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Article26

Article26 - everyone has the right to education.

MA 2020/2022
Keywords
Education, Sustainability Goal 4, Developing countries, Independence, UN
Overview

How did this project come about and what is it about? My partner Maxpert GmbH is the leading training provider of classic, agile and hybrid project management methods and frameworks in Germany and has started the initiative Article26. The idea is to make regionally and internationally recognised skills and education accessible to disadvantaged people in developing and emerging countries, to make knowledge available that Maxpert has acquired over the past decades. Because one thing is clear, education is key to wealth, independence, autonomy and health. We live in a knowledge society and education is more important than ever, so that a reduction in the existing dependence of the global South on the global North is essential in order to to be able to develop their own country faster or prevent e.g. further refugee crises in the future.

The importance of education became clear to me personally not only during my various stays abroad and volunteering jobs in countries like India, but also through SDG4 of the 17 Sustainable Goals of the UN Agenda2030. It became evident to me that Maxpert GmbH, with its idea and vision for the future, is tackling an important problem and that I would like to contribute to the achievement of this goal through my work at the Royal College of Art. And I could best deliver the contribution by using the existing network of Maxpert GmbH and thus developing the concept of the service in Rwanda in Africa. 

Collaboration

First of all special thanks for the efficient and trustful collaboration with my partner organisation Maxpert GmbH in Germany but also to all the stakeholders and experts for their cooperation. It was a very cooperative and reliable collaboration at all times, so that despite the often great distance and time differences, a good exchange took place - be it with GIZ and the federal ministry for international cooperation in Germany, Scrum.org in New York, Learntor in Nigeria and many more stakeholders. At all times, I gained important insights through interviews and was able to constantly improve the concept by experimenting with them. Overall, the exchange was characterised by trust at any time given. 

CHALLENGES IN THE EDUCATION SYSTEM OF RWANDA

As explained above, the aim is to make the global South independent of the global North. However, this dependence can only be broken if the existing "vicious cycle of knowledge" can be broken. The cycle is considered broken when Rwanda can train its own local experts without help from the global North. Aiming to break the vicious cycle, I was focusing on the three most important stakeholders within the education system in Rwanda. Three different challenges could be filtered out:

1. Learner - Accessing internationally and locally required skills in order to fulfil job requirements.

2. Industry - Finding employees meeting the industries requirements and experts in a certain field.

3. Education provider - Create up-to-date trainings in cooperation with local experts.

INSIGHTS FOUND

Based on my problem and the resulting research in the form of interviews, I found out that importing expertise from the global north does not make a country independent and empowered. In this respect, individual learners are very interested in exchanges with each other and with experts. Industry and employers, on the other hand, are dependent on support in learning and adopting new skills and methods. So the aim is to be able to train local experts in their own country. So how could this work? 

DESIGN DIRECTION

How might we deepen the level of training so that we can resolve the challenges of expertise in Rwanda and subsequently the unsustainable import of expertise from global north into Rwanda?

CONCEPT BASED ON MAIN INSIGHTS AND PROTOTYPING

In general, the concept is aligned with Benjamin Bloom's taxonomy of educational objectives to ensure that the programme is challenging enough to develop experts. This can be covered by aligning the concept to the complexity levels of bloom and according to that to provide tasks. First, the first two levels of Bloom ("Remembering" and "Understanding" the content) are covered by the eLearnings. This is how the theory is learned. Then the practical part takes place, which is covered by levels 3 to 6 ("Applying", "Analysing", "Evaluating" and "Creating"). The practical work takes place in programmes of the respective NGOs and organisations, in the best case in cooperation with local employers. In this way, employers not only get to know potential new talents, but also the young participants work on real-life projects, so that they can deepen the theory they learned beforehand and also get an insight into potential jobs. Overall, it's important that the Learners become experts and are able to develop their own trainings at the end.



SPECIAL
THANKS

A MASSIVE THANKS

To my partner Maxpert GmbH for an efficient and wonderful collaboration throughout the past months.

I would also like to thank all my interviewees and experts who have given me their time in their busy days to make A26 possible.

Last but not the least, a big thanks to my tutor John who was always supportive and a big help!

Team