From the hyper-local to the global, we can build ‘community’ when we try.

Six LESSONS on how to build COMMUNITY

Maybe it’s taken the shock of Covid-19 for us to realise the importance of human relationships, but what’s changed from such trying times in the past, is that we are able to connect with kith and kin, thanks to advances made with ubiquitous tech platforms that beam us into the homes and new workspaces of our colleagues, friends and family on a daily basis like no time before.

As someone who has always believed in the transformative power of bringing people together, increasingly, I’ve been asked as to how I build communities and networks, so I thought I’d share some thoughts on what’s worked and, importantly, what’s not worked as well as I imagined it would. But before I do, I thought I’d quote what Google suggested what a ‘community’ was, so that we anchor ourselves with the same meaning:

A community is a social unit (a group of living things) with commonality such as norms, religion, values, customs, or identity. Communities may share a sense of place situated in a given geographical area (e.g. a country, village, town, or neighbourhood) or in virtual space through communication platforms.

1. Your motives matter, make them known. Your values and reasons for creating a community need to shine through, be very transparent about these, as it’ll set the tone and the terms of engagement, both of which are critical for success.

Most people won’t have an issue with joining a community if they know what it’s core purpose is. They need to understand not only why they’re being thought of, but also how they stand to benefit, so the more upfront you are about such matters, the greater the chances of them joining and being active.

I created a community of leaders in philanthropy as a way of bringing together peers from across the world together, so we can learn from each other. As a decision maker, I often found myself in situations where I couldn’t share my thoughts with colleagues, so this group served as a forum not only to share various challenges I faced, but also one where I learnt a lot, which made me a better leader. This community continues to thrive thanks to a WhatsApp group that I set up, and is a great example of being transparent about your motives. Had I set it up with an ulterior motive, I’m pretty sure that the effort would have failed.

2. Find common ground. You need to start somewhere, so finding common ground is important to frame what folks can expect from your community. What I’ve seen happen, more so during the pandemic, is that they provide a support network for people who, often, are extremely isolated in one way or another. 

The support system such networks provide include ongoing positive reinforcement as well as constructive feedback. Where there’s common ground, it makes it easier to seek help and input and if the goal is to build strong communities, then this becomes critical to think through.

I’ve also seen people get busier and busier working from home, so the fact that such members of your community can’t attend meetings or formal sessions forces us to put in place some form of online support, where members can go at their own pace. This personalised professional development is key to great communities that are built around learning, especially.

3. Be clear what the rules are, and repeat them often. You’ll avoid so much heart-ache if you’re explicit about what’s acceptable and in the case of bad behaviour what the consequences will be for those who cross the line. 

Despite what many think of Facebook, I recently set up a few community groups for specific purposes, and what I really liked what it did was force administrators to consider what the rules for their groups are. They even provide prompts and language that you can use to create your personalised set of rules. Whether one looks at these when they join such a community is one thing, but as an organiser, I know that I have these as a way of ejecting those who misbehave. 

Having clear admission criteria for your community, as well as exit rules, is critical. As the definition above says, there have to be some commonalities in a community, and should that change, there should be an understanding of what happens next for members. 

4. Build a community with a low ‘jerk’ factor. Whilst they are a huge strength, building diverse communities is really tough. 

Often the difference in cultural norms, language, sport and religious beliefs result in differences of opinion and can trigger bad behaviour. Where I’ve seen these matters resolved effectively, have been when there’s been prompt and decisive action. 

Where there’s been a ‘fudged’ compromise, you can see the issues that arise erode the value of the network and community building becomes much tougher.

The way to build really beneficial communities is to vet those you want to enrol and take your time to get to know them. Positive references from others in the community are also valuable.

Ultimately, most networks will have ‘jerks’, your role is to minimise the number in your community. Be clear what one looks like.

5. Community management is a job. The bind we often find ourselves in is that we inadvertently create communities which deliver exceptional results, experiences, learnings but we fail to recognise that their sustenance and growth require additional investment of time, money and thought. We often bolt on the role of ‘community manager’ to a junior person in marketing or another department, who along with their own workload has to also drive engagement for this new set of people.

I understand this challenge all too well and have seen it fail every time.

Ideally, if you believe in the power of community, make it someone’s job – their focus. 

Finding someone who can perform the role is no easy matter. I would say that those who can relate to others, have great social-emotional skills, demonstrate empathy, and are adept at the use of appropriate tech tools would excel in such a role.

Many years ago, I was fortunate to have been invited to join the Forum of Young Global Leaders by the World Economic Forum, and the thing they do well, in relation to other such networks, is to emphasise the importance of network building by having staff who are ‘community managers’ lead their engagement with members of their organisation. This one very simple change in job title, can make the essential difference to the experience of those in the community.

6. Size matters. On Facebook, I created a group that now has, almost, 30,000 members who are interested in education, and, similarly, on my YouTube channel there’s 10,000, and on LinkedIn, there’s another 3,000 of us. I see these, not as communities but as groups of individuals with a loose affiliation that bring everyone together.

Community building requires time, money and energy. The larger your community, the more you have to commit resources to it. Whilst, tech tools make convening large groups, as above, easier,  it’s another thing altogether to moderate conversation and build shared understanding, which are all critical to building community. I would suggest the ideal size for a network is much smaller than you’d think. 

For me the true magic of communities is that they’re personal. 

Whilst I can speak about the many up-sides of building professional communities of teachers and leaders in the education sector, I’ve kept my thinking broad for this piece given the relevance of what’s said above to so many different areas of work.

Covid-19 has turned our lives upside down. Chaos has rained down on us. Many of the cherished beliefs we held have been cast aside as a result of what we’re all going through. The one really great thing that’s happened to many of us is that we’ve also connected with those around us to a far greater extent than we had before. The stand-out success for me has been the creation of a WhatsApp group for my neighbourhood, which has been a joy to see become a community.

This much is clear to me, from the hyper-local to the global, we can build ‘community’ when we try.

So, why not start today?

What is the ‘new-normal’ in education?

We’ve gone from the initial panic around school closures to solving for many of the problems and challenges that have been thrown up as a result, whether they be the very serious issues connected to inequity or about pedagogy for online learning. I sense we are now headed towards having a conversation about what the ‘new normal’ looks like for the education sector.

Before we get there, we have to focus on how best to reopening schools and this is not just a matter of opening the school gates and continuing from where we left off. The closures have had huge issues, namely the learning loss that has taken place in the time that our kids have been off school. To pretend otherwise is a folly.

IF YOU WERE EDUCATION MINISTER, WHAT WOULD YOU PRIORITISE?

I was challenged this week to think about how in the context of budgetary cuts and a looming recession, how we could still play catch up effectively, and also consider the longer term reforms that need to take place to ensure education systems are fit for the future. No easy task, let me confess. Where do we even start?

I’d like your thoughts on what you would spend a hypothetical budget of £100 on three key priorities… please leave a comment below.

I also read that the Gates Foundation are concentrating their funding and efforts on Covid-19 and in the context of education, are looking to fund interventions that explore how we do online learning. Is that where we should focus?

IT’S ALL ABOUT THE KIDS, RIGHT?

Aashti Zaidi of the Global Schools Forum invited me to a Zoom call for their membership organisations, which I attended as an independent observer to hear their experiences of Covid-19. Interestingly, their membership spans those in the NGO sector as well as the for-profit education sector and I was interested to hear if government’s were taking into consideration the vital role that many of these providers have in these contexts. You can read their post here on their recommendations on how best to support them.

Education is, generally, highly ideological and in these times, we need to come together to ensure that we do the best for everyone.

COMMUNITY BUILDING ON LINKEDIN – you can join the group here.

The LinkedIn group that I set up a few weeks back had the following contributions, which may be of interest:

> Strategy consulting firm, McKinsey published this piece on school system priorities in the age of Covid-19. I like the priority they placed on supporting teachers.

> The Edtech Hub which is a a $25 million 8-year EdTech research initiative of the World Bank, DFID and the Gates Foundation is seeking tech-enabled solutions and edtech experts for:

  • out-of-school formal & non-formal distance learning/assessment
  • teacher/principal/parent support solutions
  • the psychosocial & socio-emotional side-effects of COVID-19
  • rapid education data collection systems … for low- & middle-income countries (Africa, Asia & the Middle East).

View the call for proposals here: https://lnkd.in/e3MCX75

They will be reviewing & selecting applications on a weekly rolling basis starting from 1st May until end of May, with successful applicants notified throughout. They will also be looking for inclusive solutions for marginalized groups (the disabled, displaced, refugees, girls, etc).

> Pivot conducted a survey of 3,500 teachers in Australia and New Zealand, and these were some of their results:

  • 80% of teachers and school leaders believe that students will need extra instructional support when they return to in-classroom learning
  • 70% of teachers say they have increased their planning time
  • 90% of teachers say they want student feedback on their teaching

CREATIVITY

They say that boredom leads to creativity, so I’m delighted to share a photo of the hat my daughter made from an IKEA bag, apparently, it’s quite a fashion statement! Pleased that she channeled her creativity.

There’s great news to share…

Friends,

After eight years at the helm of our Foundation, I believe the time has come to pass the baton onto a new leader who can to take our organisation forward with the ambition and vigour it needs for the next stage of its life.

So, today, after a momentous journey working with an incredibly talented and dedicated team, I am formally stepping down as Chief Executive of The Varkey Foundation.

My deepest thanks are owed to Sunny Varkey for placing his faith in me and giving me every support in establishing the Foundation. He gave me a once in a life-time opportunity to make a difference to the education of children throughout the world.  I’ll always be truly grateful for this privilege.

I am, also, delighted to announce that Cate Noble, our current Chief Operating Officer, will become our next CEO.

Cate carries a wealth of experience and is finely placed to lead the Foundation into new project areas. Her expertise in educational development is world-leading and I know, from our working relationship to date, how determined she is to extend the reach and weight of our voice, as well as our impact on the ground. I am certain she will make a great success of her new position.

It has been an incredible privilege to have led our organisation since its inception, and I am honoured that the Varkey family and Trustees have now asked me to serve as Chairman of the Board of Trustees. I look forward, in this role, to helping shape its future strategy and provide as much support as I can to its vital mission.  We are a Foundation that has much to be proud of and that has so much more to give.

Together, we elevated subjects such as teacher status from the preserve of policy-makers and panel discussions into issues that seized the imagination of the public around the world.

We have stimulated debate, informed decisions, and taken action to better the life chances of some of the world’s most underprivileged children. For example, our programmes in Uganda, Ghana and Argentina, are helping to improve the capacity of the teaching profession, disseminating learning and raising awareness of key subject areas, including leadership, girls-ed, and student centred pedagogy.

We have also lead in understanding complex education debates through publishing groundbreaking research on teacher status, parental attitudes on education and the hope, fears and ambitions of generation z.

Many well wishers have told me that our greatest contribution to education debates is the Global Education & Skills Forum (GESF), and who am I to disagree?. The highlight of my year is always the final evening of the GESF when we announce the winner of the Global Teacher Prize and the eyes of the world are rightly focused on teachers.

Five years ago, when we launched the Global Teacher Prize none of us could have imagined what we would achieve together. It has not only unearthed thousands of stories of teacher heroes but has given me some of the most humbling moments of my life. I have met some of the world’s most inspirational, selfless and resourceful people, who could have applied their talents to many other things, but have chosen to devote their lives to the next generation.

I have never been more aware of how teachers are responsible for the future – to the world that will be shaped by the children they teach.

It has been an incredible journey, where I have learnt a lot. I have many questions that remain unanswered, mainly around the subject of technology and the promise it holds. For this reason, I am honoured to have been asked by Sunny Varkey to establish an organization that seeks to build further understanding about the role of technology in education.

At the Foundation, whether it was the delivery of high quality satellite enabled teaching into classrooms in refugee camps, or in rural locations to reach marginalized girls using an interactive platform we invented, or our first online course on school leadership going live in Argentina, technology has been a great force multiplier, which is why I remain curious as to why despite the marketing of many ed-tech innovations none have really broken through.

I will be setting this new organisation up to advance the case for education technology but also to understand fully the context that is required for it to fulfil its potential. I hope to work with all stakeholders and experts in this endeavour.

As an example, we know teachers are central to education. How can tech support them better so that they can be more effective in their classrooms?

This is especially important in middle and low-income countries that have not yet benefited from the fruits of tech development.

The new organisation will also investigate new technologies and how they can break down barriers to education in deprived parts of the world, and, as a base point, will build upon this year’s discussion at the Global Education & Skills Forum, which looked at how we can marry western-centric development with the explosion of innovation and start-up entrepreneurs from the global south.

I have, as many of you will know, half-joked in the past about the old fashioned pencil and paper being the best tech resource in constrained environments, and I am often pulled up on this by those that say that the mobile phone is now common place.

If this is, indeed, the case, then my question is how can we improve the life chances of those who, at best, have only an android device and a 3G connection? The conversation we’ve been having through the Broadband Commission about 5G becoming standard in these areas is all well and good and gives a positive message about the future – but we do need to bear in mind these constraints and that they currently apply to a very large group of people throughout the world today.

The success of our Foundation in highlighting many of these educational inadequacies, and identifying solutions, has been remarkable, and is directly attributable to the Varkey family, our incredible team, our dedicated partners, friends and well-wishers, like you. From the bottom of my heart, thank you.

There is more to do, and, together, I am sure we will continue to do everything we can to help make a difference to the education of children around the world.

It has been a pleasure and an honour to have served as the first CEO of our Foundation, and I ask, now, that you extend a hand of friendship to Cate, like you did for me. Please join me in wishing her all success as our next Chief Executive.

With gratitude and best wishes,

 

Vikas

 

 

 

 

 

 

Philanthropy cannot substitute government aid

n the last few decades, philanthropy has enjoyed a renaissance. United States citizens contributed $390 billion (Dh1.43 trillion) to charity last year, while 150 billionaires around the world have signed a pledge to give away at least half their wealth. We will see the energy of this movement first-hand at the sixth Global Education & Skills Forum, taking place in Dubai later this month, when more than 40 philanthropic organisations will discuss how they can make the greatest impact with their resources globally.

Our discussion comes at a time when philanthropy is besieged by criticism. The current fractious mood over global inequality means that large-scale giving by the world’s wealthiest individuals is often seen as suspect. There has been a vicious backlash, with, according to one study, a 15-fold increase in negative coverage about philanthropy between 2000 to 2015.

One frequent criticism is that philanthropy is substitute for government aid, allowing governments to decrease their aid budgets and avoid radical political solutions. However, this ignores the resources of government aid compared to philanthropy: The reach of even large philanthropic foundations is still much smaller than that of government aid, and most foundations cannot undertake large-scale humanitarian or social projects on their own.

Rather than a substitute, philanthropy can accomplish goals that, for structural reasons, governments find difficult. Insulated from the electoral cycle, philanthropists can fund change over many decades. In a Harvard Business Review analysis of 15 social-change movements — from polio eradication to the Fair Food Programme — nearly 90 per cent of historically successful social-change efforts were found to take more than 20 years.

Governments also have a greater number of restrictions on the types of intervention they can support, and the speed with which they can react. Government spending requires rigorous auditing and consensus building, which can limit how bold they can be. Philanthropic foundations can implement disruptive solutions without filtering every decision through layers of bureaucracy.

However, for all its advantages in principle, philanthropy must still do more for the world’s poorest and most vulnerable. Too often there is competition between philanthropists when collaboration would allow resources to go further. Philanthropists working alongside each other has the greatest likelihood of creating long-lasting systemic improvements. A new organisation, Co-Impact, has been founded in order to bring philanthropists together to pursue bigger goals, help them pool their resources more efficiently, and match newer donors with ambitious social projects.

In my own area of interest — education — we need to gather more evidence about what works. The impact of philanthropy across vast areas of policy in many countries is simply unknown, according to a study by NGO 3IE. Programmes ranging from teacher training to computer-assisted learning are often carried out without knowing whether they are effective. Despite expectations, measures in Kenya to halve class sizes and provide more textbooks did little to improve results. Meanwhile, unorthodox methods such as cash transfers to the families of poor children increased attendance for children of all ages across different countries.

Second, we must not become intoxicated by the promise of new technologies. Donating laptops sounds attractive, but will be ineffective if schools have an intermittent electricity supply and no access to broadband. Any technology must take into account local conditions — and be judged as a success or failure by how far it improves basic skills. Instead, we must not lose sight of basic, well-evidenced measures, such as providing food to children at school. For example, the Akshaya Patra Foundation programme is making a huge difference by serving fresh lunches to 1.6 million schoolchildren across India every day, facilitating education and encouraging children to attend.

Third, we need to improve our communication of education issues. Contributions to global health vastly outweigh those given to education: one study found that US private philanthropy contributed 53 per cent of its grants to health, but only 9 per cent to education. This is partly because, over the past few decades, global health has communicated its message with an emotional punch. This is no criticism: the progress in lowering the death toll from disease has been one of the greatest achievements of the 21st century and the result of effective campaigning.

However, the same toll of despair associated with poor health comes just as surely from a poor education. Failure to learn in school is a cancer that spreads — weakening individuals, societies and nations in every conceivable way. It is an invisible threat. The story of a malnourished or sick child can be told through a single picture, but there are no stark images that convey the squandered talents, the frustrations, and the loss of hope that come with an education denied. All involved in education philanthropy must find a more compelling way of telling this story.

Finally, and perhaps most importantly, achieving results requires collaborations with Government: In fact, according to a study by Harvard Business Review, 80 per cent of successful initiatives also require changes to government funding, policies, or actions. Only by working closely with governments can we strengthen public systems of health and education to achieve a positive and lasting impact.

Yet, governments everywhere are making deep cuts to aid budgets. This year alone, the EU has proposed a 6.5 per cent cut to the 2018 aid budget compared to 2017 spending. Education has been particularly neglected — with international aid levels falling since 2010. At a time when the number of children out of school in developing countries is rising again, Governments are choosing not to prioritise education aid. However intelligently they work, philanthropists cannot plug this gap alone.

Vikas Pota is the chief executive of Varkey Foundation

The article appeared in the Gulf News on 15th March 2018