We are delighted to announce the winners of the fourth annual Educating Africa Pan African Awards for Entrepreneurship in Education. On this page you will find a list of Top Winners and Country Winners. Congratulations to all who entered - it is great to see so much inspiring work taking place across Africa!
Below you will find information about the top three prize winners, as well as the 26 organisations named as country winners for their innovative approaches to education in Africa. The winner of the First Prize of $10,000 was Nigerian organisation, The Smallholders Foundation, while the two runners up who won $5,000 each - URDT and Volunteer Uganda, both hail from Uganda. All country prize winners were awarded $1,000 each by Teach A Man To Fish.
1st Prize: The Smallholders Foundation, Nigeria
The Smallholders Foundation established its Future Farmers Program to tackle youth unemployment and empower young Nigerians, especially girls with practical, valuable and lifetime skills. Agricultural, environmental management, financial education and entrepreneurship skills are aquired through the establishment of modern community or school crops, fruit trees and livestock garden which students entirely own and manage.
Through this approach young people are empowered to sell the garden products, place the money in a Saving Bank Account and use the profit to grant themselves micro-loans to establish similar gardens at home, eventually becoming self- employed. The program takes place at each school on one acre of land donated by school authorities, however thanks to the focus on students replicating these activities at home, over 1,700 students have now setup small home garden enterprises after taking part in this initiative. http://smallholdersfoundation.org/
Uganda Rural Development & Training Programme (URDT), Uganda
URDT believes that educating and empowering girls is the key to development. They are committed to teaching girls to become ‘change agents’, by setting up income generating enterprises and living healthily and sustainably, to model within their communities. The girls are taught these skills alongside their academic studies through workshops, debates, clubs, competitions, back-home projects and through inquiry based methods of learning. The success of this program is clearly demonstrated by those students that have taken up leadership positions within their communities and the high levels of food security and collaboration in their homes. http://www.urdt.net/
Volunteer Uganda, Uganda
Volunteer Uganda (VU) was established with the primary mission of alleviating poverty through sustainable education in rural Uganda. It has grown from a nursery to a network of schools, educating over 3000 students, and reaches 9000 children in their partner schools. They have achieved sustainability by building relationships with a number of international organisations such as Teach First UK and by encouraging overseas volunteers. http://volunteeruganda.org/
Benin: Bridges Benin
Bridges Benin was set up to support students and graduates to help them gain the vital vocational skills necessary for the working world. The programme hopes to write a number of entrepreneurial based publications and establish similar projects across Benin.
Burkina Faso: Association Pour la Promotion des Initiatives Locales de dev√©loppement
This flexible development strategy can be applied to any local initiative, by supporting the community with literacy and entrepreneurial skills to help them successfully set up income generating activities. As a result, women have established various successful agribusinesses and handicraft enterprises, and are then able and encouraged to educate others with their skills.
With many students leaving school before completing secondary education, Burundi sees much of its youth forced to enter rural employment, often under skilled and under qualified. ASODECOM is an organisation that provides vocational training in agriculture, animal husbandry and modern methods of production to disadvantaged youths to open up the economic opportunities available to them.
Cameroon: CAMGEW, Synergie Jeunesse et Developpment
Many young people in Cameroon lack entrepreneurial skill and knowledge of the opportunities available to them. CAMGEW recognised this, and set about tackling the issue. They provide school leavers with vocational skills learning, information on the funding opportunities available to them, and a guidance service which helps the youths through the challenging process of setting up a business.
ACODE was set up in 2003 to help the youth of Chad to prosper despite the country’s recent history of civil war and economic destruction. ACODE offers basic education, training in sewing, and access to micro finance. The organisation hopes to train 100 students each year over three years, recognising that they have the potential to become important contributors to society.
Democratic Republic of the Congo: La Floraison
La Floraison was an organisation set up in recognition of the difficulty rural and low income villages face in trying to secure basic livelihoods. Through the scheme, villages are encouraged to give towards a communal fund, which can be accessed by those with entrepreneurial skill, to set up income generating activities which will provide financial benefits and services to the whole community.
Egypt: International-Curricula Educatores Association
Often, the relationship between science and environment is not addressed within school curriculums, making learning challenging in subjects such as biodiversity. This knowledge gap is beginning to be addressed thanks to International-Curricula Educatores Association, who are supporting a self-financing environmental and applied science project called ‘science across Egypt’.
Ethiopia: Hiwot Integrated Development Association [HIDA]
HIDA works with orphaned and vulnerable children, in light of the HIV/AIDS crisis and economic challenges within Ethiopia. The organisation helps by working in collaboration with schools, and offers services that range from the provision of basic educational materials right up to psychological and tutorial support.
Gambia: The Gambia Scout Project
The origins of this project are from a UK based scout leader who took the opportunity to set up a scout base in Gambia. It has grown, and is now a school during the day offering a three year scheme in practical and vocational education, but maintains its scout facilities for the weekends and holidays. Over 100 teenagers a year can be educated through this programme.
Ghana: Pagus Inc (Pagus Africa)
Pagus seeks to give children access to a valuable education through a number of approaches; they offer a sponsorship programme which has allowed 85 children to attend school, and they partner with schools and mentor with staff to help them realise their aspirations for the school. They also work with stakeholders to educate them in decision making and entrepreneurship to ensure mutual goals are achieved.
Kenya: VVOB Kenya: Healthy Learning programme
There are concerns over school eating programmes in Kenya, from the sustainable and affordable supply of food, to the nutritional status and state of pupil’s health. The Healthy Learning programme is helping the school community to identify these problems and deliver local and sustainable solutions – from introducing basic sanitary lessons, to setting up school gardens and farms.
Liberia: People Empowerment Program (PEP)
PEP is a refugee inspired NGO which seeks to empower the community, ex-combatants and war affected persons by improving access to integrated education, vocational training and improve employment opportunities with micro financing and entrepreneurial skills learning.
Malawi: Ganet's Adventure School
The School was founded as a pre-school by Gertrude Banda in 2004. It has since expanded into a thriving primary school due to high demand from parents for an alternative to overcrowded government primary schools. The school was built with sustainability and the wider community at the forefront – bricks were made on site, and local labourers were employed.
Mauritius: Droopnath Ramphul State College
School administrators have modified the curriculum at Droopnath from a purely academic one, to a project based one, to change the focus towards skills for a sustainable and financially secure livelihood. Students are highly involved with enterprises, which offer a range of products from banana muffins to eco bags, and are encouraged to get involved with all aspects of the business.
Morocco: Association Initiative pour le d√©veloppement humain
This project aspires to create and drive the first generation of students as innovative entrepreneurs through a nine month course, to develop projects that impact positively on the social and economic dimensions of their communities.
Niger: The Nomad Foundation
The Nomad Foundation was established with the goal of assisting the nomadic populations of the Tuareg and Wodaabe in Niger, Africa. They discovered that solar power; a reliable and low maintenance energy source could provide the nomads with the provision of fresh water, which spurred them on to develop an innovative education programme. The Foundation hopes to turn the whole operation over to the nomadic population within five years.
The Akilah Institute was founded to train the next generation of female leaders and entrepreneurs in Rwanda. The school ensures each student takes a three month entrepreneurship course before graduation to ensure they are set for successfully developing their own enterprises.
Senegal: Groupe ISEG/UNIDAF
The project is designed to provide on demand services to people in remote areas, disadvantaged by their social or geographical situation, via an innovative ‘virtual platform’. This means Groupe ISEG/UNIDAF provide educational, capacity building, vocational training services over the internet or through mobile phone technology.
Seychelles: Nature Seychelles
Nature Seychelles seeks to improve the conservation of biodiversity and protection of the environment through its educational programmes. Their programmes are designed to make learning about the environment an enjoyable experience, and others suitable for the older generations.
Sierra Leone: Hands Empowering the Less Privileged (HELP-SL)
HELP-SL was founded in 1996 with the aim of reducing the burdens of those affected by war, and is one of today’s leading development organisations. They have an entrepreneurial and market based approach to development, and implements its interventions in three core programmes: Women’s Empowerment & Advancement, Human and Food Security and Youth Development.
Somalia: LIBIN Womens’ Development Association (LWDA)
The mission of LWDA is to empower women by supporting and educating them. They are taught basic numeracy, literacy and vocational skills and are encouraged to learn about small business setup.
South Africa: Zip Zap Circus School
Zip Zap equips youth in Cape Town with circus and technical skills, life values and ethics, allowing them to grow and pass on their knowledge to the younger ones. The aim is to develop them to be responsible, independent, employable citizens.
Sudan: Christ Mission to the World
After years of unrest, Sudan’s population has been left desperately poor and unable to send their children to school. Christ Mission to the World is tackling this with a grinding mill! They are implementing a number of strategies using the school’s resources that will help the school to become financially sustainable.
Tanzania: Creative Resource Solutions Systems
Creative Resource Solutions Systems seeks to help adults turn their creative interests into feasible businesses by teaching basic but valuable skills. Graduates can return and volunteer their skills and experience at the centre in return for support in the development of their own enterprise. Since 2007 over 200 people have been educated at Creative Resource Solutions Systems, with 5 now holding Government positions.
Zambia: St Vincent de Paul Community School
The school was opened in 2003 in response to the needs of children orphaned by the HIV/AIDs pandemic. The aim is to provide them with a quality basic education that gives them strong foundations for the future, and one that integrates them back into the community. To finance the school, income generating projects include poultry farming and the making and selling of various handicrafts.
Zimbabwe: Kufunda Learning Village
Kufunda Youth Development Programme was established in 2011 with the aim of supporting disadvantaged youths from five rural communities and turn them into confident, independent entrepreneurs. Most are orphans and have struggled with the traditional education system. The programme brings together 16 children for a three year programme, which oversees leadership and community development, practical skills and personal leadership development.