Interactive Radio Learning Program

The project aims to reduce the level  of illiteracy among over 27million cattlemen/herdsmen and their families in Northern Nigeria. It would also be an immense advantage to people living in village settings especially those without access to formal school facilities. However, the project would served as an alternative to physical school setting.

The radio learning platforms would positively impacts on the current security challenges in northern Nigeria, causing disruption on school calendar, and at same time teachers are scared to be posted to schools within the trouble areas due to the high risk of insecurity such as kidnapping, religious crisis e.t.c.

The solution could be used to act as instruments that provide educative lessons to  more than 15.3 million young learners in the affected communities, remotely and efficient knowledge based programs through radio and recorded audiometry educative lessons which as the same time act as tool for creating public enlightenment to Fulani herdsmen and when apply the solution to other west African countries will educate over 20 million young learners affordable and accessible education.

The project is designed to solve the current barriers in accessing formal classrooms for young Fulani herds and other rural dwellers e.g farmers who are actively affected by the insecurity challenges such as banditry, kidnapping herds and farmers clashing.

Above, caused disruption of educational calendar and cause glitch towards teaching and learning processes in Northwest communities. Many young learners aged 5 to 18 experienced downtrends in school enrollment, about 86% of people in this area are directly affected by the security breaches, thus resulted to the loss of business activities, disrupt farming activities and lost of innocent lives and properties worth millions of Naira within the affected community.

The attacks pose a serious threat to education in North West. The region already has the worst statistics for educational performance in the country. Concerns about the students’ safety have prompted governors of six states in the region – Niger, Kano, Katsina, Jigawa, Zamfara and Sokoto – as well as Yobe in the North East, to shut some or all boarding schools, particularly in the most vulnerable local government areas, until security has been restored.

The attacks could curtail attendance once schools reopen. Already, many parents say they no longer consider schools safe.

 Because interactive audio is scripted and the radio teacher is guiding them through the lesson, parents or caregivers can help without feeling the full burden of homeschooling their children. The radio teacher is guiding you through what you’re doing. It’s like having another adult in the room. 

Interactive home-based activities can include quizzes, written exercises, role play and storytelling. During lessons, parents and caregivers will receive instructions on how to support children with unfamiliar contents.

With overworked teachers struggling to provide formal education, we have developed innovative approaches that use radio broadcasts and recorded lessons on CDs and MP3s as the foundation for our lessons. Broadcast lessons are accessible to anyone with a radio, allowing people to learn without having to leave the safety of their home. Students who wish to gain qualifications can enrol in certified courses in their communities. Our trainers are taught how to support their students in conjunction with these broadcasts and recordings in order to help people gain basic literacy and numeracy skills within six months. They do not need a school building for this, all they need is some simple equipment, and time and dedication.

Research show that Northern Nigeria are at forefront in listening radio programs specifically any program presented in their local language.

Our radio education programmes will reached approximately 15 million young learners across northwestern Nigera, particularly young Fulani herds, women, girls, refuges, low income families who mostly victimized in accessing easy and equitable classrooms due to poor government policies on education, poverty, kidnapping and other insecurity related barriers.

Recorded lessons on CD, MP3s, customized charts and fliers have also been used in displacement camps in Nigeria and South Sudan. The radio education programme has been run for women, young people and for people living with disabilities – all of whom would otherwise have been denied opportunities to fulfil their educational potentials.

Poverty and conflicts have denied many young learners chance to attend school in northern Nigeria. Some of them were poor to access education, some had their schooling disrupted by farmers-herds conflicts, extremist crisis and others ended up needing to take care of family or younger siblings. As a result, over 37.4million young learners between 7-18 years and women have failed to acquire basic literacy and numeracy skills. By using IRLP solutions, would close the large gap at same time providing innovative solutions to eradicate illiteracy and insecurities that hinders sustainable development in northwestern Nigeria and other west African countries.

The fact that Northwest region had been experiencing various crisis ranging e.g farmland.

Magami is a community in Maradun Local Governance Area (LGA) of Zamfara State. They live about 29 km from the LGA headquarters. With lack of roads, the community is isolated as there is no access to any mobile telecom network too. The community has an estimated population of 13,800 inhabitants, 68% of which are children between the ages of 6 and 11 years.

Three Integrated Quranic Schools (IQSs) operate in Magami community under UNICEF’s project called “More Out Of School Children (OOSC) in School in Nigeria”, supported through a partnership with Educate A Child (EAC) funded by the Education Above All Foundation. 

Parents in Magama send their male children to either go to farming or cattle rearing which make school attendance or enrollment difficult to them. By introducing interactive radio learning programs would close the wider gap

Interactive radio learning program uses distance radio as a way of addressing young Fulani herds education disparities. The radio program supports teaching by making learning more fun for the children. This is something totally new in Nigerians classrooms. The program has benefited more than 100,000 children, educators, parents and community members in five different districts of six northeast States in Nigeria. 60% of program beneficiaries are young Fulani herds and refugees.

The key difference between IRI and a conventional use of broadcast radio to deliver education audio content is suggested by the term interactive.  In this context, radio instruction is considered interactive because it prompts specific actions by teachers and students in a remote classroom. Walk into an IRI classroom (at least a well-functioning one) and you will not find students or teachers passively sitting and listening to the radio. Instead, you should expect to see teachers and students engaged in songs, question-and-answer activities and various types of physical movement, as 'instructed' (or directed) by an audio program delivered via a radio (or increasingly, via CD or MP3).

The research literature around the positive, cost-effective impact of IRlP in a variety of low-income communities in developing countries is pretty solid -- especially when compared with the still-weak evidence base we have demonstrating positive, cost-effective uses of other ICTs in educational settings in these places. 

currently 100,000

Next year 500,000

Next five years   11,911,821

• Provide constant feedback on the extent to which the learning (or wider project) is achieving its goals, and track need for any adjustments or improvements
• Identify potential problems at an early stage and propose possible solutions
• Monitor the accessibility of the training to the community, or target group/population
• Monitor the efficiency of the learning outcomes  and suggest improvements
• Evaluate the extent to which the training projectis able to achieve its general objectives
• Provide guidelines for the planning of future projects/learning outcomes
• Improve project design by reviewing the soundness of project objectives
• Incorporate views of stakeholders to enhance their participation in, and ownership of, the training offer

These results, however, were specific to radio interactive learning charter schools and do not apply to full-time online schools operated by states and districts or to individual online course enrollments or blended learning school models.

Students have positive relations with adults and peers

- 65% of learners feel understood the lessons safe and ensure that others actively participate.

-Students feel empowered and empower others

-Students demonstrate mastery of knowledge of standards

-Students easily make connections among discipline areas

-Students use knowledge to solve problems

fifteen full time staff

Twenty part time staff

six contractors

Creative Concept is a private professional and technical services firm headquartered in Kano, Nigeria. Since its inception in 2011Creative Concept has assisted governments, communities, non-governmental organizations, and private companies Nationwide, to lead and manage change. Projects are implemented through three divisions: Communities in Transition, Education for Development and Stabilization & Development.

Creative addresses significant challenges facing societies today. Whether they are shifts in demographics, the workplace, the classroom, technology, or the political arena at home and abroad, Creative views changes as an opportunity to improve. Creative helps clients turn changing environments into a positive impetus for creating more empowered, viable, and efficient systems and institutions. Creative approaches change as an opportunity to transform and renew.

1. Customizing our vision and strategy. By Customizing our organization’s diversity vision, definition, and rationale to do that it can fit the organization’s unique culture. Ensure that the message that diversity matters comes from the top.

2. Focus on impact and metrics. Setting a baseline. Audit diversity at your organization to assess our current practices. Identifying a set of metrics based on our customized vision and strategy, and ensure that our metrics are measuring both inputs and outputs. We would review our key performance indicators annually at board of directors level and at least quarterly at executive level.

3. Focus on recruiting and selection practices. 

We will Provide training for unbiased interviewing and selection processes, and establish strategic partnerships that connect our organization with diverse talent pipelines.

4. Invest in leadership development to retain high performers. Employ a range of formal and informal professional development tools, such as mentoring, coaching, and education opportunities. Regularly evaluate internal talent to ensure that employees of color are in the leadership development pipeline.

5. Prompt ongoing discussion. Regularly engage in open, honest, and multidirectional dialogue at different levels, and work on developing a shared understanding that achieving diversity takes commitment and hard work from every member of the team.

One nonprofit, for example, developed fundraising materials that featured students of color. During a local diversity dialogue, a staff member reported that some team members considered the profiles of students disrespectful, because they used language that reinforced negative stereotypes. 

The illitracy among Nomards have play a vital role on the insecurities that currently exist in Northwestern Nigeria, for example, kidnapping, bandetry, farmland and other related crisis.

Also, the gap between young learners in urban and rural areas as well as the consequences resulted due to the level of illiteracy among the normads community  IRLP will use radio broadcasts to deliver lessons to the classroom that simulate interactive learning among the afffected children to provide essencial support to them. IRLI programs deliver content from approved curricula and model learner-centered teaching methods through interactions between the radio characters, teachers and pupils. The IRI methodology is designed to shift focus from the typical teacher centered way of teaching to a more active methodology that engages teachers and pupils in and outside the classroom.

Thus motivated us to use this medium and other means to showcase our unique solutions to eradicate illiteracy that lead to insecurities among the targeted community.

 IRLP related technology has been used in developing countries worldwide to improve the quality of education across a range of school subjects and to serve as a form of teacher development. The model for teaching mathematics through IRLP sought to combine the low cost and high reach of the radio medium with a clear understanding of how people learn. 

The objective of IRLP was to improve the ability of normads children to read and write English and to do basic mathematics by the end of primary level in both public and and community schools. 

We need mentorship in business model because

business model is a conceptual structure that supports the viability of the business and explains who the business serves to, what it offers, how it offers it, and how it achieves its goals.

All the business processes and policies that a company adopts and follows are part of the business model.

Components Of A Business Model

An ideal business model usually conveys four key aspects of the business which is presented using a specialised tool called business model canvas.

1. Who is the customer?
2. What value does the business deliver to the customers?
3. How does the business operate?
4. How does the business make money?

MIT Solve

MIT solutions will provide us with mentorship support considering the valuable impacts and achievement they've made in innovations and human development at global perspective.

Lit

USAID.

Refugees children face significant challenges in economic, financial and political inclusions, exercising their right to education, from infrastructure, capacity and resource constraints to persistent insecurity, social tensions and discrimination. Girls and boys also face their own specific barriers. Girls are often expected to stay at home and support their families by taking care of their siblings, particularly if they are the eldest child, which puts greater pressure on them to drop out of school. Early or forced marriage and pregnancy are also barriers, particularly during humanitarian crises when parents may send their daughters off to be married or cared for by another family. Boys are often obliged to work to supplement their families’ income rather than go to school and may also face the risk of forced recruitment to extremist, kidnapping and commercial sex for girls due to poverty. Therefore, our team will organize a skill acquisition programs for them that would focus on hand-on local entrepreneurial training in GSM soft and hardware repairs/maintenance for boys and cosmetics/hairdressing/food processing for girls to became self-employed.

Internally displaced children living outside camps tend to have very little access to education, economic and financial inclusion. Therefore, Creative is going to collaborate with national/International NGOS, state and federal governments to implement IRLP in the affected camps including urban areas where they may face additional financial, administrative and social barriers to schooling. Restricted humanitarian access to insecure rural areas may impede the learning of children displaced there, and sparsely populated rural areas.

Creative concepts have geared interest in adopting innovation at secondary schools specifically for students who are are finding it difficult to access computers due to the improperly funded public secondary schools. 

We would collaborate with state and Federal governments of Nigeria to set up offline ICT centers where the affected students would learn core subjects by using offline installed programs on English, Mathematics, Civic Education, Physics, Chemistry, Biology and Agriculture.

We would use the prize fund in restructuring existed ICT Labs by repairing, upgrading and installations of elaerning programs on the computer systems for the benefits of the students.

The equipped ICT centers would be utilize to prepare prospective students for joint Àdmission and Matriculation Examination ( JAMB) computer based test (CBT). At the moment, 68% of public secondary schools lack computer labs which resulted poor performance of public secondary schools in JAMB CBT examinations.

Our area of concentration shall be Kano state, Jigawa, and Kaduna state all in Northwestern Nigeria.