thinking rather than simple recall of knowledge.

We have cultivated a supportive community that values open and inclusive learning environments, which are essential for fostering the skills needed to thrive in both local communities and a complex global society. Our platform not only encourages active participation and learning from mistakes—key aspects of language acquisition—but also enhances a learner’s ability to self regulate, collaborate, and communicate while also support their abilities to critically and creatively think. Targeting literacy around new technologies such as AI is done via the app itself. We make it clear that AI is generating the content but that the learners are generating the conversation. Drawing on the Johnson brothers' theory of Group Dynamics, we promote positive social interdependence, creating a safe space for learners to experiment, grow, and develop crucial life skills. This approach prepares learners not just to communicate effectively, but to navigate and succeed in diverse and challenging environments. This is opposed to the majority of apps that use leadership boards, streaks, xp points, and other components of competition to drive engagement. 

Inputs

• A progressive web-based app which requires no downloading. We have made design choices to ensure our application is low on data usage at less than 4 MB bandwidth usage per learning session. 
• AI-powered personalized learning experiences that are culturally relevant and tailored to the unique needs of learners in developing countries and new citizens, migrants, and refugees in English-speaking countries. 
• 13 different activities and games are utilized in the sessions.
• Individual roles, tasks, and prompts are part of the learning experience.
• We have peer evaluations and assessments included in some activities and also at the beginning and end of the session.
• There is a group processing activity towards the end of most sessions.
• At the end of all sessions is a summary and feedback screen.
• We partner with educational institutions, NGOs, multinational companies in Morocco, and community centers.

Outputs

• Learners complete sessions in groups at the location of their class, training, or outside on their own. 
• Learners do not experience difficulties accessing Wasta via their mobile phone and are able to consistently use the app
• Learners are able to tailor the learning experience to their level and needs.
• Learners are not cognitively overwhelmed by the load of learning as there are elements of play and socialization.

Outcomes

• Learners are motivated to continue learning about subjects they're interested and have increased domain knowledge .
• There is a development of English language and communication skills, with a focus on speaking, listening, reading, and writing.
• Soft skills such as collaboration, critical thinking, creativity, and leadership are improved while learning in a group.
• Learners experience social-emotional competencies gains in empathy, self-awareness, and self-regulation.
• Learners reflect on their learning and critically think on how they can improve individually and collectively.
• Continuous positive learning experience have boosted learners' self-perception.
• Relationships form and so do local groups and communities.

Impact

• Learners are functional speakers of the English language and have taken advantage of global opportunities that are now available for them in their career or education. 
• Learners have increased self-confidence
• Learners are more socially and civically engaged
• Learners integrate more effectively into new circles and societies, fostering deeper connections and understanding within diverse communities. 
• Learning norms and what learners expect to get out of a membership or subscription are altered
• Lifelong learning well adjusted for a globalized world

Our impact goals are to improve the career, educational, and social trajectories of our beneficiaries and their communities. Our impact goals for Wasta closely align with the United Nations Sustainable Development Goal (SDG) 4, which is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. We have meticulously crafted our objectives to contribute directly to specific targets within this goal, and we utilize clear indicators to measure our progress.

Goal 1: Increase Access to Quality Education

Aligned with Target 1 of SDG 4, our aim is to provide equal access to affordable and quality education through Wasta - particularly enhancing technical, vocational, and continuing adult learning through English language education.

Measurement: We monitor the participation rate of youth and adults in both formal and non-formal education through our platform, analyzing data by gender to ensure equitable access to our educational resources.

Goal 2: Equip Learners with Skills for Sustainable Development

Consistent with Target 2 of SDG 4, Wasta strives to endow learners with social-emotional learning experiences, skills and knowledge that promote sustainable development, peace, and global citizenship. This is facilitated through sessions on topics like climate change, peace, and environmental stewardship. Research shows that positive social interactions and learning experiences increase civic participation and human capital.

Measurement: We evaluate the integration of education for sustainable development and global citizenship on our platform by observing how users participate in activities, interact, and engage critically with each other, aiming to see an improvement in their social abilities over time.

Goal 3: Enhance Employment and Entrepreneurship Skills

In line with Target 3 of SDG 4, our objective is to substantially increase the number of individuals with relevant skills for employment, decent jobs, and entrepreneurship, with a particular focus on English language proficiency.

Measurement: We assess improvements in English language skills among youth and adults, distinguishing between basic and advanced competencies. Additionally, our platform’s flexibility allows users interested in entrepreneurship or industry specific knowledge to access tailored content on this topic.

Goal 4: Eliminate Gender Disparities in Education

By 2030, we aim to eliminate gender disparities and ensure equal access to all levels of education for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.

Measurement: We will use our data to develop parity indices to evaluate and ensure we achieve ratios as close to parity as possible. We consult WCAG 2.0 guidelines and assess if we are adhering to the majority of them. 

To ensure the effectiveness of our educational interventions, Wasta employs a mix of internal and external assessments:

User Feedback and Surveys: We continuously gather qualitative feedback from learners to gauge the impact of our courses and identify areas for improvement.

Engagement and Completion Rates: Monitoring these metrics helps us understand the effectiveness of our learning modules and user engagement, informing strategy adjustments to maximize learner retention and success.

Partnership Assessments: We review collaborations with educational institutions and NGOs to ensure they align with our educational objectives and the broader SDG framework.

We have decided to develop a web application for our platform to maximize accessibility across all kinds of different devices. The core of our Learning Session AI is built on the newest LLMs and other generative AI models - combined in an architecture that allows for performance and high throughput while ensuring very high quality of the generated learning sessions. To further enrich our technological foundation, Wasta seamlessly combines these advanced technologies with real teacher insights and empirically tested pedagogical and andragogical principles. This integration ensures that the learning experiences are not only driven by cutting-edge AI but are also deeply rooted in proven educational methodologies.

Additionally, we incorporate elements of modern learning theory and game design to transform traditional educational activities into engaging and interactive experiences. This approach not only captivates learners but also significantly enhances the retention and application of new knowledge.

Furthermore, our technology stack is specifically designed to facilitate human-to-human interaction, positioning the mobile app as a tool akin to a board game like Monopoly. In this model, the app serves as a resource and a common reference point, but the most meaningful and enjoyable experiences stem from the interactions between the players themselves. Just as in a board game, where the dynamics and decisions made by the players are central to the gameplay, our platform encourages and enhances learner engagement through active participation and decision-making, enriching the educational journey with every interaction.

1 full-time person, myself

1 contractor, Leo Garbe, fractional CTO and full stack dev

1 unpaid consultant, Imane Fahli

4 Mentors, Monty Sharma, Ines Elmehdi, Mike Skryzpczak, Richard Amster

The idea first came to me 8 years ago in Laos. It was 2 years later in Washington DC that I created a company and later that year I began testing in Morocco. From 2018 to 2022, I was testing various low-tech solutions and during this time I worked with 25 interns and volunteers. I contracted my first fractional CTO to develop my application in 2022 but it didn't go well. In 2023, I hired another and in February 2024 we just completed the MVP that we're piloting today.

Out of past 25 interns and temporary team members at Wasta, all but a few have come from the Wasta network and communities we serve or aim to. This practice has been essential in maintaining a community-oriented culture that naturally fosters diversity and inclusion. As an Muslim Arab-American with an African partner this is very important to me. As Wasta grows, maintaining this culture remains a priority, ensuring that everyone feels valued, heard, and respected. 

At Wasta, we are dedicated to building an equitable and community focused platform. Our commitment to diversity, equity, and inclusion (DEI) is central to our mission and aligns with the principles upheld by MIT Solve. As the sole full-time member, I collaborate with freelancers, consultants, and rely on the guidance of mentors and advisors. This structure underscores our goal to reflect the communities we serve, ensuring our educational solutions are as inclusive and effective as possible.

Similar to our learning events, we strive to create a work environment that mirrors the openness and inclusivity experienced by our learners. This approach involves preparing for future growth where all team members, regardless of their role, will participate in regular training on bias recognition, inclusive communication, and cultural competency. This foundation will help build a collective understanding and respect for diversity and inclusion.

Looking ahead, I plan to implement measures to track the effectiveness of our DEI initiatives once our team expands. These will include monitoring the diversity of our staff and evaluating the inclusiveness of our work environment through feedback and surveys. Such metrics will help us stay accountable and guide our efforts to enhance DEI within Wasta.

Engaging with the communities we serve remains a cornerstone of our approach. Regular dialogue and partnerships not only ensure our solutions are grounded in real-world experiences but also reinforce our commitment to DEI. This continuous engagement helps us understand and address the unique challenges faced by underserved populations, shaping solutions that are truly human-centered and inclusive.

Our business model at Wasta is crafted to deliver impactful educational solutions and sustainable revenue, initially focusing on a B2B approach with an eventual transition to a B2C model. This strategic plan allows us to provide significant value to our target beneficiaries at educational institutions, NGOs, and community organizations in developing countries, as well as multinational companies where English is the workplace language. We can iterate, test, and develop our app to a level that can allow us to make the switch to B2C. Also, B2B allows us also to reach that critical mass of users.

As Wasta currently operates on a B2B basis, we focus on partnerships with learning institutions, NGO/NPOs, and multinational companies that require English language training for their staff in developing countries, are eager to modernize existing offerings with their own AI-driven educational app. Our platform can be integrated into their existing Learning Management Systems (LMS) or even white-labeled, making it particularly beneficial for our partners seeking to provide accessible, quality education without significant infrastructural investments.

We provide value to our learning partners to improve their educational outcomes, retention, and registration, while aligning with global educational goals and standards. They choose our services because they directly enhance learner engagement and proficiency, crucial metrics for educational and professional success. The revenue generated from these partnerships is vital for the continuous development and enhancement of our platform, ensuring ongoing innovation and expanded impact. For our corporate partners, in addition to raising English language proficiency, we improve staff capacity, informal mentorship and networking, establish workplace community, and develop soft skills such as leadership, teamwork, creativity, and critical thinking. 

As we build a robust user base and develop additional features that facilitate autonomous use in open spaces without the need for facilitators, we plan to shift towards a B2C model. This phase will introduce subscription-based access tailored to individual learning styles and needs, including digital matchmaking and long-term learning groups that foster sustained engagement and progression.

This strategic shift is driven by our vision to make high-quality education more accessible and empower individuals globally. Expanding into the B2C market will not only broaden our reach but also deepen our impact, catering to learners not affiliated with our institutional partners. We can scale much, much faster with B2C to become a global solution for English language learning. 

Our financial sustainability plan at Wasta is built on a foundation of diverse revenue streams, including service contracts, subscriptions, and potentially grants and investment capital as we grow. Currently, we are generating revenue through a service contract with our first client, Amideast, by providing them with access to our platform.

We are currently charging educational institutions and organizations for integrating our platform into their existing systems. Each educational session we create costs 66 cents to produce, and because we retain ownership and the ability to reuse these sessions, we significantly reduce long-term production costs. This model not only ensures an ongoing reduction in operational expenses but also increases profitability as we scale and expand our client base.

For instance, with AMIDEAST as our initial client, we have already started generating revenue. In addition, we have secured 40,000 USD of non-equity funding,  with an additional 5,000 USD of personal funds invested into the platform to cover initial development costs. The 40,000 came from two Moroccan organizations and this early traction demonstrates the demand and viability of our service, underscoring its potential for scalability and financial sustainability.

Looking ahead, our plan is to transition from a primarily B2B model to include a B2C model where we achieve a critical mass of users. This shift will introduce a freemium revenue model, where individual learners can access our premium platform features for a recurring fee. This approach will diversify our revenue streams and is anticipated to substantially increase our income as we tap into the broader consumer market.

Additionally, we plan to explore grants and external investments to support our expansion and the development of new features. These funds will be targeted towards accelerating product development and expanding our market reach, particularly in underserved regions.

The initial success with AMIDEAST provides a solid proof of concept, demonstrating that our services are not only needed but also valued by educational institutions. The cost-effective production of our sessions and their reusability represent a sustainable model that ensures we can continue to offer high-quality educational content at a competitive price.

In conclusion, our financial strategy is designed to ensure that Wasta not only becomes self-sustaining but thrives. By leveraging initial service contracts to build a strong base and planning for a scalable subscription model, alongside exploring additional funding avenues, Wasta is positioning itself for long-term success and impact in the educational sector.