2017 - goodall-foundation.org.uk · Doreen Kessy, Ubongo’s COO, recalls being beaten for asking too many questions in school. “This still continues today, and we try to use our

2017�IMPACTREPORT

INTRODUCTION

How We Work

Where We Work

Impact Overview

Impact Spotlight: Ubongo

Theory of Change

Project Impact & Reflection

• Africa

� •�United�Kingdom

� •�International

Lessons from 2017

Our Question for 2018

Who We Work With

2-3

4-5

6-7

8-9

10-11

12-17

18-23

24-27

28-29

30-31

32-33

This is only our second impact report but what an extraordinary journey it has been over the last two years.

Reflections�from�our�Chairman

CONTENTS

It was in early 2016 that my family and I made the decision to establish a foundation in honour of my parents.

2017 has been the year during which we have refined our model: improving the administrative functions and procedures of a charitable organisation while also setting the strategy for the short, medium and long term. Our aim is to empower people to change their lives for the better, and our entrepreneurial background means that we take an inquiring approach to finding and supporting charities and individuals who align with our objectives, vision and values.

In this report you will find some inspiring examples of the work the Foundation is already supporting, which has been achieved in no small part thanks to the the efforts of the Board of Trustees, our advisors

and our management team—as well as my wider family.

Nevertheless, the breadth of our work and the range of geographical areas in which we choose to operate means that we are not unaccustomed to challenges. We are committed to continuing to have an open mind and approach to our portfolio, despite obstacles we have encountered. We are as excited to see the results of our support in our homeground of Brighton and the south east of England, as we are with our partners in Tanzania, the Middle East and North Africa, and further afield. We have had an extraordinary start, and we look forward to the next steps on our journey.

Andrew GoodallChairman

3tGF 2017 IMPACT REPORT2

OUR CHARITABLE OBJECTIVES1. To advance education for anyone up to the age of 25;

2. To support young people to develop their skills, capacities and capabilities

and to enable them to find employment;

3. To relieve poverty and financial hardship; and

4. To improve the efficiency and effectiveness of charities

and charitable projects.

OUR ACTIVITIES• We provide expertise, networks and funds to partner organisations in

order to stimulate a sustainable approach to charitable work;

• We research, develop and review projects in partnership with others; and

• We manage projects that have a direct impact on children, young people

and the professionals who work with them.

OUR AREAS OF FOCUS

We�have�developed�a�holistic�model�that�comprises�the�three�interconnected�areas�of�our�work.

OUR VISION

We�want�to�empower�people�to�change�their�lives�for�the�better.

HowWeWork

OUR CRITERIAWe�do�not�take�unsolicited�applications.�Instead�we�proactively�seek�out�partners�who�can�develop�projects�that�fulfill�most�or�all�of�the�following:A. enable individuals to become independent in order to flourish and fulfil their

potential; B. are sustainable, either because they can be scalable or replicable,

or because they are rooted in the communities they serve; C. are participatory—

co-designed by the people the projects intend to support; D. are innovative;

E. adopt a business/entrepreneurial mindset or are open to learning.

INTERNATIONALCo-School,�Colombia Youth social enterprise organisation that provides local business mentors to student groups, building problem-solving skills and entrepreneurial spirit.Taqaddam,�Middle�East�&�North�Africa� Schools-based programme in partnership with HSBC and the British Council to build soft skills and leadership opportunities in youth, culminating in innovative social action competitions.

4 tGF 2017 IMPACT REPORT 5tGF 2017 IMPACT REPORT

United�Kingdom

Any�Other�Business�A week of events showcasing the social good that goes on acrossBrighton & Hove, set up by a cross-sector group of organisations. AudioActive�Music charity that enables young people in Brighton to collaborateand find unique modes of expression.The�Barge�@�Brighton�Marina��Non-profit community and youth hub located in BrightonMarina that hosts conferences, performances, workshops and other public events.Blockbuilders Start up company that uses the video game “Minecraft” to enable young people to reimagine and redesign their city.City�Academy�Whitehawk�State primary school serving one of the most disadvantaged communities in Brighton and Hove.Kent�Refugee�Action�Network�Charity that helps and supports young asylum seekers and refugees in the UK.Little�Green�Pig�A writing charity inspiring creativity in children through workshopsin underserved schools and libraries, as well as publishing children’s work.ONCA�A gallery in central Brighton that engages and brings attention to social and environmental issues through the arts.Pro�Baristas�Barista training programme for unemployed and vulnerable youth in Brightonand Hove also supporting placements in coffee shops around the city.SEA�PR�PR company for ethical businesses, charities and social enterprises.Streetfunk�Dance charity with a focus on soft skills development in children acrossthe south coast.Strike�a�Light�Arts and heritage projects that connect a diverse range of people to their communities. Sussex�Business�Awards�Annual awards ceremony for the region; the Responsible Business Award is given to companies who benefit their local communities, through volunteering, sponsorship, mentoring or the like.Tarner�Community�Project�After school clubs and activities, football teams and girl groups for youths aged 4-19 in the Tarner Park community of Brighton.

AFRICA (Tanzania, Kenya & Malawi)

African�Management�Initiative Practical and online learning and development tools to empower African managers and entrepreneurs.Bridge�for�Change Youth-led Tanzanian charity that mentors and trains others to be change-makers in their own communities.Head�Teachers’�Leadership�Programme Blended professional development programme for educators across Tanzania delivered through a mix of workshops, coaching and online learning. Love�Support�Unite Malawi charity that provides farming supplies, including seeds and tools, as well as famine kits to combat food insecurity and encourage sustainable livelihoods for families.School�Construction Projects Construction of two new classrooms and an office as well as building a dormitory roof for students in northern Tanzania. Schools�of�Hope After-school programmes delivered in rural and deprived areas of Tanzania and Kenya.Ubongo Educational animations and entertainment for children broadcast across Africa.Wasso�School Government primary school in a rural village in northern Tanzania.

WhereWeWork


28,678Young�people�directly�benefitting�from�our�work

up from 15,000in 2016

£655kInvested down from

£1 million in 2016

6+millionAfrican�children�viewed�programmes�on�character�strengths�&�skills

11Countries�spanned

up from 10 in 2016

Children,�young�people�and�communities�influenced�by�our�work

171,432

up from 97,000 in 2016

250Participants�who�co-designed�projects

up from 109 in 2016

We’ve�achieved�more�with�less

320 Social�action�projectsgenerated�by�young�people�across�MENA

2017ImpactOverview


Irene is a student at Olkereyan Primary School, located in a small town 30 minutes away from the city of Arusha in Northern Tanzania. As a 12-year-old in the 5th grade, her favourite subject is Science and she loves watching Ubongo Kids at her aunt’s house every Sunday morning before going to church.

She really enjoyed learning about the water cycle in an episode about curiosity co-produced with the Goodall Foundation. In the episode, the characters are left to water a neighbour’s garden, but after a while, the water disappears. One of the characters (a girl with albinism named Amani), starts to investigate the water mystery. By asking a lot of questions and conducting research she learns about the concept of evaporation, precipitation and the water cycle in general. In addition to the water cycle, the most important thing Irene learned is that “if you have a problem or something you don’t understand you have to be curious and ask people, they can help you out.”

While asking questions may seem like an obvious skill to develop in children, unfortunately this character strength is not greatly encouraged in most Tanzanian homes and public schools. In fact, Ubongo’s CEO Nisha Ligon says, “Over the years we’ve done numerous formal and informal focus groups and research with parents. What has remained consistent is that Tanzanian parents value discipline and obedience over any other quality in their children. Too often, if a kid doesn’t understand why they have to do something and questions an adult, they are seen as disobedient and disrespectful. However, when developing the episodes with the Goodall Foundation, we surveyed a lot of employers in top companies across the country, and most of them stated that being able to ask questions and figure things out–basically, curiosity–is a critical skill that they look for when hiring. So we created an episode that showed how curiosity can actually do more good than bad in a community.”

After watching the episode, Irene realised that being curious had actually helped her out a lot when she wanted to learn something new. “When I started this school all the girls liked to jump rope at break time. I didn’t know how to do it. So I watched them and even asked my friend for advice on the technique. Now I can jump rope for ten minutes without stopping! I realise that if I keep asking questions, I can learn many more things and become more intelligent!”

Doreen Kessy, Ubongo’s COO, recalls being beaten for asking too many questions in school. “This still continues today, and we try to use our platform to change the mindset that curiosity is a sign of being naughty or disrespectful. It’s vital that we start to teach kids to build character because Africa’s future is more dependent on people who are problem-solvers, rather than just book smart. Think of William Kamkwamba, who provided electricity to his village by building a windmill out of the garbage when he was just 14. No math equation can teach kids to do that, instead, it’s a combination of knowledge, a curious mind, and determination.”

Ubongo

“Africa’s�future�is�more�dependent�on�people�who�are�problem�solvers,�rather�than�just�book�smart.”

IMPACT SPOTLIGHT

Over 6 million households across Africa viewed the four character strengths episodes during 2017.

OUR VISION:

We�want�to�empowerpeople�to�change�their�lives�for�the�better.�In 2017, in consultation with the Centre for Youth Impact we decided we should refocus our Theory of Change on our love for learning.

HowWeWork


We�are�a�learning�funder.

OUR 2017 QUESTIONIs it more effective to enable young people to flourish by supporting:

TheoryofChange A. Projects that develop the capacity of those supporting

them (eg teachers); B. Projects that provide the equipment and resources

needed to thrive (eg good learning environments); or C. Projects that do something else?

Although we care hugely about the impact that we make (and that our partners

make), we primarily care about learning, because we want to support the building of robust reflective

organisations that are finding answers to questions and are also able to put answers into practice.

We like data and evidence, but we don’t want to be so wholly focused on how it can drive outcomes that we miss what’s going on right in front

of us. We are not afraid of failure, but we don’t want to become consumed by celebrating it. We want to be somewhere in the middle of these two extremes:

an organisation that wants to be honest about outcomes and impact and learnings, but also wants to correct it.

To do that, we have to want to learn, and to encourage our partners to do the same.

(Tanzania, Kenya & Malawi)


Aim & OverviewIn partnership with African Management Initiative (AMI)–a Kenya-based organisation that focuses on business and management training for managers, leaders and entrepreneurs in Africa– we delivered a six-month leadership project to 25 participants including government education officers. It aligned with the Tanzanian Government’s “Big Results Now” Initiative”, — a reform focused on providing better quality education to cope with larger number of children in classrooms.

BackgroundTo address the need for better quality education in Northern Tanzania, tGF wanted to train Head Teachers in selected schools on key management skills. AMI adapted their six-month ‘Management Foundations’ programme which included three in-person workshops, where the Head Teachers had a chance to collaborate and share challenges. In between the workshops, participants worked on nine online courses and assignments and accessed over 1000 resources through a private online ‘Learning Academy’. A former head teacher, Peter Manjalla, co-designed additional content and support with two senior educators from the UK.

The ImpactFor many of the Head Teachers this programme was an opportunity to study online for the very first time, allowing them to develop new IT skills. This

did present challenges for some with schools in remote areas, however they were undeterred and often travelled long distances to meet and support each other with the online content. The goal was for the Head Teachers to be independent, to think creatively, and most importantly, to have confidence to solve problems. The UK and Tanzanian leaders shared their knowledge and experience in order to enable all participants to become “change agents” and “reflective practitioners” and to take control of their own futures. At the beginning of the programme only 16% assessed themselves as “very confident” and by the end, 92% assessed themselves as “very confident” and the remaining 8% as “confident.” 96% of participants noted that the programme “met “or “exceeded” their expectations. Of the various topics completed, participants noted Building a Great Team, Self-Management, Setting Goals for Success and Communication as the most popular topics in terms of usefulness. From these topics, 94% said they had noticed improved productivity among their school teams. One Head Teacher commented that his staff administered and marked key tests on time, after he worked on time management and goal setting with them.

Number of direct beneficiaries:

25Cost perbeneficiary:

£600

Head�Teachers’�Leadership�ProgrammeAfter researching professional development for teachers in the UK and East Africa, tGF decided to support the Tanzanian Government’s efforts to transform primary education countrywide, through a new Leadership and Management programme.

African�Management�Initiative

Bridge�for�Change

Head�Teachers’�Leadership�Programme

Love�Support�Unite

School�ConstructionProjects

Schools�of�Hope

Ubongo

Wasso�School

Practical and online learning and development tools to empower African managers and entrepreneurs.

Youth-led Tanzanian charity that mentors and trains others to be change-makers in their own communities.

Blended professional development programme for educators across Tanzania delivered through a mix of workshops, coaching and online learning.

Malawi charity that provides farming supplies, including seeds and tools, as well as famine kits to combat food insecurity and encourage sustainable livelihoods for families.

Construction of two new classrooms and an office as well as building a dormitory roof for students in northern Tanzania.

After-school programmes delivered in rural and deprived areas of Tanzania and Kenya.

Educational animations and entertainment for children broadcast across Africa.

Government primary school in a rural village in northern Tanzania.

IMPACT SPOTLIGHTPROJECT IMPACT & REFLECTION

Africa

“I�am�proud�to�be�a�leader!”

“The Head Teachers’ Leadership Programme helped me to

be courageous and confident to do my daily duties. I have

creatively introduced different ways to lead the school by

involving the teachers, parents and the school committee

in school development matters. Now I believe I can work

anywhere, with anyone and at any position in school

leadership after completing this course.”


School�Construction�ProjectsWasso�SchoolThe Foundation has supported the construction of two classrooms and an office at Loliondo Primary School, as well as a roof for dormitories at a rural girls’ boarding school in Iramba. We have done this in order to improve the learning environment for children, many of whom travel several miles on foot each way to attend classes, or who sleep in places with no protection from the outside elements. At the same time, the construction projects provide livelihoods for tradesmen, contributing to the local economy.

We have continued to support Wasso School over the last year in order to ensure that young children in the remote area of northern Tanzania are given as good an education as possible to maximise their chances of moving on to secondary schools. We do this by providing funding for teaching assistants in all classes, as well as incentives for teachers based on their students’ performance. We also provide the Headteacher and staff with a coach and mentor to share progressive educational practices and ideas. We are thrilled that the school has improved its standing in the national tables, rising from 43rd place to 15th place.



£7

Number of direct beneficiaries: 325 Loliondo Primary School (105)

& Ndago Secondary School (220)Cost perbeneficiary: £87


“The library has helped me to find information that was not taught in class.”

Schools of Hope give young people in East Africa the opportunity to succeed and escape a lifetime of poverty by improving their learning outcomes. The after-school and weekend programmes help to build self-esteem through drama, music and sport and further enlighten children on life skills and health issues. tGF agreed to support the opening of four Schools of Hope over 2017 and to provide tablet technology in these schools.

Mary and Issa who also attend Burka Primary–Arusha District’s only government school with over 1200 students enrolled–were similarly delighted with the new addition.

“Many of us have been going to the library to read books during break time at 10am and at 12pm and students from lower classes like Class One and Class Two have been coming to the library to readstory books.”

Since the library’s opening in June 2017, Burka Primary School has seen a significant increase in many students’ academic performance, including improvement in the quality of class work, assignments and end of term exams. Zulfa says she is equally appreciative for the ongoing improvement in her own work and all the possibilities their new library presents.

“I like reading books in the library, especially English and Science books which have improved my reading ability and helped me be the top student in my class! The library can be a good example for other schools in Arusha, that’s why I am even more proud of my school. Since it opened, we’ve seen students from nearby schools visiting for a chance to read too and we all study together. This did not happen before the library was opened and we like it. I even often ask teachers to encourage students to read in the library and not to hang around the school during break times.”

CASE STUDY

School�of�Hope:�Burka�Primary�SchoolZulfa Razack is a hard-working student who is deeply proud of her school and its motto — “Education is Light.” The introduction of the School of Hope library has increased this sense of pride and has given her a chance to be even more inquisitive both in and out of class.

“The�library�has�helped�me�be�the�top�student�in�my�class!”

Aim & OverviewThere are an estimated 2300 charitable and voluntary organisations in Brighton and Hove and of these organisations, even if they have similar goals, but they often work in seclusion. Any Other Business (AOB) was a series of events curated in May 2017 as a means to bring these organisations together and open up the city to the work they do. Inspired by the Brighton Festival, a three-week annual celebration of arts and culture in the city, tGF teamed up with other Brighton-based charities, local businesses and the Brighton and Hove City Council to produce the week-long social sideshow.

Key partners included Brighton Dome & Brighton Festival, CriSeren Foundation, Community Works, The Bevy, Brighton Soup, The Platform and AudioActive. The three key aims we set for the week were to raise consciousness and awareness of what was going on in the city, create a partnership of pro-active people to forge a new network of doers and highlight the wealth of social good in the city.

The ImpactThe week saw over 800 participants across the nine main featured events and overall we were able to keep the week lively and engaging, but we only scratched

Any�Other�Businessthe surface of citywide social good. AOB’s success lies in the platform for connections we managed to achieve, especially in connecting the smaller charities to a wider network of individuals, including businesses such as the British Airways i360, which hosted our main event with 162 attendees.

Lessons LearnedAOB was a blend of purposeful interactions where we saw connections form en masse. As an organisation we emphasise the importance and necessity not only of charities working in collaboration, but also of businesses being more invested in the third sector.

The significance of AOB didn’t just lie in the elements of inspiring dialogue and collaboration but also in shining a spotlight on the little and large efforts of the individuals and organisations –charity and business–in the city. We expect the connections forged through AOB will live on and grow independent of the week’s events.



£2.10


Any�Other�Business

AudioActive

The�Barge�@�Brighton�Marina

Blockbuilders

City�Academy�Whitehawk

Kent�Refugee�Action�Network

A week of events showcasing the social good that goes on across Brighton & Hove, set up by a cross-sector group of organisations.

Music charity that enables young people in Brighton to collaborate and find unique modes of expression.

Non-profit community and youth hub located in Brighton Marina that hosts conferences, performances, workshops and other public events.

Start up company that uses the video game “Minecraft” to enable young people to reimagine and redesign their city.

State primary school serving one of the most disadvantaged communities in Brighton and Hove.

Charity that helps and supports young asylum seekers and refugees in the UK.

A writing charity inspiring creativity in children through workshops in underserved schools and libraries, as well as publishing children’s work.

Tarner�Community�Project

ONCA

Pro�Baristas

SEA�PR

Streetfunk

Strike�a�Light

A gallery in central Brighton that engages and brings attention to social and environmental issues through the arts.

Barista training programme for unemployed and vulnerable youth in Brighton and Hove also supporting placements in coffee shops around the city.

PR company for ethical businesses, charities and social enterprises.

Dance charity with a focus on soft skills development in children across the south coast.

Arts and heritage projects that connect a diverse range of people to their communities.

Annual awards ceremony for the region; the Responsible Business Award is given to companies who benefit their local communities, through volunteering, sponsorship, mentoring or the like.

After school clubs and activities, football teams and girl groups for youths aged 4-19in the Tarner Park community of Brighton.

Sussex�Business�Awards

Little�Green�Pig

PROJECT IMPACT & REFLECTION

United�Kingdom

“The�Barge�is�an�innovative�and�fabulous�space.�It�feels�very�contained�and�safe–I�love�being�by�the�boats.”

The�Barge�@�Brighton�MarinaAim & OverviewFormerly a floating Chinese restaurant known as the Brighton Pagoda, The Barge is now a non-profit community and youth hub, an asset owned by Brighton Marina whose aim is that it becomes the sustainable heart of the community. The tGF team are proud to be acting as its custodians, helping with its day to day management and finding community and youth groups to bring life to the space.

BackgroundBrighton Marina has grown over the years, and is being classed as the largest marina in Europe. It is a thriving commercial environment with various businesses and a large number of residents. There is however no community space in the Marina that can accommodate a wide range of activities for everyone, from young children and their families, to theatre and music organisations, to businesses holding their team away days. When The Barge closed as a restaurant, the Marina leadership team saw the opportunity to turn it into a hub of community and youth activity.

ImpactLaunched in Summer 2017, tGF jointly funded the Barge Summer Programme with support from Leaders Estate Agents, a lettings and estate agency in the UK. The programmes saw six local organisations host over 115 hours’ worth of activities, bringing in more than 600 children and young people, as well as professionals.

Next Steps & Lessons LearnedThe Barge has provided a welcome opportunity to interact and engage with more organisations in Brighton, businesses and charities alike. One defining characteristic of the city of Brighton is its vibrant arts and culture scene. The Barge lends itself to the creative world, a much needed space in a time when education systems, the arts and charities are all facing cuts. tGF hopes to cultivate and support more creative activities for young people on The Barge to drive community engagement in the Marina.




£7

Kent�Refugee�Action�Network�Kent Refugee Action Network (KRAN) work with young refugees who have often suffered great trauma, both in their

home countries and on their journeys to the UK. KRAN found that this trauma is often exacerbated by a brutal asylum process, lack of adequate support and lack of specialist mental health services. tGF supported KRAN’s Summer 2017 residential at Bore Place, Kent, which was an opportunity for 17 young people to break from the grind of their daily routines, build relationships amongst themselves as well as with their project leaders.

StreetfunkStreetfunk is a Brighton-based youth charity that instills the values of hard work, discipline and respect through the medium of dance. Founder JP Omari believes that these values will in turn improve young people’s outcomes at school, at home and in the future. 2017 was the first year they offered scholarships to young people who would otherwise not be able to attend the classes, and tGF was thrilled to be one of the supporters. The main criteria are the enthusiasm and commitment of young people who live in Brighton and Hove and have a passion for hip hop.


Cost perbeneficiary:3 £333




�

CAW is a school in one of the most deprived areas of Brighton. The teachers are keen to inspire confidence and creativity in all their students through developing their writing, which is chronically under the national average. Little Green Pig is a writing and mentoring charity that is firmly committed to the principle that children have the right to write and that this vital form of self-expression builds confidence, communication and literacy skills. The organisation focuses on working with young writers aged 7 to 18 from disadvantaged schools and communities. Workshop leaders and professional artists are supported by volunteer mentors to deliver structured programmes, designed to be inspirational and inclusive, accessible and fun. With our support Little Green Pig delivered a creative writing residency at CAW over the Spring Term of 2017. This project involved both training teachers how to teach writing in creative and inspiring ways, as well as the redesign of an underused classroom into the magical Tooth and Claw store.

Upon entry to the store you are met with stacks of hay for seats, surrounded by shelves carrying miniature bottles with titles like “Unicorn Shampoo” and drawers with holes in them, daring you to peek your hand in and explore the mystery that lies within. One of the children explains that mythical creatures made homes in those makeshift cabinets; when asked why they didn’t seem to show themselves when one peered in, they said, “They’re probably shy! Or sleeping, they need to sleep too.”

After some time exploring and watching a film on the origins of the store, the students proceed to complete their individual tales of Mr. C and the four-headed turtle. Shortly into a murmured silence, across the room one boy asks,

“Can I make up whatever I like?”

“Of course you can! It’s your story so use your imagination!” one of the facilitators responded.

So ingrained is the need to ask for validation that it didn’t occur to the children that in this imaginative space, they were allowed to have full authority. Once everyone had to say goodbye to the world of four-headed turtles, all the students were asked to reflect on what the session meant to them. A Year 5 girl shot her hand up. “It was calm,” she said, “I felt calm when I was writing.”

All 408 students at the school were able to take part in workshops using the new space. Due to its success, Little Green Pig will replicate the model in another school in 2018. LGP has fully turned the space over to the school in hopes that teachers will incorporate the room into their literacy planning. Teachers noted that children who did not usually respond well to the traditional classroom atmosphere flourished in the writing space and a few students who had not been strong writers before, exhibited confidence in sharing their work with others.

CASE STUDY

Little�Green�Pig�|�The�Tooth�&�Claw�StoreBe brave, be respectful and be imaginative: these were the only three things Little Green Pig asked of the children at City Academy Whitehawk (CAW) upon entry to the writing space called the Tooth & Claw store; a microcosm for imagination itself.

“Children�who�did�not�usually�respond�well�to�the�traditional�classroom�atmosphere�flourished�in�the�writing�space.”

Co-School,�Colombia

Taqaddam,�Middle�East�&�North�Africa

Youth social enterprise organisation that provides local business mentors to student groups, building problem-solving skills and entrepreneurial spirit.

Schools-based programme in partnership with HSBC and the British Council to build soft skills and leadership opportunities in youth, culminating in innovative social action competitions.

Notable Highlights• Taqaddam was given a major award: the Ta’atheer Best Corporate Social Responsibility (CSR) Social Impact Award for 2017. Taqaddam pipped hundreds

of other CSR initiatives to the post.

• Positive results against intended student outcomes were reported, with increases in growth mindset and soft skill measures across the seven participating countries.

• A significant boost in our network of supporters and advocates thanks to our Student Ambassador and Teacher Champion efforts. These people are meaningfully and effectively leveraging the programme’s reach and impact.

• The introduction of UK trainer-led teacher training and Taqaddam lesson support informed, energised and galvanised teachers in the region.

• The online platform developments, including reporting features, responsive activity feeds and strength badges, led to greater volume and quality of online engagement for students, teachers and stakeholders

• A new-look student handbook, supporting and solidifying student and teacher understanding and commitment to the programme.

The Impact• Qatar embedded Taqaddam into their national life skills curriculum.

• Caledonian College of Engineering in Oman embedded Taqaddam into their school curriculum.

• 320 social action projects were generated and presented by young people across the region.

• 103 volunteers from HSBC engaged with the programme events.

Lessons Learned • The delivery model needs revising to start earlier in the academic year; to be longer in total; and to feature shorter workshops containing less students. There is also a desire for more workshops during the programme.

• Sustainability and ownership is key, so Year Three will look to how local facilitators, teachers and ambassadors can take a more prominent role in leading the Taqaddam charge in their schools and countries.

• There is a challenge in Year Three to embed the Make It Happen! component more smoothly and thoroughly into the programme. This will raise understanding of social innovation and skills development, along with the quality of learning outcomes.

PROJECT IMPACT & REFLECTION

International

24 25

TaqaddamThe Goodall Foundation is proud to partner with the British Council and HSBC to deliver Taqaddam, a project that inspires young people from seven countries across the Middle East & North Africa (MENA) region to develop their skills for learning and skills for life. Taqaddam is an innovative, student-facing programme that supports young people to realise their potential and enhance their ability to contribute positively to society.

tGF was delighted to build on the successes of the pilot year of Taqaddam and to learn from the challenges, in order to develop a stronger, rigorous and scalable model that develops the capacity and skills not just of thousands of students, but also of hundreds of teachers in a region that is experiencing the highest youth unemployment figures globally.

In its second year, the programme was delivered to over 2000 teenagers in Bahrain, Egypt, Kuwait, Lebanon, Oman, Qatar and UAE.



26 tGF 2017 IMPACT REPORT 27tGF 2017 IMPACT REPORTtGF 2016 IMPACT REPORT

Pro�bono�ConsultancyOur fourth charitable object is to improve the efficiency and effectiveness of charities and charitable projects. To this end, our CEO has worked with several organisations in the UK, Middle East, Asia and Africa to bolster the governance, strategy, communications and management of their organisations. This has included: running facilitated session with Brighton-based Friends First to review their governance structure and communications strategy; supporting a philanthropic travel company to explore how best to have an impact on migrant communities in Brighton; and offering strategic advice and making connections for a secondary school that is home to young people with severe social, emotional and mental health needs. She has also acted as coach and mentor to several of the partner organisations’ senior leadership teams.

Co-SchoolCo-School is an organisation that believes in the power of character education for the development of a better society. Their RETO B programme brings together students from different backgrounds (60% from low income backgrounds) and different ages (15-20) to work collaboratively with mentors from eight B-Corporations based in Bogota, Colombia. They solve real-life challenges that the businesses face related to generating positive social & environmental impact. The programme aims to develop character skills in young people such as decision making, empathy, conflict resolution, self awareness and determination. In 2017, tGF funded scholarships for five young people to take part in this innovative programme.



28 tGF 2017 IMPACT REPORT 29

more children and young people will have some sort of interaction with a better trained professional. We trained 24 headteachers in Tanzania, who could collectively reach and improve the educational outcomes of over 10,000 young people. One of the most positive elements of the programme was that many of the teachers in and around one city, Arusha, self-organised into a peer group for ongoing learning and exchange. This was an unintended outcome of the programme, but something we would be thrilled to see built into future capacity-building initiatives.

Equipment & ResourcesAside from building skills in children and young people, and the professionals working with them, we also supported construction projects and other resource development. Whereas the tangible, measurable impact of the other two intervention types is mostly at point of delivery and tails off fairly quickly thereafter, the impact of building classrooms, or providing resources such as animations or lesson plans, can be counted and measured in different, longer ways. Over 2,000 children could be taught lessons devised by Little Green Pig creative writing specialists in Brighton over the next five years. Over 14,000 children will likely be educated in classrooms built by our funding over the next 25 years. And over 6 million children across Tanzania and other parts of East Africa have already watched the Ubongo animations that we funded. The impact on individual children is hard to measure, but is likely much more limited than the direct delivery programmes, but the breadth and reach of the impact is significantly greater.

ConclusionThere is legacy in providing equipment and resources; but although their existence may provide children and

young people with the conditions to flourish, there is no guarantee that there is a causal relation between their existence and any significant impact on every young person who experiences them.

Direct interventions on young people provide the most likely positive and widespread impact on improving life chances and widening opportunities to fulfil their potential. But these interventions are costly per head, complex to develop, and they need to be contextualised. All that, plus the realistic expectation that they will only have a transformative impact on a small percentage of participants, means that there are a lot of resources required to have an impact on a few young people.

The impact of programmes that build capacity in professionals falls somewhere in the middle. From what we’ve learned, if there is a thorough recruitment process, as well as ongoing self-led peer learning, these initiatives are likely to have a significant impact on the flourishing of the young people the professionals support. To maximise impact, the programmes should make professionals learn (a) how to design and deliver effective projects / curricula for their young people and (b) how to ensure they have the appropriate resources to provide positive learning environments and stimuli.

More than anything, this year has taught us that we need to remain adaptable and responsive. Ultimately, whether as funders or as direct delivery agents, no one is able to provide everything for everyone. We have to acknowledge that we are part of an ecosystem of interventions and we shouldn’t overestimate the bit part that we play in the life and choices of individuals with whom we work.

Skills & Strengths DevelopmentProjects that target the strengths and skills development of young people themselves tend to have an immediate, noticeable effect. Depending on the project, that ‘head’ of impact can be large and can stay a while ( for example, the confidence developed in young people through the Bridge for Change coaching programmes, the stronger bonds forged by young refugees during KRAN’s retreat, or the public speaking skills developed by young people across the MENA region when they formally present their ideas at the end of Taqaddam). But it’s hard to measure the ‘tail’ of impact—how long that intervention meaningfully affects the choices and attitudes that the young people have.

There are always genuine personal stories, but this doesn’t necessarily lead to extended impact. If that instantaneous effect is good enough, important enough, then that’s good and worthwhile. But if such a project is designed because of longer-term benefits, then that is going to be harder to prove.

Capacity BuildingIf we want more children and young people to flourish then, with our limited resources, we need to consider building capacity in the professionals, such as teachers, who are working with them. We can’t then guarantee the trickle down effect on the young people themselves, but we can expect that there is a greater likelihood that

Lessonsfrom�2017What�we’ve�learned�from�our�partnersAt the beginning of the year, we asked ourselves the question: what�is�the�most�effective�way�of�enabling�young�people�to�flourish? We gave ourselves a list of options, and watched and listened to our partners as they delivered transformative projects, reflecting all the while. Here our CEO, Eugenie Teasley, summarises what we have learned.


outcomes and progression rates for pupils to further learning through the refurbishment of classrooms in five schools across Tanzania.

SE-Assist�Programme The SE-Assist Programme, founded by Legal & General and Charities Aid Foundation, provides social entrepreneurs with no-interest loans and mentors in order to give them the opportunity and skills to grow their own responsible enterprises.

South�East�Dance�A national dance organisation based in Brighton, they will deliver a bespoke pilot programme of creative dance classes engaging with young children aged 2–5 and their parents/carers from marginalised backgrounds in the Whitehawk and Tarner areas of Brighton & Hove.

Taqaddam Celebrating its third year of delivery in 2018, over 2000 students from Oman, Bahrain, Kuwait, Egypt, UAE and Qatar will benefit from new and exciting developments in our programme.

The�Barge To further promote community activities on the Barge, we will be supporting a number of different organisations to run free activities over the period of Summer 2018 aimed at young people and their families across the region.

Wasso�School�We will continue to support the teachers by funding both allowances for teaching assistants and awarding teachers’ achievements. The Foundation will also fund the construction of a fence around the school.

Our 2018 portfolio so far...

Brighton�Science�Festival�Set up 13 years ago, the Brighton Science Festival is now an annual event that provides engaging and hands-on STEM learning for primary school children across Brighton and Hove.

Brighton�Youth�Centre An independent charity in the middle of Brighton that runs a wide range of programmes serving thousands of young people across the city. We will contribute towards their annual youth-directed arts project, B-Fest.

Bushy�Leaze�Community�Support�Fund�Bushy Leaze is a charity that provides outreach services for families with young children, specifically those most at risk in Alton, UK. They achieve this through their well-established centre which supports over 1,500 families with children aged 0-5.

Centre�for�Studies�in�Inclusive�Education�In partnership with Brighton & Hove City Council, the Centre will offer a one-day equality and inclusion workshop aimed at senior leaders of primary and secondary schools.

Little�Green�Pig�Building on their success at City Academy Whitehawk, the charity will replicate their creative writing project at Moulsecoomb Primary School, with matched funding leverage from the school and a local business.

Miss�Represented�This Brighton Dome & Brighton Festival project is an art collective formed of 10–20 young women aged 13–22 who live in the most deprived areas of Brighton, face complex life-challenges, often don’t engage with services and are excluded from school.

School�Construction�Projects�The Foundation will continue to support the improvement of educational

NEXT STEPS

Our�Question�for�2018What�is�the�best�way�to�give�the�resources�we�have?We want to minimise our internal administration while maximising impact on people and projects we support.


WhoWeWorkWith

TheGoodallFdn @TheGoodallFdn thegoodallfdndesign�by�jdoxdesign.com

Empowering people to change

their lives for the better.

goodall-foundation.org.uk [email protected]

The Administration OfficesBrighton MarinaBrightonBN2 5UF

Documents

2017 - goodall-foundation.org.uk · Doreen Kessy, Ubongo’s COO, recalls being beaten for asking too many questions in school. “This still continues today, and we try to use our