Financing Educational Projects in Third World Countries – Part II

3 04 2009

Introduction
In the world of education, the conversation often centers on the ideas of funding and fund-raising in one form or another. Every school in every corner of the world is in need of some level of financial windfall and long term financing scenarios that the longevity of its programming is not endangered from one generation to the next. In some cases, the financial scenarios that threaten school settings are healthy in the sense that they force the institutions to continually reinvent themselves and therefore stay attuned to the cultural changes that occur in every society over time. On the other hand, there are certain aspects of education that do not change as easily and so there are then systemic solutions that provide an avenue for educators to continue to provide a high impact education with fewer risks systemically and financially. It is a difficult balance beam to walk on in any institution of the United States. However, the dialogue here is not centered on the United States and its educational norms, morays, and systemic values, but this dialogue is geared towards answering an even more pressing question. How can the systemic values, educational tools, learning strategies and student outcomes be translated into a third world environment in a way that will make an impact on an entire country whose students are hungry for it, while remaining sensitive to the massive resource restraints that are present within a third world economy?

At this juncture, it is prudent to define the terms that are used throughout this dialogue to avoid any confusion.

•    Creative financing is defined as any finds acquisition, bank lending, or capital raising technique that differs from standard industry practices. It speaks to innovation in fund-raising ideas that defy the traditional sense of amassing capital.

•    In-the box thinking is defined as thinking that requires an adaption of existing resources to solve a problem or answer a question. Quality of ideas is not necessarily a factor, but solutions are valued only by their ability to provide solvency to a particular problem and beyond this there is little or no value.

•    Out-of-the-box thinking is defined as thinking that requires the creative adaptation of resources outside of those that are traditionally used to being solvency to a problem. Here, the quality of an idea is of value due to innovation and not merely adaptation.

•    Distance Learning is defined as an asynchronous learning environment where learners are able to utilize internet driven technologies and educational media as the catalyst for learning and completing an education program.

•    EE-learning is defined as a combination of an electronic asynchronous learning environment coupled with an experiential learning environment most commonly used to teach or emphasize a skill or skill set. A good example of this may be in the field of auto mechanics. A learner could learn the mechanical theories surrounding the inner workings of a carburetor in an online environment, and then actually assemble and disassemble one in the field under the supervision of an automotive professional.

•    Educational Media/ Technology are defined as separate entities for the purpose of this dialogue and are an important distinction to understand. Technology is defined as the mechanisms by which resources are deployed (i.e. a machine, or the Internet, or an online course room.) Educational media is defined as text, images (still and moving), sounds, and artifacts that are used as resources for the purpose of facilitating learning within a set of established objectives (i.e. An article, a film, a quiz, a lecture on cd.)

•    Educational projects are defined as the specific use of educational media and technology to accomplish an established set of goals. These goals will provide a vision that will aid in the initial analysis of needs and resources available, a blueprint by which to gauge the design, development, and implementation of course rooms and coursework, and a rubric by which to evaluate courses that have been created as to their effectiveness, impact, and adherence to the overall goals of the project itself.

•    Distributed modeling is defined as the ability for a model to be recreated in similar settings, always keeping in mind that many elements will change depending on the culture of the area being affected. The idea is to have a framework that can be built upon in a virtually limitless set of scenarios.

•    The third world is defined as the underdeveloped nations of the world, esp. those with widespread poverty.

•    Open source is defined as those resources and tools that are readily available and useable through the internet for free.

REFERENCES

  • Eskow, S., & Trevitte, C. (2007). Reschooling society and the promise of ee-learning: An interview with Steve Eskow. Innovate Journal of Online Education, 3(6), 1-4. Retrieved August 18, 2007, from Innovate Journal of Online Education Web site: http://www.innovateonline.info
  • Foundation Center. (2008). Freequently asked questions: What is a foundation? Retrieved December 5, 2008, from Foundation Center Web site: http://foundationcenter.org/getstarted/faqs/html/foundfun.html
  • Google. (2008). What is Adsense? [Interactive slide presentation]. Retrieved November 30, 2008, from Google Web site: http://www.google.com/services/adsense_tour/index.html
  • Hunter, J. C. (2007). Church Distributed: How the church can thrive in the coming era of connection. Longwood, Florida: Distributed Church Press.
  • Kim W. C., & Mauborgne, R. (2005). Blue ocean strategy: How to create uncontested market space and make competition irrelavant. Boston: Harvard Business School Press.
  • MLM Corporate. (2008). Mission and Vision for MLM Corporate Clients. Retrieved November 18, 2008, from MLM Corporate Web site: http://www.mlmcorporate.com/fru/pg/2521/default.aspx
  • Moore, M., & Kearsley, G. (2005). Distance education: A systems view (Second ed.). Belmont, CA: Wadsworth, a division of Thomson Learning Inc.
  • Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. K. (2007). Designing effective instruction (5th edition ed.). Hoboken, New Jersey: John Wiley and Sons, Inc.
  • Nilles, J. (2007). Some historical thoughts on the ee-learning renaissance. Innovate Journal of Online Education, 3(6), 1-9. Retrieved August 18, 2007, from Innovate Journal of Online Education Web site: http://www.innovateonline.info
  • open source. (2008). In The Free On-line Dictionary of Computing. Retrieved November 24, 2008, from dictionary.com Web site: http://dictionary.reference.com/browse/Open Source
  • Prosper Marketplace Inc. (2008). Prosper: Company overview. Retrieved November 12, 2008, from Prosper.com Web site: http://www.prosper.com/about/
  • Rafiki Foundation. (2007). Rafiki Foundation [Brochure]. Eustis, FL: Author.
  • third world. (n.d.). In Dictionary.com Unabridged. Retrieved November 24, 2008, from Dictionary.com Web site: http://dictionary.reference.com/browse/third world
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3 04 2009
Financing Educational Projects in Third World Countries - Part II « live.exofire.net

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