Every young person becoming a changemaker. November 2015 by Ashoka Spain

EVERY YOUNG PERSON BECOMING A CHANGEMAKER NOVEMBER, 2015

CONTENTS

INTRODUCTION 4 OUR STRATEGY

The world demands changemakers 8 Everyone a changemaker 10 Becoming a changemaker 14 Our mission 17 Our approach 18 Critical paths 20 Going forward 22 OUR WORK TO DATE

Ashoka Changemaker Schools 26 Changemaker Schools around the globe 30 Ashoka Changemaker Universities 34 Changemaker Campuses in action 36 Ashoka Young Changemakers

Ashoka Fellows

Changing mindsets

Our Progress to date

The team 60 Our partners 62

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / STRATEGY

INTRODUCTION

For 35 years, Ashoka has pioneered the field of social entrepreneurship - finding, selecting and supporting some of the world’s leading social entrepreneurs. Our network of over 3,000 Ashoka Fellows is successfully implementing system-changing solutions to human and environmental problems in almost every area of need, in 85 countries.

Ashoka Fellows are extraordinary changemakers. But we believe that everyone needs to become a changemaker.

Building on our extensive experience with social entrepreneurs and young people (we have more than 1,300 education Fellows globally and have supported more than 375,000 young people practice changemaking in 50 countries), we are now working to trigger fundamental changes in the educational experience of young people so that everyone can become a changemaker. This document explains the logic in our thinking, which continues to evolve in partnership with some of the most visionary, innovative educators and social entrepreneurs. In sharing our approach, we aim to be:

We believe that everyone should be equipped with the qualities that most define a social entrepreneur. That everyone should be given the opportunity to become the kind of human being who is fully equipped and inclined to change the world for the better - to thrive and help us all thrive in the modern world. And that the modern world demands this urgently.

• open and inclusive to anyone who can make a positive contribution

To help everyone become a changemaker, we need to make big changes in the way young people experience education.

As such, the document should be read as a work in progress that we will continue to refine and evolve with our partners - and we actively welcome comments, questions, objections and ideas.

• coherent across the world • sensitive to (often significant) differences in cultural, social, political, economic and educational systems everywhere

Ross Hall Director, Education Strategy Ashoka Global Leadership Team rhall@ashoka.org

OUR STRATEGY

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / STRATEGY

THE WORLD DEMANDS CHANGEMAKERS TO THRIVE We live in a world of unprecedented change, complexity and uncertainty. A child born today will live their life in a radically different world to that of any human in the history of our species. For the entirety of their life, they will face an accelerating stream of new situations, novel challenges and fleeting opportunities. The incredible proliferation of technologies is the most obvious driver of change. But explosions in human population, urbanisation and globalisation are also intensifying profound changes in the environment and in almost every realm of life - in economic, political, social, and cultural life - in the way people live and in the way people want to live. For centuries, human life has been governed by a small elite by way of rigid hierarchies, monolithic institutions and longstanding tradition. Routine and repetition have dominated. But, for many, this world is now rapidly giving way to a life in which it is increasingly difficult to thrive simply by following the rules or by doing what we have always done. In many places, we are moving from the ideal of ‘one-leader-at a time’ to ‘everyone must lead’. And, increasingly, everyone wants to lead. People demand power, autonomy and self-expression. People expect to be creative participants - to be heard and respected as valuable contributors. Cultures of mass participation, decentralisation and do-it-yourself are emerging fast. A child born today must develop and use the skills of a changemaker in order to navigate our new world, to fit in and to thrive.

“We’re entering an age of acceleration. The models underlying society at every level … are going to have to be redefined. Because of the explosive power of exponential growth, the 21st century will be equivalent to 20,000 years of progress at today’s rate of progress”. Ray Kurzweil, author, futurist and inventor. Head of Artificial Intelligence at Google

“Recent years have witnessed a marked acceleration in the tempo of globalization. Its scope has also widened beyond the realm of economy to embrace the domains of social, cultural and political norms and practices.” Dharam Ghai, United Nations Research Institute for Social Development (1997)”.

TO HELP OTHERS THRIVE “No part of the human race is separate either from other human beings or from the global ecosystem. It will not be possible in this integrated world for your heart to succeed if your lungs fail, or for your company to succeed if your workers fail, or for the rich in Los Angeles to succeed if the poor in Los Angeles fail, or for Europe to succeed if Africa fails, or for the global economy to succeed if the global environment fails.” Donella Meadows, scientist and author of “The limits to growth” and “Thinking in systems: a primer”

“Those now being educated will have to do what we … have been unable or unwilling to do … They must begin the great work of repairing, as much as possible, the damage done to the earth in the past 200 years of industrialisation. And they must do all this while they reduce worsening

But a child must also become a changemaker in order to ensure that they cause least harm and do most good for others. And they must learn to do this in a world that is now massively networked. Never before in human history have so many people been so interconnected - so interdependent - and so widely influential. Today, more than ever, even the smallest of actions can have a vast and rapid impact on the world. Because every person’s wellbeing is inextricably entwined with the wellbeing of all, we must recognise that a person will thrive only by helping others thrive - by acting with responsibility for our collective quality of life. In other words, everyone needs to be fully equipped and inclined to shape a positive future for themselves and for humanity and the planet. Everyone needs to become a changemaker in order to address the day to day problems of their own lives and the morass of human and environmental problems that plague our collective wellbeing. Problems that are, today more than ever, everyone’s problems. Problems that traditional institutions and approaches are failing to address. Problems that are constantly changing and increasingly complex. Changemakers know that we live in a world that is plagued by suffering, hunger, thirst, poverty, inequity, loneliness, depression, anxiety, hate, violence, discrimination, slavery, unemployment, corruption, depletion, pollution, and extinction. And they do something about it.

social and racial inequities. No generation has ever faced a more daunting agenda.” David Orr, Professor, writer, academic and activist, author of Earth in Mind (2004)”.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / STRATEGY

EVERYONE A CHANGEMAKER Technologies have lowered barriers to participation so that ordinary people can now contribute and act collectively on a greater scale than ever before in human history. Ordinary people can now effect deep and positive changes on a vast scale. Anyone can create positive change. We have an increasingly sophisticated understanding of the kind of human being who makes positive change in the world - and of the kinds of experience that help people become changemakers. We believe, therefore, that we are faced with an unprecedented opportunity to equip and incline everyone to make positive change - to multiply our capacity for living together as empathic problem-solvers - to define entire communities and cultures as empathic, thoughtful and creative solution-finders.

We want to live in a world in which every young person grows up to become a changemaker - a world in which the development of changemakers and the practice of changemaking are the norm - a world in which everyone knows they can change the world for the better … and does so.

“Once young people see themselves as changemakers, the world will be on a very different path – a path that is limitlessly hopeful.” Bill Drayton, founder and CEO, Ashoka

From our experience in working with thousands of social entrepreneurs and young people, and building on extensive research, we have a strong understanding of what it means to be a changemaker and of what changemaking is. At one end of the spectrum, Ashoka Fellows are extraordinary changemakers, and so too are other social entrepreneurs and innovators. But anyone can become a changemaker. Changemaking is not about the job you do. It’s about the kind of person you are. It’s a way of being in the world. It’s about your attitude and your actions. It’s about making everyday changes in the world - changes that make life better for yourself and others - changes that benefit you and your family, friends and communities - changes that help you and humanity and the planet. We define a changemaker as a kind of human being who: • practices changemaking as a way of life • is equipped and inclined to live for the common good • has learned to thrive - and help others thrive - in the modern world • has learned to look for - and act on - opportunities to improve our collective quality of life • has learned to see social and environmental problems - however small - and step up to solve those problems

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / STRATEGY

CHANGEMAKING INVOLVES

Being Empathic

Being thoughtful

Being creative

Being guided by empathy-based ethics is absolutely foundational to changemaking. In practising emotional and cognitive empathy, a changemaker pays close attention to - and is highly sensitive to - their environment. They are self-aware, other-aware and we-aware at the same time. They observe themselves in the world and seek to understand the feelings, perspectives and lives of people around them, people they have never met, and people yet to be born. They empathise further and further out into the future - and beyond the human species. Through empathy, changemakers feel deeply connected with humanity and with nature. They care about the quality of life and are compelled from within to act for the common good. Through this kind of compassionate awareness, changemakers are alert to problems that need solving and opportunities that can be grasped.

Changemaking involves thinking carefully, deeply and broadly about the causes and effects of actions and problems. It involves diagnosing the complexities of what is going on and thinking of appropriate responses. And reflecting on these responses. Changemakers think critically about life - and engage critically in life. They question received wisdom, conventional knowledge, social norms, rules, obedience, power structures, and existing ways of doing things. Reason is important to the changemaker. Changemaking often involves thinking systematically about problems to solve - and opportunities to make life better.

Adaptability and flexible thinking are essential in the modern world. Changemakers adapt their behaviours to fit new situations. Changemaking involves imaginative and creative thinking about how the world could be changed for good. Resourcefulness, inventiveness and originality are often essential to finding long-term, sustainable solutions to problems - and in implementing solutions effectively.

Taking action

Leading the way

Collaborating

Changemakers take positive action. They exert effort and self-control. They are prepared to put their own immediate interests aside in order to serve the common good. They may take calculated risks in order to do so. They may have to face up to difficult realities, overcome obstacles and bounce back from failure. They require determination, perseverance and resilience because changemaking is about getting things done.

Changemakers donâ&#x20AC;&#x2122;t wait for permission before they take positive action. Nor do they need formal authority before they act. They take the initiative, take charge, and take responsibility. Changemaking involves pushing boundaries, going first, and setting an example. Changemakers galvanise others - and enable others to take positive action.

Changemaking often involves bringing people together to get things done. Changemakers build trusting relationships with people. They ask for help when they need it â&#x20AC;&#x201C; and offer help. They help others learn and learn from others. They are good at communicating with people and often work in teams to solve problems and make life better.

We believe these skills are just as important as literacy and numeracy and it is necessary to nurture them explicitly and systematically in every young person so that everyone can become a changemaker. 2

We use the term skills as an umbrella term to denote the things that are often called

competencies, capabilities, capacities, strengths, qualities, etc.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / STRATEGY

BECOMING A CHANGEMAKER THE EXPERIENCE OF SCHOOL The process of becoming (of learning to be) a changemaker is the direct result of a person’s experience in life - experiences that are determined by the environments they inhabit.

“(Public education) systems were

The tragedy and outrage is that environments and experiences of this kind are so rarely provided to young people anywhere in the world. Parenting is largely illinformed and improvised. And when we school young people (when we make our most systematic attempts to shape young minds), we usually take a very narrow view of the human being - of the nature of the modern world - and of what is best for humanity.

mass production… The problem is that

There are many notable exceptions, but for the vast majority, the experience of school is dominated by efforts first to become competent with words and numbers (which is essential) and then to earn certificates of academic attainment which primarily function as permits to more schooling and (we hope) to certain kinds of job (which will certainly change - and may not even exist). The prevailing concern is to push young people from one stage of the school system to the next - and eventually out into the world of work. And when we take a less economic and individualistic view of how best to develop young people - when we try to develop a more whole human being - we typically marginalise our efforts to corners of the curriculum and to extra-curricular initiatives. We rarely weave them throughout the everyday experience of school. For most, our priorities in school (the ways in which we judge the effectiveness of schools and teachers and assess the progress and achievement of young people) reveal limited and limiting conceptions of the modern world - and of what it means to reach your potential or to thrive.

developed in large part to meet the labour needs of the Industrial Revolution and they are organised on the principles of these systems are inherently unsuited to the wholly different circumstances of the twenty-first century.” Sir Ken Robinson, author, speaker and international advisor on education

“If we educate young people in the same way as we educated the people who created the current model, it will never lead to change. If we want a sustainable future for humanity and our planet, it is crucial to educate the next generation in different ways, so that they can create new insights and new models.” Arnoud Raskin, Ashoka Fellow, Mobile Schools

THE INFLUENCE OF THE WIDER ECOSYSTEM “Education empowers individuals by increasing their knowledge and their cognitive, social and emotional skills, as well as improving habits, values and

Schools are the places in which we make our most systematic attempts to develop young minds. But the work of teachers - and a young person’s experience in school is influenced heavily by people beyond the walls of the school. And a young person’s experience outside of school is also hugely influential on their development.

attitudes towards healthy lifestyles and active citizenship… But education cannot play its role in isolation… Children only spend half of their non-sleeping hours in schools. Certain home and community environments can easily undermine the efforts made by policy makers, teachers and school administrators.” OECD, Improving Health and Social

People from across education systems (which we refer to as ecosystems to reflect their complexity and organic nature) push and pull on the young person’s mind - grabbing their attention - persuading, instructing and influencing who they become. We believe, therefore, that it is essential to transform the experience of school - but that we need to do this with the full participation of key influencers from across the ecosystem.

Cohesion Through Education (2010)

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / STRATEGY

OUR MISSION “The idea is that skills beget skills… In early years you create the skills that make it easier to acquire skills in future years… If you give the base early on, it becomes much easier to invest, to teach and to motivate later on... You need to start at the earliest ages.” James Heckman, Nobel Prize in Economics

“We make sure that every one of our students creates and leads their own projects that benefit the community... We look to develop changemaking skills in everything we do… We put young people in charge whenever we can… And we work hand in hand with parents… For us, a young person’s success is as much about their contribution to the community as it is about their academic attainment, but of course academic attainment almost always follows their development as a changemaker.” Ashoka Changemaker School

Our mission is to trigger a shift in mindsets across the education ecosystem so that the experience of education empowers every young person as a changemaker. We want a world in which: • Environments and experiences that lay the foundations of changemaker skills are provided soon after birth and with great frequency throughout childhood Empathy is particularly important to establish in the earliest years • Every young person practices changemaking throughout childhood and adolescence by initiating and leading their own social projects (practising changemaking is the most effective way of integrating changemaker skills) • Changemaking is woven throughout the culture of every school - through lesson times, play times - and through out-of-school, non-formal learning programmes • Every young person’s progress, success and potential are defined in terms of changemaking (changemaking is recognised, rewarded and celebrated) • Developing changemakers is at the heart of what it means to be an effective teacher and a good school • Every young person values changemaking, aspires to become a changemaker and helps others to do so • Parents value changemaking and work with schools to help their children become changemakers • The media portrays young people in a more positive light and projects role models that reinforce changemaking • People across the ecosystem value changemaking and support schools and each other in helping everyone become a changemaker

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / STRATEGY

OUR APPROACH Our approach to triggering widespread change in the experience of education begins with Diffusion of Innovations Theory and follows the logic of many successful social movements.

“No one can generate this change alone.

Diffusion of Innovations Theory tells us that when innovators and early adopters (pioneers) reach 16% market penetration, the system will begin to tip towards mass-market adoption. We also see this in nature; when a school of fish changes direction, it is 16% of the fish that lead the change.

Francois Taddei, Ashoka Fellow, Center for

Innovators 2.5%

Early Adopters 13.5%

Early Majority 34%

Late Majority 34%

stakeholders from across the ecosystem whose work and vision is complementary.” Research and Interdisciplinarity

Laggards 16%

Our aim, then, is to achieve a tipping point of 16% of schools putting changemaking at their heart and 16% of young people experiencing changemaking programmes in and alongside school. Our approach to achieving this tipping point is to find, connect and organise the schools, social entrepreneurs and other key actors from across the ecosystem that are already pioneering the field of changemaking. And then, to organize and empower these trigger communities to lead sharplyfocused, strategic moves that create maximum impact with the minimum of resources. Moves that trigger changes which are rapidly self-multiplying and that eventually tip ecosystems irreversibly toward a future in which every young person is becoming a changemaker.

We need to create active partnerships with

“To succeed in our mission, we need to have the courage and the belief in what we are saying to carry our message beyond the boundaries of our own schools… into our communities and towns… and further out across our countries.” Rory D’Arcy, Principal, St. Oliver’s National School & Ashoka Changemaker School

SEARCHING AND SELECTING PIONEERS We are finding and carefully selecting schools, social entrepreneurs and other pioneers from across education ecosystems who: • understand the urgent need for everyone to become a changemaker • are working in support of - and embody the principles of - Everyone a Changemaker • have the leadership potential to influence widely across the education ecosystem

CONVENING AND CONNECTING PIONEERS We are bringing schools, social entrepreneurs and other pioneers together in order to cement trigger communities that: • recognise their shared purpose and complementarity • share insights and good practice from around the world • agree the critical paths that are essential to tipping the experience of education

ORGANISING AND EMPOWERING TEAMS We are supporting trigger communities to maximise their impact by: • amplifying their work and building an internationally-recognised movement that showcases a new norm in education • providing training, tools and content that help pioneers change mindsets and realise their leadership potential • organising teams and focusing their efforts on progressing strategically down each critical path

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / STRATEGY

CRITICAL PATHS To move us towards an Everyone a Changemaker world, we know we need to become increasingly specific about the changes that are required in schools and in the wider ecosystem. We also recognise that education systems are big and complex, that many changes will be required to tip these systems, and that there is no single change that will trigger all the other necessary changes. However, our research to date suggests strongly that there are certain distinctive critical paths that will be significantly influential (and perhaps even prerequisites) to achieving widespread systemic change. The following critical paths are offered here, then, as starting points for deepening research, for intensifying debate, and for our teams to focus their energy. Understanding the relationships between these critical paths and their costs and benefits is yet to be done and their order below is not, therefore, an indication of their relative importance (which may vary from country to country).

1. INCREASE POPULAR DEMAND AMPLIFY THE VOICE OF YOUNG PEOPLE PARENTS AND TEACHERS Although it is common to hear dissatisfaction with the provision and experience of education, popular discourse is often obscured by too much noise and too little clarity. Added to which, those at the front line of education are too often excluded from the debate. In order to create the conditions in which schools can readily become changemaker schools, young people, parents and teachers must understand the need for changemaking, and be given a clear voice that calls convincingly for the provision of changemaking educational experiences.

2. CHANGE FORMAL DEMAND REFOCUS UNIVERSITY ADMISSIONS POLICIES AND PRACTICES Most secondary schools are focused heavily on their students gaining the academic qualifications that they need to get into university. Universities therefore exert substantial influence on what happens in schools. We believe that it would be transformational if universities emphasised changemaker skills when they select students (and made this understood by schools and students).

CHANGE THE WAY EMPLOYERS HIRE STAFF Similarly, we believe that by selecting staff on their changemaking skills and experience explicitly, employers can exert a major influence on what happens in universities and schools. Although many (and perhaps even most) employers already filter on the basis of changemaker skills (usually using subjective judgement through the interview process), academic attainment is still the dominant filter used to select candidates for interview.

3. CHANGE ASSESMENTS CHANGE THE WAY STUDENTS, TEACHERS AND SCHOOLS ARE ASSESSED We believe we need to introduce new kinds of student assessment that move us away from the relentless focus on grading and academic attainment. We are not suggesting completely abandoning academic assessments but we do

believe we need new assessments that focus on young people as human beings becoming changemakers - assessments that motivate and help young people to learn changemaking skills - assessments that inform and empower students - assessments that can be used to present a picture of the young person that is more complete and more revealing than the traditional CV.

4. CHANGE EVALUATIONS CHANGE THE WAY WE JUDGE TEACHERS, SCHOOL LEADERS, SCHOOLS AND EDUCATION SYSTEMS In a similar vein, we believe that accountability, quality and the impact of schools, school leaders and teachers should be considered in terms of the effectiveness at helping young people become changemakers - that metrics should advance practice - and that those who are successful and impactful in these terms should be properly rewarded.

5. MAKE TIME OPEN CURRICULA We believe that sufficient space must be found or made in curricula for the development of changemaker skills. More specifically, we believe that the development of changemakers should be included explicitly in curricula so that (1) every young person undertakes specific programmes that help them learn and practice changemaking and (2) changemaking is woven throughout the study of other curricula subjects.

6. EMPOWER TEACHERS IMPROVE THE WAY WE TRAIN AND SUPPORT TEACHERS Every teacher and school leader should be provided with initial and continuous training and support that fully empowers them to be experts in delivering specific changemaker programmes; weaving changemaking throughout all subject lessons and the whole experience and culture of school; and working with families and the broader community beyond the school in helping every young person become a changemaker. Expert teachers should be recognised and trusted as such and supported to contribute to the spread of good practice.

7. SPREAD GOOD PRACTICES IMPROVE THE PRACTICE OF SCHOOL IMPROVEMENT Around the world, there is a wealth of expertise in the practice of helping young people become changemakers. But the scale and spread of this expertise is limited. To create an Everyone a Changemaker world, we believe we need to find better mechanisms for codifying, sharing and adapting good practices. And we believe we need to organise better - to build more trust and interaction into the system - so that every teacher and educator on the front line can be a designer, not just an implementation agent - so that every educator takes responsibility for contributing not only to their own professional development but to the advancement of the whole profession.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / STRATEGY

GOING FORWARD

SEARCHING AND SELECTING

To create the conditions in which young people can become changemakers, we need to find and engage pioneering media and wholesale partners as well as change leaders from universities, youth organisations, policy units and other influencers across the ecosystem.

1. SELECT MORE CHANGEMAKER SCHOOLS Our success rests in the power of the schools we select into our network. We therefore need to continue our search for Changemaker Schools and undertake a rigorous selection process for every nominated school.

2. SELECT MORE ASHOKA FELLOWS Finding, selecting and supporting leading social entrepreneurs in the field of education and learning is essential to energising and informing our network and to driving change throughout the ecosystem.

3. ENGAGE OTHER PIONEERS To create the conditions in which schools can become changemaker schools, we need to find and engage pioneering media partners as well as change leaders from universities, youth organisations, policy units and other organisations across the ecosystem.

CONVENING AND CONNECTING

4. RUN EVENTS AND EXCHANGES Running events and exchanges for Changemaker Schools and Fellows and other pioneers has proven to be hugely beneficial in building solidarity, sharing good practices, and cementing relationships.

5. LEVERAGE SOCIAL MEDIA It is important that we continue to meet in person but to build and maintain strong international communities we need to build communications and content strategies that leverage social media platforms.

ORGANISING AND EMPOWERING

6. DISTRIBUTE STORIES AND EVIDENCE In order to amplify the work of pioneers and build an internationally recognised movement that showcases a new norm in education, we need to generate and distribute content that is both captivating and convincing. To this end, we want to build on our substantial experience of running competitions, to source powerful stories from across our network, and to undertake rigorous research that adds weight to our arguments.

7. PROVIDE TRAINING To help trigger communities realise their leadership potential and change mindsets across the wider ecosystem, we need to provide training in storytelling, negotiating, systems thinking, changing mindsets and changing behaviour.

8. RUN SCALING PROGRAMMES Our Globaliser programme is a tried and tested model that helps innovators accelerate beyond having local impact towards tipping systems at national and international levels. We want to apply our Globaliser model to help our teams drive change along the critical paths to transforming education systems.

9. PRODUCE TEACHER TRAINING PROGRAMMES In order to change mindsets and spread good practice beyond our network, we want to build online programmes with our schools and fellows that help teachers learn how to weave changemaking into their everyday work and throughout the culture and experience of the whole school.

10. BUILD A KNOWLEDGE SHARING PLATFORM We need to produce 360째 profiles of our Changemaker Schools and share them online, beyond our network, so that other schools can gain a detailed understanding of their work, reflect on their own practices and take practical steps to becoming a changemaker school.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / STRATEGY

OUR WORK TO DATE

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

ASHOKA CHANGEMAKER SCHOOLS Ashoka Changemaker Schools enable all students to become changemakers - young people with the skills and confidence to change the world for the good of all. In Ashoka Changemaker Schools, students are developing and practising the essential skills of empathy, thoughtfulness, creativity, activism, leadership and collaboration so that they can thrive in the modern world and find solutions to our most complex problems. We have adapted our methodology for selecting the world’s leading social entrepreneurs to identify and select a global network of Changemaker Schools.

SELECTION CRITERIA:

VISION

INNOVATION

INFLUENCE

CHANGE TEAM

Changemaker Schools are committed to helping every student become a changemaker. Changemaker Schools also understand and can articulate – why they are doing so.

Changemaker Schools are pioneers - have a track record of innovation and leadership - and encourage innovation throughout the school.

Changemaker Schools have the authority, reputation, and relevance needed to influence others in the education sector.

Changemaker Schools have a Change Team comprised of teachers, parents, students and others who are entrepreneurial, collegial and ethical – who share an Everyone a Changemaker vision – and who demonstrate commitment to realising the vision in their own school and beyond.

SELECTION PROCESS: The process of identifying and selecting Changemaker Schools is extremely rigorous - involving Ashoka staff, other Changemaker Schools and independent advisors:

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

Every Changemaker School has its own personality and they all employ different approaches in response to the different contexts in which they operate. But there are strong common themes across all schools. Ashoka Changemaker Schools:

PURPOSE

Put the development of changemakers and the practice of changemaking at the heart of their vision and culture.

PARTICIPATION

Put young people in charge at every opportunity - and encourage young people to participate in all aspects of the school

INCLUSIVITY

Recognise and celebrate diversity, difference and inclusivity

LEADERSHIP

Distribute leadership widely across the school

INFLUENCE

Influence other schools, universities and people in the wider educational ecosystem to support the development of changemakers

CURRICULUM

Develop changemaker skills throughout ‘normal’ academic lessons and also provide specific programmes that are explicitly designed to help young people practice changemaking

NON-FORMAL PARTNERSHIPS

Use time outside of normal school hours / normal school premises to develop changemaker skills – often working in partnership with non-formal education providers

LEARNING METHODS

Use self-directed learning, group learning, active learning, enquiry-based learning, project-based learning, dialogic learning, learning by doing, learning by making, etc. to develop changemaker skills

PLAY

Use play - and play times - to develop changemaker skills

INFRASTRUCTURE

Use physical space, infrastructure and technology intelligently

ASSESSMENT

Assess the progress and achievement of young people in terms of their development as changemakers (as well as traditional academic attainment)

EVALUATION

Evaluate teachers and school leaders in terms of their effectiveness at developing changemakers (not just in terms of achieving academic grades)

RECOGNITION

Recognise, reward and celebrate student and teacher achievement in terms of changemaking

RESEARCH

Apply neuroscience, psychology, child development and other research in their work

LEARNERS

Regard every student, teacher and staff member as an educator as well as a learner

HUMAN CAPITAL

Invest in frequent, high quality professional development and support for educators

SOCIAL CAPITAL

Make the work of educators and young people visible to each other - and encourage collaborative teaching and learning

FAMILIES

Engage parents and families as partners in the learning process

ALUMNI

Engage alumni as mentors etc. to support the development of changemakers

THE COMMUNITY

Engage with businesses and community organisations in the learning process

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

CHANGEMAKER SCHOOLS AROUND THE GLOBE

The following are some examples of Ashoka Changemaker Schools working very closely with us in our mission to transform the experience of education around the world:

KCT VIDYA NIKETAN, PUNE, INDIA

DIGANTAR VIDYALAYA, JAIPUR, INDIA

JESÚS MAESTRO FE Y ALEGRÍA, CARACAS, VENEZUELA

Multilevel, Public-Private

Multilevel, Private

Primary, Private

K. C. Thackeray Vidya Niketan school’s belief in children begins with seeing them as active citizens today. Focusing on authentic learning experiences, character development and meaningful community partnerships, the school aims to transform society by addressing root causes of inequity and injustice.

Digantar Vidyalaya school aims to build changemaking into the identity and belief systems of its teachers. This is then role-modelled in all classrooms and in the community, allowing students, teachers and community members to vigorously pursue changemaking in principle and practice.

Located in one of the most violent neighborhoods in Caracas, this school is committed to improving and offering solutions to the local community by nurturing changemakers. The engagement of children, parents and the wider community it at the very core of the school´s success.

SCHOOL 21, LONDON, UK

MOUNT VERNON PRESBYTERIAN, ATLANTA, USA

CHRISTA MCAULIFFE SCHOOL, SARATOGA, CALIFORNIA, USA

Secondary, Public

Multilevel, Private

Primary, Public

School21’s unique approach to changemaking education is rooted in their 6 attributes to success for the 21st century: expertise, professionalism, eloquence, grit, spark and craftsmanship. The School has a strong focus on real-world learning through hands-on projects and a unique oracy curriculum.

At MVP, design-thinking is infused across the curriculum and culture of the school as a means of cultivating changemaking in all students. The design-thinking programme is rooted in empathy and helps students relate what they learn in school to wider community issues. This approach has become a beacon of success for other schools across the country.

Christa McAuliffe School is a parentparticipation school that inspires passion for lifelong learning, fosters social and emotional growth, and develops children’s creative minds. Teachers train parents in how to guide students through the process of discovering and pursuing their own interests - and in becoming changemakers.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

AMORIM LIMA SCHOOL, SAO PAULO, BRAZIL

AMARA BERRI, SAN SEBASTIÁN, SPAIN

RÖSELIDSSKOLAN, GRÅBO, SWEDEN

Secondary, Public

Multilevel, Public

Primary, Public

Amorim Lima School hosts students from diverse socioeconomic backgrounds. The school has a long history of innovating pedagogically, as well as actively involving parents and voluntary researchers in order to help every young person become a changemaker. Classroom walls have been knocked down to create large, open learning spaces and students have significant freedom to learn at their own pace and according to their own interests.

Amara Berri´s unique educational methodology prepares young people to be changemakers. The introduction of real-life situations into the classroom; students participation in school decision-making; and the daily publication of a newspaper, as well as radio and TV programmes are some of their innovations. Their methodology has been replicated in 19 different locations.

Röselidsskolan is a state primary school that is successfully working to bring entrepreneurship and reallife problem solving into the school curriculum. They are influencing education across Gråbo as a municipality and are increasingly recognised as a thought leader for innovative learning in Sweden and across Europe.

KIBERA GIRLS SOCCER ACADEMY, NAIROBI, KENYA

HILL PREPARATORY SCHOOL, EAST NAGURU, UGANDA

ANOTHER SCHOOL IS POSSIBLE - BBOM, TURKEY

Multilevel, Private

Primary, Private

KGSA grew from the Kibera Girlsâ&#x20AC;&#x2122; Soccer team to improve opportunities for girls from local slums. The schoolâ&#x20AC;&#x2122;s Soccer Program is an integral part of the school system but students also run a multimedia business to share their stories and realities with the community - providing power to student voices and encouraging the development of changemaker skills.

Hill Preparatory school was founded in order to cater for children with special needs - but to do so by fully integrating them with children without special needs. In this way, the school puts particular emphasis on nurturing empathy.

BBOM schools are a Turkish network of democratic, non-profit, ecologically friendly schools which place children at the centre of everything they do, equipping them from a very early age with the skills and attitudes needed to be active participants and positive contributors to social and environmental change.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

ASHOKA CHANGEMAKER UNIVERSITIES Imagine a world where higher education institutions across the globe serve as vehicles for positive, sustainable social impact and innovation. Building towards our vision of an Everyone a Changemaker world, Ashoka U collaborates with a network of 300 colleges and universities around the world, breaking down barriers to institutional change and fostering campus-wide cultures of changemaking.

ASHOKA U EXCHANGE The Ashoka U Exchange is the worldâ&#x20AC;&#x2122;s largest gathering for changemaking education, bringing together 700 individuals representing over 150 Higher Education institutions from more than 30 countries to share and improve their innovations. As part of the Ashoka U Exchange, the Changemaker Education Track brings in primary and secondary school teachers & leaders as well as social entrepreneurs to build alliances with university principals, administrators & faculty that improve and spread changemaking education practices.

ASHOKA U COMMONS The Ashoka U Commons convenes educational institutions to collaborate on specific building blocks of changemaking education. The Commons connects participants with peers facing similar challenges and provides resources that address these challenges. Participants are guided by experienced coaches as they learn, evaluate, and apply best practices in the field.

ASHOKA U CHANGEMAKER CAMPUS The Changemaker Campus designation is offered to Higher Education institutions that have embedded changemaking as a core value across the entire institution – from admissions, throughout the curriculum, within career services, and all the way to community and alumni engagement. Changemaker Campuses form a global network of leaders and innovators who provide inspiration, connections and support to broaden the reach and deepen the impact of changemaking education around the world. To date, Ashoka U has selected 33 colleges and universities - both public and private - in 6 countries: • • • • • • • • • • • • • • • •

Arizona State University Babson College Boston College Brigham Young University Brown University Claremont McKenna College of the Atlantic Colorado College Cornell University Dublin City University Duke University Fordham University George Mason University Glasgow Caledonian College Johns Hopkins University Hamilton College

• • • • • • • • • • • • • • • • •

Marquette University Miami Dade College Middlebury College Portland State University Rollins College Ryerson University Singapore Management University Tec de Monterrey Guadalajara The New School Tulane University UPA del Estado de Puebla University of Colorado Boulder University of Maryland Universided de Monterrey University of Northampton University of San Diego Western Washington University

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

CHANGEMAKER CAMPUSES IN ACTION

TULANE UNIVERSITY New Orleans, Louisiana Tulane University boasts a comprehensive university ecosystem dedicated to social innovation education and design thinking methodologies. Tulane’s cutting edge approach to social innovation in higher education is highlighted through: • An interdisciplinary undergraduate minor in Social Innovation and Social Entrepreneurship • The Phyllis M. Taylor Center for Social Innovation and Design Thinking • Robust co-curricular programming that inspires, mentors, and supports student changemakers Changemaker education is also a key value of Tulane’s Teacher Preparation and Certification Program. The program focuses on equipping aspiring teachers with tools that incorporate empathy education and changemaking skills into the classroom. The curriculum includes a Teacher Residency Program at an Ashoka Changemaker School and requires courses specifically about socio-emotional learning, systems change, and design thinking methodologies.

UNIVERSITY OF NORTHAMPTON Northampton, United Kingdom The University of Northampton offers its students an educational experience that is grounded in the commitment to transforming lives and inspiring change. They aspire to graduate all students with the skills of a social entrepreneur. The university fosters student development through: • An enterprise start-up education model called Inspire2Enteprise • A post-graduate program in social innovation called Social Venture Builder • Student-led, social innovation co-curricular programming specifically targeting sustainability initiatives With these elements, Northampton aims to become the United Kingdom’s largest spark for social innovation. As part of Northampton’s comprehensive social innovation goals, changemaker education is core to Northampton’s approach and work with schools, children and young people in Northamptonshire. The University has a unique and innovative Changemaker Student Award, which aims to support and recognize children’s abilities to influence their schools and wider communities as change leaders. Projects for the award range from building a school council to creating a garden in an unused space but focuses on the process of change.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

ASHOKA YOUNG CHANGEMAKERS Over the last 20 years, Ashoka’s Youth Venture Initiative has supported young people to practice changemaking through the Dream it Do It Challenge methodology, which takes a young person through the process of dreaming, developing, launching and sharing a youth-led social venture. This transformational journey empowers young people for the rest of their lives, changes their life story, while benefitting their communities. To date, Youth Venture has supported the launch of 18,000+ youthled initiatives in 50+ countries, impacting 375,000+ young people. Some of our partners that have adapted and replicated our methodology include: • AFS International • Arizona State University (USA) • AWO Bundesverband (Germany)

• Oasis (USA) • OPEPA (Colombia) • Seeds of Peace (Israel, India & Pakistan)

• • • • • •

Breakthrough Miami (USA) CIEE (USA) Fundación Mi Sangre (Colombia) Ghadan (Saudi Arabia) Julie Foudy National (USA) Lonesome George (USA & Ecuador)

Standford University (USA) Unis-Cité (France) United Way (USA & Spain) University of Connecticut (USA) University of Southern California Wheaton Wheaton (USA)

Eden Full, Founder of Roseicollis Technologies

ENABLING CHANGEMAKING CULTURES Today, Youth Venture (YV) supports not only youth but also actors from the wider ecosystem who can support young people in becoming changemakers, such as teachers, parents, administrators, social workers, community leaders and business leaders. Together with our partners, we facilitate a three tier process that aims to help participants: 1) Discover their inner changemaker journeys: once people recognise themselves as changemakers, they unleash their own potential and creativity to provide better environments and experiences that support young people to become changemakers. 2) Learn how to adapt the Dream It Do It Challenge methodology and to use it as a tool in their own work in support of young people becoming changemakers. 3) Co-create a concrete plan of action that integrates changemaker experiences into their own curriculum and practice, and embeds a changemaking culture throughout their institutions. Youth Venture has delivered this work with over 300 partners in 35+ countries.

YOUTH ACTION CAMPAIGNS Over 30 global, regional and national youth action campaigns have movilized thousands of young people to create and share their social change projects. Through these campaigns, YV inspires and supports young people to innovate solutions for the most pressing social challenges, from HIV/AIDS, to bullying, to environmental protection. Their aim is to create a ripple effect in which society hears the stories of youth-led action and is inspired to create more positive change.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

YOUTH GATHERINGS Ashoka YV has organized 200+ youth convenings to support young changemakers in launching and growing their social initiatives, while inspiring them to advance a global changemaker movement. Such gatherings provide an invaluable space for peer-to-peer support, knowledge-sharing, inspiration and network building.

STORYTELLING FOR CHANGEMAKING By harnessing the power of storytelling, YV is activating a movement to share positive young changemaker stories around the world in order to amplify our message and make changemaking an aspirational goal for society. YV designs and facilitates storytelling programmes and tools that equip teachers and young changemakers to be the active storytellers of the Everyone a Changemaker vision.

ASHOKA’S GLOBAL YOUTH ADVISORY COUNCIL Comprised of some of the world’s most promising young changemakers aged 1523, the Council provides its member a space to collaborate and innovate solutions that advance their individual causes and also respond quickly and effectively to emerging youth issues. The Council also helps shape Ashoka’s youth engagements and strategy and serves as a sounding board to our youth years efforts.

PARENTING CHANGEMAKERS Parents are the first and the most critical influencers in a child’s life. They can empower young people to discover, play and practice changemaker skills with positive reinforcement and support. Ashoka YV is leading an innovative parent initiative to transform parenting practices and support young people in becoming changemakers. Through this initiative, parents create ideas, tools and practices to support their children’s development. More broadly, they build an authentic community that is advocating for changemaker opportunities in schools, communities and society.

CHANGEMAKERXCHANGE:

PEP:

Supported by the Robert Bosch Stiftung, the Changemakerxchange is a global collaboration platform for young social entrepreneurs. It gathers some of the world’s most exciting young changemakers at summits for the open exchange and co-creation of ideas. The Changemakerxchange already unites 150 young social entrepreneurs across 40 countries in Europe, Turkey, North Africa and the Middle East. Together, they have created a total of 50 collaboration projects benefiting the lives of hundreds of thousands of people. http://changemakerxchange.com/

Ashoka’s Engagement with Perspective (PEP) Initiative is supporting young social entrepreneurs aged 16 – 27 to build sustainable structures for their projects with the aim of creating the conditions for careers in changemaking. Ashoka grants fellowships, projects funds, mentoring, consulting and personal coaching to help them find their role in the social sector. Moreover, PEP has launched an accelerator program ‘IT4Change’ for projects using IT to create social change, together with SAP (PEP´s founding partner), as well as and accelerator focusing on education, integration and health in cooperation with one of Germany’s largest welfare organizations, Malteser. Since 2012, PEP has worked with more than 600 young social entrepreneurs from over 300 different projects in Germany and Eastern Europe, benefitting more than 2.5 million people worldwide.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

YASMINE ARRINGTON (USA) SCHOLARCHIPS ACADEMY

EDEN FULL (CANADA) ROSEICOLLIS TECHNOLOGIES

NATASHA KEWALRAMANI (INDIA), IVOTE

Yasmine built a student group that offers scholarships to students with incarcerated parents. For most of Yasmine’s life, her father was in jail. Her mother, who suffered from depression and pain killer addictions, passed away during Yasmine’s freshman year of high school. Persevering through tragedy, Yasmine saw an opportunity to give hope to aspiring college students with jailed parents. She organized her friends and dove into fundraising. In 2012, Yasmine’s organization awarded its first scholarships to eight students, giving them the chance to go to college and start a life of hope and contribution. To date, ScholarCHIPS has awarded over $44,000 in college scholarships and is a registered nonprofit in the USA.

Eden is the Founder of SunSaluter, a non-profit organization that aims to empower local entrepreneurs to build grassroots, for-profit enterprises around innovative technologies. The organization’s primary focus is a cost-effective solar panel rotator that increases the efficiency of solar panels to bring alternative energy and electricity to developing countries. With two main offices in India and Malawi, SunSaluters have been installed in sixteen countries and counting. Typically, SunSaluters are used to optimize the performance of solar charging stations that power mobile phones, lanterns and other appliances critical to the lives of many end users in off-grid areas. The SunSaluter has been honoured by the MIT Climate CoLab’s Grand Prize, the Westly Prize, Mashable/UN Foundation Startups for Social Good Challenge and the Postcode Lottery Green Challenge.

Natasha’s venture, iVote, helps young people fight apathy and become active citizens by increasing voter registration. Natasha uses a multipronged outreach effort which includes screening a documentary she created throughout Bombay’s universities and colleges, distributing voter registration forms, and reaching students personally through social networking sites and live meetings. As iVote gained momentum, Natasha mobilized teams of “ambassadors” at universities who are now leading voter registration drives on their campuses and have extended iVote’s reach to over 5,000 young people.

LIKA TORIKASHVILI (GEORGIA), PAINT THE WORLD

CAROLINA ROLDÁN (ARGENTINA), ORILLAS

SONIA ELIAS & DIANA AMAYA (EL SALVADOR) NUTRIVIDA

Lika started Paint the World at the age of 14. After watching a TV show where children with cancer talked about their aspirations and dreams, she wanted to help them. She decided to gather her friends to visit cancer patients and bring “colours” to their lives by dancing, singing, playing games and painting. Everyone could contribute, no matter what talents they had. They decided to ”paint the world” of not only children, but of everyone who needs “colours”: orphanages, retirement homes and hospitals. They started a movement that aims to connect young Georgians with the idea that everyone can make a change and has an opportunity to do something good. The initiative has now expanded internationally and is being replicated in other countries.

Carolina is co-founder of Orillas, a youth-led organisation that gives educational support to children living in deprived neighbourhoods in the city of Rosario. The proportion of people living in poverty is on the rise in Argentina, reaching almost a third of the population. Orillas convenes University students to make education accessible to those in need. Funded by donations from private and corporate sponsors, the NGO has taught over 200+ children how to read, write and develop their skills in a variety of subjects from math to art and photography.

Sonia and Diana started Nutrivida in Emanuel, a low-income community besieged by gangs in the Department of Santa Ana, El Salvador. With this project, they seek to reduce the rate of malnourished children in their community. They organize informative and awareness talks with parents about the importance of a healthy nutrition for the development of their children. They also provide nutritional packs for families. Both Sonia and Diana trained in early childhood education, nutrition and sanitation with the Ministry of Health. They started with 17 boys and girls and quickly got to serve over 50 children between 0-6 years old and their families.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

VINEET SINGAL (USA) ANJNA PATIENT EDUCATION

KARTHIK NARALESETTY (INDIA) SOCIAL BLOOD

ADAM HARRIS (IRELAND) ASIAM

Vineet is the founder of Anjna Patient Education, which provides health education programs to free health clinics to help disadvantaged and low-income patients learn about nutrition, diet and a healthy lifestyle. Vineet previously volunteered at several free clinics and witnessed first hand the high volume of patients with preventable conditions like stress-related illnesses and obesity and the lack of health education and patient counselling available. With Anjna Patient Education, Vineet is determined to break the cycle of chronic, preventable diseases by developing interactive health education applications for underserved populations.

Karthik created www.socialblood. org, a social media platform to help address the blood shortage crisis by connecting blood donors and recipients of the same blood type through Facebook. After witnessing a family’s struggle to find O+ blood donors every 25 days to treat its four year-old child’s rare medical condition, Karthik knew he needed to take action. Karthik brought Socialblood.org to life and today, this central platform that matches blood donors with recipients has more than 500 users with future plans to expand globally.

Adam is the creator of AsIAm.ie, the first Asperger’s advice website in Ireland for people living with autism. After growing up with Aspergers syndrome, he felt compelled to do something for the wider Autistic community. AsIAm is working to educate the public on the condition of autism, encouraging people to be more understanding, empathetic and empowering; through educational programs for secondary schools, employers and the wider community.

JONNY COHEN (USA) GREENSHIELDS

CURT BOWEN (GUATEMALA), NEW SEED

MANUEL WIECHERS (MEXICO), ILUMÉXICO

When Jonny was 12 he saw a school bus and had an idea: what if the clunky right-angled school bus was more aerodynamic? It could use less gas, resulting in less carbon emissions. He set about making a wind tunnel in his garage and place small shields on toy school busses to test them. The result: GreenShields—a polycarbonate shield used to retrofit buses that redirects the airflow over and around them, decreasing the drag, resulting in better gas mileage and lower C02 emissions. Through various iterations and the help of the Department of Aeronautics and Astronautics at MIT, they now have a model that is inexpensive and easy to install, enabling widespread adoption. Today, his invention reduces fuel use by 25%. Jonny was selected by Forbes Magazine as one of “30 under 30” young inventors in the field of Energy.

Curt is the founder of New Seed, an organization working with Guatemalan farmers to train them on new farming techniques to rebuild their soils and increase their incomes. More importantly, they help farmers build their own village programs to investigate these technologies and teach them to their neighbours. As hundreds of farmers begin to change how they grow their livelihoods other organizations are beginning to take note, and they are working with local and national government to begin to institutionalize these programs. Curt joined Ashoka´s network as a YVer in 2006 and went on to become an Ashoka Fellow in 2014.

Manuel is eradicating energy poverty in Mexico by combining community investment, low-cost, renewable energy, and cooperation across the public, private and social sectors to foster social and economic development in rural areas. Iluméxico’s rural electrification model is the first and only in Mexico that maintains community benefit in each step of the value chain, from technology development, installation, maintenance, and adaptation of the system. Manuel joined Ashoka´s network as a YVer in 2009 and went on to become an Ashoka Fellow in 2013.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

JOÃO RAFAEL BRITES (PORTUGAL) TRANSFORMERS

JOHN PERINO & CASSANDRA LIN (USA) TGIF

EKATERINA KARABASHEVA (GERMANY) JOURVIE

At age 12, João saw the breakdancing scene in the movie “Flashdance” and fell in love with the dance. Four years later he joined a crew and started practicing on the streets. As his crew got better, they started teaching fellow street kids how to break. What started in 2008 as an outreach activity from a breakdance crew grew into a volunteering program which connects talented mentors in the fields of the Arts, Sports and Hip-Hop to teenagers all across Portugal so kids can learn whatever their passions are and use those talents to transform their own community. In 5 years they mobilized over 200 mentors that taught over 2800 hours of classes of 120 different activities to over 1800 teens from over 50 institutions in the cities of Lisbon, Oporto and Coimbra, in Portugal.

John and Cassandra are co-founders of Project TGIF (Turn Grease Into Fuel), a sustainable system designed to collect waste cooking oil, convert it into bio-fuel, and distribute the fuel to local low-income families in need of heating assistance. TGIF is both sustainable and a win-win for all involved: it benefits the environment by addressing the issue of waste cooking oil disposal as well as all the participating parties: TGIF partners, the waste oil collectors, the refiners and charitable organisations.

Ekaterina is the creator of Jourvie, an app aimed to support people with an eating disorder, such as anorexia, bulimia or binge eating. Inspired by her personal experience with eating disorders, Ekaterina wanted to create an app that facilitates the therapy. Jourvie was initiated in 2013 as a nonfor-profit with the aim of improving treatment for those affected by practical and discreet logs, as well as advice and motivation for challenging moments.

CHRISTINE GATWIRI RUCHUGO (KENYA), 1 BOB INITIATIVE

KAVISU TABITHA (KENYA), CROSS SAFE, REACH SAFE!

SIMON KOEHL (GERMANY), SERLO

Stirred by the harsh learning environment children in disadvantaged schools encounter, Christine decided to commit the oneshilling coins she had saved in her piggy bank over the years to start the ‘1 Bob Initiative’. The initiative seeks to provide books for schools with low pupils-books ratio and support class 8 candidates through ‘Books for Schools’ and ‘A candidate’s Wish” projects respectively. Her goal is to ensure her target schools and pupils acquire teaching materials and learn without strain.

Having seen several road accidents involving children in her community, Tabitha has enlisted 14 of her classmates, head teacher & area chief to support her in appealing to local officials to erect road signs, speed bumps, pedestrian walkways and zebra crossings along the road next to her school. She is also educating her schoolmates about the importance of these safety measures in hopes to prevent future tragedies. She has identified 8 other schools (totaling to approximately 5,900 pupils) to engage in her campaign and has worked on fliers with road safety information to continue educating her peers.

As a response to his own negative school experience, characterized by missing learning opportunities and no means to actively influence one’s own education, Simon decided that learning needed to be re-thought and re-designed. Still a student, he created the free online learning platform Serlo.org, which offers courses, (video) explanations and exercises for a variety of school subjects. Serlo is a free-access, free-content platform on which those who can access the site can also edit and contribute. Everyone is not only a student but can also be a teacher and can contribute to a growing democratic online learning community. Simon is a former recipient of the PEP stipend (Ashoka & SAP), and is supported amongst others by Wikimedia and the Hans Sauer Foundations. His work has been featured in numerous regional and national media forums.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

ASHOKA FELLOWS TRANSFORMING EDUCATION

The following are some examples of Ashoka Fellows working very closely with us in our mission to transform the experience of education around the world:

MARY GORDON (CANADA) ROOTS OF EMPATHY

ARNOUD RASKIN (BELGIUM) MOBILE SCHOOLS

ALETA MARGOLIS (USA) CENTRE FOR INSPIRED TEACHING

Mary’s program, Roots of Empathy (ROE), works to reduce childhood aggression by teaching students emotional literacy and fostering the development of empathy. Her innovative program involves children hosting parents and infants in classrooms and is being adopted around the world.

Arnoud is pioneering an innovative strategy that shifts attitudes from assistance to empowerment, shedding light on the potential of street children as changemakers. He uses mobile schools to help children gain awareness of their strengths, build their self-esteem and follow a reintegration process that leverages their ‘street wisdom’ for the good of businesses and communities.

Aleta is investing in teachers to ensure schools value students’ empathy, creativity, and intellectual curiosity as much as their academic achievement. Believing that ineffective teaching is causing public education systems to falter, The Centre for Inspired Teaching is redefining the role of teachers and schools. By bridging the gap between personal philosophies and classroom practices, she is helping teachers help every student become a changemaker.

KIRAN BIR SETHI (INDIA) DESIGN FOR CHANGE

VISHAL TALREJA (INDIA) DREAM A DREAM

EMRAH KIRIMSOY (TURKEY) AGENDA CHILDREN

Through her education initiatives, Kiran is building relationships between students and their community - and changing the experience of childhood in Indian cities. She believes that when children are raised in nurturing environments, they are more likely to create nurturing environments for future generations - and ultimately build cultures of citizenship between children and adults.

Vishal is building a volunteer-run initiative that provides children from disadvantaged backgrounds, children who are gravely ill, and children who are orphans and street kids with opportunities to have fun and learn changemaker skills that allow them the possibility of becoming integrated into mainstream society.

By opening up venues and spaces where children can directly participate and be active agents in decision-making processes at their schools, neighborhoods, cities or parliament, Emrah seeks to put childrenâ&#x20AC;&#x2122;s issues on Turkeyâ&#x20AC;&#x2122;s busy agenda. In addition to empowering children as changemakers, Agenda Children seeks to change the public misconception that children are or should be passive beings when it comes to societal issues.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

MONTSERRAT DEL POZO (SPAIN) COLEGIO MONTSERRAT

JERÓNIMO CALDERON (SWITZERLAND), EUFORIA

FRANCOIS TADDEI (FRANCE) FRONTIERS IN LIFE SCIENCES

Montserrat is building an educational reform movement in Spain and abroad - connecting teachers, administrators, parents and both private and governmental institutions. Focusing on frontline educators, the movement stimulates teachers to see themselves as innovative agents of change who can help all their students become changemakers.

Jerónimo is creating a youth-led movement that transforms social change into a desired lifestyle for young people. By branding citizen engagement as cool, trendy and attractive, Jerónimo creates inspiring and “euphoric” opportunities that engage people previously resistant to youth programs. Jerónimo is impacting thousands of young people across Switzerland, activating their potential and drastically lowering barriers to youth engagement.

François is reinventing high school and college science education and laying the ground for a renewed, democratised knowledge industry. His model integrates a variety of disciplines and attracts young changemakers to acquire, invent, and apply knowledge directly to groundbreaking projects. This research-based approach is inspiring education institutions internationally.

GUY ETIENNE (HAITI) COLLEGE CATTS PRESSOIR

MWALIMU MUSHESHE (UGANDA) URDT

TADDY BLECHER (SOUTH AFRICA) THE MAHARISHI INSTITUTE

Guy is transforming the education system in Haiti by introducing a strong focus on innovation in science and technology, and by engaging students to apply what they learn in the classroom to critical needs in their communities. As students take an active role in their community, they learn to lead positive social change from an early age.

By creating an alternative training approach that puts grassroots innovators rather than traditional academics in the role of teacher, Mwalimu is changing what it means to be a social development professional and thereby redefining what it means for a young person to be educated.

Taddy created a university model that enables poor students to acquire a free, high-quality, professional education, while also employed by the university in order to gain practical experience and earn an income. He then refined this model by creating the Maharishi Institute, which adds consciousnessbased education to his â&#x20AC;&#x153;learn and earnâ&#x20AC;? methodology, enabling students to become changemakers.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

SHARATH JEEVAN (UK/INDIA) STIR EDUCATION

CHARLY MURPHY (UK/USA), POWER OF HOPE

ANA LÚCIA VILLELA (BRAZIL) INSTITUTO ALANA

Sharath has launched an international movement of teacher changemakers who are innovating, implementing and influencing other teachers to spread best practices. Sharath is creating local ‘teacher innovator’ networks across India and Uganda as a strategy to empower committed teachers to collaborate and coconstruct solutions that improve larger educational systems.

Charlie is helping youth discover who they are, what they can do, and how they can make a difference now. Through a new model of youth work based on creative engagement, Power of Hope prepares adults to work sideby-side with teens, inspiring young people to find their creative gifts while discovering their own - and to engage them in creating the communities we need.

Ana created Alana Institute with a simple but powerful mission: to honour childhood. She developed 18 different programs that, together, create an ecosystem which enables children to experience active, hands-on learning in schools and in their communities, while also using advocacy and communication strategies to shift mindsets about the power of young people.

ERIC DAWSON (USA) PEACE FIRST

TOMAS DESPOUY (CHILE) PANAL

VICKY COLBERT (COLOMBIA) ESCUELA NUEVA

For over 22 years, Eric has developed and implemented transformative programming to teach young people peacemaking skills that promote empathy, develop leadership, and engage youth in playing a vital role in making their schools and communities safer and more just places.

Tomás Despouy is cultivating changemaker skills in students from vulnerable areas in Chile. Integrating these skills into the classroom, Tomás is making students protagonists in their own education and in that of their peers. As agents of change, Panal’s students exert significant influence on their schools and their neighborhoods.

Vicky has designed and spread a revolutionary model for rural education in Colombia: Escuela Nueva. In doing so, she has converted dysfunctional rural schools by offering participatory and self-paced learning, by teaching skills that are relevant to the real world, and by linking students with their communities.

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

CHANGING MINDSETS When we approach a tipping point in the adoption of a new idea or a new way of doing things, there is inevitably a widespread shift in mindset. This is the time when large numbers of people begin to see that things can be different and recognise that things must change. This is the time when people are thinking and talking about the inevitability of change. The tipping point in transforming the practice and experience of education will be reached when an optimal number of people understand that children and youth must develop as changemakers, realise that education systems are failing to do this and are aware of schools and programmes that have been doing it effectively for many years. This will result in people feeling safe to follow the pioneers, so that changemaking education moves from being a nice idea into a desire and a demand. To create this widespread shift in mindset, we need to spread the stories, practices and impact of pioneering schools and social entrepreneurs, in order to increase the demand for changemaking education, and to stimulate supply that boosts demand further. We are still in the early stages of this work but our approach to this task includes:

BUILDING RELATIONSHIPS WITH THOUGHT LEADERS AND KEY INFLUENCERS Arianna Huffington “Bill Drayton emphasizes that empathy is an increasingly important resource for dealing with the exponential rate of change we are experiencing. ‘The speed at which the future comes upon us—faster and faster—the kaleidoscope of constant change contexts,’ he says, ‘requires the foundational skill of cognitive empathy.’” In her book, Thrive: The Third Metric to Redefining Success and Creating a Life of Well-Being, Wisdom and Wonder

Sir Ken Robinson …“We live in a world that’s growing very quickly in terms of population, which is producing great strains on the environment. It’s producing enormous cultural pressures, it’s changing in the economic landscape. We’re challenging our relationship with the earth in a very fundamental way, we don’t know if we can continue for long this way. The capacity for new thinking and for turning old ideas into new applications has really never been more important, and I think our kids ought to recognize how deep their capacities for creativity are”… Sir Ken Robinson, author, speaker and international advisor on education

Andreas Schleicher “The world is becoming increasingly ambiguous, volatile… Economic success today is very much about you being able to collaborate, compete and connect with people different from you. It requires the capacity to see the world through different lenses, to appreciate different value systems, to respect different cultures…” Andreas Schleicher, Director for the Directorate of Education and Skills, OECD

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

LEVERAGING NATIONAL AND INTERNATIONAL MEDIA PLATFORMS

OUR MEDIA PARTNERS

EMPOWERING OUR NETWORK Ensemble, redessinons l’éducation 30’ documentary released in France. 30,000+ views in first 10 weeks.

Reforms in Jesuit Schools In Spain, Ashoka CM Schools inspire important reforms in Jesuit schools

Network Reach • +1.3 M followers on social media • 20,000+ social innovators on changemakers.com • 300 Colleges & Universities in 30 countries • 408+ Ashoka staff in 33 countries

• 3,200+ Ashoka fellows in 85 countries • 18,000+ Youth Venture teams in 50+ countries • 197 Ashoka Changemaker Schools in 28 countries

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

OUR PROGRESS TO DATE

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4.216

182

34 1.315 ASHOKA FELLOWS FOCUSED ON EDUCATION AND THE DEVELOPMENT OF YOUNG PEOPLE 33 CHANGEMAKER UNIVERSITIES 197 CHANGEMAKER SCHOOLS 18.727 YOUTH VENTURE TEAMS LAUNCHED

378 3.929

1.225

208

62 11

358 40

656 1

8.910

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

THE TEAM GLOBAL LEADERSHIP TEAM

Bill Drayton

Konstanze Frischen

Anamaria Schindler

Marina Kim

Bill Carter

Mark Cheng

Erin Krampetz

Nancy Welsh

Danielle Goldstone

Rodrigo Baggio

Henry De Sio

Ross Hall Vishnu Swaminathan

GLOBAL CONTACTS

Ross Hall Dana Mekler Marina Mansilla Hermann Amy Badiani Linda Peia Autumn Williams Vipin Thek

AFRICA

ASIA

rhall@ashoka.org dmekler@ashoka.org mmansilla@ashoka.org abadiani@ashoka.org lpeia@ashoka.org awilliams@ashoka.org tvipin@ashoka.org

Burkina Faso, Mali & Senegal Ghana & Nigeria Kenya & Uganda South Africa

Tchanlandjou Kpare Josephine Nzerem Vincent Otiendo Odhiambo Michalya Schonwald Moss

jnzerem@ashoka.org voodhiambo@ashoka.org msmoss@ashoka.org

Bangladesh India

Robin Chowdhury Sanjana Janardhanan Renu Shah Hiroaki Yabe Jeremy Nguyen-Phuong Yujin Noh Honey Kim

achowdhury@ashoka.org sanjanaj@ashoka.org renu@ashoka.org hyabe@ashoka.org jnguyen@ashoka.org ynoh@ashoka.org hkim@ashoka.org

Japan Singapore South Korea Thailand

Director, Education Strategy Global Project Manager, Empathy Initiative Europe Africa Latin America & Caribbean North America Parenting Changemakers & Youth Venture Global

Phonchan Kraiwatnutsorn

tkpare@ashoka.org

pkraiwatnutsorn@ashoka.org

EUROPE

Austria, Hungary & Czech Republic Belgium France Germany

Marie Ringler

Greece Ireland

Christina Fili Serena Mizzoni Conor Ward

Italy

Alessandro Valera

avalera@ashoka.org

Netherlands

Jamy Goewie

jgoewie@ashoka.org

Poland

Agata Stafiej-Bartosik

Spain

David Martín Díaz

dmartin@ashoka.org

Tito Spinola

tspinola@ashoka.org

Maja Frankel

mfrankel@ashoka.org

Emma Lindgren

elindgren@ashoka.org

Switzerland

Olivier Fruchaud

ofruchaud@ashoka.org

Turkey

Nick McGirl

Viliana Dzhartova

Scandinavia

LATIN AMERICA

NORTH AMERICA

Argentina, Paraguay and Uruguay Brazil Central America & Caribbean Chile Colombia, Peru & Venezuela Mexico USA

Canada

Elena Arene-Ghiringhello Thomas Blettery Sarah Fasbender Christine Hoenig-Ohnsorg

mringler@ashoka.org earene@ashoka.org tblettery@ashoka.org sfasbender@ashoka.org choenig-ohnsorg@ashoka.org cfili@ashoka.org smizzoni@ashoka.org cward@ashoka.org

astafiejbartosik@ashoka.org

nmcgirl@ashoka.org vdzhartova@ashoka.org

Rob Wilson

robwilson@ashoka.org

Karina Fraiman Maria Mérola Flavio Bassi Lucy Luna

kfraiman@ashoka.org mmerola@ashoka.org fbassi@ashoka.org lluna@ashoka.org

Alexandra Edwards Agustin Silva-Diaz Ortega Ramsés Gómez Romina Laouri Isabel Bustillos Tia Johnston Claudia DeSimone

aedwards@ashoka.org asilvadiaz@ashoka.org rgomez@ashoka.org rlaouri@ashoka.org ibustillos@ashoka.org tjohnston@ashoka.org cdesimone@ashoka.org

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE

OUR PARTNERS

We are extremely grateful for the generous support of all of our partners and sponsors. There are too many to mention here but examples from around the world include:

GLOBAL

Frey Charitable Foundation Moxie Foundation Google LinkedIn

ASIA

IKEA Foundation

AFRICA

Lettera27 Mitsubishi Corporation Moleskine Oxford University Press

Red Dome Segal Family Foundation The MasterCard Foundation

LATIN AMERICA

Alana Institute Ford Foundation Disney Latin America

MTV Latin America W.K. Kellogg Foundation

USA

Cordes Foundation Einhorn Family Charitable Trust Robert Wood Johnson Foundation The David & Lucile Packard Foundation

The Jenesis Group The Poses Family Foundation Tides Foundation Susan Crown Exchange

EUROPE

Fundaci贸n Barclays Fundaci贸n PUIG Robert Bosch Stiftung

The Stavros Niarchos Foundation Fondation Bettencourt Schueller

The LEGO Foundation The Brin Wojcicki Foundation McKinsey Facebook

EVERY YOUNG PERSON BECOMING A CHANGEMAKER / OUR WORK TO DATE