Learning Archives - Catalysing Change Week

Reimagining Social Entrepreneurship in the Islamic World

Ajit Vahadane — Tue, 24 May 2022 10:02:35 +0000

Core to our humanity is problem solving and critical thinking. That is how we evolved and survived. This means that each human being is essentially a social entrepreneur, identifying challenges and developing solutions. Civilizations and cultures throughout history have depended on this spirit to enable change and progress. In this session we attempt to use this definition to reimagine social entrepreneurship in the context of the Islamic world. There are 1.7 billion Muslims globally. Muslims are ready to give to reduce poverty, hunger and improve education and health as part of their faith. One of the fundamental tenant of the Muslim faith is Zakat (to give to those in need). We want to reimagine this giving, Zakat, in today’s world in the spirit of social entrepreneurship. In this session we bring experts from across the globe in social entrepreneurship, Islamic religion, INGOs and government as well as private funders and foundations to discuss in depth this innovation approach, the challenges to make it a reality and concrete steps to implantation. The goal is to come up with a road map of actionable items to bring this concept to reality. The impact will enable systems change and drive achieving the SGDs in record time in a sustainable fashion because of the grassroots movement this concept will instigate.

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Gamification as an Educational Stimulator for System Change

Ajit Vahadane — Tue, 24 May 2022 10:02:33 +0000

Gamification in education can improve motivation and engagement. Games for sustainability, which drive change globally, from the beginning of our lives, human beings discover the world through play and games, activities that favor brain development and do not discriminate between historic periods or cultures. Throughout history, human beings have learned through this playful exercise, an endeavor that’s especially linked to our first years of life when a large number of neural connections are gestated. However, these activities have mutated to become an accelerated learning tool with a high impact on the cognitive processes of people of any age. Sustainable development – despite being an imperative for the survival of humanity and for the balance of the planet – is still a strange concept for many people, which is why it has used gamification (analog and digital) to respond to the urgent need to amplify its message and generate paradigm shifts. How do we act, accelerate and amplify this system change to achieve 2030 global goals ? Join us on CCW change week, together collaborating for the planet !

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How to Conduct Research on Program Impact Under Humanitarian Conditions

Ajit Vahadane — Tue, 24 May 2022 10:02:32 +0000

This session will be a panel sharing challenges and solutions for conducting research under humanitarian conditions to evaluate impact of programs. Speaker’s bio: 1. Rana Dajani Professor of molecular cell biology, Hashemite University, Jordan, Harvard Radcliff fellow, a Fulbrighter, Eisenhower fellow, Yale and Cambridge visiting professor. Research area: refugee youth and the epigenetics of trauma across generations and world expert on genetics of Circassian and Chechan populations in Jordan. Established stem cell research ethics law in Jordan. Advocate for biological evolution and Islam, Member UN women Jordan advisory council. Established a women mentor network, and received Partnerships for enhanced engagement in research (PEER) award 2014. Organized the first gender summit for the Arab world 2017. Most influential women scientists in Islamic World, 12 among100 the most influential Arab women, Global Changemaker Award for celebrating, President of the Society for the Advancement of Science, Technology and Innovation in the Arab World. Awarded the Jordan star of science by His Majesty King Abdullah II. Developed a community-based model “We love reading” changing mindsets through reading to create changemakers, received World Innovation Summit in Education Award 2014, King Hussein Medal of Honour 2014, UNESCO International Literacy Prize 2017, World Literacy Council Award 2018 and the Jacobs social entrepreneurship award 2018, Science, Technology and Innovation Award UN 2019, Ashoka Fellow 2019, UNHCR Nansen Refugee awardee 2020, Schwab Social entrepreneur 2022. 2- Catherine Panter-Brick Catherine Panter-Brick is the Bruce A. and Davi-Ellen Chabner Professor of Anthropology, Health, and Global Affairs at Yale University. A medical anthropologist trained in human biology and the social sciences, she holds appointments in the Jackson Institute for Global Affairs, the Department of Anthropology, and the School of Public Health. Professor Panter-Brick is an expert on risk and resilience, having spent three decades working with people affected by violence, poverty, and marginalization. Her work with Syrian refugee youth is an example of scientific research evaluating the extent to which interventions can alleviate stress, boost resilience, and improve lives in war-affected communities. She has integrated methods from ethnography, cross-cultural psychiatry, child development, and stress biology to learn about the impact of violence on youth mental health in Jordan, Afghanistan, and Nepal. She has also led interdisciplinary research projects in Ethiopia, the Gambia, Nepal, Niger, Pakistan, Saudi Arabia, Tanzania, the UK, and just recently, the US-Mexico border. For her work in humanitarian areas, she received the Lucy Mair Medal, awarded by the Royal Anthropology Institute to honor excellence in the application of anthropology to the active recognition of human dignity. Prior to coming to Yale, she was a Professor of Anthropology at Durham University and a Fellow at St Hugh’s College, Oxford University. 3- Susanna Chui Susanna’s publications cover research areas in leadership and identity, social entrepreneurship, and social impact measurement. Her teaching encompasses leadership, social entrepreneurship, sustainability, corporate social responsibility (CSR), business ethics, and organizational behaviour. her research experience also extends to examining social impact measurement, CSR, stakeholder management and human resources issues in organizational contexts. Appointed by the Chief Secretary of the HKSAR Government, Susanna was part of the Social Innovation and Entrepreneurship Development Fund Task Force under the Commission of Poverty from 2012-2018. Moreover, she has been engaged in social innovation and social entrepreneurship as a Director of the Fullness Social Enterprise Society. Susanna has completed her PhD in Leadership at Durham University. Her Master of Research Degree in Leadership was accomplished with the University of Exeter. Her first Master in Mass Communications Research was obtained from the University of Leicester and she holds a Bachelor of Arts Degree in English from the University of York. 4- Heather Flowe: Professor Heather Flowe (School of Psychology, UoB) develops memory-enhancing, broad-reach, low-cost procedures that enable witnesses and victims to achieve their best evidence in criminal proceedings, particularly in the areas of sexual violence and criminal identification. She works with survivor organizations, legal practitioners (e.g., the CPS, the police) and governments to develop best practice guidelines for documenting and investigating incidents. With Professor Dajani, she leads the Rights for Time Research Network (https://www.rights4time.com, funded by the Arts and Humanities Research Council, Global Challenges Research Fund), which commissions community-led research on humanitarian protection in the Global South, as well as the CARE project

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Impactful stories of quality education in a city with wealth disparity

Ajit Vahadane — Tue, 24 May 2022 10:02:25 +0000

Participants can learn from the two approaches in supporting children and teenagers who experience difficulties in their primary and secondary school learning. One approach involves offering ethnic minority children supplementary learning support outside school to enhance their Chinese language competence for catching up in the indigenous school curriculum. Another approach involves a collaborative intervention with schools by placing university graduate mentors in schools to enrich the curriculum teaching and mentoring. Board members of each organisation will share the importance of Board involvement. Impacts of both approaches will also be shared.

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An ecosystem of responsible innovation

Ajit Vahadane — Tue, 24 May 2022 10:02:24 +0000

Participants will learn about how a government-steered ecosystem can help alleviate and prevent poverty in Hong Kong through social innovation. Various speakers will share how they have played different roles in making this ecosystem grow over the last 10 years. The panel speakers will include representatives from the steering task force, funding partnerships, intermediaries, and grantees. They will share how the processes of legitimacy building, shared value creation, and knowledge creation have been achieved and the impact of poverty alleviation efforts.

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Who is responsible for quality education in India?

Ajit Vahadane — Tue, 24 May 2022 10:02:23 +0000

Civil society and governments can do so much. When talking about change in a country as large as India in terms of population, need and diversity, we need all hands on deck. This session focuses on identifying stakeholders that are beyond governments, schools, educators and students when it comes to systemic education change. The session will entail a discussion about learnings and experiences from Adhyayan’s various projects and experiments such as the Peer Learning Project, Discussions with Donors, The Professional and Governance Learning Circles that have been aimed at trying to include more people at the table when it comes to bringing about catalytic change for the collective good.

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The Complex as a Developmental Unit

Ajit Vahadane — Tue, 24 May 2022 10:02:23 +0000

A complex is a unit that is a self-thriving ecosystem led by the community. As seen with the school complexes with Adhyayan’s work with the Systemic School Improvement Programme in Goa, this unit can be transformational. This session is aimed at bringing to light the stakeholders’ perspective and to hear from them what makes the complex a unit that can catalyse development and what it takes to build a strong foundational ecosystem for change.

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What does Systemic Change look like in a remote region?

Ajit Vahadane — Tue, 24 May 2022 10:02:22 +0000

Systemic change is multidimensional in itself but with an addition of an aspect of access and remoteness, the lens completely shifts. This session will share with you stories from Adhyayan’s work towards systemic school improvement in the two northeastern states of India, Tripura and Arunachal Pradesh while highlighting stakeholder stories, challenges, unique phenomena and newer lenses that the teams had to pick up to make ‘quality education’ a possibility in such remote regions.

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Beyond the Bounds of your Organization: Systems Influencing & Why it Matters!

Ajit Vahadane — Tue, 24 May 2022 10:02:19 +0000

To use a systems led approach to drive your organisation’s strategy and approach to the HOW of what you do include wide listening, non-inear approach, multi-perspective teams with lived experiences, sharing beyond the bounds of your organisation and connections. Since poverty is a multidimensional problem, Dara Institute developed an integrated and multidisciplinary approach to promote health for the entire family. Learn about a comprehensive systems approach to addressing poverty in Brazil using the family action plans that involve the family with health education and improvement, family education, citizenship and engagement, housing improvements and family income. During the session, you will be asked to reflect on how your organisation is systems led and what is missing or needs to be changed to make your organisation be led by systems.

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Upskilling Students and Uplifting Communities to Achieve the SDGs

Ajit Vahadane — Tue, 24 May 2022 10:02:17 +0000

Hear directly from four social entrepreneurs, three students and two business executives about their experience, the lessons learned and the impact of the programme on them. The main take-aways are: 1. Learn how the SURE programme works to benefit both students and the community. 2. Learn how to develop and use student-written micro cases to educate future leaders. 3. Learn how to develop a similar programme at your institution with minimal budget, by leveraging corporate, community, and academic partnerships, and using early successes to raise funds for future programming.

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