Our programmes last between three days and two weeks and run according to the LSE Summer School model. The programmes consist of several short courses and/or workshops and cover subjects we feel will be most valuable to the country in which the projects are set up.
We operate programmes upon the invitation of a host university and work closely with them to develop a subject-agnostic and skills-focused programme that suits and benefits their students. In 2022 we returned to our in-person programmes reaching 704 students across 9 countries.
This early August programme was a series of workshops aimed to start to demystify and destigmatise mental health and well-being by opening discussions on stress, anxiety, and depression, while teaching techniques for stress management and building self confidence. Each day, the team worked with a different target group. In rural areas: unemployed youths aged 16-25; young people from 6- 16; and senior citizens. In the urban centre, university faculty.
We have returned to Uganda this August! During this programme ARU participants acquired a new method of producing “actionable” knowledge that communities can use to solve their own challenges. They will also emerge as trainers to educate villagers in how to improve their nutrition and overall health. This was done through courses entitled Foundations of Participatory Action Research and From Farm to Table. The URDT participants were taught how to effectively integrate technology in the classroom and streamline their own workflow through courses such as Integrating Technology in the Classroom and Teaching with Technology for Today and Tomorrow.
Karamat Husain Muslim Girls P.G. College is one of our oldest partners which is why it is always an honour to return to Lucknow, India this August. This year two of our volunteer professors from Africa flew to India for a week long programme for female empowerment by developing the tools necessary for mental resilience and financial literacy, as well as exploring how gender equality manifests at the individual and collective levels, and the power and pathways for civil society to create gender equality .
This July we delivered our second project at the University of Lagos (UNILAG). The learners were engaged in Sustainable Development, Financial Literacy, and Entrepreneurship courses, while the faculty explored the topic of inspirational leadership. The following week, the Nigeria team moved up-country to Ado-Ekiti for our first ever programme at Ekiti Statue University (EKSU). We repeated the same programme, plus the special addition of a Finance for Africa course from one of our long-standing volunteers now based in Nigeria.
Also in May, we delivered a faculty development programme for our new partner in Kerala, the Social Advancement Foundation of India. The programme began with three weeks of online classes and culminated in a one-week in-person workshop series. Being an Inspiring Leader helped participants develop the interpersonal teaching skills they need to motivate and inspire students. The course covered the latest research in motivation, goal-setting theory, and pedagogical practices. The Online Curriculum Design course helped participants develop the skills they need to design and deliver online courses, using instructional design principles for remote teaching and learning and provided them with theoretical and practical knowledge.
In January, we launched the first part of our programmes with Back to Basics with an online programme on ‘Building Resilience and Mental Well-Being’. This was followed up by an in-person programme in Nairobi in March, that had classes on tackling hate speech, online security, and utilizing social media.
In March, Prowibo started its first project in Nigeria with our partners at the University of Lagos, where we ran programmes for both students and faculty. Our programme for staff focused on the challenges and opportunities of 21st-century teaching, while our student programme had classes on African finance, financial literacy, personal branding, and entrepreneurship.
We ran an online programme on ‘21st Century Skills & the Sustainable Development Goals’ with our local partners in Thailand - Srinakharinwirot University. This included courses on futures literacy, design thinking and pitching.
Collaborating with the Guinean Ministry of Youth and Sport, we taught a Francophone programme on entrepreneurship and well-being to 50+ students. This included classes on presentation skills, working with small and medium businesses, and physical exercise sessions.
In May, our volunteers travelled to Malaysia to deliver programmes for students and faculty at UCSI KL & Kuching and RCE Kuching. Students undertook workshops on ‘Leadership and the SDGs’ and staff took part in our ‘Practical Strategies for ESD (Education for Sustainable Development)’ workshop. We also held a joint conference with UCSI University and the Regional Centre for Expertise on Education on “Science & Sustainable Development: Rebooting a Decade of Action with STEM Education” at UCSI University in Kuala Lumpur.
In August, we returned to our long-standing partner, the African Rural University. On this visit, we held courses for women and faculty to develop their entrepreneurship, leadership and self-defence skills. We also launched a new programme at their sister primary/secondary school, URDT Girls’ School upskilling faculty to teach for the 21st century.
In August, we ran our second Francophone programme for 2022, visiting the RCSS in Senegal to teach a course on social entrepreneurship. In the second week, our ‘Act & Inspire’ programme taught a second group of 50 marginalised young people. The course explored leadership, empathy, collaboration, and social entrepreneurship.
In September, we ran our first programme in Nepal with the Institute for Integrated Development Studies (IIDS). Our two week programme featured courses on Circular Economy and Design Thinking, Sustainable Development, Inclusive Development Leadership and Communication and Confident Communications. The programme concluded with a roundtable discussion to evaluate the courses as well as share perspectives on the future of development politics and economics.
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