TECHAiDE

Our Mission

Providing technology solutions for development, any time anywhere.

Our Vision

We strive to be the leading and most preferred technology provider for development partners; locally, regionally, nationally and globally.

Our Values

Our values are captured as the S.P.E.E.D. principles. It defines and forms the base of our culture and business philosophy. From here, we derive our business practices: how we interact with our partners, employees, and other stakeholders.

Our S.P.E.E.D. Team Values Stands for;

Social, Professional, Ethical, Entrepreneurial and Devoted.

Our Team Lead for this project, Seth Abrah Kankam is a Senior Development Specialist overseeing the NGO clients' Portfolio at TECHAiDE Limited.

With a primary focus on enhancing Education, Youth Development, and Health Delivery through ICT solutions, Seth's role extends to ensuring the efficient implementation of projects and their long-term sustainability, contributing to lifelong success in impact matrix reading.

Seth Abrah Kankam, our esteemed team lead, along with his supporting team members, are poised to provide effective support for the 2024 LEAP Project despite competing priorities within TECHAiDE.

One key advantage lies in our flexible work policies at TECHAiDE, which allow employees the freedom to work remotely. This flexibility will enable Seth and his team members to allocate time to the 2024 LEAP Project without compromising their other commitments within the organization. Seth, for instance, benefits from a designated off day on Fridays, which can be leveraged to focus exclusively on the project. 

Moreover, we can boast of a dynamic work schedule, where start and closing times are not rigidly fixed. This will provide additional opportunities for effective time management in balancing project responsibilities alongside other tasks. With TECHAiDE’s work structure, working 4 hours a week on the LEAP project will not be problematic.

Beyond logistical considerations, the 2024 LEAP Project holds significant strategic importance for our organization. It represents a long-standing ambition that aligns with our company's goals and values. The endorsement and support from MIT SOLVE will further underscore its importance, fueling enthusiasm within our team to ensure its success. This project has long been planned over the years by Seth and his team but has been delayed due to a lack of funding. TECHAiDE already has it in their plan with regard to time allocation for this project. Seth and his team recognize the unique opportunity presented by this collaboration and are committed to dedicating their expertise and time to deliver impactful results.

In addition to time management and strategic alignment, the team's collective skills and experience make them well-suited for the challenges of the LEAP Project. Each member brings unique strengths and perspectives to the table, fostering a collaborative environment conducive to innovation and problem-solving. Seth's leadership qualities, coupled with the team's diverse skill set, provide a solid foundation for navigating the complexities of the project and overcoming obstacles along the way.

Seth Abrah Kankam and his supporting team members possess the necessary flexibility, strategic vision, and expertise to effectively support the project while managing other priorities within our organization. We are confident in the team’s ability to drive the 2024 LEAP Project forward and achieve a meaningful impact.

ASANKA of TECHAiDE is an offline Learning Management System that deploys educative content to learners without the use of internet.

Our product, ASANKA, aims to solve several urgent issues in the educational ecosystem, especially in areas with poor infrastructure and internet access. ASANKA seeks to resolve the following problems:

1. Limited Access to Educational Resources: Educational resources are often limited in underserved communities. These communities lack adequate learning materials and are also restricted by internet access. This scarcity creates a major obstacle to learning, impeding the possibility and ability of students to advance their education in these areas. Students' academic growth and potential are limited when they lack access to sufficient educational materials.
2. The challenge of Data Collection and Evidence-Based Decision Making: The processes of collection and analysis of data are often absent from traditional educational institutions in Sub-Saharan Africa. This shortcoming makes it more difficult for educational institutions to make evidence-based decisions. Decisions are made based on personal opinions or assumptions. This hinders their capacity to evaluate student performance, pinpoint problem areas, and carry out focused interventions. The performance of students keeps deteriorating as a result.
3. Lack of effective Human Resource Management System: Successful human resource management is essential to the accomplishment of educational goals. However, keeping track of user profiles of tutors, checking on attendance, and assessing performance can be difficult jobs with limited resources. Administrators and head teachers find it difficult to efficiently manage their staff and maximize students' learning opportunities when insufficient processes are in place.
4. Lack of Offline Learning Management System: Conventional learning management systems require internet access, which makes them useless in areas with poor internet service. This shortfall makes educational inequalities worse by denying students in underserved communities access to essential learning materials. The success of educational programs in impoverished regions is hampered by the lack of offline alternatives. This poses major challenges for instructors and students in storing and accessing learning materials.

There is a need for transformative initiatives to enable offline learning management, close the access gap to educational materials access, streamline human resource management, empower underserved communities, and open doors for equitable educational opportunities and outcomes. 

Our product, ASANKA, fulfils Sustainable Development Goal (SDG) number 4,  Quality Education. It ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all. 

ASANKA is an acronym coined from All Subjects And New Known Access. ASANKA is an innovative solution for foundational learners focused on children between Kindergarten and Elementary schools. 

ASANKA is an effective Offline Digital Educational Content Deployment tool for Individualized Learning Enhancement. Its versatility and functionality are tailored to meet the unique needs of learners, offering a comprehensive offline learning management system. 

ASANKA's portability and ease of use make it an ideal solution for Kindergarten and Elementary educational projects. With any wifi-enabled smart device, you can Access and Distribute Information, Collect Data, Educate and Entertain all. ASANKA can be powered by a simple power bank, eliminating the need for constant electricity access.

ASANKA offers a multiplicity of content formats, including e-books, videos, audio, interactive games, quizzes, and other relevant digital educational content. 

In addition to its capabilities, ASANKA boasts of two powerful features: the ASANKA Cloud Account (ACA) and the ASANKA Store. 

The ACA provides funders or administrators with a centralized platform to manage learning content on the device. Through the ACA, administrators can curate and update educational materials, ensuring relevance and up-to-date content. Moreover, ACA offers analytical reports on learner progress, enabling educators to track performance and tailor instruction accordingly.

The ASANKA Store serves as an online marketplace where local publishers can exchange educational products. 

In all, ASANKA serves as;

1. A Digital Knowledge Hub.
   It is a central repository for digital content, encompassing a wide range of formats like static websites, Office files, PDFs, videos, audio, and images. ASANKA serves as a comprehensive and easily accessible Digital Knowledge Hub, sharing its content with up to 30 wifi-enabled devices for free.
2. An Evidence-Based Decision-Making Tool.
   Data is gathered and researched through ASANKA to make informed choices, ensuring decisions are grounded in facts and real-world observations. This approach enhances informed and effective outcomes by prioritizing empirical evidence over personal opinions or assumptions.
3. An Offline Learning Management System (LMS)
   ASANKA's Offline Learning Management System (LMS) is a versatile and customizable platform designed to enhance teaching and maximize learning outcomes. It centralizes learning and training management for easier organization, administration, and tracking of educational activities, tailored to meet African educational needs.
4. A Human Resource Management System.
   ASANKA simplifies Human Resource Management by tracking user profiles for administrators, teachers, and students. This tracking provides valuable insights into attendance, progress, and performance, enabling administrators to effectively manage their resources.

In summary, Asanka gives learners unlimited access to learning resources, serves as an effective Human Resource Management System, supports Evidence-Based decision making and offers an Offline Learning Management System. ASANKA represents a transformative approach to education, breaking barriers and empowering learners to reach their full potential. It is a valuable tool that bridges the digital divide and fosters equitable access to education. 

One of the main focuses of TECHAiDE is to build Educational ICT Labs (EDULab). In all the Labs built so far, ASANKA is installed there to deploy educational content offline to learners.

Each year, we measure our impact on the communities and education as a whole. We use both Summative and Formative research methods.

So far, we have impacted 391,585 students and trained 9,752 teachers across 172 locations in Ghana.

We use the IRIS + System for our Impact Assessment Report. Further details about our Impact Assessment can be found HERE.

TECHAiDE Impact Report: Unveiling the Power of ASANKA.

TECHAiDE's commitment to bridging the educational gap in developing countries is fueled by data-driven insights. The latest impact report, utilizing the robust IRIS+ system of standardization, has revealed valuable information about the effectiveness of the ASANKA, informing our future endeavours.

Measurable Gains in Student Performance:

One of the most significant findings relates to student test scores (PI9024). The report demonstrates a positive trend in scores across various subjects offered through the ASANKA, including ICT, Science, English, and Math. This suggests that the program's curriculum and resources are effectively equipping students with the knowledge and skills necessary for academic success.

Increased School Enrollment and Improved Resource Utilization:

The data also highlights an increase in school enrollment, particularly for girls (PI1081) – a crucial indicator of ASANKA's role in promoting gender equality in education. Additionally, the Educational Resource to Student Ratio (PI4279) shows improvement, signifying that resources on the ASANKA are being utilized effectively, reaching a greater number of students.

Teacher Training Makes a Difference:

The impact report underscores the importance of the free teacher training programs offered by TECHAiDE. Data points like Teaching Experience (PI7871) reveal a positive correlation between teacher training and improved student outcomes. This emphasizes the need for ongoing support in empowering educators to leverage technology effectively in their classrooms.

Reaching Underserved Communities:

The report sheds light on the geographical impact of ASANKA. Data on School Enrollment (PI8069, PI6569, PI3337) indicates a balanced reach across urban, rural, and peri-urban areas. This aligns with TECHAiDE's commitment to bridging the digital divide and ensuring equitable access to quality education for all students, regardless of location.

Informing Future Directions:

The data gleaned from the impact report serves as a roadmap for TECHAiDE's future work. Here's how these insights will guide our efforts:

Curriculum Refinement: Based on student performance data, we will refine the ASANKA curriculum to address any identified knowledge gaps and ensure continued improvement in learning outcomes.

Teacher Training Expansion: The positive correlation between teacher training and student success emphasizes the need to expand these programs, reaching more educators and enhancing their technological fluency.

Contextualized Solutions: The data on geographical reach will inform the development of even more context-specific solutions within ASANKA. This ensures the program remains relevant and addresses the unique needs of each community.

Sustainability and Scalability: The report highlights the importance of ongoing monitoring and evaluation through the IRIS+ system. This allows us to continuously improve ASANKA's sustainability and scalability, maximizing its impact in more schools and reaching a greater number of students.

Conclusion:

TECHAiDE's commitment to data-driven decision-making is evident in its utilization of the IRIS+ system and the valuable insights revealed in the impact report. The positive trends in student performance, increased enrollment, and effective resource utilization paint a clear picture that ASANKA is working. By harnessing these insights, TECHAiDE will continue to refine, expand, and improve the solution, empowering schools and transforming education in developing countries.

There is proof that ASANKA has improved educational outcomes in developing countries such as Ghana, Gambia and the rest. However, we understand that significantly strengthening the evidence base of our work is necessary to gain wider adoption and maximize our impact.

Here are some reasons why we strongly believe TECHAiDE joining the 2024 LEAP Project is a necessity.

1. Collaboration with content creators: The 2024 LEAP Project can help TECHAiDE connect with EdTech researchers and educational content creators. This will help better our solution. We have the ASANKA Store which is a digital marketplace on the ASANKA that connects learners with a vast selection of high-quality local educational content, games, books and more. Content creators help in getting these educational resources to the ASANKA Store. Our collaboration for the 2024 LEAP Project will enable us to get exposure and this will attract more educational content creators and publishers to bring their resources to the ASANKA Store. 
2. Networking Opportunities: The LEAP Project will give TECHAiDE exposure and will foster networking with other like-minded organizations. This will open doors to potential partnerships, allowing us to share ideas and expand our reach to new communities. It will further attract investors who believe in our solution and enable us to better it.
3. Demonstrating Scalability: A successful distribution of the ASANKA in the Western region of Ghana through the LEAP Program will serve as a powerful case study, demonstrating ASANKA's scalability and effectiveness in diverse contexts. This evidence will be instrumental in securing further funding for expansion into other countries with underserved communities. Most of TECHAiDE's projects are funded by NGOs and Foundations. A successful project will boost the trust in TECHAiDE and our solution.

To conclude, the 2024 LEAP Project is a very important opportunity for TECHAiDE. The positive outcome at the end of the project with ASANKA will attract more Educational Content Creators, NGOs and Foundations and also attract investors to come on board and help better our solution.

1. Is ASANKA a better option than Personal Opinion and Assumptions for making a Decision on Educational related issues?
2. What mode of teaching and learning is effective, and provides better testing outcomes for students?
3. What are the challenges of utilizing ASANKA as a Learning Management System and a Human Resource Management tool in rural settings?

Ghana runs the Trimester Educational System which spans up to 12 weeks per term. This will be perfect for a successful LEAP Project.

To assess the impact and success of our project, Summative and Formative research methods will serve different purposes and provide complementary insights in the context of the 12-week LEAP Project with ASANKA in the Western region of Ghana.

1. Summative Research:

Summative research focuses on evaluating the outcomes or effectiveness of an intervention or program after it has been implemented. In the case of the LEAP Project, summative research will be employed to assess the overall impact of ASANKA as a Learning Management System (LMS) and a Human Resource Management (HRM) tool in rural settings, specifically in elementary school environments. The desired outputs of the summative research will include:

   - Quantitative data on educational outcomes: This could include metrics such as test scores, attendance rates, and student progress over the 12-week period.

   - Comparative analysis: Comparing the performance of students and teachers using ASANKA with those relying on personal opinion and assumptions, providing insights into the efficacy of ASANKA as a decision-making tool.

   - Identification of challenges and successes: Summative research will highlight the overarching challenges faced in utilizing ASANKA and provide insights into the effectiveness of the system in improving educational outcomes and HRM processes.

2. Formative Research:

Formative research is conducted during the implementation phase of a project to gather feedback, identify challenges, and make adjustments in real time to improve the intervention. For the LEAP Project, formative research will focus on understanding the ongoing dynamics of using ASANKA in the educational setting and addressing any emerging issues. The desired outputs of formative research include:

   - Qualitative insights: Gathering qualitative data through interviews, observations, and focus groups to understand the experiences and perceptions of users (students, teachers, administrators) regarding ASANKA.

   - Iterative improvements: Using formative research findings to make real-time adjustments to the implementation strategy, content delivery methods, or user support mechanisms to enhance the effectiveness of ASANKA.

   - Process evaluation: Assessing the fidelity of ASANKA implementation in schools, including adherence to protocols, engagement levels, and challenges encountered.

By employing both summative and formative research methods, the LEAP Project can help understand the impact of ASANKA over the 12-week period, identify areas for improvement, and contribute valuable insights to inform future implementations and scale-up efforts.

TECHAiDE can take several actions to leverage the findings of the 12-week LEAP Project with ASANKA in the Western region of Ghana: Below are ways through which the organization can put into action outputs of the LEAP Project.

   - Educational Advocacy: TECHAiDE will use quantitative data on educational outcomes to advocate for the adoption of ASANKA as a viable solution for improving learning outcomes in rural areas in Ghana. We will engage with policymakers, education authorities, and stakeholders to demonstrate the impact of ASANKA on student performance and attendance rates.

   - Evidence-Based Decision Making: TECHAiDE can provide decision-makers with comparative analyses showing the effectiveness of ASANKA over personal opinions and assumptions in making educational decisions. This can influence policy decisions related to educational resource allocation and curriculum development.

   - Continuous Improvement: TECHAiDE will use the qualitative insights from formative research to iteratively improve ASANKA's design, functionality, and implementation strategy. We will incorporate feedback from users (students, teachers, administrators) to address challenges and enhance user experience.

   - Capacity Building: TECHAiDE will use process evaluation findings to identify areas where additional training or support is needed for users to effectively utilize ASANKA as an LMS and HRM tool. We will develop capacity-building programs tailored to address specific challenges identified during the research period.

   - Replication in Similar Contexts: TECHAiDE will replicate the LEAP Project model in other rural regions in Ghana and beyond who are facing similar infrastructure and connectivity challenges. We will adapt the implementation strategy based on the insights gained from the research to ensure successful adoption and sustainability.

   - Partnership and Collaboration: TECHAiDE will also leverage the success and lessons learned from the LEAP Project to attract funding, partnerships, and collaborations with other organizations, both within Ghana and internationally, interested in promoting education and technology in underserved communities.

Overall, TECHAiDE will use the outputs of the LEAP Project to advocate for policy change, improve the design and implementation of ASANKA, build capacity among users, and scale up the initiative to reach more beneficiaries in Ghana and beyond.

The desired long-term outcomes of the 12-week LEAP Project sprint for both TECHAiDE and ASANKA encompass several key areas:

TECHAiDE:

   - Sustainable Impact: TECHAiDE aims to achieve sustainable improvements in educational outcomes and human resource management practices in rural areas through the successful implementation of ASANKA.

   - Policy Influence: TECHAiDE seeks to influence education policies and decision-making processes at the local, regional, and national levels based on evidence generated from the LEAP Project. We aim to advocate for the integration of ASANKA into educational frameworks and resource allocation strategies.

   - Capacity Building: TECHAiDE aims to build the capacity of stakeholders, including teachers, administrators, and community leaders, to effectively utilize ASANKA as a learning management system and human resource management tool. This includes providing training, technical support, and ongoing mentorship.

   - Scalability and Replicability: TECHAiDE intends to develop a scalable and replicable model for implementing ASANKA in similar contexts beyond the initial 12-week sprint. We aim to establish partnerships, secure funding, and leverage resources to expand the reach of ASANKA to more schools and communities in Ghana and potentially other countries.

ASANKA

   - Enhanced Functionality: It is desired to continuously improve the functionality and features of ASANKA based on feedback and insights gathered from the LEAP Project. This includes refining the user interface, expanding content offerings, and enhancing data collection and analytics capabilities.

   - Increased Adoption: We seek to increase ASANKA's adoption and usage among target users, including students, teachers, and administrators. By demonstrating its effectiveness in improving educational outcomes and streamlining HRM processes, our aim for ASANKA is to become an indispensable tool in rural schools and communities.

   - Long-term Sustainability: We aim to ensure ASANKA's long-term sustainability by establishing robust partnerships, generating revenue streams, and fostering community ownership. This includes exploring opportunities for commercialization, subscription models, and partnerships with government agencies, NGOs, and private entities.

   - Positive Social Impact: We desire that in the long term, ASANKA will contribute to positive social impact by bridging the digital divide, promoting inclusive education, and empowering marginalized communities. 

In summary, the desired long-term outcomes of the 12-week LEAP Project sprint for both TECHAiDE and ASANKA include sustainable impact, policy influence, capacity building, scalability, enhanced functionality, increased adoption, long-term sustainability, and positive social impact. Through collaboration, innovation, and strategic partnerships, TECHAiDE and ASANKA aspire to make a meaningful difference in the lives of learners and communities in rural areas.