educare final

8/11/2019 Educare Final

1/9

Design ManagementEunice Ching 131FCG4105

Sara Tononi 131FTI4183

08/04/2013


2/9

2

EDUCAREEvery culture has a value system and in the order for the world to change for the better, we must change thevalue system of developed countries. There are many long-standing problems such as social injustice, genderinequality, resource waste and climate change that we have yet to nd solutions for. Some of these problems arealso perpetuated by developed or rich nations. According to Ban Ki Moon, developed nations have a historicalresponsibility for global warming and should take the lead in minimizing climate change (Associated Press,2012). Although most emissions now come from the developing world, nations such as the United States,

Japan, Germany, Canada and the United Kingdom still rank among the highest in carbon dioxide emissions (TheGuardian, 2011). In terms of food waste, rich nations waste more that 220 million tonnes of food a year (UNRIC,2012). We believe that the progress in solving these social and environmental problems are slow because themajority of the population in developed nations lack the knowledge to take initiative in solving these matters.

We propose to start a non-pro t organization called EduCare because there is a need for education in developednations that deal with important issues affecting our world today. EduCare focuses on educating students fromages eight to eighteen because we feel that schools do not educate or involve students enough on social andenvironmental issues. We believe that by educating the next generation about these issues we will change theculture of the developed world into being more responsible global citizens. The name EduCare was chosen onlyfor temporary purposes as we have yet to come up with a company name that is both satisfying and original.

Our inspirationThis idea came about when we were trying to identify a problem to come up with a solution for. We noticed thatnot only were we overwhelmed by the amount of problems that existed but we also lacked any real knowledgeregarding many social or environmental issues. Thinking back, we realized that issues such as food productionand waste, poverty, lack of health care in developing countries, gender inequality and environmental damagewere not heavily taught in our youth and after some research into this matter, we came to the conclusion that lackof education on these matters is a common problem for most people in developed nations.

What our organization doesEduCare will hold a workshop once or twice a school year to educate classes on different social issues (such asdif culties of education in developing countries, child labour, sex traf cking, menstruation hygiene management,and poverty) and environmental issues (such as animal cruelty, the effects of industrial farming, pollution, watersanitation, climate change and the wasting of food and resources). These workshops will be half a day or a wholeday depending on the age of the students. At the workshops, an on-going project that deal with the workshopstopic will be introduced and lead by the teacher of the class. The students will actively participate in this project,which will span one term or an academic year. Our aim is that every student in a developed country between theages of eight to eighteen will have one class that will include these workshops.

A brief outline and example topic for a workshopOne of our EduCare teachers will go to a school in Sydney to hold a full day workshop educating a sixth gradeclass about the dif culties of education in South Sudan. Presentations and small in-class projects will be given toeducate the students on issues such as lack of schools and learning spaces, problems of outdoor classrooms,insuf cient classroom furniture, lack of basic materials (paper, books, pencils, electricity), insuf cient number ofteachers and the lack of functioning separate bathrooms for female students. Extra material such as a magazinecontaining information on this topic will be provided to students to take home to discuss with their parents.Towards the end of the workshop, the EduCare teacher will introduce an on-going project that the teacher of thesixth grade class will take over for the rest of the academic year. This project will consist of connecting the sixthgrade class in Sydney to a class in South Sudan. The two classes would learn about each other via a pen palprogram using writing, drawings or videos. The sixth grade class will also hold fund raisers to collect money tohelp the South Sudanese class. Follow up sessions will be given by the organization where the teacher and theclass are free to give feedback on the workshop and the project.

Example list of other workshopsThe following is a list of other workshops that further illustrate what EduCare would do. There are currently onlyfour examples but the goal is to cover as many topics as possible in the future.

Workshop 1: Children of poor Aboriginal communities in Australia

This workshop will be similar to the aforementioned workshop but Australian students will learn about how childrenof poor Aboriginal communities live and study and why they live in poverty. The project will consist of connectingthese students with the children of Aboriginal communities via a pen pal program. A sponsorship program will alsobe set up for children in these communities funded by the class. The purpose of this program is to get children


3/9

3

coming from very different lifestyles, cultures and economic backgrounds from the same country to understandone another.

Workshop 2: Young females and MHM (menstrual hygiene management) in developing countriesThis workshop is aimed towards girls ages 14-16 and will be conducted in girls only classes or all girls schools.These girls will learn about the experiences and the dif culties young women from developing countries face withtheir menses. They will also learn about solutions that NGOs currently have in place to combat these dif culties.The project will consist of connecting these girls to the girls in developing countries via videos, drawings, or

writing. The class will also fund raise to pay for MHM kits for the girls in developing countries.

Workshop 3: Food waste and productionThis workshop focuses on how food is produced, the resources it takes to produce and transport food and foodwaste. It is conducted to promote conscious consumption of food. The class will be presented with a grow kit andwill learn how to grow different vegetables, fruits and herbs with recycled containers. The purpose of this project isto make students realize the efforts needed in food production as well as foster a grow what you eat culture.

Workshop 4: Wildlife protectionThis workshop focuses on the cause and effects of endangered species. It will also explain how some causesare linked to other global issues (for example, the cutting down of rain forests to produce cash crops lead to thedestruction of certain animal natural habitats, these crops are then sold and shipped to developed countries).The class will then commit to the sponsorship of particular endangered animals from a wild life refuge and will getupdates on how these sponsorships have made a difference.

COMPANY CULTURE

Our visionEduCares vision is to change the culture of young people living in developed countries so that our society willhave more responsible global citizens working towards a sustainable world free of social injustice.

Our missionEduCares mission is to educate children on social and environmental issues of today and give them the

opportunity to participate in developing a better world for everyone.

Our valuesAccountability for results and the ef cient use of resources: Timely and thorough reporting of nancialspending and results with ultimate transparency.

Professionalism in our staff and our teaching material: Teaching students with reliable, accurate and most upto date information and using highly trained teachers and student teachers.

Unsurpassed ethical standards: Providing educational services free of religious, political, racial and genderdiscrimination while trying to achieve maximum contribution to sustainability and development goals.

Innovation and sustainable leadership: Commitment to a sustainable way of operating the organization with afocus on innovation in nding ways to continuously improve the organization.

Contribute to a positive climate: Operating via care-based thinking and motivating our employees to achievethe best results with enthusiasm and passion.

Passion for results: Commitment to helping students realize their potential in creating a better future.

Ideal personnelWe expect all our staff to be self-motivating individuals who are passionate about education and issues affectingour world. Teamwork is a very important aspect of working in this organization, as our staff will constantly beworking in teams within their own department as well as with other departments. Further education for staff

members will be encouraged and provided via courses, conferences or eld trips. We also promote leadershipwithin our personnel, as each staff member is responsible for coming up with innovative ideas. Ideas will bepublicly shared in two ways. At the of ce, a board of developing ideas will be put up in an area with a lot of traf cand staff are encouraged to comment as well as submit other ideas. There will also be a section of the website for


4/9

4

the public (such as teachers, parents and industry professionals) to give comments on developing ideas as wellas suggest other ideas and issues.

How we promote design thinking in the organizationIdeally, we would like our organization to be very open and inclusive to foster the creation of new ideas and createan ef cient and happy workforce. We would also like every individual to work with and get to know as many oftheir colleagues as possible. Thus we would implement a dotted lines linking mechanism where individuals orteams in every department will get a chance to work with other departments in the form of projects. There will also

be regular social functions within the of ce such as a bi-weekly staff bar so people could casually interact with oneanother. If the organization increases globally, contact between different of ces will be encouraged through visitsor video conferencing when doing projects together.

A challenging task in many organizations is how to continually inspire their staff and remind individuals why theyare working there. From previous experience, we have found that sometimes staff members are too far removedto see positive results rst hand. To combat this challenge, we will require every staff member to accompanyand assist a teacher in at least one workshop every year. By assisting a teacher in a workshop, the individualstaff member will get to experience rst hand the satisfying feeling of inspiring our youth to create a better world.Results of EduCare accomplishments such as successful projects and letters from different schools will also beannounced to all personnel in some form of outreach.

To foster an inclusive environment, regular team meetings will be required so every person in each team will knowwhat others are doing. Regular meetings between managers, directors and the CEO will also be scheduled tomaintain direction, foster new ideas and keep communication owing. All directors, managers and team leaderswill be involved with their teams projects by having regular intimate and informal meetings during the processof every project. There will be a focus to include new employees into the social framework of the organization toensure their transition into the organization runs smoothly. This can be done by creating induction packages fornew members, attending and assisting a teacher in a workshop, and encouraging existing staff members interactwith the new employee.

The directors and managers of the organization are one of the most important positions at EduCare because theyprovide the leadership needed to promote innovative ideas. It is important that the CFO (Chief nance of cer) ofthe organization is more design-minded than business-minded. The CFO should be open to new projects and ndinnovative ways to allocate the money necessary to fund these ideas. Directors and managers are also expectedto come up with ways to create a more ef cient and happy team regularly. Contests will also be held once ortwice a year within the organization to come up with innovative ideas that would bene t the organization such assolutions to test new workshops in a fast and cost ef cient manner. The winner will be decided based the votesof all personnel and the winning individual or team will collect some sort of prize as incentive.

Working environment at EduCareOur ideal working environment would be located in a sustainable-minded building with solar energy, wateref cient toilets and taps and recycling facilities. It will also be an open working space with a lot of natural lightand comfortable furniture to encourage a comfortable yet ef cient working environment. Although there will beno cubicles, some private of ces will be provided for certain positions that need privacy, meetings or phonecalls. EduCare will also provide a exible workday as long as personnel are available during core working hoursof 11am-3pm and providing that all work is done on time. Sustainable methods of transportation such as public

transport or hybrid cars are encouraged for teachers travelling to schools to deliver workshops and all teachingmaterials as well as of ce supplies will be made from sustainable material. A casual working environmentincluding casual dress and attitudes will be implemented to encourage equality and inclusiveness betweenemployees of different professional levels.

Business goal and strategyBelow outlines our business strategy for starting the organization, as well as our organizational structure. Timelines will be created for every stage of development to ensure that everything is done in an on-budget organizedmanner.

Step 1: ResearchOur rst step was to research to see if there was already such an organization. We searched the Internet as well

as asked numerous teachers, parents and friends who work for NGOs if they knew of any organizations withsimilar concepts to EduCare. Some similar organizations are: One World Centre: An education service from WA that provides teachers/student teachers with professional


5/9

5

training on development issues and providing library resources to schools (One World Centre, 2007).

Free the Children: A Canadian organization that inspires youth to adopt and fund villages in developingcountries (Free the Children, 2013).

Kids Can Make a Difference: An organization that provides teachers with a teaching guide that focuses onraising awareness on hunger (Kids Can Make a Difference, 2013).

The Stop: An organization from Toronto that provides workshops to grades three and ve on foodsustainability (The Stop, n.d.).

Global Education: An Australian Organization that provides workshops to train teachers and provide themwith projects that they could do with their students. 1 (Global Education, 2012).

Some of these organizations had similar concepts but they mainly focus only on one issue and/or have differentmethods of execution. Although they also focus on educating children, we believe our concept is different enoughto make EduCare an innovative service. We also think that it would be bene cial to form a partnership with theseorganizations instead of treating them as competitors.

We then researched and de ned some major social and environmental issues to focus the workshops on(see Examples of other workshops on page 2). Currently we used online material, existing knowledge andsuggestions from others as a starting point, but further research will need to be done in the form of data collection,ethnographic studies and interviews. By de ning these social and environmental issues, we will know what

resources we need (for example, information resources, partners and experts in particular elds).

Our next step would be to research the school curriculum in different developed nations to nd out speci callywhat and how students are learning about different social and environmental issues. In order to fully understandhow students ef ciently absorb information, we would also need to de ne the culture of our target audience andresearch how each age group learn, what they like, and what they dont like. As children living in different areashave different cultures, this research must be done every time workshops are given in a new area.

Finally research must be done on how to successfully start an organization. We will need to nd out all theresources that are needed. We will also need to do nancial research to nd out the nances needed to start andrun such an organization as well as how to nd our initial investors (also known as angel investors).

Step 2: Start with a pilot testBased on the information we collect from our initial research, we would then design a workshop and project andtry it with one class. Our rst step would be to approach and form partnerships with interested parties. A volunteerteacher or a student teacher will be needed to conduct the workshop. Collaboration with an NGO would also beneeded to provide accurate information and make any necessary connections needed to run the workshop andthe project (for example, connections to a class in South Sudan). A particular school, teacher and class will alsoneed to be approached to participate in this pilot test. As this is an initial test, only a three-hour workshop will begiven along with the on-going project. Feedback will be given by the teacher, the students and the NGO, one dayafter the workshop, then on a monthly basis for four months to track the workshop and the projects success.

Step 3: Build initial organizationIf pilot project is successful, a small organization will be built with the capabilities to carry out a second pilot test.Funding packages with information about EduCare, successful results from the pilot test and recommendations

from the school, teacher, class and the NGO that participated in the test will be presented to potential angelinvestors. Funding will be used to pool resources to run the organization (see diagram below). Internal resourceswill include the chief executive of cer (CEO), teachers and student teachers, research directors, programdevelopers, project manager and a social outreach and fundraising manager. External resources will includea lawyer, a nancial of cer, psychologist, graphic designer, IT support and a printer. It would be best if any ofthese resources could be done on a voluntary basis to save costs in the beginning stages of this organization.Partnerships with participating NGOs who can supply EduCare with connections, materials, resources andinformation also need to be made. Some partnerships with our competitors or similar organizations would alsobe bene cial. Lastly, partnerships with schools willing to participate in the workshops will be needed as well. Inthis organizational structure, all the internal positions will work with one another, as well as some of the externalpositions.

Marketing material such as a website, organizational brochures, social networking, and advertisements will needto be made. The creation and standardization of a workshop program for different topics and grades is alsoneeded. Once the appropriate resources have been pooled and materials have been developed, a second

1 We found this organization recently, after we had already fully developed our concept.


6/9

6

pilot test will be conducted. If the second pilot test proves to be successful the organization their projects will beexpanded.

Step 4: Second pilot testThe second pilot test will include nding 1-3 schools willing to participate in the workshops. At this stage, ouraim is to have workshops for all age groups starting from age eight to eighteen. The second pilot test will worksimilarly to the rst pilot test but spanning all grades. Methods of recording some of the workshops will be used foreducational and promotional purposes. All feedback given by the teachers, students and director of the schoolswill be collected to improve the program. Like the rst pilot test, feedback will be collected over a four month timeline.

Step 5: Expand the organizationOnce program has been improved, de ned and nalized, we shall start to propose our organization to moreschools via outreach methods such as marketing materials, as well as nd more NGO partners. Ultimately, ourgoal is to have these workshops run in all classrooms of developed countries, but an expanded organization is

rst needed to ef ciently run these workshops in a smaller areas. EduCare must have a stable organizationalstructure where each department is encouraged to use design thinking to nd innovative ways to improve theorganization with their expertise in order for it to succeed to that level. The following is an outline for stage two ofthe organizational structure. Since the organization is still at small at this point, the organizational structure is of afunctional nature. As our organization expands globally, our organizational structure will change to a geographicalmodel.

CEO 1

PartnersInvestors

Bookkeeper

COO 2

CMO 3 CTO 4 CFO 5 Lawyer

Accountsmanager

Auditor

Payroll

HRdirector 6

Projectdirector 7

Writer

Graphicdesigner

Marketing/ press

Fundraising

Translation

Systemadministrator

Dataadministrator

Webadministrator

Developer

Talentmanagement

Training/ Development

Labour relations/ employee welfare

Compensation

Research

Workshopdevelopment

Psychologist

Teachers

Procurement

Logistics

Indicates positions from different departments that often work togetherDirectors Other positions

CEO

Teachers/ Student teacher Researchdirector

Lawyer Psychologist Graphicdesigner

Financialofficer

Programdirector Projectmanager Social outreachfundraising manager

Partners

Printer

IT support

Internal

External

Indicatespositionsthat oftenworktogether


7/9

7

*Although we only indicate positions that often work together. This organization will be linked via dotted lines.Various projects will give individuals from different departments the opportunity to work together.

1. CEO (Chief executive of cer): Visionary and leader of the organization. The CEO(s) should set the long-term strategy and direction of the organization, meet with key investors and partners and manage keyoperations of organization. The CEO(s) should work with every department, but mainly the head of each

department to make sure that the ideas and visions are effectively exchanged throughout the organization.2. COO (Chief operating of cer): This person is in charge of all operations in the organization. She or he

will also work with the Finance department, IT department, HR department, Project department andCommunications department to make sure all operations run smoothly.

3. CMO (Chief security of cer) and the Communications department: The CMO is in charge of all marketingand fundraising activities. The CMO is the head of the communications department which includes graphicdesigners, writers, marketing, press and fundraising. Individuals in this department will work with thenance department to nd out how much money needs to be raised.

4. CTO (Chief technology of cer) and the IT department: The CTO is in charge of all technology decisions forcompany and is the head of the IT (Information technology) department. Internally, the IT department workswith major departments to ensure IT systems and equipment work properly. Externally, they work with the

Communications department to make websites and other digital outreach materials. The IT departmentincludes: helpdesk, system administrators, database administrator, web administrator and developers.

5. CFO (Chief nancial of cer) and the Finance department: All nancial, accounting, budgeting and cashmanagement and reporting decisions for company. This department consists of an accounts manager, abookkeeper, payroll team, and an auditor. The CFO works with external banks, reports to CEO and COO,and works with the HR department to set salaries, the Communications department to set fundraisingtargets, the Project department to set funding for projects, and all other departments regarding cashmanagement.

6. HR Director and HR department: The Human resources (HR) department handles all staff related issues,salary setting, and recruitment. The department consists of an HR Director who oversees the entiredepartment, a talent manager, training and development position, compensation, and labour relations/ employee welfare. The HR department will often work with the Communications department to recruit staffthrough advertising and the lawyer for labour laws.

7. Project director and the Project department: The Project department is the largest department within theorganization. This department includes the research team, workshop development team, procurementteam, the teachers, a psychologist and the logistics team.

Since this organization is supposed to reach students of all developed nations it will take a lot of time andresources to reach such a goal. Major restructuring of the organization, various funding sources and different pilottests will have to be made as the organization expands. Although this is such a huge project, we believe that suchservice is necessary. By educating our youth, we will be able to create a new generation of global citizens thatwill change the world for the better. We also believe that if you arm people with the knowledge of our social andenvironmental issues, it will inspire them to create innovative solutions to create a socially just, sustainable world.

Teamwork and work process of this assignmentWe started this assignment by researching on the Internet and by asking friends and former colleagues aboutsocial and environmental issues affecting our world today. Research was arduous but Eunice got the inspiratio nfor the project while researching for an issue to focus on and stumbling on this video: http://www.youtube.com/ watch?feature=player_embedded&v=qWADjA1hMug . A brief idea was developed that Sara agreed on. We thenstarted research to nd out if this idea already existed. Eunices former colleagues from UNOPS and WSSCCwere contacted as well as parents, teachers and school directors in Australia, Canada, Sweden and Italy thatwe knew. Eunice then did further research to nd similar organizations and some possible partners, while Saraconducted research on how to build a company, information on structured organizations, models of companiesand focal points of start-up companies. Although we did some of our work separately, we met up for two days towork out the outline of the essay as well as work on our presentation. Work was divided based on our skill sets.

Eunice wrote the essay based on the outline as she had a better knowledge of English, while Sara worked onthe layout of the presentation. We believe that we worked well together and tried to divide our tasks as equally aspossible while keeping organized.
http://www.youtube.com/watch%3Ffeature%3Dplayer_embedded%26v%3DqWADjA1hMughttp://www.youtube.com/watch%3Ffeature%3Dplayer_embedded%26v%3DqWADjA1hMughttp://www.youtube.com/watch%3Ffeature%3Dplayer_embedded%26v%3DqWADjA1hMughttp://www.youtube.com/watch%3Ffeature%3Dplayer_embedded%26v%3DqWADjA1hMughttp://www.youtube.com/watch%3Ffeature%3Dplayer_embedded%26v%3DqWADjA1hMughttp://www.youtube.com/watch%3Ffeature%3Dplayer_embedded%26v%3DqWADjA1hMug


8/9

8

Reference List

Aboriginal Education n.d., Creative Spirits, accessed 1 April 2013, .

Associated Press, 2012, Ban Ki-moon: rich countries are to blame for global warming, The Guardian , 5December, accessed 2 April 2013, < http://www.guardian.co.uk/environment/2012/dec/05/ban-ki-moon-rich-countries>.

Best, K 2006, Design Management: Managing Design Strategy, Process and Implementation, AVA Publishing,Switzerland.

CARE 2009, About Us , CARE, accessed 1 April 2013, .

Company pro le, accessed 29 March 2013, .

Deeb, G 2011, Startup Roles & Responsibilities, accessed 29 March 2013, .

Evans L, Rogers S 2011, World carbon dioxide emissions data by country: China speeds ahead of the rest TheGuardian , 31 January, accessed 2 April 2013 < http://www.guardian.co.uk/news/datablog/2011/jan/31/world-carbon-dioxide-emissions-country-data-co2>.

Free the Children 2013, About Us , Free the Children, accessed 28 March 2013, < http://www.freethechildren.com/ about-us/>.

Georgatos, G 2013, Quality of life for Australians 2nd only to Norway, but for Aboriginal peoples 122ndIndependent Media Centre Australia , 16 March, accessed 1 April 2013, .

Global Education, 2012, Teaching and Learning , Global Education, accessed April 5, 2013, < http://www.globaleducation.edu.au/teaching-and-learning/australian-curriculum.html>.

IRIN 2012, Analysis: South Sudan struggles to meet demand for education , IRIN, accessed 1 April 2013, < http:// www.irinnews.org/report/96237/Analysis-South-Sudan-struggles-to-meet-demand-for-education>.

Kids Can Make a Difference 2013, Program Description , Kids Can Make a Difference, accessed 27 March 30, .

Moment, R 2007, Top-7-Leadership-Skills-for-Business-Success, accessed 30 March 2013, .

One third of all food wasted! 2012, United Nations Regional Information Centre for Western Europe, accessed 2April 2013, < http://www.unric.org/en/food-waste/27133-one-third-of-all-food-wasted>.

One World Centre 2007, About Us , One World Centre, accessed 30 March 2013 ,< http://www.oneworldcentre.org.au/about-us/>.

Oxfam Australia, Australia , Oxfam Australia, accessed 1 April 2013, < https://www.oxfam.org.au/about-us/ countries-where-we-work/australia/>.

Plans Because I am a Girl 2012, About the Campaign , Plans Because I am a Girl, accessed 2 April 2013, .

Robin, M 2013, BHP Billiton, How strict of ce rules affect productivity, accessed 29 March 2013, .


9/9

9

Rouse, M 2007, CEO and others, accessed 29 March 2013, .

The Stop n.d., Mission , The Stop, accessed 2 April 2013, < http://www.thestop.org/mission>.

United Nations Of ce for Project Services n.d., Mission and Values , United Nations Of ce for Project Services,

accessed 1 April 2013, .

United Nations Of ce for Project Services 2012, Improving education access and quality in South Sudan , UnitedNations Of ce for Project Services, accessed 1 April 2013, .

Water Supply & Sanitation Collaborative Council 2013, Menstrual Hygiene Management , Water Supply &Sanitation Collaborative Council, accessed 26 March 2013, .

educare final

Documents